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Chris Minnich, Executive Director
Council of Chief State School Officers (CCSSO)
July 26, 2013
Common Core State Standards
Common Core State Standards
Bipartisan initiative of state leadersled by the Council of Chief State School Officers (CCSSO) and National Governors Association (NGA)developed K-12 standards in English language arts (ELA) and mathematics
College and Career Readiness: Anchor for the Common Core
Gap between high school expectations for students and what students are expected to do in college/career Among high school graduates, only half are
academically prepared for postsecondary education (Greene & Winters, 2005).
Career-readiness and college-readiness levels are very similar.
K-12 standards were back-mapped from college and career expectations.
Remediation rates and costs are staggering• As much as 40% of all students entering 4-year colleges
need remediation in one or more courses• As much as 63% in 2-year colleges
Degree attainment rates are disappointing• Fewer than 42% of adults aged 25-34 hold college
degrees
0%
20%
40%
60%
80%
100%
Source: The College Completion Agenda 2010 Progress Report, The College Board
College Remediation and Graduation Rates
How the demand for skills has changedEconomy-wide measures of routine and non-routine task input (US)
(Levy and Murnane)
Mean t
ask
inp
ut
as
perc
en
tile
s of
the 1
960
task
dis
trib
uti
on
The dilemma of schools:The skills that are easiest to teach and test are also the ones that are easiest to digitise, automate and outsource
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Key Cognitive
Strategies
Key Learning Skills and Techniques
Problem FormulationResearchInterpretationCommunicationPrecision & Accuracy
Structure of KnowledgeChallenge Level
ValueAttribution
EffortKey Content Knowledge
think: know:
Ownership of LearningLearning Techniques
act:Postsecondary AwarenessPostsecondary CostsMatriculationCareer AwarenessRole and IdentitySelf-advocacy
go:Key
Transition Knowledge
and Skills
Source: Dr. David Conley, Educational Policy Improvement Center
College and Career Readiness
Why Common Standards?
• Previously, every state had its own set of academic standards and different expectations of student performance.
Consistency
• Common standards can help create more equal access to an excellent education.Equity
• Students need the knowledge and skills that will prepare them for college and career in our global economy.
Opportunity• Previous standards were “a mile wide and an
inch deep.” These new standards are clear and coherent in order to help students, parents, and teachers understand what is expected.
Clarity• Common standards create a foundation for
districts and states to work collaboratively and achieve economies of scale.
Economies of Scale
English Language Arts (ELA) Shifts
•Building knowledge through content-rich non-fiction and informational texts in addition to literature
Non-Fiction
•Reading and writing are grounded in evidence from the text
Evidence from the Text
•Regular practice with complex text and its academic vocabulary (words like “synthesize” and “correspond”)
Complex Text & Academic
Vocabulary
Math Shifts
• 2-4 concepts focused on deeply in each gradeFocus
• Concepts logically connected from one grade to the next and linked to other major topics within the grade
Coherence
•Fluency with arithmetic, application of knowledge to real world situations, and deep understanding of mathematical conceptsRigor
Implementing the Common Core
Professional Development
Public Awareness
Curriculum & Instructional Materials
Common Core Implementatio
n
New Assessments
Two state-led assessment consortia Partnership for Readiness for College and
Career (PARCC) SMARTER Balanced
Federal Race to the Top (RTTT) grant of $350M +
New summative assessments used for accountability purposes in 2014-2015 school year
What will the new tests be like?
Computer-basedBeyond multiple choiceMeasure what matters for college
and career success Depth of understanding and higher-
order thinking skillsProvide precise, actionable
information
Based on the information in the text “Biography of Amelia Earhart,” write an essay that summarizes and explains the challenges Earhart faced throughout her life. Remember to use textual evidence to support your ideas.
PARCC: Grade 7 Reading and Writing Item
Smarter Balanced: Grade 11 Writing Item
PARCC Assessment Sample Item: Math Grade 3
PARCC Assessment Sample Item: Math Grade 3
Smarter Balanced: Math Grade 4
What are the Publishers’ Criteria?
• A set of four documents intended to guide the design, evaluation, and selection of new materials or revision of existing materials
ELA/Literacy K-2 and 3-11
Mathematics K-8 and Mathematics 9-12
• Available on www.corestandards.org and training materials available on www.achievethecore.org
• Released by CCSSO, NGA, Achieve, the Council of Great City Schools and NASBE
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What’s In and What’s Out?
IN OUT
1. Daily encounters w/complex texts 1. Leveled texts (only)
2. Texts worthy of close attention 2. Reading any ‘ol text
3. Balance of literary and Info texts 3. Solely literature
4. Coherent sequences of texts 4. Collection of unrelated texts
5. Mostly text-dependent questions 5. Mostly text-to-self questions
6. Evidence-based analyses 6. Personal opinions about issues
7. Accent on academic vocabulary 7. Accent on literary terminology
8. Emphasis on reading & re-reading 8. Emphasis on pre-reading
9. Reading strategies 9. Reading strategies
10. Pre-mediation 10. (Just) Remediation
It all boils down to. . .
Texts Worth Reading
and
Questions Worth Answering!
Some Old Ways of Doing Business – What’s Out
• A different topic every day
• Every topic treated as equally important
• Elementary students dipping into advanced topics at the expense of mastering fundamentals
• Endless review
• Reliance on rote learning at expense of concepts
• Mnemonics or tricks
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Grade Priorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding
K–2 Addition and subtraction, measurement using whole number quantities
3–5 Multiplication and division of whole numbers and fractions
6 Ratios and proportional reasoning; early expressions and equations
7 Ratios and proportional reasoning; arithmetic of rational numbers
8 Linear algebra/linear functions
Major Work of Grade in K-8 Mathematics
Indicators of Quality
• Problems are worth doing• Teacher materials support teacher study• Use of manipulatives follows best practices• Materials are carefully reviewed (freedom from errors,
grade-level appropriateness, freedom from bias)• Visual design isn’t distracting or chaotic• Support for English language learners is thoughtful and
helps those learners to meet the same standards as all other students
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Questions and Comments
Chris Minnich, Executive Director
Council of Chief State School Officers (CCSSO)
www.ccsso.org/commoncore
www.corestandards.org
