Common Core Standards Allen Sylvester, Ph.D. [email protected] Debbie Sylvester [email protected] June 2010

Common Core StandardsAllen Sylvester, Ph.D.

[email protected] Sylvester

[email protected] 2010

Gains or Losses???

Age 9 NAEP math: • 1986 to 1990 (+8 points) and 1999 to 2004 (+9 points)

approximately 2 points per year gains. • 2004 to 2008 (+4 points)

only 1 point per year - rates have declined since NCLB.

Age 13 NAEP math: • 1999 to 2004 (+5 points), or 1 point per year. • 2004 to 2008 (+2 points), or half a point per year.

Age 17 math:• 1999 to 2004 essentially no change• 2004 to 2008 flat to slightly lower

Age 9 NAEP math: From 2004-08, the black-white gap widened by 2 points and the Hispanic-white gap remained unchanged, with no changes being statistically significant.

Age 13 NAEP math: From 2004 to 2008, the black-white score gap closed 2 points and the Hispanic-white score gap remained unchanged, with no changes being statistically significant.

Age 17 math: The black-white gap closed one point from 2004-2008, while the Hispanic-white gap widened by two points, with no changes being statistically significant.

Gains or Losses???

Advance Organizer

1.History of Standards in Kansas (How did we get here?)

2.What is the “Common Core” all about?3.Why is the “Common Core” important/good for

everyone?4.Why do we need a change now?5.What do they look like?6.What happens next?7.NCLB vs. “Blueprint” (if time allows)

How did we get here?

• 1983 – A Nation at Risk; the beginning of standards-based education.• 1989 – NCTM first edition of “Curriculum and Evaluation Standards

for School Mathematics” was published.• 1990 – KATM (NOT KSDE) under the direction of Sue Neal created a

document called Kansas Curriculum Standards. • 1993 – KSDE Standards committee (Kim Gattis)

• the first “official” KS Math Standards • written for "end of grade 4th grade", "end of 8th grade" and “10th grade”.

• 1997 – KSDE Standards committee (Kim Gattis) revised version 1993. • It took 7 drafts before the 1999 version was accepted by KSBE.

• 2000 -- New state assessments were created • testing at grades 4, 7 and 10.

Part 1: (the “good old days..”)

And then….


• 2001 – No Child Left…Behind.• Testing in grades 3-8, and once in High School.• Initially used the 1999 assessments & standards

• 2002 – KSDE (Ethel Edwards) • It took 11 drafts before it was approved in July 2003 by KSBE. • New state assessments based on this version started in spring 2006.

• 2007 – ESEA (NCLB) due for reauthorization, no action taken• 2009 – Barak Obama elected President• 2009 – Economic “downturn”

And then…

Part 2: (The Empire Strikes Back…)


• 2009 – RACE TO THE TOP!• September 2009 – NGA & CCSSO publish “College & Career Ready

Standards”• December 2009 – CCSSO releases “Common Core” to States• KSDE convenes the fourth “Standards Committee”• To revise KS standards in compliance with RTTT

• January 2009 – RTTT application due, Kansas submits application• March 2009 – Public draft of “Common Core” released.• March 2009 – Kansas doesn’t win RTTT funding. • June 2009 – Final draft of “Common Core” released.

Part 3: (A New Hope…)

Race to the Top?

…As you may know, the Kansas State Board of Education voted unanimously last week to not apply for funding in Phase II of the Race to the Top grant. After placing 29th in Phase I of the competition, staff from the Kansas State Department of Education carefully analyzed the reviewers’ comments and concluded there was little chance of earning the necessary points in the second round. Kansas is proud to be a local-control state in terms of education, and The Race to the Top competition simply does not appear to favor such states…

--Letter from KSBE to Sec. Duncan, April 23, 2010

What is the Common Core State Standards Initiative?

“The Common Core State Standards Initiative is a significant and historic opportunity for states to collectively develop and adopt a core set of academic standards in mathematics and English language arts.” – NGA, 2010.

A common core of standards that are:• Internationally benchmarked• Aligned with work and post-secondary• Inclusive of higher order skills• Based on research and evidence• Inclusive of rigorous content and skills

From Dr. Alexa Posney’s May 2009 presentation “Common Core Standards”

Why is this important?

• Currently, every state has its own set of academic standards, which means public education students in each state are learning at different levels.

• All students must be prepared to compete with not only their American peers in the next state, but with students from around the world.

• 48 states and 3 territories have signed on to the Common Core State Standards Initiative led by the NGA and CCSSO.

• This initiative will potentially affect 43.5 million students which is about 87% of the student population.(Source: SchoolDataDirect.org; 2007)


Why is a common core of state standards good for parents?

• Helps parents understand exactly what students need to know and be able to do

• Helps parents support their children and educators by making expectations clear and goals high

• Provides equal access to a high quality education• Provides opportunities to meaningfully engage

parents


Why is a common core of state standards good for educators?

• Allows for more focused pre-service and professional development

• Assures that what is taught is aligned with assessments including formative, summative, and benchmarking

• Provides the opportunity for instructors to tailor curriculum and teaching methods

• Informs the development of a curriculum that promotes deep understanding for all children


Why is a common core of state standards good for states?

• Allows states to align curricula to internationally benchmarked standards

• Allows states to ensure professional development for educators is based on best practices

• Creates the opportunity for America to compete for high-wage, high-skill jobs in a knowledge-based economy

• Allows for the development of a common assessment• Gives states the opportunity to compare and evaluate

policies that affect student achievement across states• Creates potential economies of scale around areas such as

curriculum development and assessment


Why is a common core of state standards good for students?

• It will help prepare students with the knowledge and skills they need to succeed in college and careers

• Expectations will be consistent for all kids and not dependent on a student’s zip code

• It will help students with transitions between states • Clearer standards will help students understand what

is expected of them and allow for more self-directed learning by students


P20 Alignment Team

The Kansas P20 Council will determine how well prepared high school students are to continue their education, enter the workforce, or participate in training in the work force by forming a P20 Alignment Team.


What the “common core standards” look like:

• Fewer, clearer, and higher• Articulate to parents, teachers, and the general

public expectations for what students will know and be able to do, grade by grade, and when they graduate from high school

• Internationally benchmarked• Research and evidence based • Ready for states to adopt

(Kentucky already has…)

• Standards define what students should understand and be able to do.

• Clusters are groups of related standards. • Domains are larger groups of related standards.

How to read the Common Core grade level standards

Kansas to Common Core Conversion Chart (patent pending)

“Current” Kansas Standards call it a(n): “Common Core” calls it a(n):

Standard Domain

Benchmark Cluster

Indicator Standard

Kindergarten (overview only)

Counting and Cardinality• Know number names and the count sequence.• Count to tell the number of objects.• Compare numbers.

Operations and Algebraic Thinking• Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Number and Operations in Base Ten

• Work with numbers 11–19 to gain foundations for place value.

Measurement and Data• Describe and compare measurable attributes.• Classify objects and count the number of objects in categories.Geometry• Identify and describe shapes.• Analyze, compare, create, and composeshapes.

1st Grade (overview only)

Operations and Algebraic Thinking• Represent and solve problems involving addition and subtraction.• Understand and apply properties of operations and the relationship between addition and subtraction.• Add and subtract within 20.• Work with addition and subtraction equations.

Number and Operations in Base Ten

• Extend the counting sequence.• Understand place value.• Use place value understanding and properties of operations to add and subtract.Measurement and Data• Measure lengths indirectly and by iterating length units.• Tell and write time.• Represent and interpret data.Geometry• Reason with shapes and their attributes.

2nd Grade (overview only)

Operations and Algebraic Thinking• Represent and solve problems involving addition and subtraction.• Add and subtract within 20.• Work with equal groups of objects to gain foundations for multiplication.Number and Operations in Base Ten• Understand place value.• Use place value understanding and properties of operations to add and subtract.

Measurement and Data

• Measure and estimate lengths in standard units.• Relate addition and subtraction to length.• Work with time and money.• Represent and interpret data.Geometry• Reason with shapes and their attributes.

3rd Grade (overview only)Operations and Algebraic Thinking• Represent and solve problems involvingmultiplication and division.• Understand properties of multiplication and the relationship between multiplication and division.• Multiply and divide within 100.• Solve problems involving the four operations, and identify and explain patterns in arithmetic.Number and Operations in Base Ten• Use place value understanding and properties of operations to perform multi-digit arithmetic.Number and Operations—Fractions• Develop understanding of fractions as numbers.


• Solve problems involving measurement andestimation of intervals of time, liquid volumes,and masses of objects.• Represent and interpret data.• Geometric measurement: understand concepts of area and relate area to multiplication and to addition.• Geometric measurement: recognize perimeteras an attribute of plane figures and distinguishbetween linear and area measures.Geometry• Reason with shapes and their attributes.

4th Grade (overview only)Operations and Algebraic Thinking• Use the four operations with whole numbers to solve problems.• Gain familiarity with factors and multiples.• Generate and analyze patterns.Number and Operations in Base Ten• Generalize place value understanding for multidigit whole numbers.• Use place value understanding and properties of operations to perform multi-digit arithmetic.Number and Operations—Fractions• Extend understanding of fraction equivalence and ordering.• Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.• Understand decimal notation for fractions, and compare decimal fractions.Measurement and Data

• Solve problems involving measurement andconversion of measurements from a larger unit to a smaller unit.• Represent and interpret data.• Geometric measurement: understand concepts ofangle and measure angles.Geometry• Draw and identify lines and angles, and classifyshapes by properties of their lines and angles.

5th Grade (overview only)Operations and Algebraic Thinking• Write and interpret numerical expressions.• Analyze patterns and relationships.Number and Operations in Base Ten• Understand the place value system.• Perform operations with multi-digit wholenumbers and with decimals to hundredths.Number and Operations—Fractions• Use equivalent fractions as a strategy to add and subtract fractions.• Apply and extend previous understandingsof multiplication and division to multiply anddivide fractions.


• Convert like measurement units within a given measurement system.• Represent and interpret data.• Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.Geometry• Graph points on the coordinate plane to solve real-world and mathematical problems.• Classify two-dimensional figures into categories based on their properties.

6th Grade (overview only)Ratios and Proportional Relationships• Understand ratio concepts and use ratioreasoning to solve problems.The Number System• Apply and extend previous understandings of multiplication and division to divide fractions by fractions.• Compute fluently with multi-digit numbers and find common factors and multiples.• Apply and extend previous understandings of numbers to the system of rational numbers.

Expressions and Equations

• Apply and extend previous understandings of arithmetic to algebraic expressions.• Reason about and solve one-variable equations and inequalities.• Represent and analyze quantitativerelationships between dependent andindependent variables.Geometry• Solve real-world and mathematical problems involving area, surface area, and volume.Statistics and Probability• Develop understanding of statistical variability.• Summarize and describe distributions.

7th Grade (overview only)Ratios and Proportional Relationships• Analyze proportional relationships and usethem to solve real-world and mathematicalproblems.The Number System• Apply and extend previous understandingsof operations with fractions to add, subtract,multiply, and divide rational numbers.Expressions and Equations• Use properties of operations to generateequivalent expressions.• Solve real-life and mathematical problemsusing numerical and algebraic expressions and equations.

Geometry

• Draw, construct and describe geometricalfigures and describe the relationships between them.• Solve real-life and mathematical problemsinvolving angle measure, area, surface area,and volume.Statistics and Probability• Use random sampling to draw inferences about a population.• Draw informal comparative inferences abouttwo populations.• Investigate chance processes and develop, use, and evaluate probability models.

8th Grade (overview only)The Number System• Know that there are numbers that are notrational, and approximate them by rationalnumbers.Expressions and Equations• Work with radicals and integer exponents.• Understand the connections betweenproportional relationships, lines, and linearequations.• Analyze and solve linear equations and pairs of simultaneous linear equations.Functions• Define, evaluate, and compare functions.• Use functions to model relationships between quantities.

Geometry

• Understand congruence and similarity usingphysical models, transparencies, or geometrysoftware.• Understand and apply the PythagoreanTheorem.• Solve real-world and mathematical problems involving volume of cylinders, cones and spheres.Statistics and Probability• Investigate patterns of association in bivariate data.

High School (Part 1 of 5)

The Real Number System• Extend the properties of exponents to rational exponents• Use properties of rational and irrationalnumbers.Quantities• Reason quantitatively and use units to solve problems

The Complex Number System

• Perform arithmetic operations with complexnumbers• Represent complex numbers and theiroperations on the complex plane• Use complex numbers in polynomial identities and equationsVector and Matrix Quantities• Represent and model with vector quantities.• Perform operations on vectors.• Perform operations on matrices and usematrices in applications.

Number and Quantity (Overview)


Seeing Structure in Expressions• Interpret the structure of expressions• Write expressions in equivalent forms to solve problemsArithmetic with Polynomials and Rational Functions• Perform arithmetic operations on polynomials• Understand the relationship between zeros and factors of polynomials• Use polynomial identities to solve problems• Rewrite rational expressions

Creating Equations

• Create equations that describe numbers orrelationshipsReasoning with Equations and Inequalities• Understand solving equations as a process of reasoning and explain the reasoning• Solve equations and inequalities in one variable• Solve systems of equations• Represent and solve equations and inequalities graphically

Algebra (Overview)


Interpreting Functions• Understand the concept of a function and use function notation• Interpret functions that arise in applications in terms of the context• Analyze functions using differentrepresentationsBuilding Functions• Build a function that models a relationshipbetween two quantities• Build new functions from existing functions

Linear, Quadratic, and Exponential Models

• Construct and compare linear and exponential models and solve problems• Interpret expressions for functions in terms of the situation they modelTrigonometric Functions• Extend the domain of trigonometric functions using the unit circle• Model periodic phenomena with trigonometric functions• Prove and apply trigonometric identities

Functions (Overview)


Congruence• Experiment with transformations in the plane• Understand congruence in terms of rigidmotions• Prove geometric theorems• Make geometric constructionsSimilarity, Right Triangles, and Trigonometry• Understand similarity in terms of similaritytransformations• Prove theorems involving similarity• Define trigonometric ratios and solve problems involving right triangles• Apply trigonometry to general trianglesCircles• Understand and apply theorems about circles• Find arc lengths and areas of sectors of circles

Expressing Geometric Properties with

Equations• Translate between the geometric descriptionand the equation for a conic section• Use coordinates to prove simple geometrictheorems algebraicallyGeometric Measurement and Dimension• Explain volume formulas and use them to solve problems• Visualize relationships between two dimensional and three-dimensional objectsModeling with Geometry• Apply geometric concepts in modelingsituations

Geometry (Overview)


Interpreting Categorical and Quantitative Data• Summarize, represent, and interpret data on a single count or measurement variable• Summarize, represent, and interpret data ontwo categorical and quantitative variables• Interpret linear modelsMaking Inferences and Justifying Conclusions• Understand and evaluate random processesunderlying statistical experiments• Make inferences and justify conclusions fromsample surveys, experiments and observationalstudiesConditional Probability and the Rules of

Probability• Understand independence and conditionalprobability and use them to interpret data• Use the rules of probability to computeprobabilities of compound events in a uniformprobability modelUsing Probability to Make Decisions• Calculate expected values and use them tosolve problems• Use probability to evaluate outcomes ofdecisions

Statistics & Probability (Overview)

What happens next?

• Adoption of the common core state standards is “voluntary” for states…until ESEA is reauthorized.

• Each state will follow its individual process for coalition-building and adoption.

• States choosing to adopt the common core state standards have agreed the common core will represent at least 85% of the state’s standards in mathematics and English language arts

• Consortia of states will voluntarily come together to develop new, innovative, common assessments

• Kansas is a member of two consortia: – “Balanced” and “Smarter”

What happens after states adopt common core standards?

• The common core state standards are the first step in transforming our education system. For systemic change to occur:– Educators must be given resources, tools, and time to adjust

classroom practice.– Instructional materials need to be developed that align to

the standards.– Assessments will be developed to measure student progress.– Federal, state, and district policies will need to be re-

examined to ensure they support alignment of the common core -- throughout the system -- with student achievement.

Kansas State Assessments for the 2010-11 School Year The Kansas State Assessments for the 2010-11 school year will continue to measure the current content standards. KSDE has received questions regarding assessments of the Common Core Standards in 2010-11. To date, no decision has been made to adopt the Common Core Standards in Kansas. Additionally, the Common Core Standards themselves have not been finalized. KSDE is operating under the assumption that any assessment measuring the Common Core Standards (which again are not complete and have not been adopted in Kansas) is at least four years away. KSDE is basing this assumption on recent discussions with national testing experts that comprise its Technical Advisory Council.

Be aware…

How are NCLB & “Blueprint” different?

NCLB:• States required to adopt “challenging” standards; • no requirements on content or rigor of standards;• all students “proficient” by 2014.

Blueprint:• “College and career ready” standards; • common core standards or work with public university system

to ensure standards adequately prepare students to enter college without remediation; • all students “college and career” ready by 2020

NCLB:• Students in grades 3-8 and high school tested annually on state-determined

assessments in reading and math; • data disaggregated by subgroups.

Blueprint:• High-quality statewide assessments align with new state standards; • only those states that have implemented assessments based on “common”

state standards by 2015 will receive formula funds to create assessments;• data collection will also include

graduation rates, college enrollment rates and rates of college enrollment without

remediation; performance targets created and based on school and subgroup growth

and graduation rates


NCLB:• Adequate yearly progress (AYP); • 100 percent proficient by 2014; • sanctions for not meeting AYP

Blueprint:• student growth and schoolwide progress over time; • designate “reward” districts for schools and districts that make

major inroads in turning around low-performing schools; • designate “challenge” schools, districts and states for lowest-

performing 5 percent of schools in each state; • “reward” districts and states will have greater flexibility while

“challenge” districts and states may face restrictions on the use of federal funds


How is teacher quality determined?

NCLB:• “Highly qualified” teachers

Blueprint:• Effective teachers based on student growth; • evaluation systems that reflect state standards for

effectiveness & differentiate teachers and principals across at least three performance levels; • track teacher and principal performance back to

preparation programs

This is our “Political Reality”…

Luck favors the prepared!

Documents

Common Core Standards Allen Sylvester, Ph.D. [email protected] Debbie Sylvester [email protected] June 2010