Common Core State Standards

Archdiocese of Philadelphia 2011-2012

The Common Core State Standards Initiative - Background Beginning in the spring of 2009, Governors and

state commissioners of education from 48 states, 2 territories and the District of Columbia committed to developing a common core of state K-12 English-language arts (ELA) and mathematics standards. States agreed to participate in the development process,

provide input on drafts, and consider eventual adoption. Signing MOA did not require commitment to adopt.

The Common Core State Standards Initiative (CCSSI) is a state-led effort coordinated by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO) with assistance from Project Achieve, ACT and the College Board (SAT).

Why Common Core State Standards?

Preparation: The standards articulate college- and career-readiness. They will help ensure students acquire the knowledge and skills they need to succeed in post-secondary education and training.

Competition: The standards are internationally benchmarked. Common standards will help ensure our students are globally competitive.

Clarity: The standards are focused, coherent, and clear. Clearer standards help students (and parents and teachers) understand what is expected of them.

Equity: Expectations are consistent for all – and not dependent on a student’s state of residence.

States have time to consider what state-specific additions to the standards might look like

Collaboration: The standards create a foundation to work collaboratively across states and districts, pooling resources and expertise, to create curricular tools including textbooks, professional development, common assessments and other materials.

Opportunities for ALIGNED and CONNECTED SYSTEMS:

• “Common standards” is a common thread among current and evolving national initiatives and opportunities

• Standards – Instruction – Assessment

Common Core State Standards Design

Building on the strength of current standards across many states, the CCSS are designed to be:

Focused, coherent, clear and rigorous Internationally benchmarked Anchored in college and career readiness* Evidence and research based

Ready for first-year credit-bearing, postsecondary coursework in mathematics and English without the need for remediation.

Intentional Design Limitations

What the Standards do NOT define:

How teachers should teach All that can or should be taught The nature of advanced work beyond the core The interventions needed for students well below

grade level The full range of support for English language

learners and students with special needs Everything needed to be college and career ready

Citation: www.corestandards.org/

External and State Feedback teams included: K-12 teachers Higher ed. faculty State curriculum and assessments experts Researchers National organizations (including, but not limited, to):

American Council on Education (ACE)

American Federation of Teachers (AFT)

Campaign for High School Equity (CHSE)

Conference Board of the Mathematical Sciences (CBMS)

Modern Language Association (MLA) National Council of Teachers of English (NCTE)

National Writing Project (NWP)

National Council of Teachers of Mathematics (NCTM)

National Education Association (NEA)

OVERVIEW:K-12 English Language Arts

& Literacy in History/Social Studies, Science,

and Technical Subjects

JUNE 2010

Current Standards

Common Core ELA Standards – Grades K-12

ReadingWriting

Communication

(includes Speaking and

Listening)

Language

Media & Tech

Common Core Standards for English Language Arts

College and Career Readiness (CCR) Standards • Overarching standards for each strand that are further defined by

grade-specific standards

Grade-Level Standards in English Language Arts • K-8, grade-by-grade

• 9-10 and 11-12 grade bands for high school

• Four strands: Reading, Writing, Speaking and Listening, and Language

Standards for Literacy in History/Social Studies, Science, and Technical Subjects

• Standards are embedded at grades K-5

• Content-specific literacy standards are provided for grades 6-8, 9-10, and 11-12

Media and Technology are integrated throughout the standards.

Current and Future Focus for Common State Standards

Current (led by CCSSO and NGA): K-12 English Language Arts Common Core State Standards K-12 Mathematics Common Core State Standards

Future (currently led by various national associations):

Next Generation Science Standards (draft by Fall 2011) (Framework currently under development)

English Language Development Standards (within 1 year) Social Studies (within 2 years) Arts (development may begin in January 2011)

Key AdvancesReading• Balance of literature and informational texts• Text complexityWriting• Emphasis on writing argumentative, informative/explanatory,

and narrative texts• Emphasis on researchSpeaking and Listening• Inclusion of formal and informal talkLanguage• Value of general academic and domain-specific vocabulary• Emphasis on the conventions of English and the effective use of

language

OVERVIEW:K-12 Common Core State Standards for

Mathematics

June 2010

Common Core Standards for Mathematics

Grade-Level Standards K-8 grade-by-grade standards organized by domain 9-12 high school standards organized by conceptual

categories (Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability)

Course progressions included in Appendices Some standards go beyond “career and college readiness

level” (e.g., STEM concepts, denoted by “+”) are a thread throughout but go beyond what all students will need to know and at high school may lead to a 4th year of math

Standards for Mathematical Practice Describe mathematical “habits of mind” Standards for mathematical proficiency: reasoning,

problem solving, modeling, decision making, and engagement

Carry across grade levels and connect with content standards in each grade

Design and Organization

Key AdvancesFocus and coherence• Focus on key topics at each grade level.• Coherent progressions across grade levels.

Balance of concepts and skills• Content standards require both conceptual understanding and

procedural fluency.

Mathematical practices• Foster reasoning and sense-making in mathematics.

College and career readiness• Level is ambitious but achievable.

Implementation GuidelinesELA and Mathematics

Archdiocese of Philadelphia - 2011

CATEGORY: Expressions and Equations: M.8.B. – Work with radicals and integer exponents.

Essential QuestionsWhat should I be able to answer?What guides my thinking?

How do I work with very large and very small numbers?When am I going to use this?How is this idea going to help me with my thinking?When is scientific notation used and by whom, what careers?

AssessmentWhat will I be expected to know, understand, and be able to do in order to demonstrate my learning?

Students will explain what they heard during the lesson to another student, agree/disagree/discussExit Cards – periodically through the unitHomework check/board workSummative: Quiz of individual skills, test when all are complete/My Math Textbook Page- create a page with explanation and examples and problems on each skill listed above

SkillsWhat skills do I need to have in order to answer the essential questions?

1. Know and apply the properties of integer exponents to generate equivalent numerical expressions. 2. Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational.3. Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. 4. Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology.

ContentWhat content do I need to know in order to answer the essential questions?

Mathematical representation to solve problemsRepresentation of mathematical situations using algebraic symbolsUnderstanding of the interconnection of mathematical ideas Formative: Find Someone Who…Review-

Integration of Learning How does this learning connect to my other areas (subjects) of learning?

Science - examples-weights, distances, measurementEconomics – example – debt*Confer with science teacher

Tools for LearningWhich tools will I use that will assist me in my learning?

Standard Specific tools and websites4 C’s tools and websitesNETS tools and websites

Which 21st Century Skills are woven into this standard? ___Critical Thinking/Problem Solving ___Collaboration ___Communications ___Creativity/InnovationWhat level of rigor will I be using? (A, C)________ What level of relevance will I be using?_________ (B,D)

CATEGORY: Standard M.K.A.1. Whatever it might be

Essential QuestionsWhat should I be able to answer?What guides my thinking?

The ELA is using a two-column format to put literature in one column and related skills in the other.

AssessmentWhat will I be expected to know, understand, and be able to do in order to demonstrate my learning?

SkillsWhat skills do I need to have in order to answer the essential questions?

ContentWhat content do I need to know in order to answer the essential questions?

Integration of Learning How does this learning connect to my other areas (subjects) of learning?

Tools for LearningWhich tools will I use that will assist me in my learning?

Which 21st Century Skills are woven into this standard? ___Critical Thinking/Problem Solving ___Collaboration ___Communications ___Creativity/InnovationWhat level of rigor will I be using? (A, C)________ What level of relevance will I be using?_________ (B,D)

Examples of each part Number and Operations in Base Ten DOMAIN 3.NBT*** Use place value understanding and properties of operations to

perform multi-digit arithmetic. STANDARD 1. Use place value understanding to round whole numbers to the

nearest 10 or 100. 2. Fluently add and subtract within 1000 using strategies and

algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

3. Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

CLUSTERNB ***we renumbered the document M.3.A

Essential Questions

What should I be able to answer? What guides my thinking?

What is an information paragraph? What is the topic of my paragraph?How do I use facts and definitions to develop an information paragraph?How do I write a closing statement?

Assessment

What will I be expected to know, understand, and be able to do in order to demonstrate my learning?

Gather information. Write list. Organize the list. Write an information paragraph.Share information with classmates.Complete report and illustrate

Skills

• What skills do I need to have in order to answer the essential questions?1. Know and apply the properties of integer exponents to generate

equivalent numerical expressions.

2. Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational.

3. Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other.

4. Perform operations with numbers expressed in scientific notation.

Content

What content do I need to know in order to answer the essential questions?

Mathematical representation to solve problems

Representation of mathematical situations using algebraic symbols

Understanding of the interconnection of mathematical ideas

Integration of Learning

How does this learning connect to my other areas (subjects) of learning?

Science examples -weights, distances, measurement *Confer with science teacher

Economics: example – debt*Confer with social studies teacher

Tools for Learning

Which tools will I use that will assist me in my learning?

Standard Specific tools and websites

4 C’s tools and websites

NETS tools and websites

Further Considerations

Which 21st Century Skills are woven into this standard?

___Critical Thinking/Problem Solving

___Collaboration ___Communications

___Creativity/Innovation

What level of rigor will I be using? (A, C) ___

What level of relevance will I be using? (B,D)__

OSPI Common Core Information Sessions Sept. & Oct. 2010 29

Summer

2010 ―

Summer

2011

School Year

2011-2012

School Year

2012-2013

School Year

2013-2014

School Year 2014-2015

Phase 1Adopt, Align & Plan

Phase 2Communicate, Develop Process, Resources for Transition & Implementation

Phase 3Transition and bridging the gaps to full implementation of the Common Core Standards

Phase 4Implementation 1. Spring 2014—pilot the assessment system 2. September 2014-June 2015—full implementation

Draft Implementation Timeline Summer 2010 to the 2014-2015 School Year

This is the time to consider and plan for transitioning, while continuing to implement our current standards.

It is not the time to stop strong, standards-based instruction…