COMMON CORE STATE STANDARDS OVERVIEW

Overview

The Common Core State Standards

State led initiative, not mandated by the federal government

Developed by the Council of Chief State School Officers and the National Governor’s Association September 2009: College and Career Readiness Standards

June 2010: Release of the Common Core State Standards

August 2, 2010: The CA State Board adopted the Common Core State Standards

Build towards preparing students to be college and career ready in literacy by no later than the end of high school

Provide a vision of what it means to be a literate person in the twenty-first century

Develop the skills in reading, writing, speaking, and listening that are foundational for any creative and purposeful expression in language

The Common Core State Standards

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Career and College Ready Student as Defined in the

Common Core Demonstrates independence Builds strong content knowledge Responds to the varying demands of audience,

task, purpose, and discipline Comprehends and critiques Values evidence Uses technology and digital media strategically

and capably Understands other perspectives and cultures

Why is The Common Core Important?

• Prior to 2010, every state has its own set of academic standards, meaning public education students in each state are learning to 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

What are the Common Core State Standards?

Based on evidence and research Aligned with college and work expectations Focused and coherent educational framework Includes rigorous content and application of

knowledge through higher order skills Build upon strengths and lessons of current state

standards Internationally benchmarked so that all students are

prepared to succeed in our global economy and society

What’s the Difference Between the 1997 Standards and the Common Core Standards?

1997 Standards

Focused on CONTENT...The WHAT

• Students will know…

• Students will remember…

• Students will understand…

Common Core Standards

Focused on SKILLS…The HOW

• Career and College Readiness Skills

• Critical thinking skills - Analyze - Compare and Contrast - Show evidence - Synthesize - Create

    

  RememberingRecalling information

Recognizing, listing, describing, retrieving, naming, finding

UnderstandingExplaining ideas or concepts

Interpreting, summarizing, paraphrasing, classifying, explaining

ApplyingUsing information in another familiar situationImplementing, carrying out, using, executing

AnalysingBreaking information into parts to explore

understandings and relationshipsComparing, organizing, deconstructing,

interrogating, finding

EvaluatingJustifying a decision or course of action

Checking, hypothesizing, critiquing, experimenting, judging

CreatingGenerating new ideas, products,

or ways of viewing thingsDesigning, constructing, planning,

producing, inventing.

Bloom’s Taxonomy Updated19

97 S

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2010 C

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Sta

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Webb, 2006

Common Core State Standards: Mathematics

Problem Solving

Computational & Procedural

Skills

DOING MATH

Conceptual Understanding

“WHERE” THE MATHEMATICSWORK

“HOW” THE

MATHEMATICSWORK

“WHY” THE

MATHEMATICSWORK

Mathematical Proficiency (as defined by the California

Framework)

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K 12

Number and Operations

Measurement and Geometry

Algebra and Functions

Statistics and Probability

Traditional U.S. Approach

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Focusing Attention Within Numbers

and Operations

Operations and Algebraic Thinking

Expressions and Equations

Algebra

→ →

Number and Operations—Base Ten →

The Number System

→

Number and Operations—Fractions

→

K 1 2 3 4 5 6 7 8 High School14

The CCSS Requires Three Shifts in Math

(AKA as The Principles in the 2013 Math Curriculum Framework)

1. Focus within the grade levels identifying essential skills and understandings for deeper learning

2. Coherence: Think across grades, and link to major topics

3. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application

Mathematics CCSS: Two Types

Mathematical Practice (recurring throughout the grades)

Mathematical Content (different at each grade level)

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Common Core State Standards

for MathematicsThe standards for mathematics:

• define what students should understand and be able to do in their study of mathematics

• are focused, coherent, and rigorous• aim for clarity and specificity• stress conceptual understanding of key

ideas• balance mathematical understanding and

procedural skill • are internationally benchmarked

Standards for Mathematical Practice

Mathematically Proficient Students…

1. Make sense of problems and persevere in solving them…start by explaining to themselves the meaning of a problem and looking for entry points to its solution

2. Reason abstractly and quantitatively…make sense of quantities and their relationships to problem situation

3. Construct viable arguments and critique the reasoning of others…understand and use stated assumptions, definitions, and previously established results in constructing arguments

4. Model with mathematics…can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace

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5. Use appropriate tools strategically…consider the available tools when solving a mathematical problem

6. Attend to precision…calculate accurately and efficiently

7. Look for and make use of structure…look closely to discern a pattern or structure

8. Look for and express regularity in repeated reasoning…notice if calculations are repeated, and look for both general methods and for shortcuts

Standards for Mathematical Practice

Mathematically Proficient Students…

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Do:

Set grade-level standards K-8

Identify standards for Algebra 1

Provide conceptual cluster standards in high school

Provide clear signposts along the way toward the goal of college and career readiness for all students

Common Core State Standards for Mathematics

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Do not:

Dictate curriculum or teaching methods

Define intervention methods or materials

Define the full range of supports for English learners, students with special needs and students who are well above or below grade level expectations

Common Core State Standards for Mathematics

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K-8 Grade Section Overview Page

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Grade Shifts: K-6 Examples

Developed by SCFIRD

Concept 1997 Standards CCCS

Compose simple shapes to form larger shapes (e.g., 2 triangles to form a rectangle)

Grade2

K

Introduction to ProbabilityGrade

3Grade

7

Introduction of fractions as numbers

Grade2

Grade3

Add and subtract simple fractions

Grade3

Grade4

Introduction of integers Grade 4

Grade6

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Grade Shifts: 6-8 Examples

Concept 1997 Standards CCSS

Dividing fractions by fractionsGrade

5Grade

6

Concepts of mean and median to summarize data sets

Grade5

Grade6

Operations with numbers in scientific notation

Grade7

Grade8

Pythagorean TheoremGrade

7Grade

8

Grade 8 Mathematics

CCSS 8th grade math will be taught but districts will have the flexibility teach Algebra I

The CCSS prepare students for Algebra 1 in grade 8

The CCSS also include a set of challenging grade 8 standards to prepare students for success in higher math, including Algebra 1

The High School Mathematics:

Students applying mathematical ways of thinking to real world issues and challenges

Developing a depth of understanding and ability to apply mathematics to novel situations, as college students and employees are requested to do

Emphasizing mathematical modeling Preparing students to be college and

career ready

High School Math

Conceptual themes in high school Number and Quantity Algebra Functions Modeling Geometry Statistics and Probability

College and career readiness threshold (+) standards indicate material beyond the threshold; can

be in courses required for all students.

High School Mathematics: Pathways or Courses of Study

Geometry

Algebra II

High School Algebra

Mathematics III

Mathematics II

Mathematics I

Math Curriculum Framework and Textbook Adoption

Adopted by State Board of Education, November 6, 2013

Draft copy on CDE website: http://www.cde.ca.gov/ci/ma/cf/draft2mathwchapters.asp

Next steps: Textbook Adoption Instructional Quality Commission recommending

to SBE 31 textbooks for adoption at the January, 2014 SBE meeting

Once approved by the SBE, recommended textbooks will go on public display

SBE will formally approved at the March meeting

Common Core State Standards:English Language Arts and

Literacy in History/Social Studies,Science, and Technical Education

The CCSS Requires Three Shifts in English Language Arts and

Literacy

1. Building knowledge through content-rich nonfiction

2. Reading, writing, and speaking grounded in evidence from text, both literary and informational

3. Regular practice with complex text and its academic language

Built toward preparing students to be college and career ready in literacy

Provide a vision of what it means to be a literate person in the twenty-first century

Each strand is anchored by a set of College and Career Readiness Standards

Develop the skills in reading, writing, speaking, and listening that are foundational for any creative and purposeful expression in language

ELA Common Core State Standards

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Organization of the Standards

4 Domains1997 CA Standards

4 Strands2010 Common Core

Reading(includes vocabulary)

Reading

Writing Writing

Written and Oral Language Conventions

Language(includes vocabulary)

Listening and Speaking Speaking and Listening

Key Design Considerations: Anchor Standards

Anchor Standards are College and Career Readiness Standards

Backbone of the Common Core Standards for English Language Arts

Each strand is headed by a set of College and Career Readiness Standards 10 for Reading 10 for Writing 6 for Speaking and Listening 6 for Language

The Headings are identical across the grades

Balanced Representation of Literary and Informational Text

Kindergarten through grade 5 10 Reading standards for literature 10 Reading standards for informational text Writing standards that explicitly call for opinion

pieces, narratives, and informative/explanatory texts Grades 6-12

10 Reading standards for literature 10 Reading standards for informational text Writing standards that explicitly call for

arguments, narratives, and informative/explanatory texts

An additional set of standards for reading and writing in history/social studies, science and technical subjects

Appendix A

Research Supporting Key Elements of the ELA Standards Including:

• Complexity of Texts• Foundational Skills• Writing• Speaking and Listening• Language• Glossary of Key Terms

Appendix B: Text Exemplars

• Includes examples by grade level with sample performance tasks

• Stories, poetry, drama, and informational text• Gives teachers an idea of achievement

expectations for each grade level• Includes examples for History/Social Studies,

Science, and Technical Subjects

Appendix C: Samples of Student Writing

Samples of student writing for each grade level with annotation describing what the writer did well.

Balanced Representation of Literary and Informational Text

Grade LiteraryFiction

InformationalNon-fiction

4 50% 50%

8 45% 55%

12 30% 70%

2009 NAEP Reading Assessment: Distribution ofLiterary and Informational Passages

Source: National Assessment Governing Board, (2008), Reading framework for the2009 National Assessment of Educational Progress,http://www.nagb.org/publications/frameworks/reading2009.doc

Focus on Writing

Grade

To Persuade

To Explain

To Convey Experience

4 30% 35% 35%

8 35% 35% 30%

12 40% 40% 20%

2011 NAEP Writing Framework: Distribution of Communicative Purposes by Grade Level

What Did CA Add to the English Language Arts and Literacy

CCSS?

Formal presentations, Grades 1-12 Penmanship, Grades 2-4 Career and consumer documents for writing in Grade 8

Analysis of text features in informational text, Grades 6-12

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

English Learner Considerations

Many CCSS support English language development

The CCSS set rigorous grade-level expectations

They assert that all students should be held to the same high expectations

Common Core ELA Standards translated into Spanish: http://commoncore-espanol.com/spanish-language-arts-literacy-historysocial-studies-science-and-technical-subjects-0

ELD Standards aligned to the Common Core: http://www.cde.ca.gov/sp/el/er/eldstandards.asp

Literacy in History/Social Studies, Science, and Technical

SubjectsBuilt upon the same anchor standards for reading and writing:

A focus on discipline-specific vocabulary An acknowledgement of unique text

structures found in informational text The expectation that students will read and

write in other content classes The expectation that students will develop

informational/technical writing skills A focus on text analysis

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Reading Standards for Literacy in History/Social Studies

Grades 6-8 Grades 9-10 Grades 11-12

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

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Reading Standards for Literacy in Science and Technical

SubjectsGrades 6-8 Grades 9-10 Grades 11-12

2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

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

Subjects

Grades 6-8 Grades 9-10 Grades 11-12

8. Gather relevant information from multiple print and digital sources (primary and secondary), using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

8. Gather relevant information from multiple authoritative print and digital sources (primary and secondary), using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

A Deeper Dive into the CCSS

Focus on text complexity Address reading and writing across the

curriculum Emphasize analysis of informational text Focus on writing arguments and drawing

evidence from sources Emphasize participating in collaborative

conversation Integrate media sources across standards

English Language Arts/English Language Development

Framework• The timeline for the framework development:

http://www.cde.ca.gov/ci/rl/cf/elaeldtime4revision.asp

• The last meeting of the framework committee was September 26-27, 2013

• The Instructional Quality Commission approved the draft for public comment November, 2013

• 60 day comment period began December 2013 and ends February 13, 2014

• Draft located at: http://www.cde.ca.gov/ci/rl/cf/elaeldfrmwrkchptrs2014.asp

• State Board of Education action July 2014

Getting Organized for the Transition to the Common Core

What Teachers Need to Know

Common Core--New Challenges

• New focus on career and college ready performance

• New expectations for high school achievement

• Cross curricular literacy standards • The level of rigor remains the same but the CCSS

have new performance tasks that will affect all student

• Professional development needs to be teacher centered

In Your Study Teams or PLCs…

• Start looking for areas of strengths• Find areas of alignment between the current

standards and the CCSS• Examine where the staff might need to scaffold

the rigor of the CCSS, as well as the cognitive processes and learning strategies students need in order to acquire and retain curriculum content

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Education Code & Common Core

The union and district should agree to the principle of collaboration and shared decision making that involves teachers for the implementation of the Common Core

Ed. Code 60208 “It is the intent of the Legislature to do both of the following: Provide to local educational agencies a process that involves teachers, and is consistent with the implementation of standards-based curricula”

Governor’s 2014 Budget

Includes $1.25 billion one time funds distributed over 2 years for implementation of the Common Core

• Funds to be allocated based on based on prior year’s enrollment at $200 per student

• $1 billion dollars for 2013-14 to be equally distributed in August 2013 and October 2013

• $250million in 2014-15• Must be spent by 2014-15• Use of funds for instructional materials, technology, and

professional development• Districts must develop a plan to spend the funds and hold a

public hearing on the plan

Union Considerations for the Governor’s Funding for the Common

Core

• Demand to bargain the use of these funds• Funds are considered one-time, single use funds• Don’t rush into purchasing textbooks

Frameworks still have to be adopted 2013 for math; 2014 for ELA

• Governor’s budget extends flexibility for another two years until 2015-16

• The CDE has supplemental materials available for purchase for state adopted textbooks for ELA and math

CTA Resources

CTA Website: www.cta.org/ipd Copy of Common Core State Standards

Copy of Curriculum Guides for K-6 Powerpoint presentations CTA ELA Spirals/Progressions

When you get to the website, scroll down to Materials and Resources, Spirals

Other Resources

www.achievethecore.org Basal Alignment Project Anthology Alignment Project Illustrative Mathematics

www.engageny.org www.teachingchannel.org www.smarterbalanced.org www.myboe.org www.commoncore.tcoe.org

CDE on iTunes U