California Common Core Standards

1. California Common Core Standards CCCS = California Common Core Standards

2. Federal Purpose for Common Core Standards • Common Core standards corresponds with the original NCLB timeline of 2014 • Students need real world skills for college and the workforce • Standards address international competition, equity and collaboration

3. Steps in Development of CCS • The development of these National Common Core Standards included: • Parents • Educators • Content Experts • Researchers • National Organizations • Community leaders from 48 states • Input from top performing countries – Japan, Taiwan, Singapore, Finland, England, India • Each state is required to start with the National Common Core standards as written.

4. California Common Core Standards • California adopted the Common Core (National) in August 2010 - CCS • California inserted15% of current state standards into CCS • Final set for California are called California Common Core Standards or CCCS

5. California Common Core Standards • Aligned with college and work force expectations • Clear, understandable, and consistent • Rigorous content and application of knowledge through higher-order skills • Recognition of the strengths and lessons of current state standards

6. CCCS for ELA and Literacy in History/Social Studies, Science and Technical Subjects • ELA standards focus equally on fiction and non-fiction • Inclusion of Listening and Speaking Standards in ELA for all students • Stronger description of standard English conventions and language vocabulary acquisition • Separate set of literacy standards for content courses (6th – 12th) which focus on communication, reading and writing skills required for college and career success

7. CCCS for Mathematics • CCCS standards for mathematics: • Focus on the Mathematical Practice Standards K-12 • Develop Conceptual Understanding • Emphasis on Mastery • Balance mathematical understanding and procedural skill • Focus on Fractions • Are internationally benchmarked

8. CCCS Standards for Mathematical Practice K-12 • Make sense of problems and persevere in solving them • Reason abstractly and quantitatively • Construct viable arguments and critique the reasoning of others • Model with mathematics • Use appropriate tools strategically • Attend to precision • Look for and make use of structure • Look for and express regularity in repeated reasoning

9. 8th Grade Algebra • CCS (National) do not have Algebra as an 8th grade standard; rather embedded throughout grade levels • California CCS (State) included the 8th Grade Algebra course current state standards to the CCCS • Two pathways in the CCCS for 8th grade • 8th grade Algebra • 8th grade Mathematics

10. High School Mathematics • Standards are listed as conceptual categories rather than courses. • Number and Quantity • Algebra • Functions • Modeling • Geometry • Statistics and Probability

11. High School Mathematics Pathways • HS pathways could be: • Course specific (Algebra 1, Geometry, Algebra II, etc) • Grade level specific with conceptual categories woven through each level (9th grade, 10th grade, etc) • State is still deciding if this is a state or local decision as to pathway options for students

12. Standard of Modeling • Links classroom mathematics and statistics to everyday life, work and decision-making. • A model can be very simple, or quite complex. • Modeling is best interpreted not as a collection of isolated topics but rather in relation to other standards. • Examples: • Design the layout of the stalls in a school fair so as to raise as much money as possible.

13. Standards Correlations for CCCS • It is not recommended that districts do a one to one correlation when adopting the CCCS • In order to highlight the differences in depth and rigor – see handout 2 • Emphasis on: gathering information, synthesizing information, communicating information, using technology and strong critical analysis skills

14. Accountability System • The CCCS are expected to be implemented by 2012-2013 • CST will be replaced with a national exam in 2014- 2015 • National assessments will be administered in grade 3-8 and once in high school • New national exams are being developed by two major organizations: • Smarter Balance Assessment Consortium (SBAC) – Washington State • Partnership for Assessment of Readiness for College and Careers (PARCC) - Florida

15. New Accountability System • Assessment will also include documentation that students are on track to become college and career ready. • Assessments are proposed to be NWEA “like”, assessing 4 times a year and computer based and project based. • Federal government is challenging all states to develop (if they have not already) a growth model rather than a proficiency model of assessment. • California currently has a growth model.

16. Next Steps for MUSD • Create awareness of CCCS with parents, community members, teachers and students • Remain informed about state timeline and guidelines on framework development and instructional materials adoptions

17. Next Steps for MUSD • Provide Professional Development for teachers and administrators around CCCS • Begin now to teach academic language used in CCCS which is not currently in the state standards • Develop curriculum teams to develop CCSS lessons and units • Prepare and plan for enhanced technology needs