Common Core Standards (CCS)

1. Common Core Standards (CCS) Curriculum Council August, 2010

2. Presentation Outline • CCS Overview • Introduction to Standards Development and Adoption • Standards in English Language Arts … • and Literacy in History/Social Studies, Science, and Technical Subjects • Standards in Mathematics • The Current Context

3. Common Core State Standards Shared, rigorous academic content with clear expectations for students the same for everyone adopted statewide; voluntary not federally required fundamental knowledge needed to be college & career ready Common Core Standards (CCS)

4. Overarching Goal of CCS • To guarantee that all students are college and career ready when they exit from high school

5. Central Characteristics • Alignment with college and work expectations • Knowledge and skills needed for success after high school in our global and social economy. • Rigorous content • Application of higher-order thinking skills • International benchmarking • Informed by curriculum and assessments from top-performing countries to insure success in our global economy (e.g., NAEP) • Evidence and/or research-based.

6. Benefits of the CCS • CCS build upon the strengths and lessons of current state standards • Student expectations are clear to parents, teachers, and the general public • Enables collaborations among states on best practices, instructional materials and professional development. Thereby reducing costs to states.

7. National CCS Development and Adoption Timeline • 48 states and 2 territories voluntarily joined the initiative sponsored by • Council of Chief State School Officers (CCSSO) • National Governors’ Association (NGA) • Set against the backdrop of Race to the Top in 2009. When states “joined” they committed to • participate in the development of CCS • deliberate on the possible state adoption • Multiple Drafts were reviewed and vetted by • teacher unions • professional math and English language arts organizations both K-12 and post-secondary

8. Four Expert Groups Participated in National Development of the CCS • An advisory group • Set policy for the process of development • A standards development group • This is the primary group involved in development • included Dr. Wu, professor of mathematics, from Berkeley • An expert feedback group • A validation committee • This group affirmed that the standards met fundamental criteria – such as being research based. There were 6 California members on this committee.

9. Audience Question:Development & Adoption of CCS • Are states required to adopt the CCS? • What is one benefit of having standards that apply across many states? What is one drawback? • What challenges do the new standards present?

10. English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Content and Design

11. Shared Responsibility for Teaching the Standards • A single K-5 set of grade-specific standards • Most or all of the instruction students receive comes from one teacher • 2 content area–specific sections for grades 6-12 • One set of standards for ELA teachers • One set of standards for history/social studies, science, and technical subject teachers • The literacy standards in history/social studies, science, and technical subjects are meant to complement rather than supplant content standards in those disciplines

12. Main Components of the CCS ELA and Literacy … Standards • English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects • THE ELA & Literacy Standards • Appendix A: Research Supporting Key Elements • Appendix B: Text Exemplars and Sample Performance Tasks • Appendix C: Samples of Student Writing • Sections on applications for English Learners and Students with Disabilities were also included.

13. Areas of Emphasis in the Common Core State Standards 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

14. Strand and Subheading Descriptions Are consistent throughout the grades • Reading • Balance of literature and informational texts • Text complexity • Writing • Emphasis on argument and informative/explanatory writing • Writing about sources • Multi-media skills are blended throughout the standards • Making arguments and drawing evidence from sources • Speaking and Listening (K-12 ELA only) • Inclusion of formal and informal talk • Language (K-12 ELA only) • Stress on general academic and subject-specific vocabulary.

15. Anchor Standards Handout? • Reading: 10 Anchor Standards • Writing: 10 Anchor Standards • Speaking & Listening: 6 Anchor Standards • Language: 6 Anchor Standards

16. Reading: Informational Text Elementary School Handout? College and Career Readiness – Anchor Standard 2 Determine central ideas or themes of a text and analyze their developments; summarize the key supporting details. Standard 2 - Note the progression across grade levels: Kindergarten: With prompting and support, identify the main topic and retell key details of a text. Grade 2: Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. Grade 4: Determine the main idea of a text and explain how it is supported by key details; summarize the text.

17. Secondary School Handout? College and Career Readiness – Anchor Standard 2 Determine central ideas or themes of a text and analyze their developments; summarize the key supporting details. Note the progression across grade levels: Grade 6: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. Grade 8: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. Grades 11-12: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

18. Writing Applications Current CA Standards Narratives Expository Descriptions Friendly Letters Personal or Formal Letters Response to Literature Information Reports Summaries Persuasive Letters/Compositions Research Reports Fictional Narratives Biographical/Autobiographical Narratives Career Development Documents Technical Documents Reflective Compositions Historical Investigation Reports Job Application/Resume Common Core Standards for CA Write Opinions (K-5); Write Arguments (6-12) Write Informative/Explanatory Texts Write Narratives 18

19. WRITING Progression in CCS The CCS cultivate three mutually reinforcing writing capacities

20. READING Emphasis on Text Complexity Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read

21. Three Factors of Text Complexity • Qualitative evaluation of the text • Levels of meaning, structure, language conventionality and clarity • knowledge demands • Quantitative evaluation of the text • Readability measures and other scores of text complexity • Matching reader to text and task • Reader variables (such as motivation, knowledge, and experiences) • task variables (such as purpose and the complexity generated by the task assigned and the questions posed

22. Emphasis on Text Complexity Reading Standard 10 references a text complexity band beginning in Grade 2. Standard 10 defines a grade-by-grade “staircase” of increasing text complexity that rises from beginning reading to the college and career readiness level

23. Emphasis on Integrating Media Sources Grade 6 Examples Across the Strands Reading Standards for Informational Text Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. Writing Standards Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. Speaking and Listening Standards Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

24. Common Core Content Standards • Introduction • College and Career Readiness Standards • ELA Appendices • Appendix A: Research Supporting Key Elements of the Standards • Appendix B: Illustrative Texts • Exemplars illustrating the complexity, quality, and range of reading appropriate for various grade levels • Appendix C: Samples of Student Writing • Annotated writing samples demonstrating adequate performance at various grade levels

25. READING Emphasis Note: This does not mean that 70% of 12th grade English should be informational texts, but that a great deal of reading should also occur in other disciplines.

26. Common Core Standards Mathematics Content and Design

27. Common Core Standards Mathematics • Mathematics • THE Mathematics Standards • Appendix A: Designing High School Math Course Based on CCS • Sections on applications for English Learners and Students with Disabilities were also included in this draft.

28. Objectives of this Section © 2011 California County Superintendents Educational Services Association • Mathematics General Overview • General Overview • Focus and Coherence • Mathematical Proficiency • Structure • Organization • Grade 8 Options • Similarities • Shifts • Next Steps

29. Quote in Math CCS Introduction Mathematics experience in early childhood should concentrate on (1) number (which includes whole number, operations, and relations) and (2) geometry, spatial relations, and measurement, with more mathematics learning time devoted to number than to other topics. Mathematical process goals should be integrated in these content areas. - National Research Council, 2009

30. Intended Goals for Mathematics • Aim for clarity and specificity • Stress conceptual understanding of key ideas (not a mile wide and an inch deep) • Balance mathematical understanding and procedural skill • Are benchmarked internationally

31. © 2011 California County Superintendents Educational Services Association • Mathematics General Overview

32. Organization: Grade K-8 Standards • Overview page • Lists domains, clusters and mathematical practices • Standards-by grade level • Defines what students should understand and be able to do • Clusters • Groups of related standards. Standards from different clusters may be closely related • Domains • Larger groups of related standards. Standards from different domains may be closely related. • Additional standard language or whole standards • Bolded and underlined • Added to maintain rigor of California expectations

33. K-8 Grade Section Overview Page

34. Two Types of Math Standards • Standards for Mathematical Practice • Carry across all grade levels • Describe mathematical habits of mind that should be taught explicitly to all students • Standards for Mathematical Content • K-8 standards presented by grade level • Organized into domains that progress over several grades • 2-4 focal points at each grade level • High school standards presented by conceptual theme

35. Mathematical Practice Standards Mathematically proficient students: • 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 These practices are cross cutting and listed on the same pages as the content standards

36. Grade 2 Example © 2011 California County Superintendents Educational Services Association • Mathematics General Overview

37. © 2011 California County Superintendents Educational Services Association • Mathematics General Overview 37

38. Standards in The Number and Operation Base 10 Domain Grade One • Understand Place Value • The two digits of a two-digit number represent amounts of tens and ones • 10 can be thought of as a bundle of ten ones – called a “ten.” • The numbers from 11 to 19 are composed of a ten and one, two, etc. • The numbers 10, 20, 30, … refer to one, two, three, …tens and zero ones

39. Develop Conceptual Understandings Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. (K.OA.2) Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. (2NBT.7) © 2011 California County Superintendents Educational Services Association • Mathematics General Overview

40. Emphasis on Fluency Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g. knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of grade 3, know from memory all products of two one-digit numbers. (3.OA.7) Fluently multiply multi-digit whole numbers using the standard algorithm. (5.NBT.5) © 2011 California County Superintendents Educational Services Association • Mathematics General Overview 40

41. A Strong Focus on Fractions Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. (3.NF.2.a) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g. by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5+ 1/2 = 3/7, by observing that 3/7 < 1/2. (5.NF.2) © 2011 California County Superintendents Educational Services Association • Mathematics General Overview

42. Fraction Concepts Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. ( 3.NF.3d) Discuss how you might compare pairs of fractions using a visual fraction model. For discussion purposes, use the following two fraction pairs: 7/9 and 4/9 (same denominator) 4/9 and 4/7 (same numerator) © 2011 California County Superintendents Educational Services Association • Mathematics General Overview 42

43. High School Conceptual Themes • High schools standards are grouped by conceptual themes (not by grade level or course title). The themes are • Number and quantity • Algebra • Functions • Modeling • Geometry • Probability and Statistics (*) Standards that incorporate modeling (+) Standards that are necessary to prepare for advanced courses

44. Key Advances in Math CCS • Focus and Coherence • Focus on key topics at each grade level • Numeracy • Geometry • Fractions • Coherent progressions across grade levels • Balance of Concepts and Skills • Content standards require both conceptual understanding and procedural fluency (i.e., mastery) • Mathematical Practices • Foster reasoning and sense-making in mathematics • College and career readiness • Level is ambitious but achievable

45. Mathematics Standards for High School © 2011 California County Superintendents Educational Services Association • Mathematics General Overview 45

46. Mathematics Standards for High School © 2011 California County Superintendents Educational Services Association • Mathematics General Overview 46 Specify the math that all students should study to be college and career ready Identify additional math standards that students should learn in order to take advanced courses such as calculus, advanced statistics, or discrete mathematics. These are indicated by (+).

47. High School Example-Geometry Content Cluster © 2011 California County Superintendents Educational Services Association • Mathematics General Overview 47

48. Mathematics Standards for High School © 2011 California County Superintendents Educational Services Association • Mathematics General Overview 48 • Modeling Cluster • Not a collection of topics but viewed in relation to other standards • A Standard of Mathematical Practice • Specific modeling standards appear throughout the high school standards and are indicated by a star symbol (★)

49. Wrap-Up and Questions © 2011 California County Superintendents Educational Services Association • Mathematics General Overview 49 • Websites • Common Core Standards: www.corestandards.org

50. Transitioning to New Standards Understanding the Current Backdrop