Raising the Bar: Common Core State Standards

1. Raising the Bar:Common Core State Standards Peter Kavouras, Director of Content Areas Chris Avila, Math Coordinator www.sde.idaho.gov

2. Common Core State Standards Initiative is a voluntary, state-led effort 48 states, 2 territories, and D.C. committed to developing a common core of state standards for proficiency in English language arts and mathematics for grades K-12. Idaho signed on in June 2009 About the Initiative

3. Collaboration with teachers, school administrators, and national groups representing postsecondary educators, English language learners, and students with disabilities, to name a few Idaho was involved throughout the process How were Standards developed?

4. These standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate from high school able to succeed in entry-level, credit-bearing academic college courses and in the workforce. The Standards

5. Are aligned with college and workforce expectations; Are more focused and coherent; Include rigorous content and application of knowledge through higher-order skills; Build upon strengths and lessons of current state standards; Are internationally benchmarked to standards in other top performing countries. Are built on extensive research. The Standards (cont.)

6. Initiative is voluntary, state-led effort. These standards will raise the bar for Idaho students and ensure they’re prepared to succeed in the 21st century. Common core standards with others states is cost-effective in the long term. Why did Idaho sign on?

7. The Process

8. Each state has the choice of whether or not to adopt the Common Core State Standards for English language arts and mathematics. If adopted, the Common Core State Standards must make up at least 85% of the state’s standards in English language arts and mathematics. Next Steps

9. State-by-State Adoption

10. July 2010: Side-by-side comparison of Idaho Standards and Common Core State Standards August 2010: Standards go to State Board for initial review October 2010: Standards open for public comment November 2010: Standards go to State Board for approval January 2011: Standards go to Legislature for final approval Timeline

11. 2010 Rule making and public comment period 2011 Rules go before Idaho Legislature 2011-2012 Professional development 2012-2013 Professional development 2013-2014 Common core state standards taught in Idaho classrooms 2014-2015 New common assessments delivered Timeline (cont.)

12. State Department of Education is creating a statewide plan There will be essentially two school years to work intensely with districts Idaho will work with other states on meaningful professional development Focus on three groups: math teachers, English teachers, principals in collaboration with higher education We want to hear your ideas on what your district will need! Implementation

13. Develop a plan for your district Districts may start implementation this fall Align to current materials Total implementation is expected over a 2-3 year period ISAT will remain in place until a new assessment has been developed Implementation Plan

14. English Language ArtsStandards

15. The Standards: Establish a “staircase” of increasing complexity in what students must be able to read so that all students are ready for the demands of college-and career-level reading no later than the end of high school. Use a diverse array of classic and contemporary literature as well as challenging informational texts in a range of subjects Expect students to build knowledge, gain insights, explore possibilities, and broaden their perspective. Reading

16. Intentionally do not offer a reading list. Instead, they offer numerous sample texts to help teachers prepare for the school year. Mandate certain critical types of content for all students, including classic myths and stories from around the world, foundational U.S. documents, seminal works of American literature, and the writings of Shakespeare. Appropriately defer the many remaining decisions about what and how to teach to states, districts, and schools. Reading

17. . Emphasizes the ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence. Ensures opinion writing—a basic form of argument—extends down into the earliest grades. Emphasizes research—both short, focused projects (such as those commonly required in the workplace) and longer term in depth research. Provides annotated samples of student writing to help establish adequate performance levels in writing arguments, informational/explanatory texts, and narratives in the various grades. Writing

18. Require that students gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media. Focus on academic discussion in one-on-one, small-group, and whole-class settings. Formal presentations are one important way such talk occurs, but so is the more informal discussion that takes place as students collaborate to answer questions, build understanding, and solve problems. Speaking and Listening

19. The Standards: Expect that students will grow their vocabularies through a mix of conversations, direct instruction, and reading. Will help students determine word meanings, appreciate the nuances of words, and steadily expand their repertoire of words and phrases. Help prepare students for real life experience at college and in 21st century careers. Recognize that students must be able to use formal English in their writing and speaking but that they must also be able to make informed, skillful choices among the many ways to express themselves through language. Language

20. Just as media and technology are integrated in school and life in the 21st century, skills related to media use (both critical analysis and production of media) are integrated throughout the standards. Media and Technology

21. Starting in grade 6, the reading and writing standards are divided into two sections, one focusing on ELA, and the other focusing on history/social studies, science, and technical subjects. This division reflects the role other content areas play in developing the literacy skills students need for success. Individuals in postsecondary education and the workplace will be expected to read demanding informational texts and to write informational and explanatory texts with clarity and coherence. Literacy Standards in History/Social Studies, Science and Technical Subjects

22. Kindergarten Idaho Standard 4: Writing applications Goal 4.4: Acquire Skills for Literary Response K.LA.4.4.1: Respond orally to identify a connection between the text and self. CCSS Writing Standard: Text Types and Purposes Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state as opinion or preference about the topic of the book (e.g. My favorite book is…). Comparing the Rigor of the Idaho ELA Standards to the Common Core State Standards

23. Grade 10 Idaho Standard 4: Writing Applications Goal 4.2: Acquire Expository (Informational/ Research) Writing Skills 10.LA.4.2.2:Write a research report that includes a thesis, provides relevant support, and documents sources. CCSS Research to Build and Present Knowledge Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

24. SDE brought in teachers from across the state to evaluate and compare the common core standards to current Idaho content standards. The results showed strong correlation between the common core and current Idaho content standards. Alignment

25. 99 Percent Match Among Standards

26. Grade Level Similarities and Differences

27. MathematicsStandards

28. Development began with research-based learning progressions detailing what we know today about how students’ mathematical knowledge, skill and understanding develop over time. Development of Mathematics

29. The proposed Common Core State Standards define what students should understand and be able to do in their study of mathematics. Mathematical understanding and procedural skills are equally important and both assessable using rich tasks. Understanding Mathematics

30. Ability to justify, in an appropriate way, why a particular math statement is true or where a mathematical rule comes from. If a student can explain their thinking he/she may have a better chance to succeed when faced with an unfamiliar task. Hallmark of Understanding

31. These mathematical practices describe areas of expertise that educators should seek to develop in their students. These practices describe ways students should engage in mathematics as they grow in maturity and expertise in grades K-12. Standards for Mathematical Practice

32. 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 precisions. Look for and make use of structure. Look for and express regularity in repeated reasoning. 8 Practices Include

33. Grade-level focus (big ideas) A couple of paragraphs describing the focus of this grade level. Grade-level overview (outline) A bulleted list of concepts being taught. Grade-Level Contents

34. High school standards specify the math that all students should study in order to be college and career ready. A (+) symbol indicates additional math that students should learn in order to take advanced courses. High School Standards

35. The HS Standards are listed in conceptual categories: Number and Quantity Algebra Functions Modeling Geometry Statistics and Probability High School Standards

36. The standards do not mandate a sequence. The organization is critical to implementation. Sample Pathways will be available shortly after the release of the common state standards. High School Pathways

37. Traditional course sequence: (Algebra I, Geometry, and Algebra II) Integrated course sequence: (Math 1, Math 2, Math 3) Sample Pathways to Include

38. Geometry (Domain) Solve real-world and mathematical problems involving area, surface area, and volume. Find the area of right triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. 6th Grade Sample

39. Overall Match

40. Grade Level Similarities and Differences

41. K-8 Comparison

42. High School

43. High School (+) Standards

44. These standards do not dictate curriculum. Learning opportunities will continue to vary across schools and districts. Educators should make every effort to meet the needs of individuals based on their current understanding. Local Control

45. These standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time to recognize that standards are not just promises to our children, but promises we intend to keep. In Conclusion….

46. Questions? Visit www.sde.idaho.gov for more information