Common Core State Standards Presentation Outline

1. North DakotaCommon CoreState StandardsNorth Dakota Department of Public InstructionDr. Wayne G. Sanstead, State Superintendent600 East Boulevard Avenue, Dept. 201Bismarck ND 58505-0440www.dpi.state.nd.usLast Update:March 3, 2012

2. Common Core State Standards Presentation Outline • Background • Organizational Structure of the CCSS • Planning CCSS Implementation in North Dakota • State Assessment under CCSS • Contacts & Additional Resources • College & Career Readiness

3. Background

4. Adoption of Common Core State Standards (CCSS) • New standards for English language arts (ELA) and mathematics were adopted in June 2010 by the National Governors’ Association and the Council of Chief State School Officers. • North Dakota statewide committee of content and instructional experts studied and reviewed CCSS from June 2010 – April 2011. • ND statewide committee voted unanimously on April 6, 2011 to adopt the CCSS. • Dr. Wayne G. Sanstead, State Superintendent, officially signed adoption of CCSS on June 20, 2011.

5. 46 States + DC Have Adopted the Common Core State Standards

6. CCSS ND Transition Timeline

7. Goals of CCSS • Prepare students to be “College and Career Ready” • Prepare U.S. students to succeed in our global economy and society • Prepare students for success in the 21st century • Inclusive of rigorous content and applications of knowledge through higher-order skills • Goes Narrower & Deeper, addressing the mile wide, inch deep*problem in state standards and US textbooks * Trends in International Mathematics and Science Study (TIMSS), William Schmidt

8. College & Career Ready • College ready • Prepared to succeed in entry-level credit-bearing general education college courses • Career ready • Possess sufficient foundational knowledge and skills and general learning strategies necessary to begin studies in a career path Source of definitions: National Council on Measurement in Education (NCME) Symposium on April 9, 2011.

9. CCSS Impact on Other Subject Areas • The current CCSS for ELA include: • Reading standards for literacy in history, social studies, science and technical subjects. • Writing standards for literacy in history, social studies, science and technical subjects. • CCSSO and NGA Center plan to develop common core state standards for science next. Other subject areas may follow.

10. Organizational Structure of the Common Core State Standards

11. Organization of English Language Arts Standards Strand Reading Writing Speaking and Listening Language Topic A set of topics applied across all grades Standards Describes what students should understand and be able to do * Note: This is the general structure of ELA standards. There are structural exceptions at some grade levels.

12. Organization of ELA topics in each strand

13. Sample from 6th Grade ELA Standards Strand Topic Standard

14. Mathematics Organized Under Two Standards Categories • Mathematical Practice Standards Standards common across all grades that describe ways in which developing student practitioners increasingly ought to engage with the subject matter as they grow in mathematical maturity and expertise throughout the elementary, middle and high school years • Mathematical Content Standards A balanced combination of procedure and understanding of math topics organized by grade

15. Standards for Mathematical Practice • 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.

16. Organization of Standards for Mathematical Content Domain Big ideas that connect standards and topics, sometimes across grades Clusters A group of related standards that capture several ideas Standards Describes what students should understand and be able to do

17. Sample from 5th Grade Math Standards Domain Cluster Standard

18. Planning CCSS Implementation in North Dakota

19. North Dakota Curriculum Initiative2011-2012 • Committee of about 70 North Dakota educators and administrators from K-12 and universities • Funded & managed through a DPI grant award to NDSU • Goal: Create a Curriculum Template for districts to use as a tool in transition to CCSS • http://ndcurriculuminitiative.org/common_core

20. Features of Curriculum Template(In development) • Web based: NDSU Curriculum Initiative website • Unpack the standards • Identify what students will need to do to demonstrate understanding • Identify prerequisite student knowledge to be instructed at grade level • Professional Learning: What educator knowledge will be needed to teach to the standard at each grade level?

21. Curriculum Template Advisory Groups • ND Curriculum Initiative Advisory Committee • 10 members statewide • Subcommittees • Regional Education Associations & Small Organized Schools • ND Study Council (16 largest school districts) • ND University System • Career Technical Education • State Education Associations • NDEA, NDSBA, NDCEL, LEAD, etc.

22. Proposed Common Core State Standards Professional Learning (PL)* Delivery Chain State Regional District School Classroom • Regional Stakeholder Advisory Committees • REAs • Small Organized Schools • ND Study Council districts Superintendents Curriculum Directors Teachers & Educational Specialists Students Principals Dept. of Public Instruction ND Curriculum Initiative • State • Stakeholder Advisory Committees • ND University System • Career Tech Ed. • State Education Associations PL Consultants PL Instructors (consultants & ND Leaders) * Professional Learning (PL): formerly referred to as Professional Development (PD)

23. Suggestions for Creating a District Transition Plan* • Develop a plan to communicate with staff, parents, and community • Ensure leadership knows how to explain the rationale for the standards and understands their benefits • Develop a transition plan between 2012 and 2014 that accounts for curriculum, instruction, assessment, and accountability. • Connect with like-minded districts. • Identify resources that are coming online each day and evaluate their quality • Develop milestones in each area of the district plan * Source: Understanding Common Core State Standards by John Kendall

24. Transition Considerations* • Identify CCSS strands for early adoption that can be substituted for state content immediately. • Topics that clearly map to current state standards. • Standards for Mathematical Practice • Topics within the CCSS Language and Literacy standards that align with current state standards. • Review reading materials currently available to teachers at each grade for alignment in the text complexity specified by the Common Core. • Start Kindergarten in fall 2012 with Common Core. • Consider cutting content that is neither currently assessed nor included in the Common Core. * Source: Understanding Common Core State Standards by John Kendall

25. State Assessment under CCSS

26. General Assessment Consortia with ND Participation • $350 million of Race to the Top Fund set aside for awards to consortia of states to design and develop common K-12 assessment systems aligned to common, college- and career-ready standards. • Partnership for Assessment of Readiness for College and Careers (PARCC) • Smarter Balanced Assessment Consortium (SBAC) Note: North Dakota currently participates in each of the two consortia as a non-voting member. Selection of a single consortium and assessment system is intended at a later date.

27. PARCC States Membership as of March 2012

28. Smarter Balanced States Membership as of March 2012

29. Notable Differences between SBAC and PARCC

30. Alternate Assessment DevelopmentBased on CCSS • Consortium: National Center and State Collaborative (NCSC) • Assessment for students with significant cognitive disabilities • Collaboration with PARCC and SBAC • North Dakota is a governing member

31. District of Columbia Pacific Assessment Consortium (PAC-6) (The 6 entities: AS, CNMI, FSM, GU, Palau, RMI) NCSC Consortium

32. Assessment Development for English Learners • Consortium: Assessment Services Supporting ELs through Technology Systems (ASSETS) • $10.5M grant awarded • Managed by WIDA • Collaboration with PARCC and SBAC • North Dakota is a governing member.

33. ASSETS Consortium

34. Contacts & Resources

35. Department of Public InstructionContact Information Director of Standards & Achievement Greg Gallagher • 701-328-1838 or at ggallagher@nd.gov General Assessment Robert Bauer • 701-328-2224 or at rgbauer@nd.gov Alternate Assessment Doreen Strode • 701-298-4637 or at dstrode@nd.gov English Language Learners Kerri Whipple • 701-298-4638 or at kwhipple@nd.gov

36. Additional Resources Common Core State Standards • North Dakota Common Core Standards Resources http://www.dpi.state.nd.us/standard/common_core.shtm • Comparison Studies of the Common Core State Standards to the North Dakota Content Standards http://www.dpi.state.nd.us/standard/comparison.shtm • North Dakota Curriculum Template http://ndcurriculuminitiative.org/common_core/ • National Governor’s Association and the Council of Chief State Schools Officers National Common Core Standards http://www.corestandards.org/ • Partnership for Assessment of Readiness for College and Careers (PARCC) website: http://parcconline.org/ • Smarter Balanced Assessment Consortium (SBAC) website: http://www.k12.wa.us/SMARTER/ • Curriculum maps for English Language Arts http://commoncore.org • Inside Mathematics: Common Core Standards for Mathematical Practice http://www.insidemathematics.org/index.php/common-core-standards • Understanding Common Core State Standards • Author: John Kendall • Publisher: Association for Supervision & Curriculum Development (July 26, 2011)

37. College & Career Readiness

38. College & Career Ready Definition • The level of achievement a student needs to enroll and succeed without remediation in credit-bearing first-year postsecondary courses. • two-year or four-year institutions • trade schools • technical schools • Today, workplace readiness demands the same level of knowledge and skills as college readiness.

39. Ready vs. Prepared • Prepared • Focus on academic qualifications, as are measured by NAEP. • Ready • Includes behavioral aspects of student performance • Time management • Persistence • Interpersonal skills

40. Types of Readiness • Work ready • Meets basic expectations regarding workplace behavior and demeanor • Job trained • Possesses specific knowledge necessary to begin an entry-level position • Career ready • Possesses sufficient foundational knowledge and skill and general learning strategies necessary to begin studies in a career path • College ready • Prepared to succeed in entry-level credit-bearing general education college courses

41. CCSS Concept of C&C Readiness • English Language Arts • Defines general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs • Mathematics • To enable students to access the knowledge and skills necessary in the post-school lives (editorial comment: this is vague)

42. College & Career Pathways • Convergence of academic skills required to pursue technical training or a bachelor's degree. • Examples: Necessary skills for Construction Supervisors, Lodging Managers, Environmental Engineering technicians include most or all of the following: • Critical thinking • Judgment and decision making • Management of personnel • Speaking and listening • Complex problem solving • Reading comprehension