Common Core State Standards

1. Common Core State Standards

2. GOALS for Session: To Provide: • Background: Common Core State Standards (CCSS) • Overview of the ELA & Mathematics CCSS • Design and Organization • Similarities/Differences between CCSS & GLEs/GSEs • “Rhode” to Implementation • Phases & Timeline • Resources

3. Common Core State Standards Initiative • State-led effort coordinated by: • National Governors Association Center for Best Practices (NGA Center) • Council of Chief State School Officers (CCSSO) • Includes: • 48 States, 2 territories & District of Columbia • Initiative result from the NGA/CCSSO joint publication: • Benchmarking for Success: Ensuring U.S. Students Receive A World-Class Education, 2008

4. Common Core: Standards for Proficiency • Developed in collaboration with: • Teachers • School administrators • Education experts • Advisory Group includes experts from: • Achieve, Inc. • ACT • The College Board • The National Association of State Boards of Education • The State Higher Education Executive Officers • National Organization feedback received from: • Teachers • Post secondary educators (including Community Colleges) • Civil Rights groups • English Language Learners • Students with disabilities • 10,000 responses received during public feedback period • RI: 31 responses from public feedback survey • RIDE Content Specialists • RI’s Literacy and Mathematics Education Leadership Councils (MELC, LELC)

5. The Common Core State Standards • Produced: • College and Career Readiness Standards • K-12 Standards in Mathematics & English Language Arts (Reading, Writing, Speaking, & Listening) • Including: Standards for Literacy in History/Social Studies, Science and Technical Subjects, 6-12 The 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 workforce training programs.

6. The Common Core State Standards: • Are aligned with college and workforce expectations; • Are clear, understandable and consistent; • Include rigorous content and application of knowledge through high-order skills; • Build upon strengths and lessons of current state standards; • Are informed by standards in other top performing countries, so that all students are prepared to succeed in our global economy and society; and • Are evidence-based.

7. The Standards English Language Arts Mathematics College and Career Readiness Anchor Standards found in each of the strands below READING Grade Specific Standards Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity WRITING Grade Specific Standards Text Types and Purposes Production and Distribution of Writing Research to Build and Present Knowledge Range of Writing SPEAKING & LISTENING Grade Specific Standards Comprehension and Collaboration Presentation of Knowledge and Ideas LANGUAGE Grade Specific Standards Conventions of Standard English Knowledge of Language Vocabulary Acquisition and Use Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12 Reading and Writing standards for content area subjects • Appendices • Text exemplars illustrating complexity, quality and range of reading appropriate for various grade levels • Sample performance tasks • Annotated samples of students writing at various grades Foundational Skills Grades K-5 Print Concepts Phonological Awareness Phonics and Word Recognition Fluency

8. Overview of CCSS vs GLEs/GSEs • GLEs/GSEs are a blueprint for assessment • CCSS represent what students should know and be able to do • Some CCSS are not found in GLEs/GSEs • Some GLEs/GSEs are not found in CCSS • Identical expectations in both sets of standards but appear in different grade levels • Identical expectations in both sets of standards but a different focus • CCSS are clearer and more specific than GLEs/GSEs

9. English Language Arts Standards: Reading, Writing, Speaking & Listening, Language, Foundational Skills & Literacy in Content Areas 6-12

10. ELA Standards: Design and Organization • Three Sections • K-5 (cross-disciplinary) • 6-12 English Language Arts • 6-12 Literacy in History/Social Studies, Science & Technical Subjects • Three Appendices • A: Research and evidence; glossary • B: Reading text exemplars; sample performance tasks • C: Annotated student writing samples

11. ELA: Design & Organization • Four Strands: • READING • WRITING • SPEAKING & LISTENING • LANGUAGE

12. ELA: Design and Organization • Four Strands (continued)… • Reading

13. ELA: Design and Organization • Four Strands (continued)… • Writing • Arguments • Informative/explanatory texts • Narrative • Speaking and Listening • Comprehension and collaboration • Presentation of knowledge and ideas • Language • Knowledge of language • Vocabulary

14. ELA: Design and Organization • College and Career Readiness (CCR) ANCHOR Standards • Broad expectations consistent across grades and content areas • Based on evidence about college and workforce training expectations

15. ELA: Design and Organization • K-12 Standards • Grade Specific standards • End of year expectations • One-to-one correspondence with CCR standards

16. ELA: Reading Standard Example

17. Common Core State Standards for ELA

18. Overview ELA: Reading Grades K-5 Additions • Integration of knowledge and skills using illustrations, diverse media and formats (digital texts) Introduction at earlier grade • Point of view • Shades of meaning (and subsumed in later grades) More specificity • Compare & contrast multiple texts Organizational differences • Some Reading Vocabulary GLE/GSEs located in Language CCSS

19. Overview ELA: Reading Grades 6-12 Additions • Many new text types specifically identified • Integration of knowledge and skills using illustrations, diverse media and formats (digital texts) • Addition of diverse media and formats • “Literacy in History/Social Studies, Science and Technical Subjects” Introduction at earlier grade • Evaluation of various aspects of informational texts More specificity • Analyzing author’s craft and its implications • Analyzing nuances of word choices • Compare & contrast of multiple texts Organizational differences • Some Reading Vocabulary GLE/GSEs located in Language CCSS

20. Overview ELA: Writing K-12 Organizational differences • Some Writing GLE/GSEs located in Language CCSS • Argument is separated out from other forms of informational writing Additions • Use of technology to produce & publish, interact and collaborate • Keyboarding skills Introduction at earlier grade • Arguments (opinion) writing • Use of dialogue Emphasis from reading to writing • Research to build and present knowledge Deletions • Poetry and Reflective Essays

21. Mathematics Standards:

22. Mathematics: Design & Organization 3 Components: • Standards for Mathematical Practice • Standards for Mathematical Content • K-8 Grade Level Domains • High School Conceptual Categories • Glossary Appendix: • Pathways • Traditional • Integrated • Compacted: High School Mathematics in Middle School • Traditional • Integrated Available at: http://www.corestandards.org/the-standards

23. 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

24. Standards forMathematical Content Grade Level Domains High School Conceptual Categories K – 5 • Counting and Cardinality • Operations and Algebraic Thinking • Number and Operations in Base Ten • Number and Operations – Fractions • Measurement and Data • Geometry 6-8 • Ratios and Proportional Relationships • The Number System • Expressions and Equations • Functions • Geometry • Statistics and Probability • Number and Quantity • Algebra • Functions • Modeling • Geometry • Statistics and Probability

25. Distribution of the Domains (K-8)

26. Mathematics Standard Example: Gr. 5

27. Overview: Mathematics Grades K - 5 Introduction at earlier grade • Addition, subtraction, multiplication, and division of whole numbers and other rational numbers Introduction at later grade • Statistics & probability is introduced as a domain in Grade 6 • Expressions & Equations is introduced as a domain in Grade 6 More specificity • Focus on operations with whole numbers, fractions, and decimals to provide the foundation for the more demanding mathematical concepts and procedures experienced in grades 6-12

28. Overview: Mathematics Grades 6 – 8 Introductionat earlier grade • Percent increase and decrease and interest rate • Histograms, box plots, quartiles and inter-quartile range Introduction at later grade • Functions as a domain is introduced in grade 8 More specificity • Grades 6 & 7 standards: ramp up to algebraic concepts in Gr. 8 • Grade 8 standards focus is on linear equations and functions

29. Standards forMathematical Content Grade Level Domains High School Conceptual Categories K – 5 • Counting and Cardinality • Operations and Algebraic Thinking • Number and Operations in Base Ten • Number and Operations – Fractions • Measurement and Data • Geometry 6-8 • Ratios and Proportional Relationships • The Number System • Expressions and Equations • Functions • Geometry • Statistics and Probability • Number and Quantity • Algebra • Functions • Modeling • Geometry • Statistics and Probability

30. Conceptual Categories: Domains • Number and Quantity • The Real Number System • Quantities • The Complex Number System • Vector and Matrix • Algebra • Seeing Structure in Expressions • Arithmetic with Polynomials & Rational Functions • Creating Equations • Reasoning with Equations and Inequalities • Functions • Interpreting Functions • Building Functions • Linear, Quadratic, & Exponential Models • Trigonometric Functions

31. Conceptual Categories: Domains (continued) • Modeling • Geometry • Congruence • Similarity, Right Triangles, and Trigonometry • Circles • Expressing Geometric Properties with Equations • Geometric Measurement & Dimension • Modeling with Geometry • Statistics and Probability • Interpreting Categorical and Quantitative Data • Making Inferences and Justifying Conclusion • Conditional Probability and Rules of Probability • Using Probability to Make Decisions

32. Mathematics Standard Example: HS

33. Overview: Mathematics High School Introduction at earlier grade • Complex numbers • Quadratic, logarithmic, & trigonometric functions • Logarithmic identities Specificity • Reflects four years of instruction • 1st three years prepare students for college or career • 4th year allows for course of choice • Content needed for advanced courses (+) • Indicates standards requiring modeling (*)

34. Model Course Pathways in Mathematics TRADITIONAL INTEGRATED • ALGEBRA I • GEOMETRY • ALGEBRA II • 4th Year Mathematics Course • MATHEMATICS I • MATHEMATICS II • MATHEMATICS III • 4th Year Mathematics Course

35. Common Core State Standards (CCSS)“Rhode” towards Implementation Adoption 2010 Transition School Years 2010-2013 Full Implementation School Year 2013

36. Transition Timeline

37. Transition Resources Educator Resources: • Introductory Phase • Implementation Timeline & Benchmarks • Introduction to CCSS PPT • Overview Documents: CCSS vs GLEs/GSEs • FAQ Document • Myths/Facts Document • Transition Phase • Follow up PD Modules to support: “After” Study of the Standards work • Supports to further deepen understanding of CCSS & PARCC

38. Transition Resource • Study of the Standards (CCSS) • One day workshop • Participant Outcomes: • Knowledge of the structure of standards • Utilize Tools to develop deeper understanding of CCSS • Develop Model Curricula: • 4 Mathematics • 3 Science • 2 English Language Arts • 1 Social Studies

39. NECAP: Mathematics, Reading & Writing • During the transition period the NECAP Reading, Writing, and Mathematics tests will continue to be administered in the fall of 2012 and 2013 and will remain aligned with the current GLEs and GSEs • Assessment and content specialists from RI and other NECAP states as well as members of the NECAP Technical Advisory Committee have all reviewed the transition plan for the fall 2012 and fall 2013 NECAP tests. This plan follows a thorough comparison of the NECAP GLEs/GSEs and the CCSS to ensure fairness to stakeholders and to maintain the quality of the information provided by the tests. • Following full implementation of the CCSS during the 2013-2014 school year, districts and schools will have nearly two full years of instruction under the CCSS prior to the spring 2015 PARCC assessments designed to measure student achievement based on the CCSS *SCIENCE NECAP is not impacted by the Common Core*

40. NECAP: Mathematics, Reading & Writing • There will be no changes to the GLEs/GSEs assessed on the NECAP Reading, Mathematics, or Writing tests in the fall of 2012. • There will be no changes to the GLEs/GSEs assessed on the NECAP Reading or Writing tests in the fall of 2013 • There will be somechanges to the GLEs assessed on the NECAP Mathematics tests in the fall of 2013. Due to differences with the CCSS, the following GLE’s will NOT be assessed: • There will be no changes to the GSEs assessed on the Grade 11 NECAP Mathematics tests in the fall 2013.

41. PARCC: Partnership for the Assessment of Readiness for College & Careers • Consortium of states: **24** states • Grades 3-11 • Mathematics & English Language Arts • Grades 5 and above will be computer based • Assessment Design • Performance-Based Assessment (PBA) • Includes: Extended Tasks & Applications of concepts/skills • Administered at 75% of school year (March/April) • End-of-year Assessment • Innovative, computer-based items • Administered at 90% of school year (May/June) • Frameworks to be released Fall 2011 • Pilot Testing to begin, 2012

42. NCSC GSEG: The new alternate assessment consortium • Rhode Island is part of the 19-state NCSC GSEG consortium to develop the new alternate assessment. • AAGSEs will be replaced with learning progressions that lead directly to the CCSS. • Test design will include fully-developed performance tasks. These replace the teacher-developed activities that are currently the foundation of the RIAA model. • RI’s Community of Practice includes teachers of students with significant cognitive disabilities, content specialists, administrators, and content area teachers that will work with the GSEG to develop curriculum materials aligned to the CCSS. • Goal: To develop assessments supported by curriculum, instruction, and professional development to ensure that students with significant cognitive disabilities achieve increasingly higher academic outcomes and leave high school ready for post-secondary options.

43. English Language Proficiency Standards • ELPS: English Language Proficiency Standards • ELPS are being “amplified,” not altered. • New edition of ELPS will: • Contain expanded example topics and supports, as well as connections to the Common Core State Standards • Provide samples of what to expect for every level of linguistic complexity, vocabulary usage, and language control • Outline the characteristics of each level of language development • Offer expanded illustrations of how teachers can contextualize the standards within lessons and activities • Show how all English learners can take on complex challenges by connecting language functions at each development level (1-5) to the same cognitive function

44. Resources Common Core State Standards: http://www.corestandards.org/ RIDE webpage for CCSS updates: http://www.ride.ri.gov/Instruction/CommonCore.aspx PARCC : http://www.parcconline.org/ RIDE webpage for PARCC updates: http://www.ride.ri.gov/assessment/parcc.aspx

45. Contact Information • Director, Office of Instruction, Assessment & Curriculum • Phyllis Lynch, phyllis.lynch@ride.ri.gov 401.222.4693 For information regarding transition to the CCSS and graduation requirements, please contact: • Director, Office of Multiple Pathways • Sharon Lee, sharon.lee@ride.ri.gov 401.222.8484

46. Contact Information (continued) • Alternate Assessment Specialist • Heather Heineke, heather.heineke@ride.ri.gov 401.222.8493 • English Language Learners (ELL) Specialist • Bob Measel, robert.measel@ride.ri.gov 401.222.8480 • Literacy Specialists • Diane Girard, diane.girard@ride.ri.gov 401.222.8479 • Colleen O’Brien, colleen.obrien@ride.ri.gov 401.222.8474 • Mathematics Specialists • Patty Carnevale, patricia.carnevale@ride.ri.gov 401.222.8458 • Susan Pagliaro, susan.pagliaro@ride.ri.gov 401.222.2644 • NECAP Program Manager • Kevon Tucker-Seeley, kevon.tucker-seeley@ride.ri.gov 401.222. 8494