Common Core State Standards

Common Core State Standards Technical Assistance: Session 1 Ingham Intermediate School District 2/15/11 or 3/1/11 or 3/23/11

Session Purpose • Increase awareness about the common core state standards and their potential to prepare students for the 21st Century. • Provide tools to help districts implement the Common Core State Standards (CCSS). • Initiate a relationship between district teams responsible for implementing CCSS and IISD team responsible for supporting districts

Session Outcomes • Become your district’s experts in CCSS • Develop an implementation timeline and plan • Assign responsibilities for plan • Become familiar with implementation tools

Session Outcomes Understand that … • CCSS requires more engaging and relevant instruction • CCSS raises expectations for reading and writing in content areas and interdisciplinary connections • CCSS relies on the use of sophisticated assessment approaches • CCSS depends on successful implementation of an RtI framework that will help 95% of students meet college-career ready standards. • School improvement and the RtI initiative are two processes that will permit districts to implement CCSS

Local District CCSS Teams IISD CCSS Team Short Term Support (now – June 2011) Longer Term Support for Implementation CCSS Implementation

CCSS Implementation: the Journey

Session Agenda • Background About the Common Core State Standards • Education Reform Through Common Standards and Assessments (Video/Article) • College and Career Ready – What’s this mean? • Plans for Assessing the Common Core & Timeline for Implementation • Digging into the CCSS to Uncover Implications • Becoming Familiar with Differences/Features • Gap Analysis • Planning Next Steps • Resources to Take Back • Your Feedback

Introducing the Common Core Quick Facts: • Developed under the joint direction of the National Governors Association Center for Best Practices and the Council of Chief State School Officers • Final version released on June 2, 2010 • Official Website: http://www.corestandards.org/ • Adopted by the Michigan Board of Education on June 15th. States are required to adopt 100% of the common core K-12 standards in ELA and mathematics (word for word), with the option of adding up to an additional 15% of standards on top of the core. • Organizers expect 48 states to adopt the Common Core

Why is this important? • Currently, every state has its own set of academic standards; there are different achievement standards and performance expectations across the nation. • All students must be prepared to compete with not only their American peers in the next state, but with students from around the world.

http://www.edutopia.org/international-teaching-learning-assessment-videohttp://www.edutopia.org/international-teaching-learning-assessment-video

College and Career Ready

The Common Core State Standards: • Provide a common definition of college and career readiness in ELA and Mathematics. • Are National Standards. • Contain Content that is quite different from Michigan’s GLCE’s and HSCE’s.

The Common Core State Standards: • Are internationally benchmarked. • Provide alternate standards for ELL and SWD. • Detail all content that should be taught at each grade level. • All of the above.

The Common Core State Standards: For English Language Arts & Literacy in History / Social Studies, Science, and Technical Subjects: • Recommend certain content, such as classic myths, Shakespeare, and foundational US documents. • Use the CCR standards as anchor standards across all grade levels. • Insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within a school. • All of the above.

The Common Core State Standards: • Recommend certain content, such as classic myths, Shakespeare, and foundational US documents. • Use the CCR standards as anchor standards across all grade levels. • Insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within a school. • All of the above. For English Language Arts & Literacy in History / Social Studies, Science, and Technical Subjects:

The Common Core State Standards: For Mathematics • Emphasize procedural skill over conceptual understanding. • Incorporate the CCR standards into the standards for high school. • Contain content that is typically found in advanced courses such as Calculus. • All of the above.

Assessing the Common Core

Timeline for Transition 2010-2011 Getting to know the CCSS/Alignment work 2010 MEAP/2011MME remain the same State focus will be on technical assistance 2011-2012 Implementation of CCSS in classrooms 2011 MEAP/2012 MME remain the same State focus will be on instruction/professional development

Timeline for Transition 2012-2013 2012 MEAP minimally modified as necessary to reflect the CCSS 2013 MME remains the same State focus will be on student learning 2013-2014 2013 MEAP based on 2012 model 2014 MME remains the same State focus will be on preparing for new assessments from SMARTER Consortium 2014-2015 Full implementation - Instruction and assessment based on CCSS

STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS

Design and Organization Major design goals Align with best evidence on college and career readiness expectations Build on the best standards work of the states Maintain focus on what matters most for readiness

Design and Organization Three main sections • K−5 (cross-disciplinary) • 6−12 English Language Arts • 6−12 Literacy in History/Social Studies, Science, and Technical Subjects • Shared responsibility for students’ literacy development Three appendices • A: Research and evidence; glossary of key terms • B: Reading text exemplars; sample performance tasks • C: Annotated student writing samples

Design and Organization Four strands Reading (including Reading Foundational Skills) Writing Speaking and Listening Language An integrated model of literacy across subjects Media requirements blended throughout

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 • Range and content

Design and Organization K−12 standards • Grade-specific end-of-year expectations • Developmentally appropriate, cumulative progression of skills and understandings • One-to-one correspondence with CCR standards

Reading Comprehension (standards 1−9) • Standards for reading literature and informational texts • Strong and growing across-the-curriculum emphasis on students’ ability to read and comprehend informational texts • Aligned with NAEP Reading framework Range of reading and level of text complexity(standard 10, Appendices A and B) • “Staircase” of growing text complexity across grades • High-quality literature and informational texts in a range of genres and subgenres

Key Advances Reading Balance of literature and informational texts Text complexity Writing Emphasis on argument and informative/explanatory writing Writing about sources Speaking and Listening Inclusion of formal and informal talk Language Stress on general academic and domain-specific vocabulary

Key Advances Standards for reading and writing in history/ social studies, science, and technical subjects • Complement rather than replace content standards in those subjects • Responsibility of teachers in those subjects Alignment with college and career readiness expectations

Intentional Design Limitations What the Standards do NOT define: • How teachers should teach • All that can or should be taught • The nature of advanced work beyond the core • The interventions needed for students well below grade level • The full range of support for English language learners and students with special needs • Everything needed to be college and career ready

Conclusion Standards: Important but insufficient • To be effective in improving education and getting all students ready for college, workforce training, and life, the Standards must be partnered with a content-rich curriculum and robust assessments, both aligned to the Standards.

STANDARDS FOR MATHEMATICS

Design and Organization Standards for Mathematical Practice • Carry across all grade levels • Describe habits of mind of a mathematically expert student Standards for Mathematical Content • K-8 standards presented by grade level • Organized into domains that progress over several grades • Grade introductions give 2–4 focal points at each grade level • High school standards presented by conceptual theme (Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability)

Design and Organization Critical areas at each grade level

Design and Organization Grade Level Overviews

Ratios and Proportional Relationships, Grade 6 Understand ratio concepts and use ratio reasoning to solve problems. 1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratioof wings to beaks in the bird house at the zoo was 2:1, because forevery 2 wings there was 1 beak.” “For every vote candidate A received,candidate C received nearly three votes.” 2. Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”

Reading the Standards Standards define what students should understand and be able to do. Specific advice is often given about instructional approaches. The actual language can be dense, and probably requires “unpacking.”

Reading the Standards

Common Core State Standards