Curriculum Design and Instruction

1. Curriculum Design and Instruction Week 4

2. Common Core Standards Overview Session 5 A PDF copy is located in the Student Resource Folder • Unless otherwise cited the content from this section is referenced from: • Web Source: http://www.ccsso.org/ Benedictine University

3. COUNCIL OF CHIEF STATE SCHOOL OFFICERS (CCSSO) & NATIONAL GOVERNORS ASSOCIATION CENTER FOR BEST PRACTICES (NGA CENTER) JUNE 2010 Benedictine University

4. Overview • The Common Core State Standards[CCSS] weredesigned to provide a consistent, clear understanding of what students are expected to learn across the United States, so teachers and parents know what they need to do to help them • The Illinois State Board of Education adopted the new academic standards for K-12 education in July of 2010 • To better prepare Illinois students for success in college and the workforce in a competitive global economy • Illinois’ previous standards were adopted in 1997 Unless otherwise indicated the slides from this section are from the ISBE website: http://www.isbe.state.il.us/ Benedictine University

5. Development of Standards • The Common Core State Standards were developed through a process led by U.S. states to craft academic standards that establish clear and consistent benchmarks for essential learning and skills • The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers • American students must be fully prepared for the future, • The CCSS positions our communities to successfully compete in the global economy Web Source: http://www.corestandards.org/in-the-states Benedictine University

6. What are the Common Core State Standards? CCSS: • Are aligned with college and work expectations • Are focused and coherent • Include rigorous content and application of knowledge through high-order skills • Are built upon strengths and lessons of current state standards • Are internationally benchmarked so that all students are prepared to succeed in our global economy and society • Are based on evidence and research • Are state led – coordinated by NGA Center and CCSSO Web Source: http://www.corestandards.org/in-the-states

7. States that have adopted the Common Core Standards • Web Source: http://www.corestandards.org/in-the-states • This web site monitors state adoption of the CCSS • If you would like to keep track of CCSS adoptions by state, check back to this web site. Web Source: http://www.corestandards.org/in-the-states Benedictine University

8. First Set of Common Core Standards • The first Common Core Standards are developed for the K-12 areas of mathematics and English-language arts • Math and English standards were developed first because they teach skills upon which students build skill sets in other areas of learning • Subsequent standards will be adopted for Science and Social Studies Benedictine University

9. Bridge to the Workplace • The standards define the level of knowledge and skills that students should possess from their K-12 education • By achieving these standards, students will be prepared to enter college and training programs and be well prepared to join the workforce Benedictine University

10. College and Career Readiness Skills The Common Core Standards emphasize the following skills for all students: • Demonstrate independence • Build strong content knowledge • Respond to varying demands of audience, task, and purpose • Comprehend as well as critique • Value evidence • Use technology and digital media strategically and capably • Come to understand other perspectives and cultures Benedictine University

11. Why is this important? • Currently, every state has its own set of academic standards • Which means publicly educated students in each state are learning to different levels or standards • All students must be prepared to compete with, not only their American peers in the next state, but with students from around the world Benedictine University

12. Standards Development Process • College and career readiness standards were developed in summer 2009 • Based on the college and career readiness standards, K-12 learning progressions/standards were developed to support students’ ability to be successful in higher or continuing educational endeavors • Multiple (and rigorous) rounds of feedback from states, teachers, researchers, higher education, and the general public were conducted to strengthen the CCSS • The final Common Core State Standards released on June 2, 2010 Benedictine University

13. Common Core Standards • Unless otherwise cited the content from this section is referenced from: • Web Source: http://www.ccsso.org/ Benedictine University

14. Design of New K-12 ELA Standards The K-12 ELA Standards: • Are benchmarked to College and Career Readiness Standards • Listed the K-8 standards by grade level • The 9-12 standards are organized in two year bands to allow flexibility in course design • Are separated into four strands: Reading, Writing, Speaking and Listening • The four strands are currently aligned and tested on the ACCESS test for ELL students Adapted from ISBE website Benedictine University

15. CCSS 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: • Appendix A: Research and evidence; glossary of key terms • Appendix B: Reading text exemplars; sample performance tasks • Appendix C: Annotated student writing samples Benedictine University

16. Four strands Reading (including Reading Foundational Skills) Writing Speaking and Listening Language An integrated model of literacy Media requirements blended throughout CCSS Design and Organization Benedictine University

17. CCSS Design and Organization Benedictine University 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

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

19. 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 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 Benedictine University

20. Reading Foundational Skills Four categories (Standards 1−4) • Print concepts (K−1) • Phonological awareness (K−1) • Phonics and word recognition (K−5) • Fluency (K−5) • Not an end in-and-of themselves • Differentiated instruction Benedictine University

21. Writing Writing types/purposes (Standards 1−3) • Writing arguments • Writing informative/explanatory texts • Writing narratives • Strong and growing across-the-curriculum emphasis on students writing arguments and informative/explanatory texts • Aligned with NAEP Writing framework Benedictine University

22. Writing Benedictine University Production and distribution of writing (Standards 4−6) • Developing and strengthening writing • Using technology to produce and enhance writing Research (Standards 7−9) • Engaging in research and writing about sources Range of writing (Standard 10) • Writing routinely over various time frames

23. Language Conventions of standard English Knowledge of language (Standards 1−3) • Using standard English in formal writing and speaking • Using language effectively and recognizing language varieties Vocabulary (Sandards 4−6) • Determining word meanings and word nuances • Acquiring general academic and domain-specific words and phrases Benedictine University

24. Speaking and Listening Comprehension and collaboration (Standards 1−3) Day-to-day, purposeful academic talk in one-on-one, small-group, and large-group settings Presentation of knowledge and ideas (Standards 4−6) Formal sharing of information and concepts, including through the use of technology Benedictine University

25. 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 Benedictine University

26. 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 Benedictine University

27. Conclusions 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 Benedictine University

28. Conclusions Benedictine University The Promise of Standards • 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 for states to work together to build on lessons learned from two decades of standards-based reforms • It is time to recognize that standards are not just promises to our children, but promises we intend to keep

29. You can ask questions by typing your question into the Q&A panel and clicking "send“ Webinar recording will be available at www.corestandards.org Benedictine University

30. More Information www.corestandards.org For more information and to post a video of support Benedictine University