Common Core State Standards

1. Common Core State Standards Archdiocese of Philadelphia 2011-2012

2. The Common Core State Standards Initiative - Background • Beginning in the spring of 2009, Governors and state commissioners of education from 48 states, 2 territories and the District of Columbia committed to developing a common core of state K-12 English-language arts (ELA) and mathematics standards. • States agreed to participate in the development process, provide input on drafts, and consider eventual adoption. • Signing MOA (Memorandum of agreement) did not require commitment to adopt. • The Common Core State Standards Initiative (CCSSI) is a state-led effort coordinated by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO) with assistance from Project Achieve, ACT and the College Board (SAT).

3. Why Common Core State Standards? • Preparation: The standards articulate college- and career-readiness. They will help ensure students acquire the knowledge and skills they need to succeed in post-secondary education and training. • Competition: The standards are internationally benchmarked. Common standards will help ensure our students are globally competitive. • Clarity: The standards are focused, coherent, and clear. Clearer standards help students (and parents and teachers) understand what is expected of them.

4. Equity: Expectations are consistent for all – and not dependent on a student’s state of residence. • States have time to consider what state-specific additions to the standards might look like • Collaboration: The standards create a foundation to work collaboratively across states and districts, pooling resources and expertise, to create curricular tools including textbooks, professional development, common assessments and other materials. • Opportunities for ALIGNED and CONNECTEDSYSTEMS: • “Common standards” is a common thread among current and evolving national initiatives and opportunities • Standards – Instruction – Assessment

5. Common Core State Standards Design Building on the strength of current standards across many states, the CCSS are designed to be: • Focused, coherent, clear and rigorous • Internationally benchmarked • Anchored in college and career readiness* • Evidence and research based Goal: Ready for first-year credit-bearing, postsecondary coursework in mathematics and English without the need for remediation.

6. 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 Citation: www.corestandards.org/

7. External and State Feedback teams included: • K-12 teachers • Higher ed. faculty • State curriculum and assessments experts • Researchers • National organizations (including, but not limited, to): • American Council on Education (ACE) • American Federation of Teachers (AFT) • Campaign for High School Equity (CHSE) • Conference Board of the Mathematical Sciences (CBMS) • Modern Language Association (MLA) National Council of Teachers of English (NCTE) • National Writing Project (NWP) • National Council of Teachers of Mathematics (NCTM) • National Education Association (NEA)

10. COURAGE TO SHIFT THE WAY WE TEACH AND LEARNTHE ART OF RELEASE… It takes a lot of courage to release the familiar and seemingly secure, to embrace the new. But there is no real security in what is no longer meaningful. There is more security in the adventurous and exciting, for in movement there is life, and in change there is power. ~~Alan Cohen

11. OVERVIEW:K-12 English Language Arts& Literacy in History/Social Studies, Science, and Technical SubjectsJUNE 2010

12. Current Standards Reading Writing • Common Core ELA Standards – Grades K-12 Communication (includes Speaking and Listening) Media & Tech Language

13. Common Core Standards for English Language Arts • College and Career Readiness (CCR) Standards • Overarching standards for each strand* that are further defined by grade-specific standards • Grade-Level Standards in English Language Arts • K-8, grade-by-grade • 9-10 and 11-12 grade bands for high school • Four *strands: Reading, Writing, Speaking and Listening, and Language • Standards for Literacy in History/Social Studies, Science, and Technical Subjects • Standards are embedded at grades K-5 • Content-specific literacy standards are provided for grades 6-8, 9-10, and 11-12 • Media and Technology are integrated throughout the standards.

14. Key Advances Reading • Balance of literature and informational texts • Text complexity Writing • Emphasis on writing argumentative, informative/explanatory, and narrative texts • Emphasis on research Speaking and Listening • Inclusion of formal and informal talk Language • Value of general academic and domain-specific vocabulary • Emphasis on the conventions of English and the effective use of language

15. Assessment What will I be expected to know, understand, and be able to do in order to demonstrate my learning? Gather information. Write list. Organize the list. Write an information paragraph. Share information with classmates. Complete report and illustrate

16. Essential Questions What should I be able to answer? What guides my thinking? What is an information paragraph? What is the topic of my paragraph? How do I use facts and definitions to develop an information paragraph? How do I write a closing statement?

17. OVERVIEW:K-12 Common Core State Standards for MathematicsJune 2010

18. Common Core Standards for Mathematics • Grade-Level Standards • K-8 grade-by-grade standards organized by domain • 9-12 high school standards organized by conceptual categories (Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability) • Course progressions included in Appendices • Some standards go beyond “career and college readiness level” (e.g., STEM concepts, denoted by “+”) are a thread throughout but go beyond what all students will need to know and at high school may lead to a 4th year of math • Standards for Mathematical Practice • Describe mathematical “habits of mind” • Standards for mathematical proficiency: reasoning, problem solving, modeling, decision making, and engagement • Carry across grade levels and connect with content standards in each grade

19. Key Advances Focus and coherence • Focus on key topics at each grade level. • Coherent progressions across grade levels. Balance of concepts and skills • Content standards require both conceptual understanding and procedural fluency. Mathematical practices • Foster reasoning and sense-making in mathematics. College and career readiness • Level is ambitious but achievable.

20. Content What content do I need to know in order to answer the essential questions? Mathematical representation to solve problems Representation of mathematical situations using algebraic symbols Understanding of the interconnection of mathematical ideas

21. Integration of Learning How does this learning connect to my other areas (subjects) of learning? Science examples -weights, distances, measurement *Confer with science teacher Economics: example – debt *Confer with social studies teacher

22. Implementation Guidelines ELA and Mathematics Archdiocese of Philadelphia - 2011

23. Summative vs. Formative assessment Summative assessment is commonly used to certify the amount that individuals have learned and to provide an accountability measure. Summative assessments hold teachers accountable for standardized performance. They measure how well the teacher taught the curriculum. Formative assessment, in which the assessment is integrated with the instruction (and sometimes serves as the instruction) with the purpose of deepening learning, can replace summative assessment in many cases. Formative assessment measures and supports learning, not teaching.

24. OSPI Common Core Information Sessions Sept. & Oct. 2010 24

25. Further Considerations Which 21st Century Skills are woven into this standard? Critical Thinking/Problem Solving Collaboration Communications Creativity/Innovation What level of rigor will I be using? (A, C) ___ What level of relevance will I be using? (B,D)__

26. Use of technology can allow the student to: Share (Publish & Participate) Connect (Comment and Cooperate) Remix (building on the ideas of others) Collaborate (Co-construction of knowledge and meaning) Collectively Act (Social Justice, Activism, Service Learning)

28. IT’S WHAT WE DO ALREADY!! • Start with the standards • Consider how each student can learn them • Consider the content, product & process • Student choice • Authentic • Higher Order Thinking • Formative Assessment