COMMON CORE STATE STANDARDS

GRADES K-5

Elementary Principals’ Meeting

January 12, 2012

ASSESSING PRIOR KNOWLEDGETRUE OF FALSE?

1. The Common Core Standards (CCS) were developed by the federal government.

2. The CCS are just another fad that will go away.

3. The CCS will be fully implemented in 2016.

4. A total of 44 states is transitioning to the CCS.

5. California has adopted the CCS.

6. California is changing its assessment system to align to the CCS.

7. States were allowed to add up to 15% additional standards the the CCS.

8. New assessments are scheduled for 2014.

9. We should stop doing everything we are doing and wait for the CCSS (Common Core State Standards) to become official.

10. The CCS are organized just like our current standards.

ASSESSING PRIOR KNOWLEDGETRUE OF FALSE?

1. The Common Core Standards (CCS) were developed by the federal government.

2. The CCS are just another fad that will go away.

3. The CCS will be fully implemented in 2016.

4. A total of 44 states is transitioning to the CCS.

5. California has adopted the CCS.

6. California is changing its assessment system to align to the CCS.

7. States were allowed to add up to 15% additional standards the the CCS.

8. New assessments are scheduled for 2014.

9. We should stop doing everything we are doing and wait for the CCSS to become official.

10. The CCS are organized just like our current standards.

F

F

F

T

T

T

T

T

F

F

SCORE YOUR WORK

8-10 items correct – Way to go!!! You are in the know.

5-7 items correct – You have been paying attention to conversation in the break room and in the parking lot.

2-4 items correct – You are in denial. 0-2 items correct – Come out from under the

rock!

COMMON CORE STATE STANDARDS (CCSS)

The Common Core State Standards (CCSS) were developed through a state-led initiative to establish consistent and clear education standards for English-language arts and mathematics that would better prepare students for success in college, career, and the competitive global economy. The California State Board of Education (SBE) adopted the standards on August 2, 2010.

FACTS ON THE COMMON CORE STATE STANDARDS INITIATIVE:

The Common Core State Standards have been adopted thus far by 44 states, and another four states are initiative participants.

Created by the Council of Chief State School Officers (CCSSO), not the federal government.

Approximately 3,391,553 teachers in the 48 states linked to the Standards.

Goal: Common Core assessments administered by the 2014 - 2015 school year.

THE COMMON CORE STATE STANDARDS

The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. 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. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.

 

COMMON CORE STATE STANDARDS IMPLEMENTATION

The SBE adopted the CCSS in 2010 New assessments scheduled for 2014 Last SBE mathematics adoption in 2007 Last SBE English language arts adoption in

2008 Next likely SBE adoption of materials in 2018

SIMILAR DOMAINS/STRANDS

California Domains• Reading• Writing• Listening and Speaking• Written and OralLanguage Conventions

Common Core Strands• Reading• Writing• Speaking and Listening• Language

HEART AND SOUL OF CCS

MathStandards forMathematicalPractice

ELACollegeand CareerReadinessStandards

OVERALL DOCUMENT ORGANIZATION - ELA

The Standards comprise three main sections: a comprehensive K–5 section and two content area–specific sections for grades 6–12, one for ELA and one for history/social studies, science, and technical subjects. Three appendices accompany the main document.

Each section is divided into strands. K–5 and 6–12 ELA have Reading, Writing, Speaking and Listening, and Language strands; the 6–12 history/ social studies, science, and technical subjects section focuses on Reading and Writing. Each strand is headed by a strand-specific set of College and Career Readiness Anchor Standards that is identical across all grades and content areas.

COMMON CORE STANDARDS FOR CALIFORNIA: ORGANIZATION ENGLISH LANGUAGE ARTS 6-12

Reading Strand Reading Standards for Literature

Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range and Level of Text Complexity

Reading Standards for Informational Text Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range and Level of Text Complexity

Writing Strand Writing Standards

Text Types and Purposes Production and Distribution of Writing Research to Build and Present Knowledge Range of Writing

Speaking & Listening Strand Speaking and Listening Standards

Comprehension and Collaboration Presentation of Knowledge and Ideas

Language Strand Language Standards

Conventions of Standard English Knowledge of Language Vocabulary Acquisition and Use

COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR READING

The K–5 standards define what students should understand and be able to do bythe end of each grade. They correspond to the College and Career Readiness (CCR) anchor standardsbelow by number. The CCR and grade-specific standards are necessary complements—the formerproviding broad standards, the latter providing additional specificity—that together define the skills andunderstandings that all students must demonstrate.Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text

(e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively,

as well as in words.* 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as

well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently.

COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR READING

The K–5 standards define what students should understand and be able to do bythe end of each grade. They correspond to the College and Career Readiness (CCR) anchor standardsbelow by number. The CCR and grade-specific standards are necessary complements—the formerproviding broad standards, the latter providing additional specificity—that together define the skills andunderstandings that all students must demonstrate.

Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite

specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key

supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical,

connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of

the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and

quantitatively, as well as in words.* 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the

reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to

compare the approaches the authors take.

Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently.

CCSS TERMINOLOGY – ELA - READING

CCR Anchor Standards Grade Specific StandardsStrand

CCR Anchor Standards: Key Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

KEY POINTS CCSS

College and Career Readiness (CCR) and grade-specific standards

Grade levels for K–8; grade bands for 9–10 and 11–12

A focus on results rather than means An integrated model of literacy Research and media skills blended into the

Standards as a whole Shared responsibility for students’ literacy

development Focus and coherence in instruction and

assessment

COMMON CORE STATE STANDARDSMATHEMATICS

CCSS MATHEMATICS STANDARDS FOR MATHEMATICAL PRACTICE

STANDARDS FOR MATHEMATICAL CONTENT

Standards define what students should understand and be able to do.

Clusters are groups of related standards. Note that standards from different clusters may sometimes be closely related, because mathematics is a connected subject.

Domains are larger groups of related standards. Standards from different domains may sometimes be closely related.

CCSS TERMINOLOGYDomain

Standard

Cluster

MATHEMATICS DOMAINSCOMMON CORE GRADES K-5

Counting and Cardinality (K) Operations and Algebraic Thinking

(K,1,2) Number and Operations in Base Ten

(K,1,2,3,4,5) Number and Operations – Fractions

(3,4,5) Measurement and Data (K,1,2,3,4,5) Geometry (K,1,2,3,4,5)

MATHEMATICS COMMON CORE GRADES K-5Counting and Cardinality (K)• Know number names and the count sequence.• Count to tell the number of objects.• Compare numbers.Operations and AlgebraicThinking• Addition, subtraction, multiplication, division• Patterns and expressions• Numerical expressions• Whole numbersNumbers and Operations in Base Ten• Place Value• Counting Sequence• Properties and Operations• Multi-Digit Arithmetic

Numbers and Operations –Fractions (Grades 3-5)•Fractions as numbers•Fraction equivalents•Decimal notations•Add and Subtract FractionsMeasurement and Data•Measurable attributes•Classification and Categorization•Time•Length units•Represent and interpret data•Geometric measurementsGeometry•Shapes and their attributes•Classification•Graphing

COMMON CORE STANDARDS FOR CALIFORNIA: ORGANIZATION: MS MATH

Conceptual Categories (6&7)

1. Ratios & Proportional Relationships

2. Number System3. Expressions and Equations4. Geometry5. Statistics and Probability

Modeling standards are indicated by a (*) symbol. Standards necessary to prepare for advanced courses in mathematics are indicated by a (+) symbol.

Grade 8 Math1. Number System2. Expressions & Equations3. Functions4. Geometry5. Statistics & Probability

Grade 8 – Algebra I6. Number & Quantity2. Algebra3. Functions4. Geometry5. Statistics & Probability

COMMON CORE STANDARDS FOR CALIFORNIA: ORGANIZATION: HS MATH

Conceptual Categories1.Number and Quantity2.Algebra3.Functions4.Modeling5.Geometry6.Statistics and Probability

California additions: •Advanced Placement Probability and Statistics •Calculus

Modeling standards are indicated by a (*) symbol. Standards necessary to prepare for advanced courses in mathematics are indicated by a (+) symbol.

PROGRESSIONS WITHIN AND ACROSS DOMAINS

Number and Operations ―Fractions

Algebra

Expressionsand

Equations

The NumberSystem

Operations andAlgebraic Thinking

Number andOperations ― Base Ten

K- 5 6-8 High School

Briars, Diane. Getting Started with the Common Core State Standards.

Power Point Presentation. NCSM Winter Conference, 2011.

MATHEMATICAL PRACTICES

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique

the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated

reasoning.

IMPLEMENTATION RESOURCES

Question—What resources will teachers have available to help them implement the CCSS?

SUPERINTENDENT’S REVIEW OF SUPPLEMENTAL MATERIALS

Publishers of currently adopted instructional materials in mathematics and English Language Arts are invited to submit supplemental materials for review.

Materials designed to bridge the gap between the content in the adopted materials and the Common Core State Standards

SUPPLEMENTAL MATERIALS - BASICS

Supplemental materials—in conjunction with the adopted materials—will provide full coverage of the Common Core State Standards

Intent: Supplemental materials include the minimum

amount of content needed to fully address the Common Core State Standards; and

Costs for districts to purchase and implement the supplements be kept as low as possible

When: List of Recommended Supplemental

materials posted on CDE Web site (Spring/ Summer 2012)

ASSESSMENT Questions: What will the new assessments

look like? When will they be implemented?

NEW ASSESSMENTS –ASSESSMENT CONSORTIUMS The U.S. Department of Education has funded

two consortia of states that will work together to develop new assessments aligned to the new standards in English/Language Arts and Math.

The Partnership for the Assessment of Readiness for College and Careers (PARCC)

The Smarter Balanced Assessment Consortium (SBAC)

Extra Point Question:To which consortia does California belong? Consortium of 29 states,19 Governing States ,10

Participating States. Washington is fiscal agent. WestEd is Project Manager

SMARTER BALANCED BASICS

Single end-of-year summative assessment; includes performance tasks – Computer-adaptive

Optional interim assessment tools to be used for diagnostic purposes throughout the school year

Optional formative resources (best practices, instructional resources)

SUMMATIVE ASSESSMENTS

Mandatory comprehensive assessment in grades 3–8 and 11 (testing window within the last 12 weeks of the instructional year) that supports accountability and measures growth. (Grades 3-8: Two performance events in ELA/Math, Grade 11: Up to six performance events in ELA/Math)

Computer adaptive testing offers efficient and precise measurement and quick results

Assesses the full range of CCSS in English language arts and mathematics

Selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks

SUMMATIVE ASSESSMENTS (CONT.)

Describes current achievement and growth across time, showing progress toward college and career readiness

Provides state-to-state comparability, with standards set against research-based benchmarks

Summative tests can be given twice a year

COMPUTER ADAPTIVE ASSESSMENT SYSTEMWhat is a computer adaptive system?

Based on student responses, the computer adjusts the difficulty of the questions throughout the assessment.

Example: A student who answers a question correctly will receive a more challenging test item, while an incorrect answer generates an easier question. By adapting to each student’s abilities, the assessments quickly identify which skills students have/have not mastered.

SMARTER TIMELINE

Year Actions to be Taken

2010-2011 Content analysis, develop protocol and materials, develop items and performance events

2011-2012 Pilot testing to include English Language Learners and students with disabilities

2012-2013 Field testing in all states: Alignment of all items to the CCSS

2013-2014 Field testing continues: Set cut scores in summer of 2014

2014-2015 Implementation in all states

TYPES OF ELA QUESTIONS

Conventional Multiple Choice

Multiple Selected Responses

Short Constructed Response

Constructed Response

Writing/Listening Task

 

RESOURCES

http://www.cde.ca.gov/ci/cc/

http://www.acsa.org/commoncore

www.commoncore.org

www.leadered.com

http://www.k12.wa.us/smarter/

http://corestandards.org

Under the "Common Core State Standards" section, a link has been added to a database developed by the Sacramento County Office of Education to search the CCSS by subject, grade, and subject category (domain/cluster) and is located at: http://db.readinglions.net/commoncore/