Source of Data: NCDPI Technical Assistance Session

with Dr. Cindy W. Bennett (1.7.11)

www.corestandards.org

What are the Common Core State Standards?The Common Core State Standards for Math and for English Language Arts (ELA) &

Literacy in History/Social Studies, Science, and Technical Subjects (“the Standards”) are the culmination of an extended, broad-based effort to fulfill the charge issued by the states to create the next generation of K–12 standards in order to help ensure that all students are college and career ready in literacy and mathematics no later than the end of high school.

The Standards will replace the NC Standard Course of Study in ELA and Math. Our HCS transition year is 2011-12; statewide implementation and assessment is 2012-13. One key feature of the Standards is that literacy standards will be implemented in all content areas. The Standards are as follows:

Build upon strengths and lessons of current state standards, Based on evidence and research, Focused and coherent, Include rigorous content and application of knowledge through higher-order skills,

and Internationally benchmarked so that all students are prepared to succeed in our

global economy and society.

Why is this important? Currently, every state has its own set of academic standards, meaning public education

students in each state are learning to different levels.

All students must be prepared to compete with not only their American peers in the next state, but with students from around the world.

As specified by the Council of Chief State School Officers (CCSSO) and the National Governors Association (NGA), the Standards are:

(1) research and evidence based, (2) aligned with college and work expectations, (3) rigorous, and (4) internationally benchmarked.

NOTE: A particular standard was included in the document only when the best available evidence indicated that its mastery was essential for college and career readiness in a twenty-first-century, globally-competitive society. The Standards are intended to be a living work: as new and better evidence emerges, the Standards will be revised accordingly.

www.corestandards.org

STANDARDS FORENGLISH LANGUAGE ARTS

&LITERACY IN HISTORY/SOCIAL STUDIES,

SCIENCE, AND TECHNICAL SUBJECTS

Design and OrganizationMajor design goals

Aligns with college and career readiness expectations

Builds on the best standards work of the states

Maintains focus on what matters most for readiness

Design and Organization: Literacy

Shared responsibility for students’ literacy developmentThree main sections:

K−5 (cross-disciplinary) 6−12 English Language Arts 6−12 Literacy in History/Social Studies and

Science & Technical Subjects

Three appendices:

Appendix A: Research and evidence; glossary of key termsAppendix B: Reading text exemplars; sample performance tasksAppendix C: Annotated student writing samples

Design and Organization: Literacy

-Four strands

Reading

Writing

Speaking & Listening

Language-An integrated model of literacy-Media requirements blended throughout

Design and Organization: CCR Anchors

Broad expectations that are consistent across grades and content areas

Based on evidence

about college and

workforce training

expectations

Range and content

College and Career Readiness (CCR) Anchor Standards

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

Design and Organization: One-to-one Correspondence (Anchors to Grade-level)

CCR Anchor Standards in ReadingK-1-2 Reading Standards

(in Literature)

The CCR anchor standards and the grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

Design and Organization: One-to-one Correspondence (Anchors to Grade-level)

CCR Anchor Standards in Reading link to grade-level standards in Literature, Informational Text, and

Foundational Skills.

Design and Organization: LiteracyCCR Anchor Standards

Reading K-12 Literature

K-12 Informational Text

K-5 Foundational Skills

Reading for Literacy in History / Social StudiesReading for Literacy in

Science & Technical Subjects

CCR Anchor Standards for Reading

Literature (K-12)

Key Ideas

& Details (3)

Craft &

Structure (3)

Knowledge

& Ideas

(3)

Range & Text

Complexity (1)

Informational Text (K-12)

Key Ideas

& Details (3)

Craft &

Structure (3)

Knowledge

& Ideas

(3)

Range & Text

Complexity (1)

Foundational Skills (K-5)

Print Concepts (K-1);

(1)

Phonologic

al Awareness (K-1);

(1)

Phonics & Word Recognition (K-5); (1)

Fluency

(K-5); (1)

Design and Organization: Literacy CCR

Anchor Standards

Writing K-12 WritingK, 1, 2

3, 4, 5

6, 7, 8

9-10, 11-12

Writing for Literacy in History / Social Studies

6-8, 9-10, 11-12

Writing for Literacy in Science & Technical Subjects

6-8, 9-10, 11-12

CCR Anchor Standards

Speaking & ListeningK-12 Speaking & Listening

K, 1, 2

3, 4, 5

6, 7, 8

9-10, 11-12

CCR Anchor Standards

LanguageK-12 Language

K, 1, 2

3, 4, 5

6, 7, 8

9-10, 11-12

Speaking & Listening and Language

ReadingComprehension (standards 1−9) Standards for reading literature and informational texts

Standards for reading foundational skills

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

Design and Organization: Anchor Standard #10 Range / Complexity

WritingWriting types/purposes (standards 1−3)--Strong and growing across-

the-curriculum emphasis on students writing arguments and informative/explanatory texts; Aligned with NAEP Writing framework

Writing arguments Writing informative/explanatory texts Writing narratives

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

Writing − strong and growing across-the-curriculum emphasis on writing arguments and informative/explanatory texts; aligned with NAEP Writing framework.

Writing types/purposes (standards 1−3)

Writing arguments

Writing informative/ explanatory texts

Writing narratives

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

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 (standards 4−6)

Determining word meanings and word nuances

Acquiring general academic and domain-specific words and phrases

Key AdvancesReading• 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

Intentional Design LimitationsWhat 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

STANDARDS FORMATHEMATICS

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

Content standards define what students should understand and be able to do

Clusters are groups of related standards Domains are larger groups that progress across grades

Design and Organization

Grade Level Overviews

Design and Organization

Focal points at each grade level

Number and Operations, Grade 1

Number and Operations in Base Ten Extend the counting sequence.

Understand place value.

Use place value understanding and properties of operations to add and subtract.

Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction.

Understand and apply properties of operations and the relationship between addition and subtraction.

Add and subtract within 20.

Work with addition and subtraction equations.

Algebra, Grade 8Graded ramp up to Algebra in Grade 8 Properties of operations, similarity, ratio and proportional relationships, rational number system.

Focus on linear equations and functions in Grade 8 Expressions and Equations

Work with radicals and integer exponents. Understand the connections between proportional relationships, lines, and linear equations. Analyze and solve linear equations and pairs of simultaneous linear equations.

Functions Define, evaluate, and compare functions. Use functions to model relationships between quantities.

High SchoolConceptual themes in high school

Number and Quantity

Algebra

Functions

Modeling

Geometry

Statistics and Probability

College and career readiness threshold

(+) standards indicate material beyond the threshold; can be in courses required for all students.

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.

Conclusion

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.

35Current TimelineCommon Core in ELA and Math; Essentials Standards in all other content areas

35

Subject Area Where is NC in the adoption process?

2010-2011School Year

2011-2012School Year

2012-2013School Year

English Language Arts Common Core adopted June 2010

Current taught and assessed

Current taught and assessed

Common Core taught & assessed*

Mathematics Common Core adoptedJune 2010

Current taught and assessed

Current taught and assessed

Common Core taught & assessed*

Science Essential Standards adopted February 2010

Current taught and assessed

Current taught and assessed

New Essential Standards taught & assessed*

Social Studies, Healthful Living, Arts, Guidance, World Languages

Anticipated adoption of Arts and World Languages Essential Standards: September 2010 (Social Studies, Healthful Living, Guidance - Winter 2010)

Current taught and assessed

Current taught and assessed

New Essential Standardstaught & assessed*

Career and Technical Education

Anticipated adoption January 2011

Current taught and assessed

Current taught and assessed

New Essential Standardstaught & assessed**

Information and Technology Skills Essential Standards adopted

September 2009New Essential Standards piloted with current

New Essential Standards taught

New Essential Standards taught

Early Learning Anticipated adoption of Essential Standards: Spring 2011

Current taught Current taught New Essential Standards taught

Extended Content Standards

All Extended Content Standards will be on the same operational time line as the standards in each individual content area.