1. CCSS Information Guide for Parents & Teachers
The Common Core State Standards (CCSS)
lay out a vision of what it means to be
literate in the 21st Century

2. Goal: College and Career Readiness Standards
The Common Core State Standards (CCSS) are intended to measure student readiness for postsecondary education, reflecting the knowledge and skills that young people need for success in college, careers, and life.
All FCUSD models for curriculum, instruction, and assessments are inquiry based.

3. Common Core State Standards and College and Career Anchor Standards
Academic Inquiry Based Learning
Career Relevant and Linked Learning
Venue: AP, CTE, IB, ISP, Online, Pathway, ROTC, STEAM, STEM, VAPA
College and Career Readiness, Grade 11
College Achievement Level Descripters (ALDS)
Technical Program Certificates and Certifications
Grade 12
College Course Credits
Internships/Job Placements
Community Service

4. Strategy: Pose Essential Questions
What provocative questions will foster inquiry, spark more questions, stimulate debate, demand justification, and transfer learning?
Typically, essential questions are open-ended, higher order thinking, and intellectually engaging.

5. Common Core Instructional Practices: “Shift Happens”
What’s In? What’s Out?
1. Teachers facilitate discussion Teachers lecture
2. Students conjecture Students passively take notes
3. Students analyze the text Teachers summarize the text
4. Individual mastery Grades based on group project

6. Shifts in English Language Arts
Emphasis on reading text is at every grade level, beginning in grade 2.
Reading, writing, speaking and listening standards are fully integrated across each grade level.
Only 3 types of writing in CCSS: argument, exposition, and narrative.
Currently, the majority of text is literary. In CCSS, at least 50% of text is informational.

7. Shifts in Mathematics
Introduction of negative numbers moves from 5th to 6th grade.
The major study of linear functions moves from Algebra 1 to 8th grade.
Introduction of geometric transformation moves from Geometry to 8th grade.
Greater amount of trigonometry taught in Algebra 2.

8. The Shepherd’s Boy and the Wolf
Grade 4 ELA Sample
Stimulus:
Read the story about a boy who takes care of sheep and then answer the question that follows (not shown).
The Shepherd’s Boy and the Wolf
A Shepherd’s Boy was tending his flock near a village, and thought it would be great fun to trick the villagers by pretending that a Wolf was attacking the sheep: so he shouted out, “Wolf! Wolf!” and when the people came running up he laughed at them because they believed him. He did this more than once, and every time the villagers found they had been tricked, for there was no Wolf at all. At last a Wolf really did come, and the Boy cried, “Wolf! Wolf!” as loud as he could: but the people were so used to hearing him call that they took no notice of his cries for help. And so no one came to help the boy, and the Wolf attacked the sheep.

9. Common Core Reading/Writing Assessment (9th and 10th grade sample)
Directions: Develop an opinion based on the three articles included about a contemporary issue in our society: the use of plastic bags and their effect on the environment. In a multi-paragraph, well-developed response, argue whether or not cities should ban plastic bags completely so that stores cannot use them to package purchased items. Be sure to read the sources, annotating (taking notes) where appropriate to help you develop the evidence to defend your position. Be sure to use specific examples, taken from the 3 articles (not attached), any reading or studies you have done, or any personal experiences in contemporary society you may have had.

10. Grade 4 Math Sample

11. Sample High School Assessment Question Based on an 8th Grade Content Standard and Math Practice of Communicating Reasoning
A construction worker is using wooden beams to reinforce the back wall of a room.
Determine the height, in feet, of the beam that ends at point G. Explain how you found your answer.

12. Goal: Utilize a Variety of Assessments
Performance Tasks: Through what authentic performance tasks will students demonstrate desired understandings?
Other Evidence: Through what other evidence (quizzes, observations, homework, journals, tests) will students demonstrate achievement of desired results?
Meta-Cognition: How will students reflect upon and self-assess their learning?

13. Strategy: Formative Assessments with Feedback
Options:
Computer adapted tools
Interim benchmarks
Multiple measures
Immediate feedback
Flexible re-teach modules

14. Problem: Existing Barriers to SBAC* Testing
Number of Days Required to Test:
Loss of access to labs/instructional settings for testing sessions
Some manner of additional access to equipment (PC’s mobile devices) will be needed to allow for normal instruction to continue.
Students need to have prior experiences with computer based assessment to aid in the transition
Elementary writing expectations and the increased need for basic typing skills
Digital Library proposed (open access)
*(Smarter Balanced Assessment Consortium)
High Schools
10-13 days
Middle Schools
22-63 days
Elementary Schools
14-32 days