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C OMMON C ORE S TATE S TANDARDS I NITIATIVE March 2010.

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Presentation on theme: "C OMMON C ORE S TATE S TANDARDS I NITIATIVE March 2010."— Presentation transcript:

1 C OMMON C ORE S TATE S TANDARDS I NITIATIVE March 2010

2 Overview of the Initiative State-led and developed common core standards for K-12 in English/language arts and mathematics Focus on learning expectations for students, not how students get there.

3 Why Now? Disparate standards across states Student mobility Global competition Today’s jobs require different skills

4 Why is This Important for Students, Teachers, and Parents? Prepares students with the knowledge and skills they need to succeed in college and work Ensures consistent expectations regardless of a student’s zip code Provides educators, parents, and students with clear, focused guideposts

5 What Momentum is There for the Initiative? 48 states, the District of Columbia, and two territories have signed on to the Common Core State Standards Initiative

6 Criteria for the Standards Fewer, clearer, and higher Aligned with college and work expectations Include rigorous content and application of knowledge through high-order skills Build upon strengths and lessons of current state standards Internationally benchmarked, so that all students are prepared to succeed in our global economy and society Based on evidence and research

7 Standards Development Process College and career readiness standards developed in summer 2009 Based on the college and career readiness standards, K- 12 learning progressions developed Multiple rounds of feedback from states, teachers, and feedback group and validation committee. Groups representing English language learners and students with disabilities were instrumental in developing the ELL and students with disabilities statements in the introduction to the standards. Public comment period on K-12 standards ends April 2.

8 ELA Standards Advances The standards devote as much attention on what students read, in terms of complexity, quality, and range, as they do on how students read. As students progress through the grades, they must both develop their comprehension skills and apply them to increasingly complex texts. The progression of the standards is based on evidence and anchored in the college and career readiness (CCR) standards. The CCR standards define broad competencies and reading, writing, speaking, listening, and language while the K-12 standards lend further specificity by defining a developmentally appropriate progression of skills and understandings. In order to prepare students for the challenges of college and career texts, the standards require a rich reading of literature as well as extensive reading in science, history/social studies, and other disciplines. Students are required to learn certain critical content, including classic myths and stories from around the world, America’s Founding Documents, and foundational American literature. The standards also require that students systematically develop knowledge of literature as well as knowledge in other disciplines through reading, writing, speaking, and listening in history/social studies and science

9 Math Standards Advances This draft focuses on core conceptual understandings and procedures starting in the early grades. This enables teachers to take the time needed to teach core concepts and procedures well and give students the opportunity to master them. In grades K-5 students gain a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions, and decimals. For example, students in Kindergarten focus on the number core (learning how numbers correspond to quantities and learning how to put together and take apart numbers) in order to prepare them for addition and subtraction. In the middle grades, students build upon the strong foundation in grades K-5 through hands on learning in geometry, algebra, probability, and statistics. The high school standards call on students to practice applying mathematical ways of thinking to real world issues and challenges and emphasize mathematical modeling.

10 Adoption State adopts 100% of the common core K-12 standards in ELA and mathematics (word for word), with option of adding up to an additional 15% of standards on top of the core. A state will have adopted when the standards authorizing body within the state has taken formal action to adopt and implement the common core. States are responsible for demonstrating that they have adhered to this definition of adoption.

11 Common Standards: The First Step Standards are essential, but inadequate. Along with standards, Educators must be given resources, tools, and time to adjust classroom practice. Instructional materials needed that align to the standards. Assessments must be developed to measure student progress. Federal, state, and district policies will need to be reexamined to ensure they support alignment of the common core state standards with student achievement.

12 More Information Visit Sign up for Common Core State Standards updates:

13 13 Myths v. Facts About the Common Core Standards

14 Myths About Content and Quality: General 14 Myth: Adopting common standards will bring all states’ standards down to the lowest common denominator, which means states with high standards, such as Massachusetts, will be taking a step backwards if they adopt the Standards.

15 Myths About Content and Quality: General Fact: The Standards are designed to build upon the most advanced current thinking about preparing all students for success in college and their careers. This will result in moving even the best state standards to the next level. In fact, since this work began, there has been an explicit agreement that no state would lower its standards. The Standards were informed by the best in the country, the highest international standards, and evidence and expertise about educational outcomes. We need college and career ready standards because even in high- performing states – students are graduating and passing all the required tests and still require remediation in their postsecondary work. 15

16 Myths About Content and Quality: General Myth: The Standards are not internationally benchmarked. 16

17 Myths About Content and Quality: General Fact: International benchmarking played a significant role in both sets of standards. In fact, the college and career ready standards include an appendix listing the evidence that was consulted in drafting the standards and the international data consulted in the benchmarking process is included in this appendix. More evidence from international sources will be presented together with the final draft. 17

18 Myths About Content and Quality: General Myth: The Standards only include skills and do not address the importance of content knowledge. 18

19 Myths About Content and Quality: General Fact: The Standards recognize that both content and skills are important. 19

20 Myths About Content and Quality: General In English-language arts, the Standards require certain critical content for all students, including: classic myths and stories from around the world, America’s Founding Documents, foundational American literature, and Shakespeare. Appropriately, the remaining crucial decisions about what content should be taught are left to state and local determination. In addition to content coverage, the Standards require that students systematically acquire knowledge in literature and other disciplines through reading, writing, speaking, and listening. 20

21 Myths About Content and Quality: General In Mathematics, the Standards lay a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions, and decimals. Taken together, these elements support a student’s ability to learn and apply more demanding math concepts and procedures. The middle school and high school standards call on students to practice applying mathematical ways of thinking to real world issues and challenges; they prepare students to think and reason mathematically. The Standards set a rigorous definition of college and career readiness, not by piling topic upon topic, but by demanding that students develop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly do. 21

22 Myths About Content and Quality: English –Language Arts Myth: The Standards suggest teaching “Grapes of Wrath” to second graders. 22

23 Myths About Content and Quality: English –Language Arts Fact: The ELA Standards suggest “Grapes of Wrath” as a text that would be appropriate for 9 th or 10 th grade readers. Evidence shows that the complexity of texts students are reading today does not match what is demanded in college and the workplace, creating a gap between what high school students can do and what they need to be able to do. The Common Core State Standards create a staircase of increasing text complexity, so that students are expected to both develop their skills and apply them to more and more complex texts. 23

24 Myths About Content and Quality: English –Language Arts Myth: The Standards are just vague descriptions of skills; they don’t include a reading list or any other similar reference to content. 24

25 Myths About Content and Quality: English –Language Arts Fact: The Standards do include sample texts that demonstrate the level of text complexity appropriate for the grade level and compatible with the learning demands set out in the Standards. The exemplars of high quality texts at each grade level provide a rich set of possibilities and have been very well received. This provides teachers with the flexibility to make their own decisions about what texts to use – while providing an excellent reference point when selecting their texts. 25

26 Myths About Content and Quality: English –Language Arts Myth: English teachers will be asked to teach science and social studies reading materials. 26

27 Myths About Content and Quality: English –Language Arts Fact: With the Common Core ELA Standards, English teachers will still teach their students literature as well as literary non-fiction. However, because college and career readiness overwhelming focuses on complex texts outside of literature, these standards also ensure students are being prepared to read, write, and research across the curriculum, including in history and science. These goals can be achieved by ensuring that teachers in other disciplines are also focusing on reading and writing to build knowledge within their subject areas. 27

28 Myths About Content and Quality: English –Language Arts Myth: The Standards don’t have enough emphasis on fiction/literature. 28

29 Myths About Content and Quality: English –Language Arts Fact: The Standards require certain critical content for all students, including: classical myths and stories from around the world, America’s Founding Documents, foundational American literature, and Shakespeare. Appropriately, the remaining crucial decisions about what content should be taught are left to state and local determination. In addition to content coverage, the Standards require that students systematically acquire knowledge in literature and other disciplines through reading, writing, speaking and listening. 29

30 Myths About Content and Quality: Math Myth: The Standards do not prepare or require students to learn Algebra in the 8 th grade, as many states’ current standards do. 30

31 Myths About Content and Quality: Math Fact: The Standards do accommodate and prepare students for Algebra 1 in 8 th grade, by including the prerequisites for this course in grades K-7. Students who master the K-7 material will be able to take Algebra 1 in 8 th grade. At the same time, grade 8 standards are also included; these include rigorous algebra and will transition students effectively into a full Algebra 1 course. 31

32 Myths About Content and Quality: Math Myth: Key math topics are missing or appear in the wrong grade. 32

33 Myths About Content and Quality: Math Fact: The mathematical progressions presented in the common core are coherent and based on evidence. 33

34 Myths About Content and Quality: Math Part of the problem with having 50 different sets of state standards is that today, different states cover different topics at different grade levels. Coming to consensus guarantees that from the viewpoint of any given state, topics will move up or down in the grade level sequence. This is unavoidable. What is important to keep in mind is that the progression in the Common Core State Standards is mathematically coherent and leads to college and career readiness at an internationally competitive level. 34

35 Myths About Process Myth: No teachers were involved in writing the Standards. 35

36 Myths About Process Fact: The common core state standards drafting process relied on teachers and standards experts from across the country. In addition, there were many state experts that came together to create the most thoughtful and transparent process of standard setting. This was only made possible by many states working together. For more information, please visit: 36

37 Myths About Process Myth: The Standards are not research or evidence based. 37

38 Myths About Process Fact: The Standards have made careful use of a large and growing body of evidence. The evidence base includes scholarly research; surveys on what skills are required of students entering college and workforce training programs; assessment data indentifying college– and career-ready performance; and comparisons to standards from high performing states and nations. 38

39 Myths About Process In English language arts, the Standards build on the firm foundation of the NAEP frameworks in Reading and Writing, which draw on extensive scholarly research and evidence. 39

40 Myths About Process In Mathematics, the Standards draw on conclusions from TIMSS and other studies of high-performing countries that the traditional US mathematics curriculum must become substantially more coherent and focused in order to improve student achievement, addressing the problem of a curriculum that is “a mile wide and an inch deep.” 40

41 Myths About Implementation Myth: The Standards tell teachers what to teach. 41

42 Myths About Implementation Fact: The best understanding of what works in the classroom comes from the teachers who are in them. That’s why these standards will establish what students need to learn, but they will not dictate how teachers should teach. Instead, schools and teachers will decide how best to help students reach the standards. 42

43 Myths About Implementation Myth: The Standards will be implemented through NCLB – signifying the federal government will be leading them. 43

44 Myths About Implementation Fact: The Common Core State Standards Initiative is a state-led effort that is not part of No Child Left Behind and adoption of the Standards is in no way mandatory. States began the work to create clear, consistent standards before the Recovery Act or the Elementary and Secondary Education Act blueprint were released because this work is being driven by the needs of the states, not the federal government. 44

45 Myths About Implementation Myth: These Standards amount to a national curriculum for our schools. 45

46 Myths About Implementation Fact: The Standards are not a curriculum. They are a clear set of shared goals and expectations for what knowledge and skills will help our students succeed. Local teachers, principals, superintendents and others will decide how the standards are to be met. Teachers will continue to devise lesson plans and tailor instruction to the individual needs of the students in their classrooms. 46

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