1. Common Core State Standards

2. What are they? Standards in ELA and Math “A consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them.” “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.” What are they? Standards in ELA and Math “A consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them.” “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.” Common Core State Standards 101

4. Who created the standards? The National Governor Association (NGA) Chief Council of State School Officers (CCSSO) Collaboration (teachers, higher ed, administrators, parents, content experts) Who created the standards? The National Governor Association (NGA) Chief Council of State School Officers (CCSSO) Collaboration (teachers, higher ed, administrators, parents, content experts) Common Core State Standards 101

5. State Adoption

6. “I hear she likes apples so much she has core standards!”

7. If the Common Core State Standards are about math and ELA why are they important to us? “Robust and relevant to the real world” The standards set expectations for what students should learn but, does not say how Focus on learning particular skills, not necessarily specific content Teachers are struggling to figure out how to teach the Common Core The Common Core provides an opening integrating economics and financial literacy content into the math and English classrooms “Robust and relevant to the real world” The standards set expectations for what students should learn but, does not say how Focus on learning particular skills, not necessarily specific content Teachers are struggling to figure out how to teach the Common Core The Common Core provides an opening integrating economics and financial literacy content into the math and English classrooms

8. The Project Team Glen Blankenship Deborah Kozdras Jan Mester Beth Metzler Mary Lynn Reiser Jim Charkins Stephen Day David Dieterle Marsha Masters Bonnie Meszaros Barbara Phipps Kim Sosin Project Director: Harlan Day

9. We used the “baseball bat” approach. There should be a direct link between the lesson and the common core state standard(s) We should not “stretch” our content to fit the common core state standard(s) There should be a direct link between the lesson and the common core state standard(s) We should not “stretch” our content to fit the common core state standard(s)

10. The Mathematics Standards Mary Lynn Reiser

11. General findings Two main areas of Common Core Standards: Math Content and Math Practice CC Math Content for each grade level K-8 and High School is very specific CC Math Practice for K-12: 8 more general standards dealing with how math is carried out. Two main areas of Common Core Standards: Math Content and Math Practice CC Math Content for each grade level K-8 and High School is very specific CC Math Practice for K-12: 8 more general standards dealing with how math is carried out.

12. General findings CEE materials are harder to match with CC Math content standards and are more easily correlated with CC Math practice standards such as MP 1 Make sense of problems and persevere in solving them. MP4 Model with mathematics MP 6 Attend to Precision CEE materials are harder to match with CC Math content standards and are more easily correlated with CC Math practice standards such as MP 1 Make sense of problems and persevere in solving them. MP4 Model with mathematics MP 6 Attend to Precision

13. Observations from K-5 team, Masters and Mester 3-5 Math and Econ addressed more math standards than any other CEE publication. There isn’t a K-2 Math and Econ guide currently Since the topic of money isn’t introduced until the 2 nd grade, the FFFL K-2 guide didn’t show many clear connections…nor did the FFFL 3-5 guide Few correlations in the Focus guides, but not as many as we hoped Challenging in the math area because the standards were so specific that there were not clear connections but with a few tweaks, more lessons could be revised to match 3-5 Math and Econ addressed more math standards than any other CEE publication. There isn’t a K-2 Math and Econ guide currently Since the topic of money isn’t introduced until the 2 nd grade, the FFFL K-2 guide didn’t show many clear connections…nor did the FFFL 3-5 guide Few correlations in the Focus guides, but not as many as we hoped Challenging in the math area because the standards were so specific that there were not clear connections but with a few tweaks, more lessons could be revised to match

14. Observations from 6-8 team, Sosin and Reiser CEE Publications directly targeted to math such as Math and Econ 6-8 were reasonably well aligned with CC Most of the math content in other middle level CEE publications are now designated to be taught in 3-5 grades Reading graphs is not good enough for CC, students need to construct the correct graphs using data rather than locating information on graphs Most middle school CEE publications that have econ/math CC matches are using ratios. percentages Need mores CEE lessons that focus on statistics at middle level CEE Publications directly targeted to math such as Math and Econ 6-8 were reasonably well aligned with CC Most of the math content in other middle level CEE publications are now designated to be taught in 3-5 grades Reading graphs is not good enough for CC, students need to construct the correct graphs using data rather than locating information on graphs Most middle school CEE publications that have econ/math CC matches are using ratios. percentages Need mores CEE lessons that focus on statistics at middle level

15. Observations from 9-12 team,Day and Dieterle Math and Economics: Connections for Life (9-12) has a lot of good connections. These were mostly in the form of modeling. A lot of the lessons gave the students “data sets,” i.e. frequency charts of market prices, and made the students both graph the data and create equations based on it. This was a great example of modeling, which many practical math materials do not already have. Very little that correlated with CC in the other CEE 9-12 materials. The level of math was simply not high enough. To be precise, CC wants students to create equations (i.e. find formal, abstract ways) to represent problems, while most of the math in CEE materials involves giving the students an equation, and having them plug and chug the numbers. Math and Economics: Connections for Life (9-12) has a lot of good connections. These were mostly in the form of modeling. A lot of the lessons gave the students “data sets,” i.e. frequency charts of market prices, and made the students both graph the data and create equations based on it. This was a great example of modeling, which many practical math materials do not already have. Very little that correlated with CC in the other CEE 9-12 materials. The level of math was simply not high enough. To be precise, CC wants students to create equations (i.e. find formal, abstract ways) to represent problems, while most of the math in CEE materials involves giving the students an equation, and having them plug and chug the numbers.

16. The English Language Arts (ELA) Standards Barbara Phipps

17. Graphs, Statistics, Formulas & Charts Images & Videos Primary Source Documents WebsitesWebsites Real World Texts: Case Studies, magazine & news articles, etc. Apps, Games, Interactives, Ebooks Economics “Texts”

18. ShiftsShifts Balancing Informational and Literary Text Building Knowledge in the Disciplines Staircase of Complexity Text-Based Answers Text-Dependent Questions Writing From Sources Multimedia sources (texts beyond words) Academic Vocabulary Balancing Informational and Literary Text Building Knowledge in the Disciplines Staircase of Complexity Text-Based Answers Text-Dependent Questions Writing From Sources Multimedia sources (texts beyond words) Academic Vocabulary

19. Literacy for Economics Read Like a Detective Reading with a purpose Write Like a Reporter Evidence and Inferences Think Like an Economist Read Like a Detective Reading with a purpose Write Like a Reporter Evidence and Inferences Think Like an Economist

20. The Final Product John LeFeber

21. The teams used several online forms to do the alignment

22. www.econedlink.org/ccss/

23. www.councilforeconed.org

24. Common Core State Standards

25. goo.gl/kLV7V

26. Questions or Thoughts