2 Presentation Objectives TLW:understand the development process and design of the Common Core State Standards (CCSS)become familiar with the ELA components of the CCSSbecome familiar with the Math components of the CCSSunderstand the CCSS assessment development and timeline for implementationbe able to locate CCSS website resourcesdiscuss and develop an implementation plan for the CCSS at the building level
3 CCSS DevelopmentThe Common Core State Standards Initiative (CCSSI), coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO), committed to developing a common core of state K-12 English-language arts (ELA) and mathematics standards.48 states supported the concept40 states have officially adopted themExternal and state feedback teams provided on-going feedback to writing teams throughout the processRevisions made in response to feedbackFinal standards released June 2, 2010Michigan State Board of Education adopted in June 15, 2010
4 CCSS are: Aligned with college and work expectations Internationally benchmarked so that all students are prepared to succeed in our global economy and societyBuild upon strengths and lessons of current state standardsBased on evidence and researchRobust and relevant to the real worldFocused and coherentFewer, clearer, and higher standards (???)
5 The Common Core State Standards do NOT define: How teachers should teachAll that can or should be taughtThe nature of advanced work beyond the coreThe interventions needed for students well below grade levelThe full range of support for English Language Learners and students with special needsThe assessment framework
6 Along with CCSS,• Educators must be given resources, tools, and time toadjust classroom practice.• Instructional materials needed that align to thestandards.• Assessments must be developed to measure studentprogress.• Federal, state, and district policies will need to bereexamined to ensure they support alignment ofthe common core state standards with studentachievement.
7 Design and Organization Content standards define what students should understand and be able to doClusters are groups of related standardsDomains are larger groups that progress across gradesDomainClusterStandard777
8 LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS STANDARDS FORENGLISH LANGUAGE ARTS&LITERACY IN HISTORY/SOCIAL STUDIES,SCIENCE, AND TECHNICAL SUBJECTS
9 Design and Organization Three main sectionsK−5 (cross-disciplinary)6−12 English Language Arts6−12 Literacy in History/Social Studies,Science, and Technical SubjectsShared responsibility for students’ literacy developmentThree appendicesA: Research and evidence; glossary of key termsB: Reading text exemplars; sample performance tasksC: Annotated student writing samples9
10 Design and Organization Four strandsReading (including Reading Foundational Skills)WritingSpeaking and ListeningLanguageAn integrated model of literacyMedia requirements blended throughout
11 Literacy in History/Social Studies, Science and Technical Subjects 6-12 Is the “next generation” of science standardsIncludes 10 Reading Standards for gradesThe old standards were written on 15 year old standards.STEM – Science, Technology, Engineering and Mathematics Uses an interdisciplinary approachIncludes core democratic documents in American history.
12 Writing Standards for Literacy in History/ Social Studies, Science and Technical Subjects 6-12 10 rigorous standards for “writing across the curriculum”Includes research and writing from “multiple print and digital sources”
13 Design and Organization College and Career Readiness (CCR)anchor standardsBroad expectations consistent across grades and content areasBased on evidenceabout college andworkforce trainingexpectationsRange and content13
14 Reading Comprehension (standards 1−9) Standards for reading literature and informational textsStrong and growing across-the-curriculum emphasis onstudents’ ability to read and comprehend informational textsAligned with NAEP Reading frameworkRange of reading and level of text complexity (standard 10, Appendices A and B)“Staircase” of growing text complexity across gradesHigh-quality literature and informational texts in a rangeof genres and subgenres14
15 Design and Organization K−12 standardsGrade-specific end-of-year expectationsDevelopmentally appropriate, cumulative progression of skills and understandingsOne-to-one correspondence with CCR standards1515
16 Reading Foundational Skills Four categories (standards 1−4)Print concepts (K−1)Phonological awareness (K−1)Phonics and word recognition (K−5)Fluency (K−5)Not an end in and of themselvesDifferentiated instruction
18 Design and Organization Eight Mathematical PracticesCarry across all grade levelsDescribe habits of mind of a mathematicallyexpert student
19 CCSS - Eight Standards for Mathematical Practice 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.
20 Design and Organization State Standards for Mathematical ContentK-8 standards presented by grade levelPosters availableAtAddress label stickersAt
21 Design and Organization State Standards for Mathematical ContentOrganized into domains that progress overseveral grades
22 Fractions, Grades 3–63. Develop an understanding of fractions as numbers.4. Extend understanding of fraction equivalence and ordering.4. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.4. Understand decimal notation for fractions, and compare decimal fractions.5. Use equivalent fractions as a strategy to add and subtract fractions.5. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.6. Apply and extend previous understandings of multiplication and division to divide fractions by fractions.
23 Design and Organization State Standards for Mathematical ContentGrade introductions give 2–4 focal points at each grade level
29 Race to the Top Assessment Competition Assessment ConsortiaDevelopment of an infrastructure and content for a common assessment in measuring CCSS in English Language Arts and MathematicsTwo consortiaSMARTER/Balanced Assessment Consortium (SBAC)Partnership for the Assessment of Readiness for College and Career (PARCC)29
32 Assessment UpdateA new assessment system will be implemented in and will be based on the work of the Smarter Balanced Assessment ConsortiumThis will be a ‘system of formative and summative assessments, organized around Common Core standards, thatsupport high-quality learning and the demands of accountabilitybalance concerns for innovative assessment with the need for a fiscally sustainable system that is feasible to implement’32
33 Assessment Prototype 19 Multiple Choice questions 3 Constructed Response questions18 Technologically Enhanced2 Performance EventsPossibly scored by local teachers first
36 Timeline for transitioning Getting to know the CCSS/Alignment work2010 MEAP/2011MME remain the sameState focus will be on technical assistanceImplementation of CCSS in classrooms2011 MEAP/2012 MME remain the sameState focus will be on instruction/professional development2012 MEAP minimally modified as necessary to reflect the CCSS2013 MME remains the sameState focus will be on student learning2013 MEAP based on 2012 model2014 MME remains the sameState focus will be on preparing for new assessments from SMARTER ConsortiumFull implementation: Instruction and assessment based on CCSSOther issues: PA 80, CTE and Algebra II36
37 Resources Michigan Department of Education Common Core State Standards InitiativeMichigan Council of Teachers of MathematicsOffice of Educational Assessment and AccountabilitySummative Multi-state Assessment Resources for Teachers and Educational ResearchersMichigan’s Mission PossibleWebsite for CCSS posters
39 Kent ISD – Questions? Common Core Coaching Network Curriculum Crafter Summer Common Core workQuestions?
40 3-2-1 SummarizerPlease write 3 things that you learned about the CCSS.Please list 2 resources that you can go to for more information on CCSS.Please list 1 way that you can begin to familiarize yourself with the new CCSS.
41 Presentation Objectives TLW:have a basic understanding of the development and design and of the Common Core State Standards (CCSS)become familiar with the ELA components of the CCSSbecome familiar with the Math components of the CCSSUnderstand the CCSS assessment planDiscuss and develop an implementation plan for the CCSS at the building level
42 Please discuss the 3 questions on the CCSS worksheet page.Please discuss and design a CCSS Implementation Action Plan for your building.Building level teams will summarize their action plans to the group.