1. Common Core State Standards Overview

2. The Common Core State Standards
State led initiative, not mandated by the federal government
Developed by the Council of Chief State School Officers and the National Governor’s Association September 2009: College and Career Readiness Standards
June 2010: Release of the Common Core State Standards
August 2, 2010: The CA State Board adopted the Common Core State Standards
Tom Adams
Let’s begin by talking briefly about the new content standards that were the impetus for this review.
In 2009, a coalition of governors and state commissioners of education committed to developing a set of standards that would help prepare students with the knowledge and skills needed to succeed in education and training after high school.
The first step in this process was the development of the College and Career Readiness standards, which were released in September 2009.
Work continued on the full standards in language arts and mathematics, which were released in June 2010. 2

3. The Common Core State Standards
Build towards preparing students to be college and career ready in literacy by no later than the end of high school
Provide a vision of what it means to be a literate person in the twenty-first century
Develop the skills in reading, writing, speaking, and listening that are foundational for any creative and purposeful expression in language
The architects of the standards framed the work by keeping the following goal in mind: All students are college and career ready in literacy by no later than the end of high school.
The standards provide a vision of what it means to be a literate person in the twenty-first century and develop the skills in reading, writing, speaking, and listening that are foundational for any creative and purposeful expression in language.
© 2011 California County Superintendents Educational Services Association

4. Career and College Ready Student as Defined in the Common Core
Demonstrates independence
Builds strong content knowledge
Responds to the varying demands of audience, task, purpose, and discipline
Comprehends and critiques
Values evidence
Uses technology and digital media strategically and capably
Understands other perspectives and cultures

5. Why is The Common Core Important?
Prior to 2010, 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

6. What are the Common Core State Standards?
Based on evidence and research
Aligned with college and work expectations
Focused and coherent educational framework
Includes rigorous content and application of knowledge through higher 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

7. What’s the Difference Between the 1997 Standards and the Common Core Standards?
Focused on CONTENT...
The WHAT
Students will know…
Students will remember…
Students will understand…
Common Core Standards
Focused on SKILLS…The HOW
Career and College Readiness Skills
Critical thinking skills
- Analyze
- Compare and Contrast
- Show evidence
- Synthesize
- Create

8. Bloom’s Taxonomy Updated
Creating
Generating new ideas, products,
or ways of viewing things
Designing, constructing, planning,
producing, inventing.
Evaluating
Justifying a decision or course of action
Checking, hypothesizing, critiquing,
experimenting, judging
Analysing
Breaking information into parts to explore understandings and relationships
Comparing, organizing, deconstructing,
interrogating, finding
2010 Common Core Standards
Applying
Using information in another familiar situation
Implementing, carrying out, using, executing
1997 Standards
Understanding
Explaining ideas or concepts
Interpreting, summarizing, paraphrasing, classifying, explaining
Remembering
Recalling information
Recognizing, listing, describing, retrieving, naming, finding

9. Webb, 2006

11. Common Core State Standards: Mathematics

12. Mathematical Proficiency (as defined by the California Framework)
Problem Solving
Computational & Procedural Skills
“HOW” THE MATHEMATICS
WORK
“WHERE” THE MATHEMATICS
WORK
DOING MATH
Instructor notes:
The three components of a balanced math program are: Computational/Procedural skills, Conceptual Understanding and Problem Solving. Students must be able to do all three to be truly mathematically proficient.
Since this has been the model for proficiency for many years it seemed best to review it in order to compare it to the Practices.
“WHY” THE MATHEMATICS
WORK
Conceptual Understanding
© 2011 California County Superintendents Educational Services Association

13. Traditional U.S. ApproachK
Number and Operations
Measurement and Geometry
Algebra and Functions
Statistics and Probability

14. Focusing Attention Within Numbers and Operations
Operations and Algebraic Thinking
Expressions and Equations
Algebra →
Number and Operations— Base Ten
The Number System
Number and Operations—Fractions K 1 2 3 4 5 6 7 8
High School

15. The CCSS Requires Three Shifts in Math (AKA as The Principles in the 2013 Math Curriculum Framework)
Focus within the grade levels identifying essential skills and understandings for deeper learning
Coherence: Think across grades, and link to major topics
Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application

16. Mathematics CCSS: Two Types
Mathematical Practice (recurring throughout the grades)
Mathematical Content (different at each grade level)
Instructor notes:
One of the biggest changes to our standards is the Common Core Standards for Mathematical Proficiency
These are a set of eight practices which describe the varieties of expertise that educators should seek to develop in their students.
These also carry across all grade levels.
These also relate to the idea of balanced as defined by the CA Mathematics Framework. The next three slides will analyze the practices through the lens of the three components of a balanced math program.
© 2011 California County Superintendents Educational Services Association

17. Common Core State Standards for Mathematics
The standards for mathematics:
define what students should understand and be able to do in their study of mathematics
are focused, coherent, and rigorous
aim for clarity and specificity
stress conceptual understanding of key ideas
balance mathematical understanding and procedural skill
are internationally benchmarked

18. Standards for Mathematical Practice Mathematically Proficient Students…
1. Make sense of problems and persevere in solving them
…start by explaining to themselves the meaning of a problem and looking for entry points to its solution
2. Reason abstractly and quantitatively
…make sense of quantities and their relationships to problem situation
3. Construct viable arguments and critique the reasoning of others
…understand and use stated assumptions, definitions, and previously established results in constructing arguments
4. Model with mathematics
…can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace
Instructor notes:
The mathematical practices are on the next two slides.
Underneath is a short statement highlighting some of the information from the paragraph that describes each practice. Explain that there is a strong emphasis on student problem solving, reasoning and “practicing” mathematics.
Have the participants compare the practices to the three components of the Venn Diagram by discussing where each practice might sit in the diagram.
© 2011 California County Superintendents Educational Services Association

19. Standards for Mathematical Practice Mathematically Proficient Students…
5. Use appropriate tools strategically
…consider the available tools when solving a mathematical problem
6. Attend to precision
…calculate accurately and efficiently
7. Look for and make use of structure
…look closely to discern a pattern or structure
8. Look for and express regularity in repeated reasoning
…notice if calculations are repeated, and look for both general methods and for shortcuts
Instructor notes:
See notes on slide 12
It might be important to note that the tools listed under # 5 practice include: paper and pencil, concrete models, ruler, protractor, calculator, spreadsheet, computer algebra system, statistical package, dynamic geometry software and digital content located on a website.
If time, have participants discuss the implications of these practices for both teaching and assessment.
© 2011 California County Superintendents Educational Services Association

20. Common Core State Standards for Mathematics
Do:
Set grade-level standards K-8
Identify standards for Algebra 1
Provide conceptual cluster standards in high school
Provide clear signposts along the way toward the goal of college and career readiness for all students
Instructor notes:
The following two slides deal with what the standards do and don’t do.
They set standards for grades K-8. Remind them that in CA there are no Grade 8 standards and the default set is Algebra 1. In the CA CCS (CCSS) there is a set for grade 8.
Since the CCS did not include a set of standards identified for a course, Algebra 1, the commission created one. Therefore in eighth grade a student would have the option of taking either grade 8 or the Algebra 1 set of standards. This insured that there would be no lowering the bar for CA students. Explain that this will discussed later on in the presentation in greater detail.
The high school standards are organized by conceptual clusters as opposed to courses. So in the Algebra cluster, there will be standards for both Algebra 1 and 2. Explain that how these standards become courses will be determined at a later date as part of the CA Common Core implementation plan. This also will be discussed later in more detail.
As with ELA, the Math CCS provide clear signposts toward the goal of college and career readiness.
© 2011 California County Superintendents Educational Services Association

21. Common Core State Standards for Mathematics
Do not:
Dictate curriculum or teaching methods
Define intervention methods or materials
Define the full range of supports for English learners, students with special needs and students who are well above or below grade level expectations
Instructor notes:
These bullets come directly from the Common Core introduction-pages 1-5 (this piece was not adopted by CA but may show up in the framework).
Emphasize that these are content not pedagogy standards.
© 2011 California County Superintendents Educational Services Association

22. Instructor notes:
This is a screen shot that shows what the domains, clusters and standards look like on the actual page. If participants have the document explain that they will have a chance to investigate a grade level or levels with the next few slides.
© 2011 California County Superintendents Educational Services Association

23. K-8 Grade Section Overview Page
Instructor notes:
This is a screen shot of the grade 3 overview page. Explain that this page lists only the domains, clusters and practices. The practices are the same for each grade level and the high school clusters.
If they have the document have them turn to this page as you explain the organization.
© 2011 California County Superintendents Educational Services Association

24. Grade Shifts: K-6 Examples
Concept
1997 Standards
CCCS
Compose simple shapes to form larger shapes (e.g., 2 triangles to form a rectangle)
Grade 2 K
Introduction to Probability 3 7
Introduction of fractions as numbers
Add and subtract simple fractions 4
Introduction of integers 6
Instructor notes:
Although the two sets of standards are very similar, there are some topics that will be taught at different grades.
Here are some examples of topics moving both up and down one or more grade levels.
Notice that the introduction to the probability of chance will move from grade 3 in the 1997 standards to grade 7 in the CCSS.
The introduction of fractions as numbers moves from grade two to grade three. Although introduced later, the CCSS addresses the development of fractions in a very focused and coherent manner.
Developed by SCFIRD
© 2011 California County Superintendents Educational Services Association

25. Grade Shifts: 6-8 Examples
Concept
1997 Standards
CCSS
Dividing fractions by fractions
Grade 5 6
Concepts of mean and median to summarize data sets
Operations with numbers in scientific notation 7 8
Pythagorean Theorem
While the CCSS for grades six through eight provide a coherent set of standards to prepare students for high school mathematics, with full implementation of the CCSS, some topics will be taught at different grades.
Here are some examples.
The CCSS grade five standards introduce dividing fractions by whole numbers and dividing whole numbers by fractions. However, dividing fractions by fractions appears in grade six in the CCSS, which is a grade level later than in the 1997 California standards. Similarly, the concepts of mean and median appear a grade later in the CCSS.
The Pythagorean Theorem is moved from grade seven to grade eight.

26. Grade 8 Mathematics
CCSS 8th grade math will be taught but districts will have the flexibility teach Algebra I
The CCSS prepare students for Algebra 1 in grade 8
The CCSS also include a set of challenging grade 8 standards to prepare students for success in higher math, including Algebra 1
The CCSS are consistent with the goal that all students succeed in Algebra 1.
Students who master the content and skills through grade seven will be well-prepared for algebra in grade eight.
Recognizing that all students must continue their study of mathematics, the CCSS move students forward with a set of grade eight standards that prepare them for higher mathematics, including Algebra 1.

27. The High School Mathematics:
Students applying mathematical ways of thinking to real world issues and challenges
Developing a depth of understanding and ability to apply mathematics to novel situations, as college students and employees are requested to do
Emphasizing mathematical modeling
Preparing students to be college and career ready

28. High School Math Conceptual 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. 28 28

29. High School Mathematics: Pathways or Courses of Study
Algebra II
Mathematics III
This slide shows two possible pathways for high school mathematics.
Detailed information about designing high school mathematics courses based on the CCSS is included in Appendix A of the CCSS for mathematics which is available on the CCSS Web page at:
Geometry
Mathematics II
High School Algebra
Mathematics I

30. Math Curriculum Framework and Textbook Adoption
Adopted by State Board of Education, November 6, 2013
Draft copy on CDE website:
Next steps: Textbook Adoption
Instructional Quality Commission recommending to SBE 31 textbooks for adoption at the January, 2014 SBE meeting
Once approved by the SBE, recommended textbooks will go on public display
SBE will formally approved at the March meeting

31. Common Core State Standards: English Language Arts and Literacy in History/Social Studies, Science, and Technical Education

32. The CCSS Requires Three Shifts in English Language Arts and Literacy
Building knowledge through content-rich nonfiction
Reading, writing, and speaking grounded in evidence from text, both literary and informational
Regular practice with complex text and its academic language

33. ELA Common Core State Standards
Built toward preparing students to be college and career ready in literacy
Provide a vision of what it means to be a literate person in the twenty-first century
Each strand is anchored by a set of College and Career Readiness Standards
Develop the skills in reading, writing, speaking, and listening that are foundational for any creative and purposeful expression in language
The architects of the standards framed the work by keeping the following goal in mind: All students are college and career ready in literacy by no later than the end of high school.
The standards provide a vision of what it means to be a literate person in the twenty-first century and develop the skills in reading, writing, speaking, and listening that are foundational for any creative and purposeful expression in language.
© 2011 California County Superintendents Educational Services Association

34. Organization of the Standards
4 Domains
1997 CA Standards
4 Strands
2010 Common Core
Reading
(includes vocabulary)
Writing
Written and Oral Language Conventions
Language
Listening and Speaking
Speaking and Listening

35. Key Design Considerations: Anchor Standards
Anchor Standards are College and Career Readiness Standards
Backbone of the Common Core Standards for English Language Arts
Each strand is headed by a set of College and Career Readiness Standards
10 for Reading
10 for Writing
6 for Speaking and Listening
6 for Language
The Headings are identical across the grades

36. Balanced Representation of Literary and Informational Text
Kindergarten through grade 5
10 Reading standards for literature
10 Reading standards for informational text
Writing standards that explicitly call for opinion pieces, narratives, and informative/explanatory texts
Grades 6-12
Writing standards that explicitly call for arguments, narratives, and informative/explanatory texts
An additional set of standards for reading and writing in history/social studies, science and technical subjects
The CCSS require that students read and write more informational texts.
The majority of texts that students are expected to read in college and in workforce training are non-fiction or informational.
The Common Core standards address this by making informational text a focus of student learning in English language arts.
The CCSS also include specific standards to develop literacy in history/social studies, science, and technical subjects.
The CCSS is an integrated model of shared responsibility for students’ literacy development.

38. Appendix A Complexity of Texts Foundational Skills Writing
Research Supporting Key Elements of the ELA Standards Including:
Complexity of Texts
Foundational Skills
Writing
Speaking and Listening
Language
Glossary of Key Terms

39. Appendix B: Text Exemplars
Includes examples by grade level with sample performance tasks
Stories, poetry, drama, and informational text
Gives teachers an idea of achievement expectations for each grade level
Includes examples for History/Social Studies, Science, and Technical Subjects

40. Appendix C: Samples of Student Writing
Samples of student writing for each grade level with annotation describing what the writer did well.

41. Balanced Representation of Literary and Informational Text
2009 NAEP Reading Assessment: Distribution of
Literary and Informational Passages
Grade
Literary
Fiction
Informational
Non-fiction 4
50% 8
45%
55% 12
30%
70%
The majority of texts that students are expected to read in college and in workforce training are non-fiction.
As you can see from this chart, the National Assessment of Educational Progress also emphasizes the reading of informational texts.
The Common Core standards address this by making informational text a focus of student learning and including specific standards to develop literacy in history/social studies, science, and technical subjects.
Source: National Assessment Governing Board, (2008), Reading framework for the
2009 National Assessment of Educational Progress,

42. Focus on Writing
2011 NAEP Writing Framework: Distribution of Communicative Purposes by Grade Level
Grade
To Persuade
To Explain
To Convey Experience 4
30%
35% 8 12
40%
20%

44. What Did CA Add to the English Language Arts and Literacy CCSS?
Formal presentations, Grades 1-12
Penmanship, Grades 2-4
Career and consumer documents
for writing in Grade 8
Analysis of text features in
informational text, Grades 6-12

45. Intentional Design Limitations
What 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

46. English Learner Considerations
Many CCSS support English language development
The CCSS set rigorous grade-level expectations
They assert that all students should be held to the same high expectations
Common Core ELA Standards translated into Spanish: historysocial-studies-science-and-technical-subjects-0
ELD Standards aligned to the Common Core:
As you may know, in California about a quarter of our K-12 students are English learners.
Fortunately, the CCSS support English language development through their basic design—both their structure and content.
The standards in the Speaking and Listening and the Language strands are more closely aligned to the California English Language Development standards than the 1997 California content standards.

47. Literacy in History/Social Studies, Science, and Technical Subjects
Built upon the same anchor standards for reading and writing:
A focus on discipline-specific vocabulary
An acknowledgement of unique text structures found in informational text
The expectation that students will read and write in other content classes
The expectation that students will develop informational/technical writing skills
A focus on text analysis
The CCSS for Literacy in History/Social Studies, Science, and Technical Subjects are built upon the same anchor standards for reading and writing as the ELA standards.
A focus on discipline-specific vocabulary
Understanding unique text structures in informational text
Expecting students to read and write in other content classes
Expecting students to develop informational writing skills
A focus on text analysis

48. Reading Standards for Literacy in History/Social Studies
Grades 6-8
Grades 9-10
Grades 11-12
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
The standards on the slide follow a reading standard in history/social studies across the grade spans. Take a moment and talk with a neighbor, highlighting words or phrases that speak to the increase in rigor or skills that the students will address as they progress through the grades for Standard #2 and what are the implications in delivering instruction.
6-12 Literacy in HST Presentation CTA - CLAB: Developed by SCFIRD with support from ELCSD, SCALD, and AAD

49. Reading Standards for Literacy in Science and Technical Subjects
Grades 6-8
Grades 9-10
Grades 11-12
2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
Here is the same standard (#2) under key ideas and details, only for reading standards for literacy in science and technical subjects.
Both sets of standards focus on determining the main ideas, and being able to accurately summarize the text, but are specific for the content area.
The standards at each grade level build upon the skills and knowledge from previous grades.
6-12 Literacy in HST Presentation CTA - CLAB: Developed by SCFIRD with support from ELCSD, SCALD, and AAD

50. Writing Standards for Literacy in History/ Social Studies, Science and Technical Subjects
Grades 6-8
Grades 9-10
Grades 11-12
8. Gather relevant information from multiple print and digital sources (primary and secondary), using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
8. Gather relevant information from multiple authoritative print and digital sources (primary and secondary), using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Here is the same standard (#8) under the heading of research to build and present knowledge. These standards again highlight the progression of skills. The focus is on students not only being able to gather critical information, but evaluate the sources, integrate the information using their own writing, and accurately cite their research.
Take a moment and note/discuss how the skill progresses from sixth grade to twelfth grade.
Now that we’ve highlighted some of the structure and concepts, it is time for you all to have an opportunity to study these standards for content literacy, and how they complement and relate to the English language arts and writing standards.
6-12 Literacy in HST Presentation CTA - CLAB: Developed by SCFIRD with support from ELCSD, SCALD, and AAD

51. A Deeper Dive into the CCSS
Focus on text complexity
Address reading and writing across the curriculum
Emphasize analysis of informational text
Focus on writing arguments and drawing evidence from sources
Emphasize participating in collaborative conversation
Integrate media sources across standards

53. English Language Arts/English Language Development Framework
The timeline for the framework development:
The last meeting of the framework committee was September 26-27, 2013
The Instructional Quality Commission approved the draft for public comment November, 2013
60 day comment period began December 2013 and ends February 13, 2014
Draft located at:
State Board of Education action July 2014
Frameworks are the guide for teachers to know what to teach and for students to learn

54. Getting Organized for the Transition to the Common Core
What Teachers Need to Know 54 54

55. Common Core--New Challenges
New focus on career and college ready performance
New expectations for high school achievement
Cross curricular literacy standards
The level of rigor remains the same but the CCSS have new performance tasks that will affect all student
Professional development needs to be teacher centered

56. In Your Study Teams or PLCs…
Start looking for areas of strengths
Find areas of alignment between the current standards and the CCSS
Examine where the staff might need to scaffold the rigor of the CCSS, as well as the cognitive processes and learning strategies students need in order to acquire and retain curriculum content

57. Education Code & Common Core
Ed. Code 60208
“It is the intent of the Legislature to do both of the following: Provide to local educational agencies a process that involves teachers, and is consistent with the implementation of standards-based curricula”
The union and district should agree to the principle of collaboration and shared decision making that involves teachers for the implementation of the Common Core

58. Governor’s 2014 Budget
Includes $1.25 billion one time funds distributed over 2 years for implementation of the Common Core
Funds to be allocated based on based on prior year’s enrollment at $200 per student
$1 billion dollars for to be equally distributed in August 2013 and October 2013
$250million in
Must be spent by
Use of funds for instructional materials, technology, and professional development
Districts must develop a plan to spend the funds and hold a public hearing on the plan

59. Union Considerations for the Governor’s Funding for the Common Core
Demand to bargain the use of these funds
Funds are considered one-time, single use funds
Don’t rush into purchasing textbooks
Frameworks still have to be adopted
2013 for math; 2014 for ELA
Governor’s budget extends flexibility for another two years until
The CDE has supplemental materials available for purchase for state adopted textbooks for ELA and math

60. CTA Resources CTA Website: www.cta.org/ipd
Copy of Common Core State Standards
Copy of Curriculum Guides for K-6
Powerpoint presentations
CTA ELA Spirals/Progressions
When you get to the website, scroll down to Materials and Resources, Spirals

61. Other Resources www.achievethecore.org www.engageny.org
Basal Alignment Project
Anthology Alignment Project
Illustrative Mathematics

63. CDE on iTunes U
CDE on iTunes U is a site where lesson plans based on the CCSS will be stored