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Norwalk Public Schools. MAY 2012 46 STATES + DC HAVE ADOPTED THE COMMON CORE STATE STANDARDS *Minnesota adopted the CCSS in ELA/literacy only *Adopted.

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Presentation on theme: "Norwalk Public Schools. MAY 2012 46 STATES + DC HAVE ADOPTED THE COMMON CORE STATE STANDARDS *Minnesota adopted the CCSS in ELA/literacy only *Adopted."— Presentation transcript:

1 Norwalk Public Schools

2 MAY 2012 46 STATES + DC HAVE ADOPTED THE COMMON CORE STATE STANDARDS *Minnesota adopted the CCSS in ELA/literacy only *Adopted by the CT State Board on July 7, 2010

3 RECENT CHANGES IN AMERICA… C ommon C ore S tate S tandards (CCSS)voluntary, but almost universal (46 States) Two testing consortia (PARC & SBAC), both promising computerized testing and performance assessments CCSS dictates change in content which will necessitate change in teaching practices

4 WHAT IS CCSS? A core set of academic standards in Mathematics and English/Language Arts collectively developed by states Science standards to be ready 2013


6 CCSS BENEFITS FOR STUDENTS They were adopted to bring about real and meaningful transformation of our education system to benefit all students They define the knowledge and skills all students need to succeed in college and careers Expectations will be consistent for all students

7 CCSS BENEFITS FOR PARENTS Helps parents understand what students need to know and be able to do Helps parents support their children and educators by making expectations clear and goals high Provides equal access to a high quality education Provides opportunities to meaningfully engage parents

8 CCSS BENEFITS FOR TEACHERS Allows for more focused teacher training Assures that what is taught is aligned with what is assessed Informs the development of a curriculum that promotes deep understanding for all children

9 WHAT WILL THE CCSS ACCOMPLISH? OVERVIEW Consistent Standards at each grade level for ALL states in Math, Language Arts & Science Higher standards for ALL students (rigor) Prepares students to compete globally More focused teacher training National common assessments (tests) at each grade level Provides the opportunity to compare and evaluate student achievement across states, Districts, schools, etc…

10 Common assessments aligned to the Common Core will help ensure the new standards truly reach every student and Proficiency will be a national standard This means that every state will have an equal/comparable measure of student performance CCSS AND THEN COMMON ASSESSMENT 10

11 FEWER, CLEARER, HIGHER - DEPTH over BREADTH MATHEMATICS (K-8) The K-5 standards provide students with a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions and decimals (less breadth but more depth) The 6-8 standards describe robust learning in geometry, algebra, and probability and statistics Modeled after the focus of standards from high-performing nations, the standards for grades 7 and 8 include significant algebra and geometry content Students who have completed 7 th grade and mastered the content and skills will be prepared for algebra, in 8 th grade or after

12 Grades 9-12 organized in conceptual categories or modules/progressions under the headings: Number and Quantity Algebra Functions Geometry Statistics and Probability Modeling MATHEMATICS (9-12)

13 MAJOR SHIFTS K-5 Numeration and operation intensified, and introduced earlier Memory of basic addition and multiplication facts at specific grades Early place value foundations Regrouping as composing / decomposing Specific references are made to using the standard algorithm Emphasis on using unit fractions Emphasis on number line as visualization /structure Focus on properties of operations

14 MAJOR SHIFTS K-5 MATHEMATICS K – Count by 10s and 1s to 100, using fingers to represent addition and subtraction. Fluency with numbers to 20 Gr. 1 – Count, read, write and represent numbers to 120 Gr. 2 – Memory of all addition facts Gr. 3 – Memory of all multiplication facts. Study of fractions begins Gr. 4 – Fluently add and subtract multi-digit problems. Emphasis on unit fractions and using the number line Gr. 5 – Beginning of division

15 INSTRUCTIONAL SHIFTS IN MATH FOCUS Less is more, Depth over Breadth, Fewer topics COHERENCE Developmentally appropriate progressions: i.e. – What can or should a child learn at each grade level? RIGOR (balanced) Fluency (fast & accurate), Concepts (Deep Understanding) & Application (Real World)

16 The Standards comprise three main sections: a comprehensive K-5 section and two content area-specific sections for grades 6-11, one in English language arts and one in history/social studies and science Contains appendices with research supporting the standards, examples of illustrative texts, and samples of student writing ENGLISH LANGUAGE ARTS

17 MAJOR SHIFTS K-5 IN LITERACY Building knowledge through content-rich nonfiction and informational text (50:50 info. Text to lit in K-5) Reading and writing grounded in evidence from text Regular practice with complex text and its academic vocabulary Increased emphasis on Speaking & Listening skills

18 ASSESSMENT SYSTEM COMPONENTS Assessment system that balances summative, interim, and formative components for Language Arts and Mathematics: Summative Assessment (Computer Adaptive) Interim Assessment (Computer Adaptive) Formative Processes and Tools Exit exams for secondary subjects

19 COMPUTER ADAPTIVE TESTING (CAT) -Automatically adjusts the level of difficulty to each child - Provides more challenging questions until each student achieves a set percentage level -Reporting the results can be made available more quickly -Test Security is preserved as students are presented with different items


21 Common Core State Standards (home): Connecticut State Department of Education: CT CCSS website: Norwalk Public Schools: Smarter Balanced Assessment Consortium (SBAC): CSDE Web site at

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