1. Source of Data: NCDPI Technical Assistance Session with Dr. Cindy W. Bennett (1.7.11) www.corestandards.org

2. What are the Common Core State Standards? The Common Core State Standards for Math and for English Language Arts (ELA) & Literacy in History/Social Studies, Science, and Technical Subjects (“the Standards”) are the culmination of an extended, broad-based effort to fulfill the charge issued by the states to create the next generation of K–12 standards in order to help ensure that all students are college and career ready in literacy and mathematics no later than the end of high school. The Standards will replace the NC Standard Course of Study in ELA and Math. Our HCS transition year is 2011-12; statewide implementation and assessment is 2012-13. One key feature of the Standards is that literacy standards will be implemented in all content areas. The Standards are as follows: Build upon strengths and lessons of current state standards, Based on evidence and research, Focused and coherent, Include rigorous content and application of knowledge through higher-order skills, and Internationally benchmarked so that all students are prepared to succeed in our global economy and society.

3. Why is this important? Currently, 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. As specified by the Council of Chief State School Officers (CCSSO) and the National Governors Association (NGA), the Standards are: (1) research and evidence based, (2) aligned with college and work expectations, (3) rigorous, and (4) internationally benchmarked. NOTE: A particular standard was included in the document only when the best available evidence indicated that its mastery was essential for college and career readiness in a twenty-first-century, globally-competitive society. The Standards are intended to be a living work: as new and better evidence emerges, the Standards will be revised accordingly.

4. www.corestandards.org

5. STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS

6. Design and Organization Major design goals Aligns with college and career readiness expectations Builds on the best standards work of the states Maintains focus on what matters most for readiness

7. Design and Organization: Literacy Shared responsibility for students’ literacy development Three main sections: K−5 (cross-disciplinary) 6−12 English Language Arts 6−12 Literacy in History/Social Studies and Science & Technical Subjects Three appendices: Appendix A: Research and evidence; glossary of key terms Appendix B: Reading text exemplars; sample performance tasks Appendix C: Annotated student writing samples

8. Design and Organization: Literacy -Four strands Reading Writing Speaking & Listening Language -An integrated model of literacy -Media requirements blended throughout

9. Design and Organization: CCR Anchors Broad expectations that are consistent across grades and content areas Based on evidence about college and workforce training expectations Range and content College and Career Readiness (CCR) Anchor Standards

10. Design and Organization: K−12 standards Grade-specific, end-of-year expectations Developmentally appropriate, cumulative progression of skills and understandings One-to-one correspondence with CCR standards

11. Design and Organization: One-to-one Correspondence (Anchors to Grade-level) CCR Anchor Standards in Reading K-1-2 Reading Standards (in Literature) The CCR anchor standards and the grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

12. Design and Organization: One-to-one Correspondence (Anchors to Grade-level) CCR Anchor Standards in Reading link to grade-level standards in Literature, Informational Text, and Foundational Skills.

13. Design and Organization: Literacy CCR Anchor Standards Reading K-12 Literature K, 1, 23, 4, 56, 7, 89-10, 11-12 K-12 Informational Text K, 1, 23, 4, 56, 7, 89-10, 11-12 K-5 Foundational Skills K, 1, 23, 4, 5 Reading for Literacy in History / Social Studies 6-8, 9-10, 11-12 Reading for Literacy in Science & Technical Subjects 6-8, 9-10, 11-12

14. CCR Anchor Standards for Reading Literature (K-12) Key Ideas & Details (3) Craft & Structure (3) Knowledge & Ideas (3) Range & Text Complexity (1) Informational Text (K-12) Key Ideas & Details (3) Craft & Structure (3) Knowledge & Ideas (3) Range & Text Complexity (1) Foundational Skills (K-5) Print Concepts (K-1); (1) Phonological Awareness (K-1); (1) Phonics & Word Recognition (K-5); (1) Fluency (K-5); (1)

15. Design and Organization: Literacy CCR Anchor Standards Writing K-12 Writing K, 1, 23, 4, 56, 7, 89-10, 11-12 Writing for Literacy in History / Social Studies 6-8, 9-10, 11-12 Writing for Literacy in Science & Technical Subjects 6-8, 9-10, 11-12

16. CCR Anchor Standards Speaking & Listening K-12 Speaking & Listening K, 1, 23, 4, 56, 7, 89-10, 11-12 CCR Anchor Standards Language K-12 Language K, 1, 23, 4, 56, 7, 89-10, 11-12 Speaking & Listening and Language

17. Reading Comprehension (standards 1−9) Standards for reading literature and informational texts Standards for reading foundational skills Strong and growing across-the-curriculum emphasis on students’ ability to read and comprehend informational texts Aligned with NAEP Reading framework Range of reading and level of text complexity (standard 10, Appendices A and B) “Staircase” of growing text complexity across grades High-quality literature and informational texts in a range of genres and subgenres

18. Design and Organization: Anchor Standard #10 Range / Complexity

19. Writing Writing types/purposes (standards 1−3)--Strong and growing across-the-curriculum emphasis on students writing arguments and informative/explanatory texts; Aligned with NAEP Writing framework Writing arguments Writing informative/explanatory texts Writing narratives Production and distribution of writing (standards 4−6) Developing and strengthening writing Using technology to produce and enhance writing Research (standards 7−9) Engaging in research and writing about sources Engaging in research and writing about sources Range of writing (standard 10) Writing routinely over various time frames Writing routinely over various time frames

20. Writing − strong and growing across-the-curriculum emphasis on writing arguments and informative/explanatory texts; aligned with NAEP Writing framework. Writing types/purposes (standards 1−3) Writing arguments Writing informative/ explanatory texts Writing narratives Production and distribution of writing (standards 4−6) Developing and strengthening writing Using technology to produce and enhance writing Research (standards 7−9) Engaging in research and writing about sources Range of writing (standard 10) Writing routinely over various time frames

21. Speaking and Listening Comprehension and collaboration (standards 1−3) Day-to-day, purposeful academic talk in one-on-one, small-group, and large-group settings Presentation of knowledge and ideas (standards 4−6) Formal sharing of information and concepts, including through the use of technology

22. Language Conventions of standard English Knowledge of language (standards 1−3) Using standard English in formal writing and speaking Using language effectively and recognizing language varieties Vocabulary (standards 4−6) Determining word meanings and word nuances Acquiring general academic and domain-specific words and phrases

23. Key Advances Reading Balance of literature and informational texts Text complexity Writing Emphasis on argument and informative/explanatory writing Writing about sources Speaking and Listening Inclusion of formal and informal talk Language Stress on general academic and domain-specific vocabulary

24. 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

25. STANDARDS FOR MATHEMATICS

26. Design and Organization Standards for Mathematical Practice Carry across all grade levels Describe habits of mind of a mathematically expert student Standards for Mathematical Content K-8 standards presented by grade level Organized into domains that progress over several grades Grade introductions give 2–4 focal points at each grade level High school standards presented by conceptual theme (Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability)

27. Design and Organization Content standards define what students should understand and be able to do Clusters are groups of related standards Domains are larger groups that progress across grades

28. Design and Organization Grade Level Overviews

29. Design and Organization Focal points at each grade level

30. Number and Operations, Grade 1 Number and Operations in Base Ten Extend the counting sequence. Understand place value. Use place value understanding and properties of operations to add and subtract. Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction. Understand and apply properties of operations and the relationship between addition and subtraction. Add and subtract within 20. Work with addition and subtraction equations.

31. Algebra, Grade 8 Graded ramp up to Algebra in Grade 8 Properties of operations, similarity, ratio and proportional relationships, rational number system. Focus on linear equations and functions in Grade 8 Expressions and Equations Work with radicals and integer exponents. Understand the connections between proportional relationships, lines, and linear equations. Analyze and solve linear equations and pairs of simultaneous linear equations. Functions Define, evaluate, and compare functions. Use functions to model relationships between quantities.

32. High School 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.

33. Key Advances Focus and coherence Focus on key topics at each grade level. Coherent progressions across grade levels. Balance of concepts and skills Content standards require both conceptual understanding and procedural fluency. Mathematical practices Foster reasoning and sense-making in mathematics. College and career readiness Level is ambitious but achievable.

34. Conclusion The promise of standards These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep.

35. 35 Current Timeline Common Core in ELA and Math; Essentials Standards in all other content areas 35 Subject Area Where is NC in the adoption process? 2010-2011 School Year 2011-2012 School Year 2012-2013 School Year English Language Arts Common Core adopted June 2010 Current taught and assessed Common Core taught & assessed* Mathematics Common Core adopted June 2010 Current taught and assessed Common Core taught & assessed* Science Essential Standards adopted February 2010 Current taught and assessed New Essential Standards taught & assessed* Social Studies, Healthful Living, Arts, Guidance, World Languages Anticipated adoption of Arts and World Languages Essential Standards: September 2010 (Social Studies, Healthful Living, Guidance - Winter 2010) Current taught and assessed New Essential Standards taught & assessed* Career and Technical Education Anticipated adoption January 2011 Current taught and assessed New Essential Standards taught & assessed** Information and Technology Skills Essential Standards adopted September 2009 New Essential Standards piloted with current New Essential Standards taught Early Learning Anticipated adoption of Essential Standards: Spring 2011 Current taught New Essential Standards taught Extended Content Standards All Extended Content Standards will be on the same operational time line as the standards in each individual content area.