Marian Wolak Director of CIPD DDOE December 16, 2011

Mission Statement The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are 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. With American students fully prepared for the future, our communities will be best positioned to complete successfully in the global economy.

The Common Core State Standards Initiative Beginning in the spring of 2009, Governors and state commissioners of education from 48 states, 2 territories and the District of Columbia committed to developing a common core of state K-12 English-language arts (ELA) and mathematics standards. The Common Core State Standards Initiative (CCSSI) is a state-led effort coordinated by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO).

Why Common Core State Standards? Preparation: The standards are college- and career-ready. They will help prepare students with the knowledge and skills they need to succeed in education and training after high school. Competition: The standards are internationally benchmarked. Common standards will help ensure our students are globally competitive. Equity: Expectations are consistent for all – and not dependent on a student’s zip code. Clarity: The standards are focused, coherent, and clear. Clearer standards help students (and parents and teachers) understand what is expected of them. Collaboration: The standards create a foundation to work collaboratively across states and districts, pooling resources and expertise, to create curricular tools, professional development, common assessments and other materials.

College and Career Ready Students who are college- and career-ready is the larger goal Common Core State Standards are a tool for getting us there They define performance standards for today’s students – the WHAT HOW we get to readiness is through effective instruction Teaching standards define what effective instruction looks like Leadership standards define what school leaders do to support instruction The goal of professional development is to improve instruction

What are the Common Core Standards? Aligned with college and work expectations Focused and coherent Include rigorous content and application of knowledge through high-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 Based on evidence and research State led – coordinated by NGA Center and CCSSO

5 Guiding Principles of the Common Core Standards Development College and Career Ready Use the best state standards Solid evidence Focus Local flexibility, teacher judgment

Common Core Standards English/Language Arts

Key Changes: ELA Text Complexity Analyze, Infer, and Give Evidence Writing to Sources Mastery of Writing and Speaking Academic Vocabulary

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

Design and Organization Four strands Reading (including Reading Foundational Skills) Writing Speaking and Listening Language An integrated model of literacy Media requirements blended throughout

Design and Organization College and Career Readiness (CCR) anchor standards Broad expectations consistent across grades and content areas Based on evidence about college and workforce training expectations Range and content

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

College and Career Readiness Anchor Standards Reading Key Ideas & Details Craft & Structure Integration of Knowledge & Ideas Range of Reading and Text Complexity Writing Text Types & Purposes Production and Distribution of Writing Research to Build & Present Knowledge Range of Writing Speaking & Listening Comprehension & Collaboration Presentation of Knowledge & Ideas Language Conventions of Standard English Knowledge of Language Vocabulary Acquisition and Use Literacy in History/Social Studies, and Technical Studies Grades 6-12 Reading & Writing Standards for content area subjects Foundational Skills Grades K-5 Print Concepts Phonological Awareness Phonics & Word Recognition Fluency Appendices A: Research behind the standards & Glossary B: Text exemplars (complexity, quality and range of reading, performance tasks for grade levels C: Annotated samples of student of student writing at various grade levels

Reading Comprehension (Standards 1−9) Standards for reading literature and informational texts 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

Text Complexity Quantitative measures – readability and other scores of text complexity often best measured by computer software. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. Reader and Task considerations – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment. Qualitative Quantitative Reader and Task

Standard 10: Text Complexity Middle School: Reading Standards for Informational Text 6-8 Grade 6: By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Grade 7: By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Grade 8: By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.

Standard 10: Text Complexity High School: Reading Standards for Informational Text 9-12 By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently. By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently.

Text Complexity Grade Bands and Associated Lexile Ranges Text Complexity Grade Band in the Standards Old LexileLexile Ranges Aligned to CCR Expectations K – 1N/A 2 – 3450 – – – 5645 – – – 8860 – – – – – – CCR1070 –

Lexile Analyzer

DCAS Reading - Text Types GradeLiteraryInformational 250% %55% 745%55% 845%55% 930%70% 1030%70% English II30%70%

DCAS Reading – Cognitive Level Goals GradeRecall of Information Basic Reasoning Complex Reasoning 230%50%20% 330%50%20% 430%50%20% 530%50%20% 6 50%30% 720%50%30% 820%50%30% 920%45%35% 1020%45%35% English II20%45%35%

Key Ideas and Details RI.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.7.2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). Craft and Structure RI.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. RI.7.5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. RI.7.6. Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. Integration of Knowledge and Ideas RI.7.7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). RI.7.8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. RI.7.9. Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

Performance Task Students determine the figurative and connotative meanings of words such as wayfaring, laconic, and taciturnity as well as of phrases such as hold his peace in John Steinbeck’s Travels with Charley: In Search of America. They analyze how Steinbeck’s specific word choices and diction impact the meaning and tone of his writing and the characterization of the individuals and places he describes. [RI.7.4]

What Was CCSS Next Generation Assessments What is the meaning of wayfaring, laconic, and taciturnity? Analyze how Steinbeck’s specific word choices and diction impact the meaning and tone of his writing and the characterization of the individuals and places he describes.

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 themselves Differentiated instruction

Writing Writing types/purposes (standards 1−3) Writing arguments Writing informative/explanatory texts Writing narratives Strong and growing across-the-curriculum emphasis on students writing arguments and informative/explanatory texts Aligned with NAEP Writing framework

Writing 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

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

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

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

Key Advances Standards for reading and writing in history/ social studies, science, and technical subjects Complement rather than replace content standards in those subjects Responsibility of teachers in those subjects Alignment with college and career readiness expectations

Key Advances Standards for reading and writing in history/ social studies, science, and technical subjects Complement rather than replace content standards in those subjects Responsibility of teachers in those subjects Alignment with college and career readiness expectations

Common Core Standards Mathematics

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)

Standards of Mathematical Practices Blended: National Council of Teachers of Mathematics Process standards of problem-solving, reasoning and proof, communication, representation, connections. National Research Council Adaptive reasoning, strategic competence, conceptual understanding, procedural fluency, and productive disposition 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

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

Design and Organization

Mathematical Domains Operations & Algebraic Thinking Expressions & Equations Algebra Numbers & Operation in Base 10 Number Systems Numbers & Operation Fractions (3-5 Only) K-56-8 High School

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.

Fractions, Grades 3–6 3. 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.

Statistics and Probability, Grade 6 Develop understanding of statistical variability Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages. Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.

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.

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.

Geometry, High School Middle school foundations Hands-on experience with transformations. Low tech (transparencies) or high tech (dynamic geometry software). High school rigor and applications Properties of rotations, reflections, translations, and dilations are assumed, proofs start from there. Connections with algebra and modeling

Key Fluencies GradeRequired Fluency KAdd/Subtract within 5 1Add/Subtract within 10 2Add/Subtract within 20 Add/Subtract within 100 (pencil & paper) 3Multiply/Divide within 100 Add/Subtract within Add/Subtract within 1,000,000 5Multi-digit multiplication 6Multi-division 7Solve px + q = r, p(x +q) = r 8Solve simple 2 x 2 systems by inspection

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.

Mathematics FOCUS Coherence Fluency Deep Understanding Application

Key Fluencies GradeRequired Fluency KAdd/Subtract within 5 1Add/Subtract within 10 2Add/Subtract within 20 Add/Subtract within 100 (pencil & paper) 3Multiply/Divide within 100 4Add/Subtract within 1,000,00 5Multi-digit multiplication 6Multi-digit division Multi-digit decimal operations 7Solve px + q, p(x+q) = r 8Solve simple 2 x 2 systems by inspection

Priorities in Mathematics GradePriorities in Support of Rich Instruction and Expectations of fluency and Conceptual Understanding K- 2Addition and subtraction, measurement using whole number quantities 3 – 5Multiplication and division of whole numbers and fractions 6Ratios and proportional reasoning; early expressions and equations 7Ratios and proportional reasoning; arithmetic of rational numbers 8Linear algebra

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

Common Core Standards Thank you!