1. Begin with the End in Mind: Common Core State Standards and Next Generation Assessments Susan A Gendron Senior Fellow International Center for Leadership in Education July 2011

2. What will our Students need to: Know Know Do Do

3. EXTERNAL DRIVERS Education Trends Changing Society/Workplace Technology Global Competition

4. Of Walmart’s 6,000 suppliers, 5,000 are in China Source: National Academy of Science

5. Global Economics Software written in India... MRI’s read moments later by radiologist in Australia Pilots in U.S. guide unmanned aircraft in Afghanistan Source: National Academy of Science

6. U.S. now ranks 22 nd worldwide in the density of broadband Internet penetration and 72 nd... density of mobile telephone subscriptions Source: National Academy of Science

7. GE has now located the majority of its R & D personnel outside the U.S. Source: National Academy of Science

8. In a survey of global firms planning to build new R & D facilities, 77% say they will build in China or India Source: National Academy of Science

9. EXTERNAL DRIVERS Education Trends Changing Society/Workplace Technology Global Competition

10. Economic Growth Innovation Entrepreneurship Source: National Academy of Science

11. EXTERNAL DRIVERS Education Trends Changing Society/Workplace Technology Global Competition Economic Trends Focus on Math and Science

12. The great majority of newly created jobs are the indirect or direct result of advancements in science and technology Source: National Academy of Science

13. The World Economic Forum ranks the U.S. 48 th in quality of mathematics and science education Source: National Academy of Science

14. The U.S. ranks 27 th among developed nations in the proportion of college students receiving undergraduate degrees in science or engineering Source: National Academy of Science

15. Arkansas Workforce Between 2008 and 2018, new jobs in Arkansas requiring postsecondary education and training will grow by 86,000 while jobs for high school graduates and dropouts will grow by 63,000.

16. Arkansas Workforce Between 2008 and 2018; 419,000 job vacancies 217,000 - postsecondary credentials 150,000 for high school graduates 52,000 for high school dropouts.

17. Arkansas Workforce

18. Arkansas Workforce 2018 By 2018, 52% (750,000 jobs) of jobs in Arkansas will require postsecondary education. This is 11 percentage points below the national average of 63%. Arkansas ranks 49th in postsecondary education intensity for 2018.

19. Arkansas Workforce 2018 Management and Professional Office (126,000 STEM (52,000) Community Service (35,000) Healthcare (126,000) Education (90,000) Food and Personal Services (116,000) Sales (151,000) Office administration (206,000)

20. Arkansas Workforce 2018 Blue collar jobs –Farming (16,000) –Construction (70,000) –Installation (62,000) –Production (146,000) –Transportation (120,000)

21. PISA 2009 1 Shanghai-China556 2 Korea539 3 Finland536 4 Hong Kong-China533 5 Singapore526 6 Canada524 7 New Zealand521 8 Japan520 9 Australia515 10 Netherlands508 17 United States500 20 Germany497 21 Ireland496 22 France496 25 United Kingdom494 33 Spain481 43 Russian Federation459 48 Mexico425 53 Brazil412 57 Indonesia402 Overall Reading Scale Significantly Above OECD Average Not Significantly Different (OECD Average 493) Significantly below OECD Average

22. PISA 2009 Overall Math Scale Significantly Above OECD Average Not Significantly Different (OECD Average 496) Significantly below OECD Average 1Shanghai-China600 2Singapore562 3Hong Kong-China555 4Korea546 6Finland541 9Japan529 10Canada527 11Netherlands526 13New Zealand519 15Australia514 16Germany513 22France497 28United Kingdom492 31United States487 32Ireland487 34Spain483 38 Russian Federation468 51Mexico419 57Brazil386 61Indonesia371

23. PISA 2009 Overall Science Scale Significantly Above OECD Average Not Significantly Different (OECD Average 501) Significantly below OECD Average 1Shanghai-China575 2Finland554 3Hong Kong-China549 4Singapore542 5Japan539 6Korea538 7New Zealand532 8Canada529 10Australia527 11Netherlands522 13Germany520 16United Kingdom514 20Ireland508 23United States502 27France498 36Spain488 39Russian Federation478 50Mexico416 53Brazil405 60Indonesia383

24. Skills Gap

25. Why – What - How

26. Rigor/Relevance For All Students

27. 1.Awareness 2.Comprehension 3.Application 4.Analysis 5.Synthesis 6.Evaluation Knowledge Taxonomy Knowledge Taxonomy

28. Application Model 1. Knowledge in one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real-world predictable situations 5. Application to real-world unpredictable situations

29. Levels CDCDABABCDCDABAB 1 2 3 4 5 4 5 6 3 2 1 Bloom’s Application

30. Awareness 1 Comprehension 2 Application 3 1 Knowledge in one discipline 2 Apply knowledge in one discipline A Acquisition Students gather and store bits of knowledge/information and are expected to remember or understand this acquired knowledge. Low-level Knowledge

31. A Quadrant name label define select identify list memorize recite locate record definition worksheet list quiz test workbook true-false reproduction recitation Verbs Products

32. Awareness 1 Comprehension 2 Application 3 B Application 3 Apply knowledge across disciplines 4 Apply to real-world predictable situation 5 Apply to real-world unpredictable situation Students use acquired knowledge to solve problems, design solutions, and complete work. Low-level Application

33. B Quadrant apply sequence demonstrate interview construct solve calculate dramatize interpret illustrate scrapbook summary interpretation collection annotation explanation solution demonstration outline Verbs Products

34. Application 3 Analysis 4 Synthesis 5 Evaluation 6 1 Knowledge in one discipline 2 Apply knowledge in one discipline C Assimilation Students extend and refine their knowledge so that they can use it automatically and routinely to analyze and solve problems and create solutions. High-level Knowledge

35. C Quadrant sequence annotate examine report criticize paraphrase calculate expand summarize classify diagram Verbs Products essay abstract blueprint inventory report plan chart questionnaire classification diagram discussion collection annotation

36. 3 Apply knowledge across disciplines 4 Apply to real-world predictable situation 5 Apply to real-world unpredictable situation Application 3 Analysis 4 Synthesis 5 Evaluation 6 D Adaptation Students think in complex ways and apply acquired knowledge and skills, even when confronted with perplexing unknowns, to find creative solutions and take action that further develops their skills and knowledge. High-level Application

37. D Quadrant evaluate validate justify rate referee infer rank dramatize argue conclude evaluation newspaper estimation trial editorial radio program play collage machine adaptation poem debate new game invention VerbsProducts

38. 1 2 3 4 5 4 5 6 3 2 1 Bloom’s Application C D A B Current Assessments Next Generation Assessments

39. State Tests State Standards Now

40. State Tests State Standards A A

41. Standards Charge

42. Common Core Standards Criteria Rigorous Clear and specific Teachable and learnable Measurable Coherent Grade by grade standards Internationally benchmarked

43. Individually complete the Characteristics of Standards and Alignment Checklists Compare your choices with team Underline items rated Pervasive or Considerable Circle items rated Initiated or Absent Come to consensus on item (s) of concern

44. Common Core State Standards Fewer, Clearer, Higher

45. Lexile Framework ® for Reading Study Summary of Text Lexile Measures 600 800 1000 1400 1600 1200 Text Lexile Measure (L) High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* * Source of National Test Data: MetaMetrics Interquartile Ranges Shown (25% - 75%)

46. MetaMetrics Survey 2000 Arkansas Democrat Gazette1230 L Associated Press1310 L LA Times1330 L Miami Herald1200 L New York Post1280 L Oakland Tribune1210 L Raleigh News & Observer1220 L Wall Street Journal1320 L USA Today1200 L

47. What is Proficiency?

48. Proficiency Grade 4 Reading NAEP Proficient NAEP Average State Score New York 36 %224 Florida 36 %226 Arkansas 29%216 Louisiana 18 %207 Tennessee 28 %217 Massachusetts 47 %234 Mississippi 22 %211

49. Proficiency Grade 8 Reading NAEP Proficient NAEP Average State Score New York 33 %264 Florida 32 %264 Arkansas 27 %258 Louisiana 20 %253 Tennessee 28 %261 Massachusetts 43 %274 Mississippi 19 %251

50. Proficiency Grade 4 Mathematics NAEP Proficient NAEP Average State Score New York 40 %241 Florida 40 %242 Arkansas 36 %238 Louisiana 23 %229 Tennessee 28 %232 Massachusetts 57 %252 Mississippi 22 %227

51. Proficiency Grade 8 Mathematics NAEP Proficient NAEP Average State Score New York 34 %283 Florida 29 %279 Arkansas 27 %276 Louisiana 20 %272 Tennessee 25 %275 Massachusetts 52 %299 Mississippi 15 %265

52. 16 Career Clusters Department of Education

53. Reading Requirements Findings Entry-level Entry-level Highest in 6/16 Highest in 6/16 Second Highest in 7/16 Second Highest in 7/16 Consistent Across Country Consistent Across Country

54. Human Services

55. Construction

56. Manufacturing

57. On-the Job Lexile Requirements Construction 1,500 1,400 1,300 1,200 1,100 1,000 900 800 Lexile CraftsmanNurseSalesSecretary National Adult Literacy Study 1992 International Center for Leadership in Education 2009

58. College and Career Readiness Defined Cognitive strategies: Intellectual openness; inquisitiveness; analysis; interpretation; precision and accuracy; problem solving; and reasoning, argumentation, and proof. Content knowledge: Understanding the structures and large organizing concepts of the academic disciplines, resting upon strong research and writing abilities. Academic behaviors: Self-management, time management, strategic study skills, accurate perceptions of one’s true performance, persistence, ability to utilize study groups, self- awareness, self-control, and intentionality. Contextual skills and knowledge: Facility with application and financial-aid processes and the ability to acculturate to college. David Conley

60. STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS JUNE 2010

61. http://www.corestandards.org

62. 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

63. Design and Organization Three appendices A: Research and evidence; glossary of key terms B: Reading text exemplars; sample performance tasks C: Annotated student writing samples

64. Design and Organization Shared responsibilities for students’ literacy development

65. Design and Organization Focus on results rather than means

66. Design and Organization Media skills blended throughout

67. Design and Organization Four strands: –Reading (including Reading Foundational Skills) –Writing –Speaking and Listening –Language

68. Reading Design and Organization Three sections: 1. Literature 2. Informational Text 3. Foundational Skills (K-5)

69. Literary/Informational Text Literature Informational Text StoriesDramaPoetryLiterary Nonfiction and Historical, Scientific, and Technical Texts Includes children’s adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth Includes staged dialogue and brief familiar scenes Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics

70. 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

71. College and Career Readiness Standards for Reading Correspond to the College and Career Readiness anchor stand organized in four key areas: 1. Key Ideas and Details 2. Craft and Structure 3. Integration of Knowledge and Ideas 4. Range of reading and Level of Text Complexity

72. College and Career Readiness Standards for Reading Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

73. College and Career Readiness Standards for Reading Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text.

74. College and Career Readiness Standards for Reading Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. *8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

75. College and Career Readiness Standards for Reading Range of Reading and Level of Text Complexity 10.Read and comprehend complex literary and informational texts independently and proficiently.

76. Table Discussion: How does your current curriculum align to the CCR Anchor standards in Reading?

77. Which of the concepts and skills required in the Common Core State Standards are included in your state’s standards?

78. Reading Framework for NAEP 2009 Grade Literary Informational 4 50% 8 45% 55% 12 30% 70%

79. How will you engage all content teachers in understanding and implementing reading expectations?

80. Text Complexity Matters ACT 2006 Reading Between the Lines: Students who reached benchmark score and did well in college: –Ability to make inferences while reading or answering questions –Ability to answer questions associated with complex text

81. Text Complexity Grade Bands and Associated Lexile Ranges Text Complexity Grade Band in the Standards Old Lexile RangesLexile Ranges Aligned to CCR expectations K-1N/A 2-3450-725450-790 4-5645-845770-980 6-8860-1010955-1155 9-10960-11151080-1305 11-CCR1070-12201215-1355

82. Lexile Literature 1500 - On Ancient Medicine 1400 - The Scarlet Letter 1300 - Brown vs. Board of Ed. 1200 - War and Peace 1100 - Pride and Prejudice 1000 - Black Beauty 900 - Tom Swift in the Land of Wonders 800 - The Adventures of Pinocchio 700 - Bunnicula: A Rabbit Tale of Mystery 600 - A Baby Sister for Frances 500 - The Magic School Bus Inside the Earth 400 - Frog and Toad are Friends 300 - Clifford’s Manners

83. Lexile Analyzer http://www.lexile.com/analyz er/

84. 84 Overview of Text Complexity Reading Standards include over exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade Text complexity is defined by: Qualitative 1.Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative 2.Quantitative measures – readability and other scores of text complexity Reader and Task 3.Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned

85. Levels of Meaning Single  Multiple levels of meaning Explicitly stated purpose  Implicit purpose, may be hidden or obscure

86. Structure Simple  Complex Explicit  Implicit Conventional  Unconventional (Literary) Chronological order  Unconventional order Common genre  Specific to a discipline (I) Simple graphics  Sophisticated graphics Graphics unnecessary  Graphics essential to text

87. Language Conventionality and Clarity Literal  Figurative or ironic Clear  Ambiguous Contemporary  Archaic or unfamiliar Conversational  General academic and domain specific

88. Knowledge Demands: Life Experiences (literary text) Simple theme  Complex or sophisticated themes Single themes  Multiple Common everyday experiences Experiences distinctly different from one’s own Single perspective  Multiple Perspective like one’s own  Perspective unlike or in opposition to one’s own

89. Knowledge Demands: Content/Discipline (Informational) Everyday knowledge/genre conventions required  Extensive specific content knowledge required Fe citations of other texts  Many references to citations of other text

91. Performance Task Students explain how Melvin Berger uses reasons and evidence in his book Discovering Mars: The Amazing Story of the Red Planet to support particular points regarding the topology of the planet. [RI.4.8]

93. 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 ]

104. Reading Standards: 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 Teach what they need, not what they know

105. Reading Standards: Foundational Skills (K–2) KindergartenGrade One Print Concepts 1.Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. d. Recognize and name all upper- and lowercase letters of the alphabet. 1.Demonstrate understanding of the organization and basic features of print. a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

106. Reading Standards: Foundational Skills (K–2) KindergartenGrade One Phonological awareness 2.Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. b. Count, pronounce, blend, and segment syllables in spoken words. c. Blend and segment onsets and rimes of single-syllable spoken words. d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonent-vowel- consonent, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) e.Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. 2.Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a.Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

107. Reading Foundational Skills K-2 KindergartenGrade OneGrade Two Phonics and Word Recognition 3.Know and apply grade-level phonics and word analysis skills in decoding words. a. One-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. b.Associate the long and short sounds with common spellings (graphemes) for the five major vowels. c.Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). d.Distinguish between similarly spelled words by identifying the sounds of the letters that differ. 3.Know and apply grade-level phonics and word analysis skills in decoding words a.spelling-sound correspondences for common consonant digraphs. b. Decode regularly spelled one- syllable words c.Know final -e and common vowel team conventions for representing long vowel sounds D.Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. e.Decode two-syllable words following basic patterns by breaking the words into syllables.f.Read words with inflectional endings. g.Recognize and read grade- appropriate irregularly spelled words. 3. Know and apply grade-level phonics and word analysis skills in decoding.a.Distinguish long and short vowels when reading regularly spelled one-syllable words. b.Know spelling-sound correspondences for additional common vowel teams. c.Decode regularly spelled two- syllable words with long vowels. d.Decode words with common prefixes and suffixes. e.Identify words with inconsistent but common spelling-sound correspondences. f.Recognize and read grade- appropriate irregularly spelled words.

108. Reading Foundational Skills K-2 KindergartenGrade OneGrade Two Fluency 4. Read emergent- reader texts with purpose and understanding. 4. Read with sufficient accuracy and fluency to support comprehension. a.Read on-level text with purpose and understanding.b.Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c.Use context to confirm or self-correct word recognition and understanding, rereading as necessary. 4. Read with sufficient accuracy and fluency to support comprehension. a.Read on-level text with purpose and understanding. b.Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c.Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

109. Writing Standards

110. College and Career Readiness Writing Standards Text Types and Purposes 1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2.Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3.Write narratives to develop real or imagined experiences or events using effective techniques, well- chosen details, and well-structured event sequences.

111. Table Discussion Why is the student’s ability to write sound arguments on substantive topics and issues important?

112. NAEP 2011 Writing Framework GradeTo PersuadeTo ExplainTo Convey Experience 430%35% 8 30% 1240% 20%

120. College and Career Readiness Writing Standards Production and Distribution of Writing 4.Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5.Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6.Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

121. College and Career Readiness Writing Standards Research to Build and Present Knowledge 7.Conduct short, as well as more sustained research projects based on questions, demonstrating understanding of the subject under investigation. 8.Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9.Draw evidence from literary or informational texts to support analysis, reflection, and research.

122. College and Career Readiness Writing Standards Range of Writing 10.Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

123. Writing Standards/Research First Grade 7. Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). 8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. 9. (Begins in grade 4)

124. Writing Standards/Research Third Grade 7. Conduct short research projects that build knowledge about a topic. 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. 9. (Begins in grade 4)

125. Writing Standards/Research Grade 5 7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. 8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”). Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).

126. Writing Standards/Research Grade 7 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. 8. Gather relevant information from multiple print and digital sources, 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. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”). Apply grade 7 Reading standards to literary nonfiction (e.g. “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”).

127. Writing Standards/Research Grade 9-10 7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple authoritative print and digital sources, 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. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

128. What types of writing are your students engaged in? Is it sufficient? What might you need to consider?

129. College and Career Readiness Anchor Standards for Speaking and Listening Comprehension and Collaboration 1. Range of conversations and collaborations, diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

131. College and Career Readiness Anchor Standards for Speaking and Listening Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

132. College and Career Readiness Anchor Standards for Language Conventions of Standard English 1.When writing or speaking. 2.Use capitalization, punctuation, and spelling when writing. Knowledge of Language 3.To comprehend more fully when reading or listening. Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings 6. Acquire and use accurately a range of general academic and domain- specific words

133. 911

135. Reading Standards for Literacy in History/Social Studies, Science and Technical Subjects 6-12 Reading critical to building knowledge Appreciation for the norms and conventions Evidence Understanding of domain specific words Analyze, evaluate intricate argument, synthesize Complement the disciplines

136. Reading Standards for Literacy in History/Social Studies 6–12 Common Core Reading Standard for Informational Text Anchor Standard Grades 9-10 Grades 11-12 Key Ideas & Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information 1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

137. Literacy in Science and Technical Subjects Common Core Reading Standard for Informational Text Anchor Standard Reading Standards for Literacy in Science and Technical Subjects Grades 9-10 Reading Standards for Literacy in Science and Technical Subjects Grades 11-12 Key Ideas & Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 1.Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions 1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

138. CCR Students in Reading, Writing, Speaking, Listening, and Language They demonstrate independence They build strong content knowledge They respond to varying demands of audience, task, purpose, and discipline They comprehend as well as critique They value evidence They use technology and digital media They understand other perspectives and cultures

139. What is not included: 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

140. Complete the Rigor and Relevance, and Literacy Checklist independently Discuss with team Identify 2-3 key focus areas Develop action steps Who will be responsible Timeline How will it be measured?

141. Quantile Framework Numbers and Operations Numbers and Operations Algebra / Patterns & Functions Algebra / Patterns & Functions Data Analysis & Probability Data Analysis & Probability Measurement Measurement Geometry

142. 500 600 700 900 1000 800 Quantile Measure (Q) Personal Use Employment High School First-Year College 1200 1100 1300 1500 1400 Interquartile Ranges Shown (25% - 75%) 2005-06 Quantile Framework ® for Math 8th 10th 11th

143. STANDARDS FOR MATHEMATICS JUNE 2010

144. Characteristics Fewer and more rigorous. Aligned with college and career expectations – prepare all students for success upon graduating from high school. Internationally benchmarked, so that all students are prepared for succeeding in our global economy and society. Includes rigorous content and application of higher- order skills. Builds upon strengths and lessons of current state standards. Research based

145. Coherence Articulated progressions of topics and performances that are developmental and connected to other progressions Conceptual understanding and procedural skills emphasized equally NCTM states coherence also means that instruction, assessment, and curriculum are aligned

146. Focus Key ideas, understandings, and skills are identified Deep learning of concepts is stressed –That is, time is spent on a topic and on learning it well. This counters the “mile wide, inch deep” criticism leveled at most current U.S. standards.

147. Clarity and Specificity Skills and concepts are clearly defined Being able to apply concepts and skills to new situations is expected

148. Intent of Common Core The same goals for all students Coherence Focus Clarity and Specificity

149. Grade-Level Standards  K-8 grade-by-grade standards organized by domain  9-12 high school standards organized by conceptual categories

150. Grade-Level Standards  K-8 grade-by-grade standards organized by domain  9-12 high school standards organized by conceptual categories

151. The K-5 standards: whole numbers addition subtraction multiplication division fractions and decimals

152. 6-8 standards: geometry algebra probability and statistics

153. High school standards: Number & Quantity Algebra Functions Modeling Geometry Statistics & Probability

154. Standards for Mathematical Practice  Describe mathematical “habits of mind”  Standards for mathematical proficiency: reasoning, problem solving, modeling, decision making, and engagement  Connect with content standards in each grade

155. Mathematics/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

156. Mathematical Practices 1. Make sense of problems and persevere in solving them: –Use concrete objects or pictures to help solve problems –Proficient students can explain the meaning of the problem –Identify how to enter the problem –Make a plan on how to solve the problem –Monitor progress

157. Mathematical Practices 2. Reason abstractly and quantitatively: –Make sense of quantities and their relationship in problems –Use concrete manipulatives to demonstrate an understanding of the problem Units involved Understanding the meaning of quantities Knowing and using different properties of operations

158. Mathematical Practices 3. Construct viable arguments and critique the reasoning of others: –Can construct solutions using concrete objects such as drawings, diagrams and actions –Students develop strategies to solve problems, question them to understand their thinking and understanding

159. Mathematical Practices 4. Model with mathematics: –Apply the math they know to solving problems –Being able to write equations to describe a situation

160. Mathematical Practices 5. Use appropriate tools strategically –Students use a variety of methods and tools to compute, including objects, mental computation, estimation, paper and pencil, and calculators.

161. Mathematical Practices 6. Attend to Precision –Communicate clearly how they solved the problem –Know the symbol –Check answers –Ask lots of question to understand how students are tackling the problem

162. Mathematical Practices 7. Look for and make use of structure –Recognize patterns or structure (3+7 is the same as 7+3)

163. Mathematical Practices 8. Look for and express regularity in repeated reasoning: –Watch for repeated patterns, numbers –Able to identify shortcuts

164. Common Core Format Domains are larger groups of related standards. Standards from different domains may sometimes be closely related. Clusters are groups of related standards. Standards from different clusters may sometimes be closely related, because mathematics is a connected subject. Standards define what students should be able to understand and be able to do.

165. Common Core Format High School Conceptual Category Domain Cluster Standards K-8 Grade Domain Cluster Standards

166. Grade Level Overview

167. Critical Areas – similar to NCTM’s Curriculum Focal Points

168. Format of K-8 Standards Grade Level DomainDomain

169. Format of K-8 StandardsStandardStandard ClusterCluster ClusterCluster StandardStandard Domain Statement

170. Kindergarten Understanding base ten system – drawing special attention to 10 Children learn to view 11-19 as ten ones and some more Decompose 10 into pairs such as 1 + 9, 2 + 8, 3 + 7 and find the umber that makes 10 when added to a given number

171. Kindergarten

172. Grade 1 Focus Areas 1.Developing understanding of addition, subtraction, and strategies for addition and subtraction within 20; 2. Developing understanding of whole number relationships and place value, including grouping in tens and ones; 3.Developing understanding of linear measurement and measuring lengths as iterating length units; and 4. Reasoning about attributes of, and composing and decomposing geometric shapes.

175. Grade 2 Focus 1.Extending understanding of base-ten notation Counting by 5s, 10s, and multiples of 100s, 10s, and ones Multiple digits up to 1000 2. Building fluency with + and – (within 1000) 3. Using standard units of measure (centimeter and inch) 4. Describing and analyzing shapes Foundation for understanding area, volume, congruence, similarity, and symmetry in later grades.

176. Grade 2 Overview Operations and Algebraic Thinking –Represent and solve problems involving addition and subtraction –Add and Subtract within 20 –Work with equal groups of objects to gain foundations for multiplication

180. Grade 2 Overview Number and Operations in Base Ten –Understand place value –Use place value understanding and properties of operations to add and subtract

182. Grade 2 Overview Measurement and Data –Measure and estimate lengths in standard units –Relate addition and subtraction to length –Work with time and money –Represent and interpret data Geometry –Reason with shapes and their attributes

183. Common Addition and Subtraction Situations Results Unknown Change Unknown Start Unknown Add toSally has 4 rocks. John gave her 6 more rocks. How many rocks does S Sally had 4 rocks. How many rocks does she need to have 10 rocks altogether? Sally had some rocks. John gave her 6 more rocks. Now she has 10 rocks. How many rocks did Sally have to start with? Take fromSally had 10 rocks. She gave 4 to John. How many rocks does Sally have left? Sally had 10 rocks. She gave some to John. Now she has 6 rocks left. How many rocks did Sally give to John? Sally had some rocks. She gave 4 to John. Now she has 6 rocks left. How many rocks did Sally have to start with?

184. Common addition and subtraction situations Total UnknownAdded UnknownBoth Addends Unknown Put Together/Take apart Sally has 4 red rocks and 6 blue rocks. How many rocks does she have? 4 + 6 = ? Sally has 10 rocks. 4 are red and the rest are blue. How many blue rocks does Sally have? 4 + ? = 10 Sally has 10 rocks. How many can she put in the blue box and how many in her red box? 10 = 0 +10, 10=10 + 0 10 = 5 + 5 10 = 6 + 4

185. Compare Addition and Subtraction situations Differences Unknown Bigger UnknownSmaller Unknown CompareSally has 10 rocks. John has 6 rocks. How many more rocks does Sally have than John? 10 – 6 = ? 6 + ? = 10 John has 6 rocks. Sally has 4 more than John. How many rocks does Sally have? 6 + 4 = ? 4 + 6 = ? Sally has 10 rocks. She has 6 more rocks than John. How many rocks does John have? ? + 6 = 10 10 – 6 = ?

186. Grade 3 Focus (1)developing understanding of multiplication and division and strategies for multiplication and division within 100; (2) developing understanding of fractions, especially unit fractions (fractions with numerator 1); (3) developing understanding of the structure of rectangular arrays and of area; and (4) describing and analyzing two-dimensional shapes

187. Grade Three Overview Operations and Algebraic Thinking –Represent and solve problems involving multiplication and division. – Understand properties of multiplication and the relationship between multiplication and division. –Multiply and divide within 100 –Solve problems involving the four operations, and identify and explain patterns in arithmetic.

188. Grade Three Overview Number and Operation in Base Ten –Use place value understanding and properties of operations to perform multi-digit arithmetic. Number and Operation – Fractions –Develop understanding of fractions as numbers.

189. Grade Three Overview Measurement and Data –Solve problems: estimation of intervals of time, liquid volumes, and masses of objects. –represent and interpret data. –Geometric measurement: concepts of area and relate area to multiplication and to addition. –Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

190. Grade Three Overview Geometry –Reason with shapes and their attributes.

191. Grade Four Focus Areas (1)Develop understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit dividends; (2) Develop understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers; (3) Understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry.

192. Grade Four Overview Operations and Algebraic thinking –Use the four operations with whole numbers to solve problems. –Gain familiarity with factors and multiples. – Generate and analyze patterns.

193. Grade Four Overview Number and operations in Base ten –Generalize place value understanding for multi- digit whole numbers. –Use place value understanding and properties of operations to perform multi-digit arithmetic. Number and operations—fractions –extend understanding of fraction equivalence and ordering. –Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. –Understand decimal notation for fractions, and compare decimal fractions.

194. Grade Four Overview Measurement and data –Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. –Represent and interpret data. – Geometric measurement: understand concepts of angle and measure angles. Geometry –Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

195. Grade Five Focus (1)developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions); (2) extending division to 2-digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal operations; and (3) developing understanding of volume.

196. Grade Five Overview Operations and Algebraic Thinking: Write and interpret numerical expressions Analyze patterns and relationships. Number and Operations in Base ten Understand the place value system. Perform operations with multi-digit whole numbers and with decimals to hundredths.

197. Common multiplication and division situations Problem TypesMultiplicationPartition Division Measurement Division Equal Group(Whole unknown) Mark has 4 bags of apples. There are 5 apples in each bag. How many apples does Mark have altogether (Size of groups unknown) Mark has 20 apples. He wants to share them equally among his 4 friends. How many apples will each friend receive? (Number of groups unknown) Mark has 20 apples. He puts them in bags with 5 apples in each. How many bags did he use? Equal Group Problems (rate (Whole unknown) If apples cost 4 cents each, how much would 5 apples cost? (Size of groups unknown) Jill paid 20 cents for 5 apples. What is the cost of 1 apple? (Number of groups unknown) Jill bought apples for 4 cents each. She spent 20 cents. How many apples did she buy?

198. Common multiplication and division situations Equal Group Problems (rate) (Whole unknown) Peter walked for 5 hours at 4 miles per hour. How far did he walk? (Size of groups unknown) Peter walked 20 miles in 5 hours. How fast was he walking (in miles per hour)? (Number of groups unknown) Peter walked 20 miles at a rate of 4 miles per hour. How long did he walk for? Compare Problems (Product unknown) Jill picked 4 apples. Bill picked 5 times as many. How many apples did Bill pick? (Set size unknown) Mark picked 20 apples. He picked 4 times as many as Jill. How many apples did Jill pick? (Multiplier Unknown) Mark Picked 20 apples and Jill picked only 4. How many times as many apples did Mark pick as Jill did?

199. Grade Five Overview Number and Operations—Fractions Use equivalent fractions as a strategy to add and subtract fractions. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

200. Grade Five Overview Measurement and Data: Convert like measurement units within a given measurement system. Represent and interpret data. Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

201. Grade Five Overview Geometry: Graph points on the coordinate plane to solve real-world and mathematical problems. Classify two-dimensional figures into categories based on their properties.

202. K-5 Learning Progressions http://commoncoretools.wordpress.com/

203. http://www.esd112.org/smerc/ mpat_detail.cfm Sample math performance tasks

204. Grade 6 Focus (1) connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems; (2) completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers; (3) writing, interpreting, and using expressions and equations; and (4) developing understanding of statistical thinking.

205. Grade Six Overview Ratios and Proportional relationship Understand ratio concepts and use ratio reasoning to solve problems. The Number System apply and extend previous understandings of multiplication and division to divide fractions by fractions. Compute fluently with multi-digit numbers and find common factors and multiples. apply and extend previous understandings of numbers to the system of rational numbers.

206. Grade Six Overview Expressions and Equations apply and extend previous understandings of arithmetic to algebraic expressions. reason about and solve one-variable equations and inequalities. represent and analyze quantitative relationships between dependent and independent variables.

207. Grade Six Overview Geometry Solve real-world and mathematical problems involving area, surface area, and volume. Statistics and Probability develop understanding of statistical variability. Summarize and describe distributions.

208. 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.

209. Grade 7 Focus (1)Develop understanding of and applying proportional relationships; (2) Develop understanding of operations with rational numbers and working with expressions and linear equations; (3) Solve problems involving scale drawings and informal geometric constructions, and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume; and (4) Draw inferences about populations based on samples.

210. Grade 7 Overview Ratios and Proportional relationships Analyze proportional relationships and use them to solve real-world and mathematical problems. The Number System Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

211. Grade 7 Overview Expressions and Equations Use properties of operations to generate equivalent expressions. Solve real-life and mathematical problems using numerical and algebraic expressions and equations. Geometry Draw, construct and describe geometrical figures and describe the relationships between them. Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

212. Grade 7 Overview Statistics and Probability Use random sampling to draw inferences about a population. Draw informal comparative inferences about two populations. Investigate chance processes and develop, use, and evaluate probability models.

213. Grade 8 Focus (1) formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations; (2) grasping the concept of a function and using functions to describe quantitative relationships; (3) analyzing two- and three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem.

214. Grade 8 Overview The Number System Know that there are numbers that are not rational, and approximate them by rational numbers. 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.

215. Grade 8 Overview Functions Define, evaluate, and compare functions. Use functions to model relationships between quantities.

216. Grade 8 Overview Geometry Understand congruence and similarity using physical models, transparencies, or geometry software. Understand and apply the Pythagorean theorem. Solve real-world and mathematical problems involving volume of cylinders, cones and spheres.

217. Grade 8 Overview Statistics and Probability Investigate patterns of association in bivariate data.

218. HS Pathways 1.) Traditional (US) – 2 Algebra, Geometry and Data, probability and statistics included in each course 2.) International (integrated) three courses including number, algebra, geometry, probability and statistics each year 3.) Compacted version of traditional – grade 7/8 and algebra completed by end of 8 th grade 4.) Compacted integrated model, allowing students to reach Calculus or other college level courses

222. Number and Quantity Overview Real Number System Quantities Complex Number System Vector and Matrix Quantities

223. Algebra Overview Seeing Structure in Expressions Arithmetic with Polynomials and Rational Expressions Creating Equations Reasoning with Equations and Inequalities

224. Functions Interpreting Functions Building Functions Linear, Quadratic and Exponential Models Trigonometric Functions

225. Modeling Identify the problem Formulate a model Analyze and perform operations Interpret results Validate the conclusion Report on the conclusion

226. Geometry Congruence Similarity, Right Triangles, and Trigonometry Circles Expressing Geometric Properties with Equations Geometric Measurement and Dimension Modeling and Geometry

227. Statistics and Probability Interpreting Categorical and Quantitative Data Making Inferences and Justifying Conclusions Conditional Probability and the Rules of Probability Using Probability to Make Decisions

228. Resources Progressions Project, ime.math.arizona.edu/progressions/ Mathematics Project website, http://illustrativemathematics.org. http://illustrativemathematics.org NCTM, NCSM, AMTE, and ASSM will be developing additional resources watch - http://commoncoretools.wordpress.com

229. Recommended Professional Development Grades K–2, Counting and Cardinality and Number and Operations in Base Grades K–5 Operations and Algebraic Thinking Grades 3–5 Number and Operations—Fractions Grades 6–7 Ratios and Proportional Reasoning Grade 8 Geometry

230. 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.

231. Individually complete the Mathematics Characteristics Checklist Compare your choices with team Underline items rated Pervasive or Considerable Circle items rated Initiated or Absent Come to consensus on item (s) of concern

232. Common Core Standards NESS State Tests State Standards C

233. Common Core Standards NESS State Tests State Standards C A

234. Common Core Standards NESS State Tests State Standards Consortium Assessment

235. Common Core Standards NESS State Tests State Standards Consortium Assessment 3 Years D

236. Common Core Standards NESS State Tests State Standards Consortium Assessment

237. Common Core Standards NESS State Tests State Standards Consortium Assessment DA

238. NESS State Tests State Standards Now A C

239. Common Core Standards NESS State Tests State Standards Consortium Assessment 3 Years DC

240. A B D C