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Brace Yourself
Change is Coming!
The new X is:Common Core State
Standards/Essential Standards
“In an increasingly complex world, sometimes old questions require new answers.”
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What is all the talk about?
An overview of the transition to Common Core State Standards
and Essential Standards
Disclaimer
I don’t know what I don’t know!
The Process
• 2008: Framework for Change• 2008: Response to change: ACRE• 2009: CCSSO and NGA develop college and career
readiness standards• Based on the college and career readiness standards, K-
12 learning progressions developed• Multiple rounds of feedback from states, teachers,
researchers, higher education, and the general public• June 2, 2010:Final Common Core State Standards
released• June 2010: Adopted by NCSBE
Similar Goals for Standards
North Carolina’s Mandates
“Essential”
“Narrow”
“Deep”
“Rigorous + Relevant”
“Readiness for College and
Career”
Common Core
“Essential”
”Fewer, Higher, Clearer”
”Focused”
“Enduring”
“Measurable”
“Clear and Concise”
“Prioritized and Focused”
”Rigorous”
”Readiness for College and Career”
9
What are CCSS?
• For ELA and Math only• Align with best evidence on college and career readiness
expectations• Maintain focus on what matters most for readiness for
college and career• Are clear, understandable and consistent• Include rigorous content and application of knowledge
through high-order skills• Build upon strengths and lessons of current state
standards• Are informed by other top performing countries, so that all
students are prepared to succeed in our global economy and society
• Are evidence-based
In North CarolinaFewer, Higher, Clearer
• Adopted in June 2010 by State Board of Education
• Among the first group of states to adopt Common Core State Standards
• Transition to CCSS is part of NC and LCPS RttT plan
What CCSS are not
• A National Curriculum• Everything that could or should be taught• A federal government initiativeDoes not include• How teachers should teach• Advanced work beyond the core• Interventions needed for students well below grade level• A full range of support for English language learners and
students with special needs• Everything needed to be college and career ready
ELA CCSSThree 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 OrganizationCollege and Career Readiness (CCR) anchor standards• Broad expectations consistent across grades and content areas• Based on evidence
about college andworkforce trainingexpectations
• 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
ReadingComprehension (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 frameworkRange 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
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)
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 AdvancesReading• Balance of literature and informational texts• Text complexityWriting• Emphasis on argument and informative/explanatory
writing• Writing about sourcesSpeaking and Listening• Inclusion of formal and informal talkLanguage• 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
Math CCSSStandards 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)
Design and OrganizationFocal points at each grade level
Design and Organization
Grade Level Overviews
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
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.
Algebra, Grade 8Graded 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.
Key AdvancesFocus 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.
Essential Standardshttp://www.dpi.state.nc.us/acre/standards/new-standards/
• Currently adopted– Science– Social Studies– Information and Technology Skills– World Languages– Arts Education– Occupational Course of Study– Healthful Living
• Draft – Guidance
• Fewer, Higher, Clearer• Based on Revised Bloom’s Taxonomy
The Future
• Transition to CCSS/ES 2011-12– Professional development for all teachers and
administrators– Crosswalks and Unpacked content
http://www.ncpublicschools.org/acre/standards/support-tools/
• Field tests for CCSS/ES 2011-12• CCSS/ES Fully Operational 2012-13• SBAC Operational (online) 2014-15?
Timeline 2/14/2011 • page 35
Essential Standards
1
Plan to Support and Transition
Instructional Toolkits including:
o Crosswalks between Old and New
o Vertical Learning Progressions
o Glossary of Terms
o Unpacked Content
o Assessment Prototypes
o Lesson Plans, Unit Plans
o Diagnostic, Formative, and Benchmarking Assessment Tools
Tools
For All New Standards
36
Lenoir County ImplementationCurrently
• 2009-present: Workshops on Revised Bloom’s Taxonomy
• Fall 2010: Formed Math CCSS Team• Fall 2011: DSW includes RttT funds for PD for CCSS/ES• Winter 2011: Formed CCSS Leads Team• March 2011: CCSS Leads view webinar• March 2011: 2 PD facilitators in place for Region 2• June 13, 2011: CCSS Leads Module 1 Training• July 12,13 2011: CCSS Leads to CC/ES Summer
Institutes• August 3, 2011: LEA Plan due for PD for CCSS/ES
2011-12 Professional Development Plan
• Form content level teams
• Participate in DPI developed modules
• Content level training: TBD
• Design Instructional Plans for each subject and grade/course
• Develop new benchmark assessments
Professional Development: Access and Support
04/10/23 • page 39
MODULES
Online support to increase teacher understanding and implementation of standards
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Instructional Tools targeted to aid in the transition and to complement the professional development.
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04/10/23 • page 40
Key Instructional Tool Dates and Activities
June 3, 2011
April 1, 2011
June 24, 2011
Content-specific professional development offerings available
August 2011-August 2014
Smarter Balanced Assessment Consortium (SBAC)
04/10/23 • page 41
What is SBAC? What impact will it have on students?
What do schools and educators need to do to prepare?
What is the SBAC time line?
31 States working together to develop an assessment system aligned to the Common Core Standards in ELA and Math.
Will include: •Computer-adaptive summative assessments with performance tasks in ELA and Math for 3-8 and high school •Flexible tools for teaching (formative assessment tools, data display and analysis tools, diagnostics, checks for misconceptions)
• Equity of expectations• Comparability of results• More authentic tasks and more accurate
measurement (particularly of growth)
What impact will it have on teachers?
• Focused instruction• Better-aligned teaching resources
(instructional and assessment)• More resources and shared language
across state-lines
Start Professional Development on the Common Core
Start teaching the Common Core in 2012-13
(schools will be held accountable for Common Core)
Prepare for online delivery of assessments
See Next….
Smarter Balanced Assessment Consortium (SBAC)
04/10/23 • page 42
Development of Assessments
2014-15
Useful websites
• ACRE: http://www.ncpublicschools.org/acre/
• Essential Standards: http://www.ncpublicschools.org/acre/standards/
• Instructional Tools (crosswalks, unpacked content): http://www.ncpublicschools.org/acre/standards/support-tools/
Useful Websites
• Common Core State Standards: http://www.corestandards.org/
• Smarter Balanced Assessment Consortium: http://www.k12.wa.us/smarter/
• SBAC in North Carolina: http://www.ncpublicschools.org/newsroom/news/2010-11/20100903-01