COMMON CORESTATE STANDARDS

(CCSS) An Overview

Purpose

• To provide a common base of information about CCSS for every CSSU faculty.

• To provide a place from which to launch in depth work during work days this coming school year.

Who developed Common Core State Standards?

Why were they developed?

What are the Common Core State Standards and what is different?

Assessment of CCSS-Smarter Balanced Assessment Consortium (SBAC)

Implications for CSSU

Who developed the Common Core Standards for Proficiency?

Developed in collaboration with:

National organization feedback received from:

• Teachers• School administrators• Education experts and

researchers• Higher education

• Teachers• Post secondary educators

(including Community Colleges• Civil Rights groups• English Language Learners• Students with disabilities• Representatives from the

business community

Advisory Group includes experts from:• Achieve, Inc.• ACT• The College Board• NCTM• The National Association of State

Boards of Education• The State Higher Education

Executive Officers

A state led effort – National Governors Association Center of Best Practices & Council of Chief State School Officers

Why were they developed? Equity - Standards across the states are widely

dissimilar. Common and consistently rigorous standards are needed for all students across the United States.

Standards did not align with college and workplace expectations.

All students must be prepared to compete in a global workplace, today’s jobs require different skills

• ‘Impoverished Curriculum’ - Struggling learners are given watered-down lessons. Struggling students are often pulled out of ‘first wave instruction’ and miss out on rigor and a complete literacy or math lesson. (Torf 2008)

Common Core: Literacy & Math Standards have been adopted

by 46 States.

Why in Vermont? In Vermont: Over 1,300 students did not graduate from high school

in 2010. For every 100 9th graders , 85 will graduate high

school, and 44 of them will enroll in college when they graduate. Of those 44 students, 33 will return for sophomore

year at college and, 26 will receive a college degree.At CVU: Of 337 seniors at CVU in 2010, 30% did not go on to higher education.

Why in Vermont? Vermont Poverty Statistics

• 37% of all students in Vermont live in poverty• 14% of CSSU’s 4,164 students are living in poverty.• This is a 3% increase over 2010-2011.

We need to provide all students with a rigorous and well rounded education in order to prepare them for success and confidence in college and or work.

Poverty has a profound influence on academic outcomes.

What are the Common Core State Standards (CCSS)?

CCSS are uniform, national, evidence-based K-12 standards in Mathematics and English Language Arts.

CCSS define the knowledge and skills students should know and be able to do within their K-12 educational experience.

They include rigorous content K-12 benchmarks as well as habits of learning and application standards.

They build upon strengths and lessons from current state and world wide standards.

They are about teaching. “A teacher’s effect on student achievement is measurable years after students have left that teacher.” The Final Report of the National Mathematics Advisory Panel

They are not just pieces of content distributed over grade levels, they are also about powerful teaching and research based practices.

What is different about CCSS?

“To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now and so that the steps you take are always in the right direction.”

Stephen Covey - The Seven Habits of Highly Effective People

Broad Differences

Aligned with college and workforce expectationsIncreased rigor They go deeper, not wider - fewer and more

specific standards that stress applicationThey are about the ‘how’ not just the ‘what.’

What is Different? continued

Informed by standards in high performing countries (Finland, South Korea, Singapore, Shanghai-China)

Re-alignment of content standards to match grade appropriateness based on brain and developmental research

Monitoring progress and using data will be ‘built-in’ to the assessment system; SBAC is developing interim, formative benchmarking to support progress monitoring.

Math Standards: What is different?

Math Practice (Standards of Practice) - set of 8 standards that describe the way content should be taught.

Math Content –Standards that define what students should understand and be able to do in mathematics at certain grade levels.

Math standards emphasize: numeracy, arithmetic and fact facility, including fractions, in early grades.

Standards for Mathematical Practice: K-High School

Make sense of problems and persevere in solving them.

Reason abstractly and quantitatively.Construct viable arguments and critique the

reasoning of others. Model with mathematics.Use appropriate tools strategically.Attend to precision.Look for and make use of structure.Look for and express regularity in repeated

reasoning.

3/21/12 CVEDC Dine & Discuss 16

Standards for Mathematical Practice CVU Expectation(s)

for Student Learning

1 5.1, 62 5.4, 5.53 5.4, 5.5, 5.64 8.75 n/a6 8.27 5.2, 5.38 5.2

Shifts: Mathematics Grades K-5

Introduction at earlier grade◦ Addition, subtraction, multiplication, and division of

whole numbers and other rational numbers

Introduction at later grade◦ Statistics and Probability is introduced as a domain in

Grade 6◦ Expressions and Equations is introduced as a domain in

Grade 6

More specificity◦ Focus on operations with whole numbers, fractions,

and decimals as the foundation for more demanding math concepts and procedures

CVEDC Dine & Discuss 18

Current Structure of K-12 Mathematics

3/21/12

4 – A Change in Content Structure

Distribution of the Domains (K-8)Domain Grade Levels

K 1 2 3 4 5 6 7 8

Counting and Cardinality

Operations and Algebraic Thinking

Number and Operations in Base Ten

Number and Operations - Fractions

Measurement and Data

Geometry

Ratios and Proportional Relationships

The Number System

Expressions and Equations

Statistics and Probability

Functions

Standards for High School Mathematical Content

High School Conceptual Categories:◦Number and Quantity◦Algebra◦Functions◦Modeling◦Geometry◦Statistics and Probability

21

3/21/12 CVEDC Dine & Discuss 22

ELA Standards: What is different ?There are three kinds:

Ten anchor standards, grade-specific standards organized in four strands, and Interdisciplinary Standards.

ELA Anchor Standards are college and career readiness standards. These ‘anchor’ the ELA standards by defining general expectations consistent across all grade levels and in all content areas.

Four ELA Content Strands include: Reading, Writing, Listening/Speaking, and Language

Interdisciplinary Standards: Deeper literacy skill development in content areas. Literacy standards are embedded in History/Social Studies, Science and Technology at grades 6-12.

ELA Standards: What is different? Emphasize comprehension- Through rigorous written

and oral demonstration of what has been learned, by extracting from text in order to justify a claim ◦ Research shows that the ability to read and comprehend complex

text is the best predictor of college success.◦ “Students must read like detectives” David Coleman (CC writer)

Emphasize use of more complex text in reading, writing and discussion.◦ Research shows that high school books became simpler after

1962, college texts did not.◦ Volume of reading in college is about 5-8 times what it is in high

school and is largely non-fiction.

What is different? continued

Emphasize rigorous informational content reading and writing starting in early grades and continuing.

Literary Informational

Elementary 50% 50%

Middle Level 45% 55%

High School 30% 70%

• Emphasize application - use of short, challenging texts for explicit instruction in critical thinking, vocabulary and comprehension

• Emphasize rich, intentional student discourse - launched by deep questioning and analysis of thinking

Bohm, ‘Use dialogue as a “true negotiation of meaning”…ideas are bigger than any individual might have conceived on his own.

• Emphasize research starting in early grades• Emphasize use of multiple texts for comparison,

analysis, and developing evidence.• Emphasize “Gradual release of responsibility”

and assessment of independence.o High school reading is highly scaffolded, college reading is not

Instruction Shifts for CCSS Writing

Focus on informational writing (arguments as well as information/explanatory texts) in all disciplines especially social studies and science

Ability to conduct research in short and longer projects

To Persuade To Explain To Convey Experience

Elementary 30% 35% 35%

Middle 35% 35% 30%

High School 40% 40% 20%

Tremendous value is placed on growing analytical thinkers and critical consumers and providing tools and structures for students to express their voice orally and in writing.

Common Core and AssessmentVermont has joined 33 states to form the Smarter

Balanced Assessment Consortium (SBAC).SBAC summative testing will be a computer-delivered

assessment system implemented Spring 2014-15.SBAC draws upon the work of Professor and

researcher Linda Darling-Hammond from Stanford University.

SBAC is comprised of performance, formative interim, and summative assessments.

Exemplars and released items will be available.Grades 3-8 and 11 will be tested in the spring.

Common Core and Assessment continued

SBAC summative testing will include performance tasks as well as multiple choice questions at each grade level.

SBAC will employ a growth model for score analysis (‘gain scores’ for individual students over successive years of assessment).

Common Core and Assessment continued

Each student’s testing level will be determined and a unique assessment will be provided based on the pre-test.

Students do not need to take the SBAC test simultaneously since each test is uniquely designed (CAT technology).

There will be a three month testing window.Interim assessments will be available in 2013-

14.

Implications for CSSU Common Core

CSSU Implementation Goal

To implement the Common Core State Standards in a way that strengthens

instruction and thereby prepares students for a rapidly changing world.

Implications for CSSU Assessment

NECAP - 2011-12 , 2012-13 no changes2013-2014 NECAP may include sample SBAC

questions and interims will be available. Final Math and Literacy NECAP – Fall 2013First SBAC assessment – Spring 2014-2015Science NECAP will not be impacted by

Common Core in the near future.

Assessment Implications2011/12 2012/13 2013/14 2014/15

K

1

2

3 NECAP NECAP NECAP SBAC

4 NECAP NECAP NECAP SBAC

5 NECAP NECAP NECAP SBAC

6 NECAP NECAP NECAP SBAC

7 NECAP NECAP NECAP SBAC

8 NECAP NECAP NECAP SBAC

9

10

11 NECAP NECAP NECAP SBAC

12

Professional Learning Implementation Timeline

We ar

e

here!

SY2010-2011 SY 2011-2012 SY 2012-2013 SY2013-2014 SY2014-2015

Professional Learning on significant shifts in instruction

Beginning Implementation 2012-2-13

and Common Core Assessment

CCSS Implications for CSSUWe have three years to learn, train, and implement CCSS

CSSU Implementation Plan:

2011-12 Leadership capacity building and study Summer 2012-Members of study groups shape

professional development for 2012-13. August 23-24th CSSU In service-”Digging in to Common

Core” November 19 & 20th- Regional Common Core Optional professional workshops 12-13 school year Summer Common Core work teams developing units

Regional and Local Common Core Professional Development

Ongoing Best Practices and Studio in Math with Teacher Development Group

Regional middle level course - CMP2, August 6-10

Regional grades 3-5 course - June 25-29Regional high school workshop – June 21-22

extension in OctoberLiteracy Institute on CC – August 13-15

In Conclusion, implementing Common Core is more than…

A chartA textbook correlationA scope and sequence orAn alignment

These are just the material artifacts that may or may not imply good teaching.

Implementation will require a strong focus throughout CSSU and at each local school by all stakeholders for the next 3-5 years in order to implement the new standards

with meaning and depth.

Common Core Standards are different, it is a transformative document.

It’s a messy process. CSSU teachers are well positioned to implement CCSS. We will work on this incrementally. Time will be given to work and learn together. Each year we will choose several areas in which to focus

across CSSU.

If you are interested…

Read part of the Core this summer

◦The Introduction◦The Appendices◦ Look up resources- get a jump start

Resourceshttp://www.corestandards.org/ http://www.commoncore.org

The VT Department of Education has assembled multiple resources at: https://sites.google.com/site/commoncoreinvermont/

“The most important reforms that a school system can make will be those that involve creating systems that support continuous improvement of instruction and increased

personal and shared accountability for raising levels of student achievement.”

Lucy Calkins