North DakotaCommon Core

State Standards

North Dakota Department of Public Instruction

Dr. Wayne G. Sanstead, State Superintendent

600 East Boulevard Avenue, Dept. 201Bismarck ND 58505-0440

www.dpi.state.nd.us

Last Update:March 3, 2012

Background

Organizational Structure of the CCSS

Planning CCSS Implementation in North Dakota

State Assessment under CCSS

Contacts & Additional Resources

College & Career Readiness

Common Core State Standards Presentation Outline

Background

New standards for English language arts (ELA) and mathematics were adopted in June 2010 by the National Governors’ Association and the Council of Chief State School Officers.

North Dakota statewide committee of content and instructional experts studied and reviewed CCSS from June 2010 – April 2011.

ND statewide committee voted unanimously on April 6, 2011 to adopt the CCSS.

Dr. Wayne G. Sanstead, State Superintendent, officially signed adoption of CCSS on June 20, 2011.

Adoption of Common Core State Standards (CCSS)

46 States + DC Have Adopted the Common Core State Standards

2011-12 • ND Curriculum leaders and content specialists representing grades K-12 and universities develop a curriculum template for ELA and mathematics (led by the North Dakota Curriculum Initiative)

2012-13 • School districts review and consider voluntary adoption of curriculum template

2013-14 • First full school year for ND to fully implement the CCSS

• Last administration of existing North Dakota State Assessment (NDSA)

2014-15 • New state assessment system implemented

CCSS ND Transition Timeline

Prepare students to be “College and Career Ready”

Prepare U.S. students to succeed in our global economy and society

Prepare students for success in the 21st century Inclusive of rigorous content and applications of

knowledge through higher-order skills Goes Narrower & Deeper, addressing the mile

wide, inch deep* problem in state standards and US textbooks

* Trends in International Mathematics and Science Study (TIMSS), William Schmidt

Goals of CCSS

College ready Prepared to succeed in entry-level credit-

bearing general education college courses

Career ready Possess sufficient foundational knowledge

and skills and general learning strategies necessary to begin studies in a career path

Source of definitions: National Council on Measurement in Education (NCME) Symposium on April 9, 2011.

College & Career Ready

The current CCSS for ELA include:Reading standards for literacy in history, social

studies, science and technical subjects.Writing standards for literacy in history, social

studies, science and technical subjects.

CCSSO and NGA Center plan to develop common core state standards for science next. Other subject areas may follow.

CCSS Impact on Other Subject Areas

Organizational Structure of the Common Core State

Standards

Topic

Organization of English Language Arts Standards

Strand

Standards

1. Reading2. Writing3. Speaking and Listening4. Language

A set of topics applied across all grades

Describes what students should understand and be able to do

* Note: This is the general structure of ELA standards. There are structural exceptions at some grade levels.

Organization of ELA topics in each strandReadin

g• Literature sub-

strand•Key ideas & details•Craft & structure• Integration of knowledge & ideas

•Range of reading & level of text complexity

• Informational text sub-strand

•Key ideas & details•Craft & structure• Integration of knowledge & ideas

•Range of reading & level of text complexity

• Foundational skills sub-strand (K-5 only)

•Print concepts (K-1)•phonological awareness (K-1)

•Phonics & word recognition

•Fluency

Writing• Text Types and

Purposes

• Production and Distribution of Writing

• Research to Build and Present Knowledge

• Range of Writing

Speaking &

Listening• Comprehension

and Collaboration

• Presentation of Knowledge and Ideas

Language

• Conventions of Standard English

• Knowledge of Language

• Vocabulary Acquisition and Use

Sample from 6th Grade ELA StandardsReading Standards for Informational Text RI Grade 6 Grade 7 Grade 8 Key Ideas and Details Code Standard

RI.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.*

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.*

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.*

RI.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

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.

Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

RI.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

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).

Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

Craft and Structure Code Standard

RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

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.

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

RI.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

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.

Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

RI.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

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.

Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Strand StandardTopic

1. Mathematical Practice StandardsStandards common across all grades that describe ways in which developing student practitioners increasingly ought to engage with the subject matter as they grow in mathematical maturity and expertise throughout the elementary, middle and high school years

2. Mathematical Content StandardsA balanced combination of procedure and understanding of math topics organized by grade

Mathematics Organized Under Two Standards Categories

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.

Standards for Mathematical Practice

Clusters

Organization of Standards for Mathematical Content

Domain

Standards

Big ideas that connect standards and topics, sometimes across grades

A group of related standards that capture several ideas

Describes what students should understand and be able to do

Sample from 5th Grade Math Standards

Domain: Operations and Algebraic Thinking Cluster: Write and interpret numerical expressions. Code Standards 5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate

expressions with these symbols.

5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.

Cluster: Analyze patterns and relationships. Code Standards 5.OA.3

Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.

Domain StandardCluster

Planning CCSS Implementation in North

Dakota

Committee of about 70 North Dakota educators and administrators from K-12 and universities

Funded & managed through a DPI grant award to NDSU

Goal: Create a Curriculum Template for districts to use as a tool in transition to CCSS

North Dakota Curriculum Initiative2011-2012

http://ndcurriculuminitiative.org/common_core

Web based: NDSU Curriculum Initiative website

Unpack the standards Identify what students will need to do to

demonstrate understanding Identify prerequisite student knowledge to be

instructed at grade level Professional Learning: What educator

knowledge will be needed to teach to the standard at each grade level?

Features of Curriculum Template(In development)

ND Curriculum Initiative Advisory Committee

10 members statewide

Subcommittees Regional Education Associations & Small

Organized Schools ND Study Council (16 largest school districts) ND University System Career Technical Education State Education Associations

NDEA, NDSBA, NDCEL, LEAD, etc.

Curriculum Template Advisory Groups

Proposed Common Core State Standards Professional Learning (PL)* Delivery Chain

Regional Stakeholder

Advisory Committees

• REAs• Small Organized

Schools• ND Study Council

districts

PrincipalsTeachers

& Educational Specialists

Students

PLConsultants

ND Curriculum Initiative

Superintendents

Curriculum Directors

State Regional District School Classroom

Dept. of Public

Instruction

StateStakeholder

Advisory Committees

• ND University System

• Career Tech Ed.• State Education

Associations

PLInstructors

(consultants & ND Leaders)

* Professional Learning (PL): formerly referred to as Professional Development (PD)

Develop a plan to communicate with staff, parents, and community

Ensure leadership knows how to explain the rationale for the standards and understands their benefits

Develop a transition plan between 2012 and 2014 that accounts for curriculum, instruction, assessment, and accountability.

Connect with like-minded districts. Identify resources that are coming online each day

and evaluate their quality Develop milestones in each area of the district plan

Suggestions for Creating a District Transition Plan*

* Source: Understanding Common Core State Standards by John Kendall

Identify CCSS strands for early adoption that can be substituted for state content immediately.

Topics that clearly map to current state standards. Standards for Mathematical Practice Topics within the CCSS Language and Literacy

standards that align with current state standards. Review reading materials currently available to

teachers at each grade for alignment in the text complexity specified by the Common Core.

Start Kindergarten in fall 2012 with Common Core.

Consider cutting content that is neither currently assessed nor included in the Common Core.

Transition Considerations*

* Source: Understanding Common Core State Standards by John Kendall

State Assessment under CCSS

Partnership for Assessment of Readiness for College and Careers (PARCC)

Smarter Balanced Assessment Consortium (SBAC)

General Assessment Consortia with ND Participation

$350 million of Race to the Top Fund set aside for awards to consortia of states to design and develop common K-12 assessment systems aligned to common, college- and career-ready standards.

Note: North Dakota currently participates in each of the two consortia as a non-voting member. Selection of a single consortium and assessment system is intended at a later date.

PARCC States

Membership as of March 2012

Smarter Balanced States

Membership as of March 2012

Notable Differences between SBAC and PARCC

SBAC PARCCAssess Grades 3-8, 11 Assess Grades 3-11

Summative assessment in last 12 weeks of school year (required)1. One math and one ELA summative

assessment Selected response, short constructed

response, and technology enhanced items.

2. Two math performance tasks and two ELA performance tasks extended constructed response

Interim Assessments (optional) Available throughout the year Teacher designed Selected response, short constructed

response, extended constructed response, technology enhanced, and performance tasks

Two summative assessments close to end of school year (required)1. End-of-Year Assessment

ELA: reading comprehension Math: machine-scorable items

• End-of-course or end-of-grade options for grades 9-11

2. Performance based assessment: Extended tasks Applications of concepts & skills

Two Formative assessments (optional)1. Beginning of year2. Mid-Year

Computer adaptive assessmentComputer-based but a single form for

all students. Paper & pencil for grades 3-5 (initially).

Consortium: National Center and State Collaborative (NCSC)

Assessment for students with significant cognitive disabilities

Collaboration with PARCC and SBACNorth Dakota is a governing

member

Alternate Assessment DevelopmentBased on CCSS

NCSC Consortium

District of Columbia

Pacific Assessment Consortium (PAC-6)(The 6 entities: AS, CNMI, FSM, GU, Palau, RMI)

Consortium: Assessment Services Supporting ELs through Technology Systems (ASSETS)

$10.5M grant awardedManaged by WIDACollaboration with PARCC and SBACNorth Dakota is a governing member.

Assessment Development for English Learners

ASSETS Consortium

Contacts & Resources

Director of Standards & Achievement Greg Gallagher◦701-328-1838 or at ggallagher@nd.gov

General Assessment Robert Bauer

◦701-328-2224 or at rgbauer@nd.gov

Alternate AssessmentDoreen Strode◦701-298-4637 or at dstrode@nd.gov

English Language LearnersKerri Whipple◦701-298-4638 or at kwhipple@nd.gov

Department of Public InstructionContact Information

Common Core State Standards

North Dakota Common Core Standards Resourceshttp://www.dpi.state.nd.us/standard/common_core.shtm

Comparison Studies of the Common Core State Standards to the North Dakota Content Standardshttp://www.dpi.state.nd.us/standard/comparison.shtm

North Dakota Curriculum Templatehttp://ndcurriculuminitiative.org/common_core/

National Governor’s Association and the Council of Chief State Schools Officers National Common Core Standardshttp://www.corestandards.org/

Partnership for Assessment of Readiness for College and Careers (PARCC) website:http://parcconline.org/

Smarter Balanced Assessment Consortium (SBAC) website:http://www.k12.wa.us/SMARTER/

Curriculum maps for English Language Artshttp://commoncore.org

Inside Mathematics: Common Core Standards for Mathematical Practicehttp://www.insidemathematics.org/index.php/common-core-standards

Understanding Common Core State Standards Author: John Kendall Publisher: Association for Supervision & Curriculum Development (July 26, 2011)

Additional Resources

College & Career Readiness

The level of achievement a student needs to enroll and succeed without remediation in credit-bearing first-year postsecondary courses.

two-year or four-year institutions trade schools technical schools

Today, workplace readiness demands the same level of knowledge and skills as college readiness.

College & Career Ready Definition

PreparedFocus on academic qualifications, as

are measured by NAEP. Ready

Includes behavioral aspects of student performance Time management Persistence Interpersonal skills

Ready vs. Prepared

Work ready Meets basic expectations regarding workplace behavior

and demeanor Job trained

Possesses specific knowledge necessary to begin an entry-level position

Career ready Possesses sufficient foundational knowledge and skill

and general learning strategies necessary to begin studies in a career path

College ready Prepared to succeed in entry-level credit-bearing

general education college courses

Types of Readiness

English Language Arts Defines general, cross-disciplinary literacy

expectations that must be met for students to be prepared to enter college and workforce training programs

Mathematics To enable students to access the knowledge

and skills necessary in the post-school lives(editorial comment: this is vague)

CCSS Concept of C&C Readiness

Convergence of academic skills required to pursue technical training or a bachelor's degree.

Examples:Necessary skills for Construction Supervisors, Lodging Managers, Environmental Engineering technicians include most or all of the following:

Critical thinking Judgment and decision making Management of personnel Speaking and listening Complex problem solving Reading comprehension

College & Career Pathways