common core standards
TRANSCRIPT
![Page 1: COMMON CORE STANDARDS](https://reader035.vdocuments.site/reader035/viewer/2022062217/5697bfa81a28abf838c99979/html5/thumbnails/1.jpg)
![Page 2: COMMON CORE STANDARDS](https://reader035.vdocuments.site/reader035/viewer/2022062217/5697bfa81a28abf838c99979/html5/thumbnails/2.jpg)
COMMON CORE STANDARDS
• http://www.corestandards.org/the-standards
![Page 3: COMMON CORE STANDARDS](https://reader035.vdocuments.site/reader035/viewer/2022062217/5697bfa81a28abf838c99979/html5/thumbnails/3.jpg)
What are the Common Core State Standards?
Aligned with college and work expectations
Focused and coherent
Include rigorous content and application of knowledge through high-order skills
Build upon strengths and lessons of current state standards
Internationally benchmarked so that all students are prepared to succeed in our global economy and society
Based on evidence and research
State led – coordinated by NGA Center and CCSSO
![Page 4: COMMON CORE STANDARDS](https://reader035.vdocuments.site/reader035/viewer/2022062217/5697bfa81a28abf838c99979/html5/thumbnails/4.jpg)
Why is this important?
• Currently, every state has its own set of academic standards, meaning public education students in each state are learning to different levels
• All students must be prepared to compete with not only their American peers in the next state, but with students from around the world
![Page 5: COMMON CORE STANDARDS](https://reader035.vdocuments.site/reader035/viewer/2022062217/5697bfa81a28abf838c99979/html5/thumbnails/5.jpg)
Design and Organization for Language Arts
Four strands Reading (including Reading Foundational Skills)• Writing• Speaking and Listening• Language
An integrated model of literacy
Media requirements blended throughout
![Page 6: COMMON CORE STANDARDS](https://reader035.vdocuments.site/reader035/viewer/2022062217/5697bfa81a28abf838c99979/html5/thumbnails/6.jpg)
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
![Page 7: COMMON CORE STANDARDS](https://reader035.vdocuments.site/reader035/viewer/2022062217/5697bfa81a28abf838c99979/html5/thumbnails/7.jpg)
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
![Page 8: COMMON CORE STANDARDS](https://reader035.vdocuments.site/reader035/viewer/2022062217/5697bfa81a28abf838c99979/html5/thumbnails/8.jpg)
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
![Page 9: COMMON CORE STANDARDS](https://reader035.vdocuments.site/reader035/viewer/2022062217/5697bfa81a28abf838c99979/html5/thumbnails/9.jpg)
Language
Conventions of standard EnglishKnowledge 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
![Page 10: COMMON CORE STANDARDS](https://reader035.vdocuments.site/reader035/viewer/2022062217/5697bfa81a28abf838c99979/html5/thumbnails/10.jpg)
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 readinessexpectations
![Page 11: COMMON CORE STANDARDS](https://reader035.vdocuments.site/reader035/viewer/2022062217/5697bfa81a28abf838c99979/html5/thumbnails/11.jpg)
Intentional Design Limitations
What the Standards do NOT define:• How teachers should teach• All that can or should be taught• The nature of advanced work beyond the core• The interventions needed for students well below grade level• The full range of support for English language learners and
students with special needs• Everything needed to be college and career ready
![Page 12: COMMON CORE STANDARDS](https://reader035.vdocuments.site/reader035/viewer/2022062217/5697bfa81a28abf838c99979/html5/thumbnails/12.jpg)
Greater Focus and Coherence in Mathematics
For over a decade, research studies of mathematics education in high-performing countries have pointed to the conclusion that the mathematics curriculum in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country. To deliver on the promise of common standards, the standards must address the problem of a curriculum that
is “a mile wide and an inch deep.” These Standards are a substantial answer to that challenge. It is important to recognize that “fewer standards” are no substitute for focused standards. Achieving “fewer standards” would be easy to do by resorting to broad, general statements. Instead, these Standards aim for clarity and specificity.
![Page 13: COMMON CORE STANDARDS](https://reader035.vdocuments.site/reader035/viewer/2022062217/5697bfa81a28abf838c99979/html5/thumbnails/13.jpg)
Design and Organization for Mathematics
Standards for Mathematical Practice• Carry across all grade levels• Describe habits of mind of a mathematically expert student
Standards for Mathematical Content• K-8 standards presented by grade level• Organized into domains that progress over several grades• Grade introductions give 2–4 focal points at each grade level• High school standards presented by conceptual theme
(Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability)
![Page 14: COMMON CORE STANDARDS](https://reader035.vdocuments.site/reader035/viewer/2022062217/5697bfa81a28abf838c99979/html5/thumbnails/14.jpg)
Design and Organization for Mathematics 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
![Page 15: COMMON CORE STANDARDS](https://reader035.vdocuments.site/reader035/viewer/2022062217/5697bfa81a28abf838c99979/html5/thumbnails/15.jpg)
![Page 16: COMMON CORE STANDARDS](https://reader035.vdocuments.site/reader035/viewer/2022062217/5697bfa81a28abf838c99979/html5/thumbnails/16.jpg)
Conclusion
The promise of standards
These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep.
![Page 17: COMMON CORE STANDARDS](https://reader035.vdocuments.site/reader035/viewer/2022062217/5697bfa81a28abf838c99979/html5/thumbnails/17.jpg)
STATE ASSESSMENT RESULTS 2011
STATE ASSESSMENT RESULTS 2011
![Page 18: COMMON CORE STANDARDS](https://reader035.vdocuments.site/reader035/viewer/2022062217/5697bfa81a28abf838c99979/html5/thumbnails/18.jpg)
2006 2007 2008 2009 2010 2011
SES 0.981 0.962 0.95 0.979 0.938 0.91
State 0.809 0.844 0.862 0.878 0.875 NaN
2.50%
7.50%
12.50%
17.50%
22.50%
27.50%
32.50%
37.50%
42.50%
47.50%
52.50%
57.50%
62.50%
67.50%
72.50%
77.50%
82.50%
87.50%
92.50%
97.50%
3rd Grade Math% of Students AT or ABOVE Standard
Perc
ent
2006 2007 2008 2009 2010 2011
SES 1 1 0.981 0.967 1 0.95
State 0.807 0.847 0.861 0.866 0.866 NaN
2.50%
7.50%
12.50%
17.50%
22.50%
27.50%
32.50%
37.50%
42.50%
47.50%
52.50%
57.50%
62.50%
67.50%
72.50%
77.50%
82.50%
87.50%
92.50%
97.50%
4th Grade Math% of Students AT or ABOVE Standard
Perc
ent
![Page 19: COMMON CORE STANDARDS](https://reader035.vdocuments.site/reader035/viewer/2022062217/5697bfa81a28abf838c99979/html5/thumbnails/19.jpg)
2006 2007 2008 2009 2010 2011
SES 0.999 1 0.966 1 0.902 0.94
State 0.788 0.833 0.865 0.867 0.862 NaN
2.50%
7.50%
12.50%
17.50%
22.50%
27.50%
32.50%
37.50%
42.50%
47.50%
52.50%
57.50%
62.50%
67.50%
72.50%
77.50%
82.50%
87.50%
92.50%
97.50%
5th Grade Math% of Students AT or ABOVE Standard
Perc
ent
2006 2007 2008 2009 2010 2011
SES 0.978 0.912 0.98 0.983 0.981 0.93
State 0.744 0.791 0.818 0.828 0.837 NaN
2.50%
7.50%
12.50%
17.50%
22.50%
27.50%
32.50%
37.50%
42.50%
47.50%
52.50%
57.50%
62.50%
67.50%
72.50%
77.50%
82.50%
87.50%
92.50%
97.50%
6th Grade math% of Students AT or ABOVE Standard
Perc
ent
![Page 20: COMMON CORE STANDARDS](https://reader035.vdocuments.site/reader035/viewer/2022062217/5697bfa81a28abf838c99979/html5/thumbnails/20.jpg)
2006 2007 2008 2009 2010 2011
SES 0.911 0.887 0.75 0.792 0.854 0.88
State 0.785 0.819 0.836 0.851 0.836 NaN
2.50%
7.50%
12.50%
17.50%
22.50%
27.50%
32.50%
37.50%
42.50%
47.50%
52.50%
57.50%
62.50%
67.50%
72.50%
77.50%
82.50%
87.50%
92.50%
97.50%
3rd Grade Reading% of Students AT or ABOVE Standard
Perc
ent
2006 2007 2008 2009 2010 2011
SES 1 1 0.962 0.933 0.959 0.97
State 0.795 0.836 0.864 0.872 0.868 NaN
2.50%
7.50%
12.50%
17.50%
22.50%
27.50%
32.50%
37.50%
42.50%
47.50%
52.50%
57.50%
62.50%
67.50%
72.50%
77.50%
82.50%
87.50%
92.50%
97.50%
4th Grade Reading% of Students AT or ABOVE Standard
Perc
ent
![Page 21: COMMON CORE STANDARDS](https://reader035.vdocuments.site/reader035/viewer/2022062217/5697bfa81a28abf838c99979/html5/thumbnails/21.jpg)
2006 2007 2008 2009 2010 2011
SES 0.962 0.979 0.983 0.943 0.869 0.84
State 0.769 0.811 0.838 0.844 0.85 NaN
2.50%
7.50%
12.50%
17.50%
22.50%
27.50%
32.50%
37.50%
42.50%
47.50%
52.50%
57.50%
62.50%
67.50%
72.50%
77.50%
82.50%
87.50%
92.50%
97.50%
5th Grade Reading% of Students AT or ABOVE Standard
Perc
ent
2006 2007 2008 2009 2010 2011
SES 0.916 0.93 1 0.95 0.962 0.901
State 0.78 0.811 0.851 0.864 0.865 NaN
2.50%
7.50%
12.50%
17.50%
22.50%
27.50%
32.50%
37.50%
42.50%
47.50%
52.50%
57.50%
62.50%
67.50%
72.50%
77.50%
82.50%
87.50%
92.50%
97.50%
6th Grade Reading% of Students AT or ABOVE Standard
Perc
ent
![Page 22: COMMON CORE STANDARDS](https://reader035.vdocuments.site/reader035/viewer/2022062217/5697bfa81a28abf838c99979/html5/thumbnails/22.jpg)
GREAT PEOPLE
PRODUCE GREAT
RESULTS!
![Page 23: COMMON CORE STANDARDS](https://reader035.vdocuments.site/reader035/viewer/2022062217/5697bfa81a28abf838c99979/html5/thumbnails/23.jpg)
STANDARD OF EXCELLENCE FORMULA
OPTIONS:•Keep as is….go with KSDE requirements•Do something different…in combination with….
![Page 24: COMMON CORE STANDARDS](https://reader035.vdocuments.site/reader035/viewer/2022062217/5697bfa81a28abf838c99979/html5/thumbnails/24.jpg)
![Page 25: COMMON CORE STANDARDS](https://reader035.vdocuments.site/reader035/viewer/2022062217/5697bfa81a28abf838c99979/html5/thumbnails/25.jpg)
![Page 26: COMMON CORE STANDARDS](https://reader035.vdocuments.site/reader035/viewer/2022062217/5697bfa81a28abf838c99979/html5/thumbnails/26.jpg)
CUT SCORES TO BE CONSIDERED ‘PROFICIENT’ OR MEETS STANDARD
![Page 27: COMMON CORE STANDARDS](https://reader035.vdocuments.site/reader035/viewer/2022062217/5697bfa81a28abf838c99979/html5/thumbnails/27.jpg)
KANSAS STATE ASSESSMENT - PERFORMANCE LEVELS '10-'11
Academic Warning
Approaches Standard
Meets Standard
Exceeds Standard Exemplary
MEETS STANDARD AND ABOVE
3RD GR READING 4.2% 7.0% 39.5% 25.6% 23.3% 88.4%
3RD GR MATH 9.5% 0.0% 16.7% 42.9% 31.0% 90.6%
4TH GR READING 1.9% 1.9% 36.5% 38.5% 21.2% 96.2%
4TH GR MATH 1.9% 1.7% 40.7% 18.5% 35.2% 94.4%
5TH GR READING 2.0% 14.0% 32.0% 24.0% 28.0% 84.0%
5TH GR MATH 2.0% 4.0% 34.0% 22.0% 38.0% 94.0%
6TH GR READING 0.0% 10.6% 16.7% 28.8% 43.9% 89.4%
6TH GR MATH 0.0% 7.6% 34.8% 37.9% 19.7% 92.4%
![Page 28: COMMON CORE STANDARDS](https://reader035.vdocuments.site/reader035/viewer/2022062217/5697bfa81a28abf838c99979/html5/thumbnails/28.jpg)
LET’S FINISH STRONG!
http://www.youtube.com/watch?feature=player_detailpage&v=syIm5MHG4O4