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State Board of Education
Understanding the Common Core State Standards – Implications for District and School Practices
California Community FoundationMarch 11, 2013
Ilene W. Straus, Ed.D.Vice President
California State Board of Education
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History of the Common Core Standards
• Created by National Governors’ Association & Council of Chief State School Officers
• Adopted by 45 states and D.C. in 2009-10• Federal funding - two state assessment
development consortia ($350 million)– PARCC Partnership for Assessment for
Readiness for College and Careers– SBAC Smarter Balanced Assessment
Consortium
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Goals of theCommon Core Standards
• Fewer• Higher
• Deeper
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• Developed by teachers, school administrators, postsecondary educators, and content experts,
• the CCSS define the knowledge and skills
necessary to succeed in entry-level credit-bearing college courses and in workforce training programs
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Key Aspects of the CCSS• Reading increasingly complex texts closely• Communicating effectively across multiple media
and content areas• Using evidence; interpreting with justification• Engaging in inquiry and research
• Engaging in mathematical practices that use mathematical reasoning in application
• Using mathematical skills across content areas and contexts
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The shifts build toward College and Career Readiness for All Students
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Common Core Standards – ELA Reading
Draw evidence from literary or informational texts to support analysis, reflection, and research.
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Key Shifts in Common Core
1. Complexity: Regular practice with complex text and its academic language
2. Evidence: Reading, writing, speaking and listening grounded in evidence from text, literary and informational
3. Knowledge: Building knowledge through content rich nonfiction
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Key Shift 1: Complexity
• Standards include a staircase of increasing text complexity from elementary through high school (what students can read, in terms of complexity is greatest predictor of success in college)
• Standards reward careful, close reading rather than racing through texts
• Standards focus on the words that matter most—not obscure vocabulary but the academic language that pervades complex texts
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Key Shift 2: Evidence
• Focus on students rigorously citing evidence from texts to support claims/inferences
• Require writing to sources rather than writing to de-contextualized expository prompts
• Require purposeful academic talk
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Key Shift 3: Knowledge
• CCSS does not just pertain to ELA but literacy across the disciplines of science, social studies, and technical subjects too
• Standards require certain percentages of literature and informational texts (modeled on NAEP)
• Standards call for regular short research projects
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Texts Worth Reading and
Questions Worth Answering
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• Students should be able to:– “understand,” “describe,” “explain,” “justify,” “prove,”
“derive,” “assess,” “illustrate,” and “analyze.”
• They need to be able to:– “model,” “construct,” “compare,” “investigate,” “build,”
“interpret,” “estimate,” “summarize,” “represent,” “evaluate,”
• Students should be able to “extend,” and “apply” their learning to a wide range of real world problems– including uses in science, engineering and
technology problems
Common Core Standards – Math
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Model Course Pathways for Mathematics
Pathway ATraditional in U.S.
Geometry
Algebra I
Courses in higher level mathematics: Precalculus, Calculus (upon completion of Precalculus), Advanced Statistics, Discrete Mathematics, Advanced Quantitative
Reasoning, or other courses to be designed at a later date, such as additional career technical courses.
Pathway BInternational Integrated approach
(typical outside of U.S.)
.
Mathematics II
Mathematics I
Algebra II Mathematics III
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Implications• Professional development content and
delivery – teachers and leaders• Instructional supports and materials
alignment • Implementation costs and technology
infrastructure• Assessment of learning• Alignment with higher education• Communication to all stakeholders
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State Board of Education 16
Common Core State Standards
Preparing all of our students to beCollege and Career Ready