Implications of the Common Core State Standards

and Next Generation Assessments  Sue Gendron, Policy Coordinator, SMARTER Balanced Assessment Consortium

and Senior Fellow, ICLE

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Standards Development Charge

Broad-based effort to fulfill the charge issued by the states:

Create the next generation of K-12 standards All students college and career ready in

literacy and mathematics No later than end of high school Build upon the foundation laid by the states Create a vision of what it means to be a

literate student in the twenty-first century

Common Core Development

• Initially 48 states and three territories signed on

• Final Standards released June 2, 2010

• As of today, 35 states have officially adopted

• Anticipate another 10 by January

What are the Common Core State Standards?

Aligned with college and work expectationsFocused and coherentIncluded rigorous content and application of

knowledge through high-order skillsBuild upon strengths and lessons of current state

standardsInternationally benchmarked so that all students are

prepared to succeed in our global economy and society

Research and evidence basedState led- coordinated by NGA Center and CCSSO

Benefits for States and Districts• Allows collaborative professional development to be

based on best practices• Allows the development of common assessments and

other tools• Enables comparison of policies and achievement

across states and districts• Creates potential for collaborative groups to get more

mileage from:– Curriculum development, assessment, and

professional development

STANDARDS FORENGLISH LANGUAGE ARTS

&LITERACY IN HISTORY/SOCIAL STUDIES,SCIENCE, AND TECHNICAL SUBJECTS

JUNE 2010

Design and Organization

Three main sections• K-5 (cross-disciplinary)• 6-12 English Language Arts• 6-12 Literacy in History/Social Studies, Science, and

Technical Subjects

Shared responsibilities 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

• Focus on results rather than means• Four strands:

– Reading (including Reading Foundational Skills)

– Writing– Speaking and Listening– Language

• An integrated model of literacy• Media skills blended throughout

Design and Organization

College and Career Readiness (CCR) anchor standards• Broad expectations

consistent across grades and content areas• Based on evidence

about college andworkforce trainingexpectations

• Range and content

Reading

Comprehension (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 framework

Range 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

College and Career Readiness Standards for Reading

Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

College and Career Readiness Standards for Reading

Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

College and Career Readiness Standards for Reading

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

*8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

College and Career Readiness Standards for Reading

Range of Reading and Level of Text Complexity

10 .Read and comprehend complex literary and informational texts independently and proficiently.

Reading Framework for NAEP 2009

Grade Literary Informational

4 50% 50%

8 45% 55%

12 30% 70%

Text Complexity Matters

• Increasing complexity of text in college, careers and everyday life

• College textbooks have maintained levels or increased• Every scientific journal and magazine have increased

between 1930 – 1990• Workplace reading exceeds grade 12 complexity

significantly• K-12 texts have trended downward

–All measured by Lexiles

Reading Standards: Foundational Skills

Four categories (standards 1-4)• Print concepts ( K-1)• Phonological awareness (K-1)• Phonics and word recognition (K-5)• Fluency (K-5)

Not an end in and of themselves

Differentiated instruction

Teach what they need, not what they know

Writing Standards

• College and Career standards per grade level clustered under 4 areas that are consistent:

– Text Types and Purposes

• Argument ( to make people believe something is true or change their beliefs or behavior)

– Grade K-5: “Opinion”/evidence/examples

– Grade 6: Claims/Evidence/Reasoning/Analysis

– Grade 7-12: Claim/Evidence/Reasoning/Reflection

• Informational / Explanatory (starts with the assumption of truthfulness and answer questions about why or how, aim is to make the reader understand rather then persuade)

• Narrative (conveys experience)

» Fictional

» Personal (

– Production and Distribution of Writing

– Research to Build and Present Knowledge

– Range of Writing

Writing Standards

Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.

Writing Standards

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Writing Standards

Research to Build and Present Knowledge

7. Conduct short, as well as more sustained research projects based on questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Writing Standards

Range of Writing

10.Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

NAEP 2011 Writing Framework

Grade To Persuade To Explain To Convey Experience

4 30% 35% 35%

8 35% 35% 30%

12 40% 40% 20%

Writing Standards/Research

First Grade7. Participate in shared research and writing projects (e.g.,

explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).

Third Grade

7. Conduct short research projects that build knowledge about a topic.

Writing Standards/Research

Grade 57. Conduct short research projects that use several sources to build

knowledge through investigation of different aspects of a topic.

Grade 7 7. Conduct short research projects to answer a question, drawing

on several sources and generating additional related, focused questions for further research and investigation.

8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Writing Standards/Research

Grade 9-107. Conduct short as well as more sustained research projects to answer a question

(including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

Speaking and Listening

Comprehension and Collaboration

1. Range of conversations and collaborations, diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Speaking and Listening

Presentation of Knowledge and Ideas

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Language

Conventions of Standard English

1. When writing or speaking.

2. Use capitalization, punctuation, and spelling when writing.

Knowledge of Language

3. To comprehend more fully when reading or listening.

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts,

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings

6. Acquire and use accurately a range of general academic and domain-specific words

Reading Standards for Literacy in History/Social Studies, Science and Technical Subjects 6-12

Reading critical to building knowledgeAppreciation for the norms and conventionsEvidenceUnderstanding of domain specific wordsAnalyze, evaluate intricate argument, synthesizeComplement the disciplines

STANDARDS FOR

MATHEMATICS

JUNE 2010

Coherence

• Articulated progressions of topics and performances that are developmental and connected to other progressions

• Conceptual understanding and procedural skills stressed equally

NCTM states coherence also means that instruction, assessment, and curriculum are aligned.

Focus

• Key ideas, understandings, and skills are identified

• Deep learning of concepts is stressed– That is, adequate time is devoted to a topic and

learning it well. This counters the “mile wide, inch deep” criticism leveled at most current U.S. standards.

Clarity and Specificity

• Skills and concepts are clearly defined.

• An ability to apply concepts and skills to new situations is

expected.

CCSS Mathematical Practices

The Common Core proposes a set of Mathematical Practices that all teachers should develop in their students. These practices are similar to the mathematical processes that NCTM addresses in the Process Standards in Principles and Standards for School Mathematics.

1. Make sense of problems and persevere in solving them2. Reason abstractly and quantitatively3. Construct viable arguments and critique the reasoning

of others4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in repeated reasoning

Standards for Mathematical Practice• Carry across all grade levels• Describe habits of a mathematically expert student

Standards for Mathematical Content• K-8 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

Grade 1 Focus Areas

1. Developing understanding of addition, subtraction, and strategies for addition and subtraction within 20;

2. Developing understanding of whole number relationships and place value, including grouping in tens and ones;

3. Developing understanding of linear measurement and measuring lengths as iterating length units; and

4. Reasoning about attributes of, and composing and decomposing geometric shapes.

Grade Level Overview

Critical AreaCritical Area

Cross- Cutting Themes

Cross- Cutting Themes

Grade Grade LevelLevel

DomainDomain

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.

Statistics and Probability, Grade 6

Develop understanding of statistical variability• Recognize a statistical question as one that anticipates variability in

the data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages.

• Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.

• Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.

Algebra, Grade 8

Graded 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.

HS Pathways

1.) Traditional (US) – 2 Algebra, Geometry and Data, probability and statistics included in each course

2.) International (integrated) three courses including number , algebra, geometry, probability and statistics each year

3.) Compacted version of traditional – grade 7/8 and algebra completed by end of 8th grade

4.) Compacted integrated model, allowing students to reach Calculus or other college level courses

High School - Modeling

• Linking mathematics and statistics to everyday life, work, etc.

• Process of choosing and using appropriate mathematics and statistics

Key Advances

Focus 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.

Universal Design for Learning

Universal design for learning (UDL) is a set of principles for designing curriculum that provides all individuals with equal opportunities to learn

Next Generation Assessments

• 2014 New assessments / PARCC and SMARTER Consortiums

• Multiple opportunities for students

• Interim/Benchmark, Formative and Summative

• Capacity Building

• Transition Planning essential

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Transitioning to Common Core State Standards and  Next Generation Assessments

Sue Gendron, Senior Fellow, ICLE

• Comprehensive Planning and Implementation Process

• Professional Development, Workshops, and Advisement

- Building Awareness and Commitment - Building Leadership Capacity - Strategic Review and Planning - Curriculum Alignment

• Coming Soon! Resource Kit

Thank you for attending!www.LeaderEd.com | (518) 399-2776 | Info@LeaderEd.com

October 22-24, 2010Washington, D.C.

K-12 School Reinvention Symposium

Implications of the CCSS

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