understanding common core state standards
DESCRIPTION
Understanding Common Core State Standards. Welcome to the Webinar! We will begin shortly. Your CLI Online Host is Mark R. Truitt. Background. College and career readiness standards developed in summer 2009 - PowerPoint PPT PresentationTRANSCRIPT
Understanding Common Core State Standards
Welcome to the Webinar!We will begin shortly.
Your CLI Online Host isMark R. Truitt
Background
College and career readiness standards developed in summer 2009
Common Core State Standards are based on the college and career readiness standards and present a K-12 learning progression in Language Arts and Mathematics
Final Common Core State Standards released June 2, 2010
Common Core State Standards Evidence Base
Standards from individual high-performing countries and provinces were used to inform content, structure, and language. Writing teams looked for examples of rigor, coherence, and progression.
Mathematics
1. Belgium (Flemish)2. Canada (Alberta)3. China4. Chinese Taipei5. England6. Finland7. Hong Kong8. India9. Ireland10. Japan11. Korea12. Singapore
English language arts
1. Australia• New South Wales• Victoria
2. Canada• Alberta• British Columbia• Ontario
3. England4. Finland5. Hong Kong6. Ireland7. Singapore
Forty-eight states, two territories, and the District of Columbia participated in the development of the Standards (only Alaska and Texas opted out but both have indicated an interest in participating at some point)
State led – coordinated by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO) not the U.S. Department of Education
States must adopt the Standards as written without any changes. To see the states that have adopted the Standards, click here.
Background
Why are they important?
Aligned with college and work expectations rather than commonalities found in the state standards
Include rigorous content and application of knowledge through higher-order skills
Internationally benchmarked by the National Assessment of Educational Progress (NAEP) and the Program for International Student Assessment (PISA)
Currently, states have very different standards which results in students learning different concepts and at varying levels of thinking; adoption will ensure consistent expectations of learning across states
Students must be prepared to compete internationally
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
Benefits for States and Districts
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 A curriculum
The Process: Organizational Structure
Examine the organizational structure of the Common Core State Standards Identify the Domains used in the Common Core
State Standards
Design and Organization - ELA
The English Language Arts domains are:Reading: LiteratureReading: Informational TextWritingSpeaking and ListeningLanguageReading: Foundational Skills (K-5)
Media requirements are built in(technology and multi-media are incorporated as part of the expectations)
Video on implications for teachers and
administrators
Design and Organization - ELA
Two categories of Standards: College and Career Readiness (CCR)
Broad expectations consistent across grades and content areas
Based on evidence about college and workforce training expectations
Range and content statements (statements about what students need to know and be able to do to be proficient)
K-12 Standards Grade specific end-of-year expectations Developmentally appropriate One-to-one correspondence with CCR standards
Literacy Standards for History/Social Studies, Science, and Technical Subjects
Complement – not replace – content standards
Responsibility of the teachers in science, social studies, history, and technology not the Language Arts teachers
This will be a huge change for teachers in these areas, requiring professional development and changes in both instruction and assessment.
Common Core State Standards
Important but insufficient to be effective in improving education and getting all students ready for college or the work force.
Must be partnered with a content-rich curriculum and robust assessments, both aligned to the Standards.
The Standards will require a great deal of work on the part of schools and districts to construct a comprehensive curriculum around the Standards. Schools and districts will also need to build units of instruction that incorporate strategies and interventions for specific groups of students. Curriculum Mapper and Instruction Planner are two tools that will greatly enhance your ability to build both.
Design and Organization -Mathematics
High School – Conceptually Organized Two models
Traditional sequence (algebra, geometry, algebra II with some data, probability and statistics)
Integrated sequence(3 courses each treating aspects of algebra, geometry, data and probability and statistics
States can select which of the two models they want to adopt.
The implications are enormous as schools and districts build new mathematics curricula around either of the two models, especially if they choose the integrated sequence.
Design and Organization
Domain - Highest level of organization in a grade level
Clusters - Standards (define what students must know and be able to do)
Standards for Mathematical Practices– identifies what students should do, are meant to highlight the processes, proficiencies, and dispositions that should be woven through the mathematical content standards at each grade level, and are meant to be assessed.
Focal Points at each grade level (based on NCTM) - These are the REALLY important things
for each grade level.
Key Features
Focus and coherence Focus on key topics at each grade level Progression across grade levels
Balance of concepts and skills Require both conceptual understanding and
procedural fluency Mathematical practices
Promote reasoning and sense-making College and career readiness
Ambitious but achievable
Frequently Asked Questions
Will there be a “common assessment?” Two consortia are currently working on this. Funding is coming from the USDOE Race to the Top Funds.
PARCC
Smarter Balanced
Realistic, complex performance tasks, immediate feedback, and incorporate accommodations for a range of students
Better measure of higher-order thinking skills so vital to success in the global economy of the 21st century
Students must analyze and solve complex problems, communicate clearly, synthesize information, apply knowledge, and generalize learning to other settings
Next Generation of Assessments
Partnership for the Assessment of Readiness for College and Careers (PARCC)
Key Features of PARCC’s Assessment Proposal States in PARCC will adopt common assessments and
performance standards The Partnership’s assessment system will be anchored in
college and career readiness Students will take parts of the assessment at key times during
the school year, closer to when they learn the material PARCC assessments will be computer based PARCC assessments will include sophisticated items and
performance tasks to measure the standards more effectively
Key Points
SBAC will create state-of-the-art adaptive online exams, using “open source” technology.
The online system will provide accurate assessment information to teachers and others on the progress of all students, including those with disabilities, English language learners and low- and high-performing students.The system will include:1. the required summative exams (offered twice each school year); 2. optional formative, or benchmark, exams; and 3. a variety of tools, processes and practices that teachers may use in
planning and implementing informal, ongoing assessment.
SMARTER Balanced Assessment Consortium (SBAC)
Frequently Asked Questions
Must a state adopt the Common Core as written?Adoption is voluntary and may look very different in each state, including the timeline for implementation (must be adopted word-for-word)
Frequently Asked Questions
Will all states have exactly the same set of Standards?State adopts 100% of the common core K-12 standards in ELA and mathematics (word for word), with option of adding up to an additional 15% of standards on top of the core.
Frequently Asked Questions Will there be additional Standards?
At this time Science frameworks are being created which will be the basis for science standards but this is not a part of the CCSSO or the NGA. Work began on the Social Studies Common Core in October 2010.
References
General References on the Common Core http://corestandards.org/ http://www.edexcellence.net/publications-is
sues/publications/now-what-imperatives-and.html
References
Science:http://www.nsta.org/about/standardsupdate.aspxhttp://scienceblogs.com/tfk/2010/07/national_science_standards_dra.php Social Studies:http://www.socialstudies.org/commonstandardshttp://www.socialstudies.org/draft_common_standards_elicit_kudos_and_criticism
Assessment Consortiums
PARCChttp://www.achieve.org/PARCC
Smarter Balancedhttp://www.k12.wa.us/smarter/
For additional professional development information
Collaborative Learning Inc.1s660 Midwest Rd, Suite 310Oakbrook Terrace, IL [email protected] [email protected]
Founded in 1908, the National Governors Association (NGA) is the collective voice of the nation’s governors and one of Washington, D.C.’s most respected public policy organizations. Its members are the governors of the 50 states, three territories and two commonwealths.NGA provides governors and their senior staff members with services that range from representing states on Capitol Hill and before the Administration on key federal issues to developing and implementing innovative solutions to public policy challenges through the NGA Center for Best Practices. For more information, visit www.nga.org.
National Governors Association
Return
Council of Chief State School Officers
The Council of Chief State School Officers (CCSSO) is a nonpartisan, nationwide, nonprofit organization of public officials who head departments of elementary and secondary education in the states, the District of Columbia, the Department of Defense Education Activity, and five U.S. extra-state jurisdictions.CCSSO provides leadership, advocacy, and technical assistance on major educational issues. The Council seeks member consensus on major educational issues and expresses their views to civic and professional organizations, federal agencies, Congress, and the public.
Return
12 Governing States Arizona Arkansas District of Columbia Florida (Fiscal Agent) Georgia Illinois Indiana Louisiana Maryland Massachusetts (Board Chair) New York Rhode Island Tennessee
PARCC States 14 Participating States
◦ Alabama◦ California◦ Colorado◦ Delaware◦ Kentucky◦ Mississippi◦ New Jersey◦ North Dakota◦ Ohio◦ Oklahoma◦ Pennsylvania◦ South Carolina
17 Governing States Connecticut Hawaii Idaho Kansas Maine Michigan Missouri Montana Nevada New Mexico North Carolina Oregon Utah Vermont Washington (lead state) West Virginia Wisconsin
SMARTER Balanced Assessment States
14 Advisory States◦ Alabama◦ Colorado◦ Delaware◦ Iowa◦ Kentucky◦ New Hampshire◦ New Jersey◦ North Dakota◦ Ohio◦ Oklahoma◦ Pennsylvania◦ South Carolina◦ South Dakota◦ Wyoming