Find out what the Common Core Standards mean to you as a parent.

1. Investigating the Standards:
Mathematics, English Language Arts
and Literacy
CESA Statewide School Improvement
Services
In collaboration with
Wisconsin Department of Public Instruction
Modified by:
Mary Whitrock, Sarah Broehm, Sarah Lange,
Marie Kubichek, Tara Jagler & Jennifer Burgraff
CES s MAKE POSSIBLE THE
A
SCHOOLS WISCONS WANTS
IN

2. Standards-Based
Assessments
Standards-Based
Leadership
Common Standards-Based
Core State Reporting &
Standards Recording
Standards-Based
Instruction Standards-Based
Professional
Development

3. Focus Areas
1. Impetus for and Implications of the
Common Core
2. K-12 Mathematics
3. K-12 English Language Arts
4. 6-12 Literacy In History/Social Studies,
Science and Technical Subjects

4. Statewide Roll-Out

5. Focus 1:
Impetus for and
Implications of the CCSS

6. Impetus for the Common Core State
Standards
• Currently, every state has its own set of
academic standards, meaning public educated
students are learning different content at different
rates.
• All students must be prepared to compete with
not only their American peers in the next
state, but with students around the world.

7. CCSS 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 English language arts
Belgium (Flemish) Australia
Canada (Alberta) New South Wales
China Victoria
Chinese Taipei Canada
England Alberta
Finland British Columbia
Hong Kong Ontario
India England
Ireland Finland
Japan Hong Kong
Korea Ireland
Singapore Singapore
7

8. Development of Common Core
Standards
• Joint initiative of:
• Supported by:

9. What’s the Big Deal?
• The CCSS mandates the student learning outcomes for
every grade level/grade band.
• The CCSS force a common language. Your staff will
begin using this language.
• Students will be tested and instructional effectiveness will
be measured based on CCSS.
• Federal funding is tied to CCSS
adoption, implementation, and accountability.
• English Language Arts and Mathematics CCSS are just
the beginning. . .more subject area standards are being
developed.

11. The Common Core State Standards
• Provide a consistent, clear understanding of what
students are expected to learn
• Robust and relevant to the real world, reflecting the
knowledge and skills that students need for success
in college and careers
• Support communities positioned to compete
successfully in the global economy
http://www.corestandards.org/

12. Why are common core state standards
good for: students?
• College & Career Focus. It will help prepare
students with the knowledge and skills they need to
succeed in college and careers
• Consistent. Expectations will be consistent for all
kids and not dependent on a student’s zip code
• Mobility. It will help students with transitions between
states
• Student Ownership. Clearer standards will help
students understand what is expected of them and
allow for more self-directed learning by students

13. Focus 2:
Overall Structure of
K-12 Mathematics

14. More Focused and Coherent
“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.”
CCSS page 3.

15. Vertical Connections
• All Standards in
mathematics have a
connection to early and Current Standard
subsequent concepts
and skills
• The flow of those
connections is documented
by how a student develops
the concepts

16. K-12 Domains
• Counting & Cardinality • The Number System (6-8)
• Operations & Algebraic • Expressions & Equations
Thinking (K-5)
(6-8)
• Number & Operations in
Base Ten (K-5) • Statistics & Probability
• Measurement & Data (6-HS)
(K-5) • Functions (8-HS)
• Geometry (K-HS)
• Number & Quantity (HS)
• Number & Operations –
Fractions (3-5) • Algebra (HS)
• Ratios & Proportional • Modeling (HS)
Relationships (6-7)

17. K-12 Standards for
Mathematical Content
• K-8 standards presented by grade level
• Organized into domains that progress over several
grades
• Grades K-8 introductions give 2 to 4 focal points at
each grade level
• High school standards presented by conceptual
theme (Number &
Quantity, Algebra, Functions, Modeling, Geometry, S
tatistics & Probability)

18. Grade Level Intent
Grade 3
Narrative
(Page 21)

19. Conceptual Category Intent (9-12)
Functions
Category
Narrative

20. Structure of the Standards
 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
Domain
Cluster
Standards

21. Standards for Mathematical Practices
“The Standards for
Mathematical Practice
describe varieties of
expertise that mathematics
educators at all levels
should seek to develop in
their students.”
CCSS page 6

22. Structure of the Standards
Standards for Mathematical Practice
Carry across all grade levels
Describe habits of mind of a mathematically expert student
1. Make sense of problems and persevere in solving
them
2. Reason abstractly and quantitatively
3. Construct viable arguments & 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

23. Overall Structure of
K – 12 English Language Arts

24. Overall ELA Structure
K-5
Reading
6-12 ELA
6-12 Literacy in
History/Social
Studies, Science
& Technical
Subjects Language
ELA Writing
Appendix A
Appendix B
Appendix C
Speaking
&
Listening

25. College and Career Readiness (CCR)
Standards
• Flow throughout all strands of standards
• Anchor the document
• Define expectations that must be met for entry
into college and workforce training programs
• Express cumulative progressions through the
grades to meet CCR by end of high school
• Use CCR and K-12 content Standards in tandem
to define the college & career readiness line

26. College and Career Readiness
Foundations
• English Language Arts is an integrated discipline.
• English language arts instruction builds an understanding of
the human experience.
• Literacy is an evolving concept, and becoming literate is a
lifelong learning process.
• Critical thinking and problem
solving, communication, collaboration, and creativity are
aspects of effective English language arts instruction and
attributes of Wisconsin graduates
• Literacy, language and meaning are socially constructed and
are enhanced by multiple perspectives.

27. K-5 Structure (Birds-Eye View) Progress with
Section increasing
levels of
K-5 ELA Standards sophistication
by grade K through 5
Strands:
•READING & CCR Reading Anchor Standards
•Reading Literature
•Reading Informational Text
•Foundational Skills (K-5)
•WRITING & CCR Writing Anchor Standards Across the
•SPEAKING & LISTENING & CCR Speaking & Curriculum
Listening Anchor Standards
•LANGUAGE & CCR Language Anchor Standards
Standard 10
Range, Quality and Complexity of Student Reading K-5 &
Range of Writing

28. 6-12 Structure(Birds-Eye View) Progress with
increasing
Section levels of
6-12 ELA Standards sophistication
By grade & grade bands (6, 7, 8, 9-10, 11-12)
Strands:
•READING & CCR Reading Anchor Standards
•Reading Literature
•Reading Informational Text
•WRITING & CCR Writing Anchor Standards
•SPEAKING & LISTENING & CCR Speaking &
Listening Anchor Standards
•LANGUAGE & CCR Language Anchor Standards
Standard 10
Range, Quality and Complexity of Student Reading 6-12 &
Range of Writing

29. Focus 4:
Literacy In History/Social
Studies, Science and Technical
Subjects

30. Overall ELA Structure
K-5
6-12 ELA Reading
6-12 Literacy in
History/Social
Studies, Science &
Technical Subjects
(complements
content standards)
Appendix A
Language
ELA Writing
Appendix B
Appendix C
Speaking
&
Listening

31. 6-12 Structure
Literacy in History/Social Studies,
Science and Technical Subjects
By grade bands (6-8, 9-10, 11-12)
• READING & CCR Reading Anchor Standards
• History/Social Studies
• Science & Technical Subjects
• WRITING & CCR Writing Anchor Standards
• History/Social Studies, Science & Technical Subjects

32. 32
Disciplinary Literacy: CCSS Literacy
Standards
Health Fitness
Social Studies
Mathematics
Phy Science
Bio Science
Humanities
Technical
Disciplinary
Literary
History
Fiction
Literacy
Intermediate Literacy
Basic Literacy
D. Buehl, in press, IRA

33. Integrated Model of Literacy
Big Idea:
“Reading and writing are
about thinking and making
meaning essential to
understanding any content
area”.

34. Readiness for …
College, Workforce Training, and Life
in a Technological Society
“The needs of the workplace are
“increasingly indistinguishable”
from the knowledge and skills needed
for college success”
(American Diploma Project, 2008)

35. Ready for College and
Ready for Work
What does it mean to be ready for college?
Ability to begin college:
• Without need for remedial or developmental course
work
• With a reasonable chance to be successful in entry-
level credit-bearing courses (75% chance of a C or
better or 50% > B)
ACT Research: “A First Look at the Common Core and
College and Career Readiness”

36. Ready for College and
Ready for Work
What does it mean to be ready for work?
Ability to successfully enter job training for jobs that:
 Pay a wage sufficient to support a family
 Offer the potential for career advancement
™
O*NET (US Department of Labor) Zone 3
jobs meet these criteria.
U.S. Department of Labor
Employment & Training
Administration

37. More on the CCSS
•www.corestandards.org