Common Core Standards for Parents


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

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  • AchieveCreated in 1996 by the nation's governors and corporate leaders, Achieve is an independent, bipartisan, non-profit education reform organization based in Washington, D.C. that helps states raise academic standards and graduation requirements, improve assessments and strengthen accountability.ACT is an independent, not-for-profit organization that provides a broad array of assessment, research, information, and program management solutions in the areas of education and workforce development.Each year, ACT serves millions of people in high schools, colleges, professional associations, businesses, and government agencies—nationally and internationally. ACT has offices across the United States and throughout the world.The College Board is a nonprofit membership association in the United States that was formed in 1900 as the College Entrance Examination Board (CEEB). It is composed of more than 5,900 schools, colleges, universities and other educational organizations. It sells standardized tests used by academically oriented post-secondary education institutions to measure a student's ability
  • Common Core Standards for Parents

    1. 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. 2. Standards-Based AssessmentsStandards-BasedLeadership Common Standards-Based Core State Reporting & Standards RecordingStandards-Based Instruction Standards-Based Professional Development
    3. 3. Focus Areas1. Impetus for and Implications of the Common Core2. K-12 Mathematics3. K-12 English Language Arts4. 6-12 Literacy In History/Social Studies, Science and Technical Subjects
    4. 4. Statewide Roll-Out
    5. 5. Focus 1: Impetus for andImplications of the CCSS
    6. 6. Impetus for the Common Core StateStandards• 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. 7. CCSS Evidence Base•Standards from individual high-performing countries andprovinces were used to inform content, structure, and language.Writing teams looked for examples of rigor, coherence, andprogression. 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. 8. Development of Common Core Standards • Joint initiative of: • Supported by:
    9. 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.
    10. 10. 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
    11. 11. Why are common core state standardsgood 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
    12. 12. Focus 2:Overall Structure of K-12 Mathematics
    13. 13. More Focused and Coherent“For over a decade, research studies of mathematics education in high-performing countries have pointed to the conclusion that the mathematicscurriculum in the United States must become substantially more focusedand coherent in order to improve mathematics achievement in thiscountry.To deliver on the promise of common standards, the standards mustaddress the problem of a curriculum that is “a mile wide and an inchdeep.” These Standards are a substantial answer to that challenge.”CCSS page 3.
    14. 14. 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
    15. 15. 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)
    16. 16. K-12 Standards forMathematical 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)
    17. 17. Grade Level Intent Grade 3 Narrative (Page 21)
    18. 18. Conceptual Category Intent (9-12) Functions Category Narrative
    19. 19. 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 gradesDomain Cluster Standards
    20. 20. 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
    21. 21. Structure of the StandardsStandards for Mathematical PracticeCarry across all grade levelsDescribe habits of mind of a mathematically expert student1. Make sense of problems and persevere in solving them2. Reason abstractly and quantitatively3. Construct viable arguments & 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
    22. 22. Overall Structure ofK – 12 English Language Arts
    23. 23. Overall ELA StructureK-5 Reading6-12 ELA6-12 Literacy in History/Social Studies, Science & Technical Subjects Language ELA WritingAppendix AAppendix BAppendix C Speaking & Listening
    24. 24. 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
    25. 25. 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.
    26. 26. 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 & CurriculumListening Anchor Standards•LANGUAGE & CCR Language Anchor Standards Standard 10 Range, Quality and Complexity of Student Reading K-5 & Range of Writing
    27. 27. 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
    28. 28. Focus 4: Literacy In History/SocialStudies, Science and Technical Subjects
    29. 29. Overall ELA StructureK-56-12 ELA Reading6-12 Literacy in History/Social Studies, Science & Technical Subjects (complements content standards)Appendix A Language ELA WritingAppendix BAppendix C Speaking & Listening
    30. 30. 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
    31. 31. 32Disciplinary Literacy: CCSS LiteracyStandards 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
    32. 32. Integrated Model of Literacy Big Idea: “Reading and writing are about thinking and making meaning essential to understanding any content area”.
    33. 33. Readiness for …College, Workforce Training, and Lifein a Technological Society “The needs of the workplace are “increasingly indistinguishable” from the knowledge and skills needed for college success” (American Diploma Project, 2008)
    34. 34. 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 coursework• With a reasonable chance to be successful in entry-level credit-bearing courses (75% chance of a C orbetter or 50% > B)ACT Research: “A First Look at the Common Core andCollege and Career Readiness”
    35. 35. 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
    36. 36. More on the CCSS•