COUNCIL OF CHIEF STATE SCHOOL OFFICERS                (CCSSO)                   &   NATIONAL GOVERNORS ASSOCIATION      CE...
Standards Development Process College
and
career
readiness
standards
developed
  in
summer
2009 Based
on
the
college
and...
What are the Common Core State Standards?  Aligned
with
college
and
work
expecta=ons  Focused
and
coherent  Include
rig...
Why is this important? Currently,
every
state
has
its
own
set
of
academic
  standards,
meaning
public
educa=on
students
i...
More Informationwww.corestandards.org    For
more
informa=on
and
to
post
a
video
of
support
STANDARDS FOR      ENGLISH LANGUAGE ARTS                 &LITERACY IN HISTORY/SOCIAL STUDIES,  SCIENCE, AND TECHNICAL SUBJ...
Design and OrganizationMajor
design
goals   Align
with
best
evidence
on
college
and
career
readiness
   expecta=ons   Bu...
Design and OrganizationThree
main
sec2ons   K−5
(cross‐disciplinary)   6−12
English
Language
Arts   6−12
Literacy
in
Hi...
Design and OrganizationFour
strands   Reading
(including
Reading
Founda=onal
Skills)   Wri=ng   Speaking
and
Listening...
Design and OrganizationCollege
and
Career
Readiness
(CCR)
anchor
standards
Broad
expecta=ons



 consistent
across

 grad...
Design and OrganizationK−12
standards Grade‐specific
end‐of‐year
  expecta=ons Developmentally
  appropriate,
cumula=ve
 ...
ReadingComprehension
(standards
1−9)



Standards
for
reading
literature
and
informa=onal
texts



Strong
and
growing
ac...
Reading Foundational SkillsFour
categories
(standards
1−4)   Print
concepts
(K−1)   Phonological
awareness
(K−1)   Phon...
WritingWri2ng
types/purposes
(standards
1−3)   Wri=ng
arguments   Wri=ng
informa=ve/explanatory
texts   Wri=ng
narra=ve...
WritingProduc2on
and
distribu2on
of
wri2ng
(standards
4−6)   Developing
and
strengthening
wri=ng   Using
technology
to
p...
Speaking and ListeningComprehension
and
collabora2on
(standards
1−3)
 Day‐to‐day,
purposeful
academic
talk
in
one‐on‐one,...
LanguageConven2ons
of
standard
EnglishKnowledge
of
language
(standards
1−3)   Using
standard
English
in
formal
wri=ng
and...
Key AdvancesReading•   Balance
of
literature
and
informa=onal
texts•   Text
complexityWri2ng•   Emphasis
on
argument
and
i...
Key AdvancesStandards
for
reading
and
wri2ng
in
history/social
studies,
science,
and
technical
subjects•   Complement
rath...
Intentional Design LimitationsWhat
the
Standards
do
NOT
define:   How
teachers
should
teach   All
that
can
or
should
be
t...
ConclusionStandards:
Important
but
insufficient   To
be
effec=ve
in
improving
educa=on
and
gegng
all
students
    ready
for
...
STANDARDS FOR MATHEMATICS  JUNE 2010
Design and OrganizationStandards
for
Mathema2cal
Prac2ce   Carry
across
all
grade
levels   Describe
habits
of
mind
of
a
...
Design and Organization   Content
standards
define
what
students
should
understand
and
be
able
to
do   Clusters
are
group...
Design and Organization   Grade Level Overviews
Design and Organization Focal
points
at
each
grade
level
Number and Operations, Grade 1Number
and
Opera2ons
          Opera2ons
and
Algebraic
in
Base
Ten                    Thinki...
Fractions, Grades 3–6   3.
Develop
an
understanding
of
frac=ons
as
numbers.   4.
Extend
understanding
of
frac=on
equival...
Statistics and Probability, Grade 6Develop
understanding
of
sta2s2cal
variability   Recognize
a
sta=s=cal
ques=on
as
one
...
Algebra, Grade 8Graded
ramp
up
to
Algebra
in
Grade
8
  Proper=es
of
opera=ons,
similarity,
ra=o
and
propor=onal
rela=onsh...
High SchoolConceptual
themes
in
high
school   Number
and
Quan=ty   Algebra   Func=ons   Modeling   Geometry   Sta=s=...
Geometry, High SchoolMiddle
school
founda2ons   Hands‐on
experience
with
transforma=ons.   Low
tech
(transparencies)
or
...
Key AdvancesFocus
and
coherence•   Focus
on
key
topics
at
each
grade
level.•   Coherent
progressions
across
grade
levels.B...
ConclusionThe
promise
of
standards
   These
Standards
are
not
intended
to
be
new
names
for
old
    ways
of
doing
business....
You
can
ask
ques=ons
by
typing
your
ques=on
           into
the
Q&A
panel
and
                clicking
"send.“
   Webinar
...
Upcoming SlideShare
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  • Transcript of "Common Core Presentation"

    1. 1. COUNCIL OF CHIEF STATE SCHOOL OFFICERS (CCSSO) & NATIONAL GOVERNORS ASSOCIATION CENTER FOR BEST PRACTICES (NGA CENTER) JUNE 2010
    2. 2. Standards Development Process College
and
career
readiness
standards
developed
 in
summer
2009 Based
on
the
college
and
career
readiness
 standards,
K‐12
learning
progressions
developed Mul=ple
rounds
of
feedback
from
states,
teachers,
 researchers,
higher
educa=on,
and
the
general
 public Final
Common
Core
State
Standards
released
on
 June
2,
2010
    3. 3. What are the Common Core State Standards?  Aligned
with
college
and
work
expecta=ons  Focused
and
coherent  Include
rigorous
content
and
applica=on
of
knowledge
through
high‐order
 skills  Build
upon
strengths
and
lessons
of
current
state
standards  Interna=onally
benchmarked
so
that
all
students
are
prepared
to
succeed
in
 our
global
economy
and
society  Based
on
evidence
and
research  State
led
–
coordinated
by
NGA
Center
and
CCSSO
    4. 4. Why is this important? Currently,
every
state
has
its
own
set
of
academic
 standards,
meaning
public
educa=on
students
in
each
state
 are
learning
to
different
levels All
students
must
be
prepared
to
compete
with
not
only
 their
American
peers
in
the
next
state,
but
with
students
 from
around
the
world

    5. 5. More Informationwww.corestandards.org For
more
informa=on
and
to
post
a
video
of
support
    6. 6. STANDARDS FOR ENGLISH LANGUAGE ARTS &LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS JUNE 2010
    7. 7. Design and OrganizationMajor
design
goals Align
with
best
evidence
on
college
and
career
readiness
 expecta=ons Build
on
the
best
standards
work
of
the
states Maintain
focus
on
what
maOers
most
for
readiness
    8. 8. Design and OrganizationThree
main
sec2ons K−5
(cross‐disciplinary) 6−12
English
Language
Arts 6−12
Literacy
in
History/Social
Studies,
 Science,
and
Technical
SubjectsShared
responsibility
for
students’
literacy
developmentThree
appendices• A:
Research
and
evidence;
glossary
of
key
terms• B:
Reading
text
exemplars;
sample
performance
tasks• C:
Annotated
student
wri=ng
samples
    9. 9. Design and OrganizationFour
strands Reading
(including
Reading
Founda=onal
Skills) Wri=ng Speaking
and
Listening LanguageAn
integrated
model
of
literacyMedia
requirements
blended
throughout
    10. 10. Design and OrganizationCollege
and
Career
Readiness
(CCR)
anchor
standards
Broad
expecta=ons



 consistent
across

 grades
and
content
areas

Based
on
evidence
 about
college
and
 workforce
training
 expecta=ons

Range
and
content
    11. 11. Design and OrganizationK−12
standards Grade‐specific
end‐of‐year
 expecta=ons Developmentally
 appropriate,
cumula=ve
 progression
of
skills
and
 understandings One‐to‐one
 correspondence
with
CCR
 standards
    12. 12. ReadingComprehension
(standards
1−9)



Standards
for
reading
literature
and
informa=onal
texts



Strong
and
growing
across‐the‐curriculum
emphasis
on
 students’
ability
to
read
and
comprehend
informa=onal
texts



Aligned
with
NAEP
Reading
frameworkRange
of
reading
and
level
of
text
complexity(standard
10,
Appendices
A
and
B)
 “Staircase”
of
growing
text
complexity
across
grades
 High‐quality
literature
and
informa=onal
texts
in
a
range
 of
genres
and
subgenres
    13. 13. Reading Foundational SkillsFour
categories
(standards
1−4) Print
concepts
(K−1) Phonological
awareness
(K−1) Phonics
and
word
recogni=on
(K−5) Fluency
(K−5)• Not
an
end
in
and
of
themselves• Differen=ated
instruc=on
    14. 14. WritingWri2ng
types/purposes
(standards
1−3) Wri=ng
arguments Wri=ng
informa=ve/explanatory
texts Wri=ng
narra=ves Strong
and
growing
across‐the‐curriculum
emphasis
on
 students
wri=ng
arguments
and
informa=ve/explanatory
 texts Aligned
with
NAEP
Wri=ng
framework
    15. 15. WritingProduc2on
and
distribu2on
of
wri2ng
(standards
4−6) Developing
and
strengthening
wri=ng Using
technology
to
produce
and
enhance
wri=ngResearch
(standards
7−9) Engaging
in
research
and
wri=ng
about
sourcesRange
of
wri2ng
(standard
10) Wri=ng
rou=nely
over
various
=me
frames
    16. 16. Speaking and ListeningComprehension
and
collabora2on
(standards
1−3)
 Day‐to‐day,
purposeful
academic
talk
in
one‐on‐one,
 small‐group,
and
large‐group
segngsPresenta2on
of
knowledge
and
ideas
(standards
4−6)
 Formal
sharing
of
informa=on
and
concepts,

 including
through
the
use
of
technology
    17. 17. LanguageConven2ons
of
standard
EnglishKnowledge
of
language
(standards
1−3) Using
standard
English
in
formal
wri=ng
and
speaking Using
language
effec=vely
and
recognizing
language
varie=esVocabulary
(standards
4−6) Determining
word
meanings
and
word
nuances Acquiring
general
academic
and
domain‐specific
words
and
 phrases
    18. 18. Key AdvancesReading• Balance
of
literature
and
informa=onal
texts• Text
complexityWri2ng• Emphasis
on
argument
and
informa=ve/explanatory
wri=ng• Wri=ng
about
sourcesSpeaking
and
Listening• Inclusion
of
formal
and
informal
talkLanguage• Stress
on
general
academic
and
domain‐specific
vocabulary
    19. 19. Key AdvancesStandards
for
reading
and
wri2ng
in
history/social
studies,
science,
and
technical
subjects• Complement
rather
than
replace
content
standards
 in
those
subjects• Responsibility
of
teachers
in
those
subjectsAlignment
with
college
and
career
readinessexpecta2ons
    20. 20. Intentional Design LimitationsWhat
the
Standards
do
NOT
define: How
teachers
should
teach All
that
can
or
should
be
taught The
nature
of
advanced
work
beyond
the
core The
interven=ons
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
    21. 21. ConclusionStandards:
Important
but
insufficient To
be
effec=ve
in
improving
educa=on
and
gegng
all
students
 ready
for
college,
workforce
training,
and
life,
the
Standards
 must
be
partnered
with
a
content‐rich
curriculum
and
robust
 assessments,
both
aligned
to
the
Standards.
    22. 22. STANDARDS FOR MATHEMATICS JUNE 2010
    23. 23. Design and OrganizationStandards
for
Mathema2cal
Prac2ce Carry
across
all
grade
levels Describe
habits
of
mind
of
a
mathema=cally
expert
studentStandards
for
Mathema2cal
Content K‐8
standards
presented
by
grade
level Organized
into
domains
that
progress
over
several
grades Grade
introduc=ons
give
2–4
focal
points
at
each
grade
level High
school
standards
presented
by
conceptual
theme
(Number
&
Quan=ty,
 Algebra,
Func=ons,
Modeling,
Geometry,
Sta=s=cs
&
Probability)
    24. 24. Design and Organization 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
    25. 25. Design and Organization Grade Level Overviews
    26. 26. Design and Organization Focal
points
at
each
grade
level
    27. 27. Number and Operations, Grade 1Number
and
Opera2ons
 Opera2ons
and
Algebraic
in
Base
Ten Thinking
Extend
the
coun=ng
 
Represent
and
solve
sequence. problems
involving
addi=on

Understand
place
value. and
subtrac=on.
Use
place
value
 
Understand
and
apply
understanding
and
proper=es
 proper=es
of
opera=ons
and
of
opera=ons
to
add
and
 the
rela=onship
between
subtract. addi=on
and
subtrac=on. 
Add
and
subtract
within
20. 
Work
with
addi=on
and
 subtrac=on
equa=ons.
    28. 28. Fractions, Grades 3–6 3.
Develop
an
understanding
of
frac=ons
as
numbers. 4.
Extend
understanding
of
frac=on
equivalence
and
ordering. 4.
Build
frac=ons
from
unit
frac=ons
by
applying
and
extending
previous
 understandings
of
opera=ons
on
whole
numbers. 4.
Understand
decimal
nota=on
for
frac=ons,
and
compare
decimal
 frac=ons. 5.
Use
equivalent
frac=ons
as
a
strategy
to
add
and
subtract
frac=ons. 5.
Apply
and
extend
previous
understandings
of
mul=plica=on
and
division
 to
mul=ply
and
divide
frac=ons. 6.
Apply
and
extend
previous
understandings
of
mul=plica=on
and
division
 to
divide
frac=ons
by
frac=ons.
    29. 29. Statistics and Probability, Grade 6Develop
understanding
of
sta2s2cal
variability Recognize
a
sta=s=cal
ques=on
as
one
that
an=cipates
variability
in
the
data
 related
to
the
ques=on
and
accounts
for
it
in
the
answers.
For
example,
“How
 old
am
I?”
is
not
a
sta=s=cal
ques=on,
but
“How
old
are
the
students
in
my
 school?”
is
a
sta=s=cal
ques=on
because
one
an=cipates
variability
in
students’
 ages. Understand
that
a
set
of
data
collected
to
answer
a
sta=s=cal
ques=on
has
a
 distribu=on
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
varia=on
describes
how
its
 values
vary
with
a
single
number.
    30. 30. Algebra, Grade 8Graded
ramp
up
to
Algebra
in
Grade
8
 Proper=es
of
opera=ons,
similarity,
ra=o
and
propor=onal
rela=onships,
ra=onal
number
system.Focus
on
linear
equa2ons
and
func2ons
in
Grade
8
 Expressions
and
Equa=ons 
Work
with
radicals
and
integer
exponents. 
Understand
the
connec=ons
between
propor=onal
rela=onships,
lines,
and
linear
 equa=ons. 
Analyze
and
solve
linear
equa=ons
and
pairs
of
simultaneous
linear
equa=ons.
 Func=ons 
Define,
evaluate,
and
compare
func=ons. 
Use
func=ons
to
model
rela=onships
between
quan==es.
    31. 31. High SchoolConceptual
themes
in
high
school Number
and
Quan=ty Algebra Func=ons Modeling Geometry Sta=s=cs
and
ProbabilityCollege
and
career
readiness
threshold (+)
standards
indicate
material
beyond
the
threshold;
can
be
in
 courses
required
for
all
students.
    32. 32. Geometry, High SchoolMiddle
school
founda2ons Hands‐on
experience
with
transforma=ons. Low
tech
(transparencies)
or
high
tech
(dynamic
geometry
 sooware).High
school
rigor
and
applica2ons Proper=es
of
rota=ons,
reflec=ons,
transla=ons,
and
dila=ons
 are
assumed,
proofs
start
from
there. Connec=ons
with
algebra
and
modeling
    33. 33. Key AdvancesFocus
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.Mathema2cal
prac2ces• Foster
reasoning
and
sense‐making
in
mathema=cs.College
and
career
readiness• Level
is
ambi=ous
but
achievable.
    34. 34. ConclusionThe
promise
of
standards
 These
Standards
are
not
intended
to
be
new
names
for
old
 ways
of
doing
business.
They
are
a
call
to
take
the
next
step.
It
 is
=me
for
states
to
work
together
to
build
on
lessons
learned
 from
two
decades
of
standards
based
reforms.
It
is
=me
to
 recognize
that
standards
are
not
just
promises
to
our
children,
 but
promises
we
intend
to
keep.
    35. 35. You
can
ask
ques=ons
by
typing
your
ques=on
 into
the
Q&A
panel
and
 clicking
"send.“
 Webinar
recording
will
be
available
at
 www.corestandards.org

    ×