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Common Core Standards for Parents
This document provides an overview of the Common Core State Standards for mathematics and English language arts. It discusses the impetus for developing common standards across states to better prepare students for college and careers. It outlines the overall structure of the mathematics standards, including the domains, standards for mathematical practice, and coherence across grade levels. It also describes the overall structure of the English language arts standards, including the strands of reading, writing, speaking and listening, and language. The standards are designed to ensure students gain the knowledge and skills needed to be successful after graduation.
Common Core Standards for Parents
- 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. Impetusfor 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.
- 5. Focus 1: Impetus for and Implications of the CCSS
- 6. Impetus for theCommon 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 •Standardsfrom 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 CommonCore Standards • Joint initiative of: • Supported by:
- 9. What’s the BigDeal? • 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 CoreState 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 commoncore 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 Structureof K-12 Mathematics
- 14. More Focused andCoherent “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 • AllStandards 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 MathematicalContent • 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 theStandards 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 MathematicalPractices “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 theStandards 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 CareerReadiness (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 CareerReadiness 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-EyeView) 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 6-12ELA 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: CCSSLiteracy 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 ofLiteracy 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 Collegeand 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 Collegeand 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 theCCSS •www.corestandards.org
Editor's Notes
- #9 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