The document discusses how community arts organizations can connect their programs to the Common Core State Standards. It provides an overview of the Common Core, including its goals of preparing students for college and careers. The Common Core focuses on higher-order thinking skills, content mastery, and habits of mind. It also shifts the focus in English Language Arts to more non-fiction texts, argumentative writing, and using textual evidence. In math, it emphasizes practices like problem-solving and modeling with mathematics. Two examples of programs from the Frank Lloyd Wright Preservation Trust are described along with the standards they address.

1. Connecting to the
Common Core
Shannon Greve and Brooke Hutchison
IAEA Conference
November 2, 2012
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2. What Are The Common Core State Standards?
“Common Core State Standards define the knowledge and
skills students should have within their K-12 education
careers so that they will graduate high school able to succeed
in entry-level, credit-bearing academic college courses and in
workforce training programs.”
(NGA & CCSSO, 2010)
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3. Criteria Used to Develop CCSS
1. Fewer and clearer
2. Aligned with college and work expectations
3. Include rigorous content and application of knowledge through higher
order skills
4. Build upon strengths and lessons of current state standards
5. Informed by top performing countries
6. Evidenced and/or researched-based
7. Realistic and practical for the classroom
8. Consistent across all states
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4. The Common Core promotes access, delivery, and expectations.
Higher Order Thinking Skills
Content
Habits of Mind
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5. The Common Core’s Habits of Mind
 Demonstrate independence
Fifth grader Noah said, “I liked
that we got to build whatever we
wanted. I liked the independent
working.”
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6. Build strong content knowledge
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7. • Respond to demands of audience, task,
purpose, discipline
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8.  Comprehend as well as critique
“When students visit the Robie House as part of the
extended school programs, they light up as they realize
the connections between their projects and the work
of Frank Lloyd Wright.”
Shannon Greve
Youth & Family Programs Manager
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9.  Value evidence
 Use technology & digital media strategically
 Come to understand other perspectives & cultures
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10. Implications for the work of
community arts providers
Chicago Public Schools recommends:
TEXT, TEXT, TEXT
-- Text-based questions/activities
Communication
Integration (Real-world)
Critical-Thinking
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11. Shifts in English Language Arts
 Balance of literary & informational texts
 Focus on text complexity
 Focus on argument & informative/explanatory
writing
 Focus on using evidence
 General academic and domain-specific vocabulary
 Literacy across the curriculum
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14. Standards for math practice
 Make sense of problems & persevere in solving them
 Reason abstractly and quantitatively
 Construct viable arguments & critique the understanding of
others
 Model with math
 Use appropriate tools strategically
 Attend to precision
 Look for and make use of structure
 Look for & express regularity in repeated reasoning
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15. Next Generation Science Standards
Concepts
Patterns – observation, organization, classification,
questions about relationships
Cause & Effect – deciphering and prediction
Scale, proportion, and quantity
Systems & models – use model to understand organized
group of related components
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16.  Energy & matter: flow, cycles, conservation
 Structure & function – structure can determine
function, or form can follow function. Frank Lloyd
Wright said, “Form and function are one."
 Stability & change – observing change over time
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17. A civilization can occur by way of science,
and science can maintain a civilization up to a
certain point. But culture is a way of making
that way of life which is a civilization beautiful.
Frank Lloyd Wright, 1952
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18. “Yet even the most passionate advocate of standards will
acknowledge that standards, by themselves, do not
improve education. Standards do a great deal: they can set
clear goals for learning for students and teachers, and
establish guidelines for instruction and performance….
The standards are only the first step on the road to higher
levels of learning.”
-Robert Rothman, “Five Myths About the Common Core State Standards”
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19. True study is a form of experience.
Frank Lloyd Wright, 1958
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20. More Resources
 www.corestandards.org
 www.cps.edu/commoncore
 http://www.pta.org/common_core_state_standards.asp
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21. IMLS: Museums for America Grant
The Museums for America funding will help the FLWPT reach five goals:
1)sustain our current in-school offerings
2)develop a greater range of programs to address a broader range of
learning standards and reach children with multiple learning styles
3)expand our outreach
4)increase the scope and size of our family programs
5)establish a corps of educators with increased content knowledge,
broader skills, and specific classroom experience.
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22. Architecture in Education
Basic Goals:
Engage the public in educational experiences that foster an appreciation
of architecture, design, and the legacy of Frank Lloyd Wright (FLW).
Explore actively an element of FLW’s innovative design aesthetic.
Raise awareness of the built environment and its relationship to the
quality of life.
Facilitate the child’s use of FLW design elements thru problem-solving
and/or creative activities.
Foster structured play experiences for children as integral to the creative
process of FLW.
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23. Architecture in Education:
Illinois Standards
 CC.K-12.W.R.2 Write informative/explanatory texts to examine and convey complex ideas.
 CC.K-12.SL.1 Participate effectively in a range of conversations…building on others’ ideas and expressing their own
clearly and persuasively.
 CC.K-12.SL.4 Present information and supporting evidence such that listeners can follow the line of reasoning and
the organization, development, and style are appropriate to task, purpose, and audience.
 CC.K-12.SL.6 Adapt speech to a variety of contexts and communicative tasks.
 CC.K-12.L.R.6 Acquire and use accurately a range of general academic and domain-specific words and phrases.
 CC.K-12.MP.1 Make sense of problems and persevere in solving them.
 CC.K-12.MP.2 Reason abstractly and quantitatively.
 CC.K-12.MP.4 Model with mathematics.
 CC.K-12.MP.5 Use appropriate tools strategically.
 CC.K-12.MP.6 Attend to precision.
 CC.K-12.MP.7 Look for and make use of structure.
 Social Science State Goal 16: Understand events, trends, individuals, and movements shaping the history of Illinois,
the United States, and other nations.
 Fine Arts State Goal 26 Through creating and performing, understand how works of art are produced.
 Fine Arts State Goal 27: Understand the role of the arts in civilizations, past and present.
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24. Architecture in Education
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25. Little Builders
Basic Goals:
Engage the public in educational experiences that foster an appreciation
of architecture, design, and the legacy of Frank Lloyd Wright (FLW).
Explore actively an element of FLW’s innovative design aesthetic.
Raise awareness of the built environment and its relationship to the
quality of life.
Facilitate the child’s use of FLW design elements thru problem-solving
and/or creative activities.
Foster structured play experiences for children as integral to the creative
process of FLW.
GoWright.org

26. Little Builders:
Illinois Standards
 CC.K-12.SL.1 Participate effectively in a range of conversations…building
on others’ ideas and expressing their own clearly and persuasively.
 CC.K-12.L.R.6 Acquire and use accurately a range of general academic and
domain-specific words and phrases.
 CC.K-12.MP.1 Make sense of problems and persevere in solving them.
 CC.K-12.MP.5 Use appropriate tools strategically.
 CC.K-12.MP.7 Look for and make use of structure.
 Fine Arts State Goal 26 Through creating and performing, understand how
works of art are produced.
 Fine Arts State Goal 27 Understand the role of the arts in civilizations, past
and present.
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27. Little Builders
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