An Introduction to the Common Core State Standards

An Introduction to the Common Core State Standards

January 18, 2012School District of Newberry County

Why CCSS?The Common Core State Standards Initiative is a state-led effort, launched more than a year ago by state leaders, including governors and state commissioners of education from 48 states, 2 territories and the District of Columbia, through their membership in the National Governors Association Center for Best Practices (NGA Center) and Council of Chief State School Officers (CCSSO).The process used to write the standards ensured they were informed by: - the best state standards;-the experience of teachers, content experts, states and leading thinkers; -and feedback from the general public.

CCSS is not a curriculum

1. The Standards define what all students are expected to know and be able to do, not how teachers should teach.

2. While the Standards focus on what is most essential, they do not describe all that can or should be taught.

3. The Standards do not define the nature of advanced work for students who meet the Standards prior to the end of high school.

4. The Standards set grade-specific standards but do not define the intervention methods or materials necessary to support students who are well below or well above grade-level expectations.

New Content Standards will be in ELA and Math only.

Science, Social Studies, and Technical Subjects will support the CCSS through Literacy. An entire Appendix is devoted to these subject areas supporting the key elements of the standards.

Timeline for Implementation

2012-2013- - K-2 Full Implementation- teachers will teach from the CCSS only- 3-12- Transition year - PASS/ HSAP/ EOC

Timeline for Implementation

2013-2014- - K-12- Full Implementation- Considered a bridging year, but only what is in common with CCSS and current state standards will be assessed in grades 3-12. Full implementation this year will give teachers a chance to teach new standards without new accountability measures.- PASS/ HSAP/ EOC

Timeline for Implementation

2014-2015- - FULL IMPLEMENTATION- New State Tests will be administered

Professional Development- Planning

2011-2012- WPEC superintendents support collaborative efforts for professional development on the Common Core State Standards

2011-2012- WPEC districts have planned upcoming collaborative professional development opportunities

2011-2012- Kindergarten teachers in the School District of Newberry County have been creating units and beginning implementation of Common Core State Standards- Math

Professional Development

January 18- Introduction and Overview- District WednesdayJanuary 26- Kindergarten- ELA and Math CCSS- WPECJanuary 27- Grade 1- ELA and Math CCSS- WPECFebruary 7- Grades 2 & 3 representatives- Overview and Awareness-

WPECFebruary 8- Grades 6-12 ELA and Math representatives- Overview

and Awareness- WPECFebruary 9- Grades 4 & 5 representatives- Overview and Awareness-

WPECJune- In-district summer opportunitiesJuly- Montessori Teachers- WPECJuly 16-19- Additional summer training and materials development- WPEC

Western Piedmont Education Consortium

AbbevilleEdgefield

Greenwood 50Greenwood 51Greenwood 52

Laurens 55Laurens 56McCormickNewberry

Saluda

Professional Development

District-wide focus for 2012-2013 will be on Common Core State

Standards

Common Core State Standards

About the StandardsThe CCSS:

* are aligned with college and work expectations;* are clear, understandable and consistent;* include rigorous content and application of

knowledge through high-order skills;* build upon strengths and lessons of current state

standards;* are informed by other top performing countries, so

that all students are prepared to succeed in our global economy and society;

* are evidence-based.

http://www.corestandards.org/about-the-standards

ELA– Language and Literacy

ELA- Language and LiteracyReading

• Key Ideas and Details • Craft and Structure • Integration of Knowledge and Ideas • Range of Reading and Level of Text Complexity

Language • Conventions of Standard English • Knowledge of Language • Vocabulary Acquisition and Use

Writing (includes Standards for Literacy in History/Social Studies, Science and Technical Subjects)

• Text Types and Purposes • Production and Distribution of Writing • Research to Build and Present Knowledge • Range of Writing • Comprehension and Collaboration • Presentation of Knowledge and Ideas

Speaking and Listening• Comprehension and Collaboration• Presentation of Knowledge and Ideas

ELA- Language and Literacy

CCSS Instructional Shifts- ELA/ Literacy

1. Pk-5- Balancing Informational and Literary TextsFocus on Informational Texts includes 50% by Grade 4; 70% by Grade 12

2. Grades 6-12- Knowledge in the DisciplinesLiteracy will be included in Science and Social Studies- information text focus

3. Staircase of ComplexityEach grade level standards increase in complexity; scaffolding

CCSS Instructional Shifts- ELA/ Literacy

4. Text-based AnswersWriting and conversation will be connected to texts; evidentiary arguments

5. Writing from SourcesEmphasis on the use of evidence to inform or argue vs. the personal narrative; focus on student responses to text ideas, events, facts, and arguments

6. Academic VocabularyContinuous building of vocabulary to access grade level complex texts

ELA- Examples of ChangesGrade 6

Common Core Standard Correlation with 2008 Standard

Conceptual/ Rigor Differences

Adjustments to Instruction

1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

6-1.1- Analyze literary texts to draw conclusions and make inferences.6-1.10- Predict events in literary texts on the basis of cause-and-effect relationships.6-3.1- Use context clues (for example, those that provide an example, a definition, or restatement) to generate the meanings of unfamiliar and multiple-meaning words.6-3.3- Interpret the meaning of idioms and euphemisms encountered in texts.6-3.4- Distinguish between the denotation and the connotation of a given word.

While our current standards address drawing conclusions, making inferences, or predicting events, they never explicitly state that students will be able to cite textual references to support their opinions. The biggest difference is in the student’s connection with the text- reading takes on a new layer of understanding.The 6.3 standard indicators deal with understanding vocabulary as a tool for increasing comprehension. While vocab is a key to understanding a text, the correlation to the standard is marginal.

Consistent requirement that students cite textural references when discussing or writing about the text.Inferences are based in information present in the text, so student must justify what he infers with textual references.

Correlation prepared by SC State Department of Education Committee in Spring of 2010.

Common Core Standard

Correlation with 2008 Standard

Conceptual/ Rigor Differences

Adjustments to Instruction

1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

E2-6.5- Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose.E2-6.7- Use a variety of print and electronic reference materials.E1-6.8- Design and carry out research projects by selecting a topic, constructing inquiry questions, and accessing resources, evaluating credibility, and organizing information.

None provided None provided

ELA- Examples of Changes9-10 Grade Band

Correlation prepared by SC State Department of Education Committee in Spring of 2010.

Correlation prepared by SC State Department of Education Committee in Spring of 2010.

Common Core Standard

Correlation with 2008 Standard

Conceptual/ Rigor Differences

Adjustments to Instruction

10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11- CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, in the grades 11- CCR text complexity band independently and proficiently.

E3-4.5- Revise writing to improve clarity, tone, voice, content and the development of ideas.E4-4.5- Revise writing to improve clarity, tone, voice, content, and the development of ideas.

None provided None provided

ELA- Examples of Changes11-12 Grade Band

English Language Arts and Literacy in History/ Social Studies, Science, and

Technical Subjects

Why?

Just as students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, so too must the Standards specify the literacy skills and understandings required for college and career readiness in multiple disciplines.

It is important to note that the 6-12 literacy standards in history/ social studies, science, and technical subjects are not meant to replace content standards in those areas but rather to supplement them.

Key Design Considerations

-Grade levels for K-8; grade bands for 9-10 and 11-12- A focus on results rather than means- An integrated model of literacy-Research and media skills blended into the Standards as a whole-Shared responsibility for students’ literacy development

-The grades 6-12 standards are divided into two sections, one for ELA and the other for history/social studies, science, and technical subjects. This division reflects the unique, time-honored place of ELA teachers in developing students’ literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well.

CCSS Literacy Examples

Grade 3 Grade 4 Grade 5

7. Use information gained from illustrations (e.., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

Reading Standards for Informational Text K-5Integration of Knowledge and Ideas

CCSS Literacy Examples

Grades 9-10 Grades 11-12

9. Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letters from Birmingham Jail”), including how they address related themes and concepts.

9. Analyze seventeenth-, eighteenth-, and nineteenth- century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their theses, purposes, and rhetorical features.

Reading Standards for Informational Text 6-8Integration of Knowledge and Ideas

CCSS Literacy Examples

Grades 9-10 Grades 11-12

2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noticing any discrepancies among the data.

Speaking and Listening Standards 6-12Comprehension and Collaboration

Additional Resources

www.corestandards.org- official site of the Common Core State Standards

http://ed.sc.gov/agency/pr/standards-and-curriculum/South_Carolina_Common_Core.cfm

http://www.pta.org/common_core_state_standards.asp

http://www.ncpublicschools.org/acre/standards/common-core-tools/

District Design and Implementation Teams

Frankie Bennett, NMSLynn Cary, MCHSAlison Cody, WCSAndrew Corbett, NMSDianne Cotney, PGESRita Dickert, MCMSCynthia Downs, SDNCLindsey A. Folk, WCSBeth Griffith, GESKim Hamilton, NHSDianne Hartness, NHSJan Hyman, PRESMike Jaeger, NCCC

Kaye Jamison, MCMSTim Lyden, PRESChristy Mays, NESKim Neal, WCSLisa Richardson, LMESAllison Richter, BSESFran Senn, GESKatrina Singletary, NHSDale Smith, BSES, GES, NESCarson Ware, SDNCDeedee Westwood, MCMSKelly Whitlock, RESReggie Wicker, NES