Transcript Common Core State Standards: Information and Implementation

Common Core State
Standards: Information
and Implementation
Summer, 2012
By David Dawson, Natalie Gallegos, Jessica
Gonzales, Christy Krenek, Lisa Lovato, Alicia
Martinez, Jeanette Martinez, Sharon Scarlott,
and Erica Wheeler
What’s the Big Deal?
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The CCSS mandate the student learning
outcomes for every grade level.
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The CCSS create a common language.
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Students will be tested and instructional
effectiveness will be measured based on
CCSS.
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Federal funding is tied to CCSS adoption,
implementation, and accountability.
Common Core State Standards History
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In June 2009 the Council of Chief State School
Officers (CCSSO) and the National Governors
Association (NGA) announced a joint venture to
establish Common Core State Standards
(CCSS).

The goal of this historic initiative is for all
American children to graduate from high school
ready for college, career pathways, and success
in a global economy.
Following the Journey
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In July 2009, work groups and feedback groups
composed of representatives from higher education,
K–12 education, and the research community began
work on standards in mathematics and ELA.
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Also at this time, a draft of the College and Career
Ready Standards were released. Feedback was solicited
from a wide range of stakeholders, including educators,
administrators, community and parent organizations,
higher education representatives, the business
community, researchers, civil rights groups, and states.
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In September 2009 the Validation Committee was
announced. This 25-member committee of leading
figures in the education standards community was
charged with providing independent, expert validation of
the process. The group met in December 2009, April
2010, and May of 2010.
Following the Journey, continued
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In November 2009 the first draft of CCSS grade-level standards was
released to states. This was a very rough draft with many sections still in the
early stages of development. After comment from the states, two other
drafts followed, with conference calls held to obtain verbal feedback. Many
states still had concerns, but were pleased with the response to their
previous feedback. A few states conducted additional focus groups at this
time.
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On March 10, 2010, the first public draft of Common Core State Standards
was released. Public feedback was collected through April 2, 2010. The
states were afforded two more opportunities to give feedback before the
final standards were released.
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Unformatted drafts of the ELA and mathematics standards were released on
May 14 and May 26, respectively. States received the final release on June
1, 2010, one day prior to the public release of the final CCSS.
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On June 2, 2010, the final version of the CCSS was released to the public.
Also in June, the Validation Committee published its final report, stating:
“Unlike past standards setting efforts, the Common Core State Standards
are based on best practices in national and international education, as well
as research and input from numerous sources … The Common Core State
Standards represent what American students need to know and do to be
successful in college and careers. Once the standards are adopted and
implemented, states will determine how best to measure and hold students
accountable for meeting these standards.”
Common Core States
Implementation of the CCSS
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Schools and districts are now
undertaking the challenging
task of effectively
implementing these standards
in classrooms in a way that
ensures all students have
access to the high-quality
instruction needed to meet the
college- and career-ready
expectations of the CCSS.
This means that key
stakeholders across the
educational enterprise must
systematically plan and
methodically take actions
toward effective
implementation.
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Working like well-connected
gears, district administrators,
principals, and teachers must
each carry out specific tasks to
ensure the implementation
machine runs efficiently and
productively to accomplish the
multifaceted job of supporting
students’ acquisition of the
knowledge and skills for their
grade levels, meeting or
exceeding the expectations on
grade-level summative
assessments, and becoming
college- and career-ready
upon graduation from high
school.
Why are Common Core State Standards
good for students?
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College & Career Focus: Prepare students with
the knowledge and skills they need to succeed.
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Consistent: Provide expectations that are not
dependent on a student’s zip code.
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Mobility: Help students make transitions
between districts and between states.
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Student Ownership: Students know what is
expected of them; can be more self-directed in
their learning.
Why are Common Core State Standards
good for educators?
Common Core State Standards provide focus for:
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Preparing teachers
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Aligning what is taught with assessments
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Designing curriculum and teaching methods
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Building deep understanding for all students
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Providing equal expectations for all teachers and equal
opportunity to learn for all students
Content of the
Common Core
ENGLISH LANGUAGE ARTS (ELA)
Key Differences Between CCSS for ELA and
Current New Mexico Content Standards
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CCSS builds upon strengths and lessons of current state standards,
but limits number of items in a curriculum to allow for deeper
exploration of subject matter, (an inch wide and a mile deep).
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Internationally benchmarked so all students are prepared to succeed
in global economy and society.
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ELA standards set requirements for literacy in history, social studies,
science and technical subjects.
 Reading and writing grounded in evidence from the text.
 Focus on writing at a much earlier age. K-12 students expected to write
in Narrative, Argumentative, and Informative forms.
 Reading a balance of literature and informational text (Grades K-5 a
balance of 50% informational and 50% literary text).
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Regular practice with complex text and its academic vocabulary.
Portrait of Students Who Meet ELA
Standards
Students:
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Demonstrate independence
Build strong content knowledge
Respond to the varying demands of audience,
task, purpose, and discipline
Comprehend as well as critique
Value evidence
Use technology and digital media strategically and
capably
Come to understand other perspectives and
cultures
Four Strands of English Language Arts
Standards and Key Features of Each Strand
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Reading: Text complexity and growth
of comprehension
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Grades K-5: Literature and
Informational Text
Grades K-5: Reading Foundational
Skills
Grades 6-12: Literature and
Informational Text
Four Strands of English Language Arts
Standards and Key Features of Each Strand
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Writing: Text types, responding to
reading, and research
 Speaking
and Listening: Flexible
communication and collaboration
 Language: Conventions and vocabulary
Types of Reading Standards
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Reading for Literature
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Reading Informational Text
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Reading Foundational Skills
(K-5 only)
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Literacy in History/Social Studies,
Science and Technical Subjects
(6-12 only)
Reading Standards
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Key Ideas and Details (Standards 1-3)
 Main ideas, cite evidence, infer, analyze, details, text
interaction
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Craft and Structure (Standards 4-6)
 Interpret meaning, analyze structure, assess point or view
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Integration of Knowledge and Ideas
(Standards 7-9)
 Evaluate diverse text, arguments, claims, analyze and
compare
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Range of Reading and Level of Text
Complexity (Standard 10)
 Reading and comprehend increasingly complex text
Reading Foundational Skills
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Print concepts (Grades K−1)
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Phonological awareness (Grades K−1)
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Phonics and word recognition
(Grades K−5)
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Fluency (Grades K−5)
No College and Career Readiness standards for
Reading Foundational Skills
Writing Standards
Text Types and Purposes (Standards1−3)
 Writing arguments
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Writing informative/explanatory texts
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Writing narratives
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Strong across-the-curriculum emphasis on
students writing arguments and
informative/explanatory texts
Writing Standards
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Production and Distribution of Writing
(Standards 4−6)
 Developing and strengthening writing
 Using technology to produce and enhance writing
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Research to Present and Build
Knowledge (Standards 7−9)
 Engaging in research and writing about sources
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Range of Writing (Standard 10)
 Writing routinely over various time frames
Begins in Grade 3
Speaking and Listening Standards
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Comprehension and Collaboration
(Standards 1−3)
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Day-to-day, purposeful academic talk in one-on-one,
small-group, and large-group settings
Presentation of Knowledge and Ideas
(Standards 4−6)
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Formal sharing of information and concepts, including
through the use of technology
Language Standards
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Conventions of Standard English
(Standards 1−2)
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Knowledge of Language (Standard 3)
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Using standard English in formal writing and speaking
Capitalization, punctuation, spelling when writing
Using language effectively and recognizing language varieties
Vocabulary Acquisition and Use
(Standards 4−6)
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Determining word meanings and word nuances
Acquiring general academic and domain-specific words and phrases
Format of ELA Standards
Grade Level Overview K-8
Grade Level Overview High School
Deconstructing Standards
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Completing this
exercise helps
familiarize teachers
with the CCSS ELA
standards. Support
documents are
following.
Process for Deconstructing
Standards into Student Skills
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Identify nouns and noun phrases to identify key
concepts.
Locate verbs to identify key target(s)
Place the targets into one or more Learning
Target categories.
Identify the Securely Held Content
Clarify terms that may lead to multiple
interpretations.
Construct a list of skills statements that are
essential to become proficient in the identified
standard.
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Statements can be written in student-friendly terms, or
“I can…” statements.
Key Vocabulary for Deconstructing
Standards
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Key Concepts- what students need to know.
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Learning Targets- what students need to do.
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Learning Target Categories- define the type of target
associated with the terms in the standard.
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Securely Held Content-represents the concepts and
skills that students must master and hold with them in
order to be fully prepared for the next grade level.
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Skill Statements- statements that define the specific,
measureable skills students will need to acquire.
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The statements can be written in student friendly terms, or
“I can…” statements
Materials needed for implementing the
Common Core ELA State Standards
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The Common Core places emphasis in reading and
writing on higher level comprehension and evaluation of
literature.
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Classroom libraries or school book rooms with leveled
book-club sets (6-8 copies) of high interest, well written,
purposeful literature.
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Classroom libraries with nonfiction and historical fiction
that address grade level Social Studies and Science
content standards.
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Subscriptions to high-quality print-rich journals such as
Smithsonian, Junior Scholastic, National Geographic …
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Access to vetted digital sources such as
www.NewMexicoHistory.org, Discovery, PBS, The
History Channel, etc., as well as on-line journals and
journal archives.
Common Core ELA Resources
Appendix A
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Research Supporting Key Elements of the
Standards
 Glossary of Key Terms
Appendix B
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Text Exemplars
 Sample Performance Tasks
Appendix C
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Samples of Student Writing
History, Science, and Technical Subjects
Grades 6-12: What is our Role?
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Literacy is everyone's responsibility!
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Teachers will need to include reading, and
writing, along with your current standards.
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Why: There is not a current or planned
national standards for these subjects.
CCSS: Literacy in History/ Social Studies,
Science, and Technical Subjects
Strands and organizing elements
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Reading
History/ Social Science (RH) Grades 6-12
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Key ideas and details
Craft and structure
Integration of knowledge and ideas
Range of reading and level of text complexity
Science and Technical Subjects (RST) Grades 6-12
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Key ideas and details
Craft and structure
Integration of knowledge and ideas
Range of reading and level of text complexity
CCSS: Literacy in History/ Social Studies,
Science, and Technical Subjects
Strand and organizing elements
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Writing
History/Social Studies, Science and Technical Subjects
(WHST) Grades 6-12
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Text types and purposes
Production and distribution of writing
Research to build and present knowledge
Range of writing
Content of the
Common Core
Mathematics
Practice and Content
Standards for Mathematical Practice and
Content
 K-8 grade level standards
 Mathematical Standards for High School
Algebraic thinking standards indicated in K-5
Grade level overviews
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Mathematical Standards for High School
Conceptual categories
Additional standards for preparation for advanced
courses
Standards for Mathematical Practice
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Make sense of problems and persevere in
solving them
Reason abstractly and quantitatively
Construct viable arguments and critique
reasoning of others
Model with mathematics
Use appropriate tools strategically
Attend to precision
Look for and make use of structure
Look for and express regularity in repeated
reasoning
Strands of Mathematics Standards
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Grades K-5
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Numbers and Operations
Operations and Algebraic Thinking
Measurement and Data
Geometry
Grades 6-8
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Number System
Ratios and Proportional Relationships
[Gr. 8 – Functions]
Expressions and Equations
Geometry
Statistics and Probability
Strands of Mathematics Standards
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High School
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Numbers and Quantity
Algebra
Functions
Modeling
Geometry
Statistics and Probability
CCSS Structure & Vocabulary: Mathematics
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The CCSS for Mathematics are comprised
of two corresponding and connected sets
of standards:
 Standards for Mathematical Practice, which
describe the behavior and learning habits of
successful math students.
 Standards for Mathematical Content, which
delineate and define the skills and knowledge that
students should be able to understand in order to
be successful with mathematics.
Common Core Format
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Domains are large groups of related standards.
Standards from different domains may
sometimes be closely related. Look for the
name with the code number on it for a Domain.
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Clusters are groups of related standards.
Standards from different clusters may
sometimes be closely related, because
mathematics is a connected subject.
 Clusters appear inside domains.
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Standards define what students should be able
to understand and be able to do – part of a
cluster.
Common Core Format
K-8
High School
Grade
Domain
Cluster
Standards
Conceptual Category
Domain
(There are no pre-K Common Core Standards)
Cluster
Standards
Structure: Mathematics Content Standards
Conceptual Category: High School Only
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Introduction: Provides contextual information and critical areas of
focus.
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Domain: Identifies overarching idea. These connect through grade
bands.
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Cluster Heading: Quick summary of math ideas.
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Clusters include cluster heading and all applicable standards.
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Content Standard: What students should be able to do in order to
achieve domain.
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Footnotes: Critical for understanding
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Serve as further descriptions
Provide a parameter
Reference the glossary
Asterisks and Plus Signs: Other important symbols add information
and meaning
Grade Level Overview
Grade Level Overview
Format of K-8 Standards
Grade Level
Domain
Format of K-8 Standards
Standard
Cluster
Standard
Cluster
Format of High School
Conceptual
Category
Standard
Cluster
Materials needed for implementing the
Common Core Math State Standards
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Much of what is called for in the CCSS for math is already part of SFPS
adopted texts.
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Because New Mexico, like many states, took a very broad approach to
mathematics instruction, the texts tend to skim across a wide array of
content standards and applications.
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The Common Core calls for deeper understanding of fewer standards.
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Using existing materials will require weeding out some sections while more
fully developing others.
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Common Core State Standards for your grade-level.
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Progressions with examples for each of the domains and clusters through
the grade levels K-12 http://ime.math.arizona.edu/progressions/
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A text truly aligned with the Common Core, chosen objectively utilizing
curricular materials assessment tools such as:
http://www.mathedleadership.org/ccss/materials.html
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SFPS teacher developed learning frames and YAGS, which will be
discussed in more detail.
CCSS: Grade Level Alignment &
Learning Trajectories
Learning Frames and YAG
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The CCSS is aligned across the grades. Teachers need to understand how
skills and learning builds through the grades so that each subsequent grade
is dependent upon the teaching and learning of each preceding grade(s).
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Some standards are only taught in depth for one year, which means that if
teachers do not teach all standards for their grade level, students will have
gaps in their learning.
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The SFPS CCSS Summer Institute used the concepts in the document
“Three Levels of Instruction with Supporting Activities” as a guide for the
development of the Learning Frames and Year At A Glance (YAGs).
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The Three Levels of Learning are a way of thinking about the depth of
teaching and learning required for the each standard: Some standards are
merely introduced in a given grade level, while others need to be
introduced, developed and practiced thoroughly in one year.
Key points
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Standards are simply the skills and knowledge young people need
to be successful in college and at work.
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The Common Core State Standards Initiative is a state-led effort to
establish consistent and clear education standards for Englishlanguage arts and mathematics so students will be prepared for
success in today’s world.
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These clear, consistent standards will establish what students need
to learn, while allowing schools and teachers to decide how best to
help students. They are relevant to the real world and will help
prepare all students for success in college and work, regardless of
where they live.

With students, parents, teachers, and principals working together for
shared goals, we can ensure that students make progress each year
and graduate from school prepared to succeed and build a strong
future for themselves and the country.
PARCC Assessment
PARCC Assessment Information for Teachers

In 2014-2015, New Mexico students will be assessed on
the Common Core State Standards through
assessments provided by the Partnership for
Assessment of Readiness for College and Careers
(PARCC). PARCC is a group of 24 states working
together to develop and deliver a new assessment
system aligned with the Common Core State Standards
(CCSS). New Mexico is a governing member of
PARCC, meaning that we have a say in process of
developing the assessments.

Through the PARCC assessments, New Mexico
students will be taking the same proficiency and
accountability exams as students in 23 other states. The
PARCC assessments will be taken on-line, and will
examine many kinds of student work, not just multiplechoice answers.
PARCC Assessment, continued
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Beginning in 2012-2013 when the New Mexico Common Core State
Standards (NMCCSS) are implemented in grades K-3, students in
grade 3 will take a new SBA bridge assessment dually aligned to the
NMCCSS and the New Mexico state standards. Students in grades
4-8, 10 and 11 will continue to be assessed on the New Mexico state
standards (the SBA will not change for these grades).
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To further prepare students for the PARCC assessments, NMPED is
building a second bridge assessment to be delivered in 2013-2014
to all students in grades 3-8, 10 and 11 (replacing the current
SBA). This bridge assessment will be dually aligned to the
NMCCSS and the New Mexico state standards. In 2014-2015,
districts will administer the PARCC assessments for all students in
grades 3-11. Meeting college and career ready standards assessed
through PARCC will be required for high school graduation. The
New Mexico Alternative Performance Assessment (NMAPA) will also
be aligned with the New Mexico Common Core State Standards.