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A Closer Look at the
Common Core State Standards
Credential Counselors and Analysts of California
October 10, 2012
Carrie Roberts
Literacy, History, and Arts Leadership Office
Barbara Murchison
Common Core Systems Implementation Office
CALIFORNIA DEPARTMENT OF EDUCATION
Tom Torlakson, State Superintendent of Public Instruction
Objectives
TOM TORLAKSON
State Superintendent
of Public Instruction
• Gain a deeper understanding of the
Common Core State Standards (CCSS)
for mathematics and English language
arts.
• Recognize the shifts in content and
instructional practices for administrators
and teachers.
• Investigate some CCSS resources
2
Before we begin…
TOM TORLAKSON
State Superintendent
of Public Instruction
• What do you know about the
CCSS?
• What do you believe future/current
teachers need to know about
CCSS?
• What shifts are you aware of
between the 1997 standards and
the CCSS?
3
College and Career
Readiness Standards
TOM TORLAKSON
State Superintendent
of Public Instruction
• In 2009, the Council of Chief State School
Officers (CCSSO) and the National Governors
Association Center for Best Practices (NGA
Center) committed to developing a set of
standards that would help prepare students for
success in college and career.
• In September 2009, College and Career
Readiness standards were released.
• This work became the foundation for the
Common Core.
• Common Core adopted by the SBE August
2010.
The Common Core State
Standards
TOM TORLAKSON
State Superintendent
of Public Instruction
Benefits:
• Internationally benchmarked
• Evidence and research-based
• Consistent expectations – no matter
where you live
• Opportunity for shared resources and
reduced costs
California and the Common
Core State Standards
TOM TORLAKSON
State Superintendent
of Public Instruction
Senate Bill 1 from the Fifth
Extraordinary Session (SB X5 1):
– Established an Academic Content
Standards Commission (ACSC) to develop
standards in mathematics and English
language arts
– Stated that 85 percent of the standards
were to consist of the CCSS with up to 15
percent additional material
– Directed the State Board of Education
(SBE) to adopt or reject recommendations
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of the ACSC
TOM TORLAKSON
State Superintendent
of Public Instruction
Source: http://www.corestandards.org/in-the-states
7
Literacy in the ELA
TOM TORLAKSON
State Superintendent
of Public Instruction
The ELA Standards comprise three
main sections:
 Comprehensive K–5 section
• includes standards for foundational
skills
 Two content area-specific sections
for grades 6–12
• one for English language arts
• one for literacy in history/social
studies, science and technical
subjects
8
Intentional Design
Limitations
TOM TORLAKSON
State Superintendent
of Public Instruction
9
Common Core Standards for English
Language Arts & Literacy in History/Social
Studies, Science, and Technical Subjects
TOM TORLAKSON
State Superintendent
of Public Instruction
Key Design Considerations
• Organized around the College and Career Readiness
Standards for Reading, Writing, Speaking and Listening,
and Language that are identical across all grades and
content area and define cross-discipline literacy
expectations to prepare students for career/college
• Integrated model of literacy, with shared responsibility
for students’ literacy, including expectations for reading
and writing in the social and natural sciences
• Research and media skills blended into standards
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Strand Organization
Reading
Strand
TOM TORLAKSON
State Superintendent
of Public Instruction
Reading Standards for Literature and
Informational Text:
1) Key ideas and details
2) Craft and Structure
3) Integration of Knowledge and Ideas
4) Range and Level of Text Complexity
Reading Standards: Foundational Skills (K–5)
(Print Concepts; Phonological Awareness;
Phonics & Word Recognition; Fluency)
Writing Strand
1)
2)
3)
4)
Text Types and Purposes
Production and Distribution of Writing
Research to Build and Present Knowledge
Range of Writing
Speaking and
Listening
1) Comprehension and Collaboration
2) Presentation of Knowledge and Ideas
Language
1) Conventions of Standard English
2) Knowledge of Language
3) Vocabulary Acquisition and Use
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Common Core
“Shifts” in Instruction
TOM TORLAKSON
State Superintendent
of Public Instruction
Expectations for instruction embedded
in the standards:
1. Building knowledge through
content-rich nonfiction.
2. Reading, writing, and speaking
grounded in evidence from text, both
literary and informational.
3. Regular practice with complex text
and its academic language.
…What does that look like?
Source: http://www.achievethecore.org
12
Reading
Shifts instruction to focus on:
TOM TORLAKSON
State Superintendent
of Public Instruction
• Questions and tasks that are text
dependent, where use of supporting
evidence is text-based
• Careful selection of texts, meeting the
complexity requirements at each grade
• Increased use of informational text
• Connections between reading and
writing across the curriculum
13
Writing
Shifts focus of student writing to:
TOM TORLAKSON
State Superintendent
of Public Instruction
- Argumentative and informative writing, using
evidence from sources as support
- Short, focused research projects
- Three types and purposes:
•Opinions/Arguments
•Informative/Explanatory
•Narratives
Grade 4
Grade 8
Grade 12
To Persuade
30%
35%
40%
To Explain
35%
35%
40%
To Convey
Experience
35%
30%
20%
Source: NAEP 2011 Writing Framework
14
Speaking and Listening
Shifts in instruction asks students to:
TOM TORLAKSON
State Superintendent
of Public Instruction
- Engage in collaborative conversations
- Come prepared, drawing on preparation
or other information known about the
topic/ideas under discussion
- Pose and respond to questions to clarify,
contribute, link and/or elaborate on
remarks of others
- Identify the reasons and evidence or
summarize the reasons and evidence a
speaker or media source provides to
support points
15
Language
Shifts focus on vocabulary acquisition and
use
TOM TORLAKSON
State Superintendent
of Public Instruction
• Engage in the study of vocabulary needed to
access grade level complex texts (i.e. both
academic and domain-specific words and
phrases)
• Learn a variety of strategies to discern meaning
of words in the context they are used
• Understand figurative language, word
relationships, and nuances
Conventions of Language
• Use knowledge of language and conventions of
standard English grammar when writing,
speaking, listening, and reading
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Anchor Standards
TOM TORLAKSON
State Superintendent
of Public Instruction
• The College and Career Readiness (CCR)
anchor standards and grade-specific
standards are necessary complements.
• The CCR define general, cross-disciplinary
literacy expectations that must be met for
students to be prepared to enter college and
workforce training programs ready to succeed.
• The K–12 grade-specific standards define
end-of-year expectations and a cumulative
progression.
17
TOM TORLAKSON
State Superintendent
of Public Instruction
18
TOM TORLAKSON
Literacy in History/Social
Studies, Science, and Technical
Subjects
State Superintendent
of Public Instruction
• Built upon the same anchor standards
for reading and writing
• A focus on discipline-specific vocabulary
• An acknowledgement of unique text
structures found in informational text
• The expectation that students will
develop informational/technical writing
skills
TOM TORLAKSON
State Superintendent
of Public Instruction
CCSS English Language
Arts Appendices
A, B, and C
• Not adopted by the State Board of
Education, but very important
information.
• Link: http://www.corestandards.org
20
Appendix A
TOM TORLAKSON
State Superintendent
of Public Instruction
Includes
1. Research supporting Key elements of
the CCSS:
•
•
•
•
•
Text Complexity
Foundational Skills for K-5
Writing types
Vocabulary
Speaking and Listening skills
2. Glossary of Terms
21
Appendix B
TOM TORLAKSON
State Superintendent
of Public Instruction
• Text and task samples to exemplify the level of
complexity
• Suggestive of the breadth of texts that
students should encounter in the text types
required by the Standards.
• Useful guideposts in helping educators select
texts of similar complexity, quality, and range
for their own classrooms.
• They expressly do not represent a partial
or complete reading list.
22
Appendix C
TOM TORLAKSON
State Superintendent
of Public Instruction
• Writing samples, annotated to illustrate
the criteria required to meet the
Common Core State Standards.
• Includes argument,
informative/explanatory text, and
narrative—in a given grade.
• Each of the samples exhibits at least
the level of quality required to meet the
Writing standards for that grade.
23
Common Core Standards
for Mathematics
TOM TORLAKSON
State Superintendent
of Public Instruction
The standards for mathematics:
• Are focused, coherent, and rigorous
• Aim for clarity and specificity
• Stress conceptual understanding of key ideas
• Balance mathematical understanding and
procedural skill
• Are internationally benchmarked
24
Mathematical Proficiency
as defined by the California Framework (2006)
TOM TORLAKSON
State Superintendent
of Public Instruction
Conceptual
Understanding
DOING
MATH
Problem
Solving
Procedural
Skills
Two Types of
Interrelated Standards
TOM TORLAKSON
State Superintendent
of Public Instruction
 Mathematical Practices (the
same at every grade level)
 Mathematical Content
(different at each grade level)
Standards for
Mathematical Content
How the grade level standards are organized
TOM TORLAKSON
State Superintendent
of Public Instruction
Domains
Clusters
Standards
CCSS Domains K–5
Domain
K
1
2
3
4
5
Counting and Cardinality (CC)

Operations and Algebraic
Thinking (OA)
     
Number and Operations in
Base Ten (NBT)
     
Measurement and Data (MD)
     
Geometry (G)
     
TOM TORLAKSON
State Superintendent
of Public Instruction
Number and Operations –
Fractions (NF)
  
CCSS Domains 6–8
6
7
Ratios and Proportional
Relationships (RP)


The Number System (NS)



Expressions and Equations (EE)



Geometry (G)



Statistics and Probability (SP)



Domain
8
TOM TORLAKSON
State Superintendent
of Public Instruction
Functions (F)

Transition to Common Core
Grade Shifts: K-2
1997
Standards
CCSS
Count from 30 to 100
Grade
1
K
Skip count by 2s, 5s, and 10s to
100
Grade
1
Grade
2
Know from memory the
multiplication tables for 2s and 5s
*CCSS 3.OA.7-Know from memory
all products of two one-digit
numbers
Grade
2
Grade
3*
Introduction to fractions as numbers
Grade
2
Grade
3
Identify the “range” of a data set
Grade
2
Grade
6
Concept
TOM TORLAKSON
State Superintendent
of Public Instruction
Transition to Common Core
Grade Shifts: Grades 3-5
TOM TORLAKSON
State Superintendent
of Public Instruction
1997 CA
Standards
Grade
Common
Core
Grade
Introduction to fractions as numbers
2
3
Add and subtract simple fractions, with
like denominators
3
4
Multiply a fraction by a whole number
and solve related word problems
5
4
Add, subtract and round decimals
4
5
Operations with negative integers
5
6
Dividing fractions by fractions
5
6
Content
Transition to Common Core
Grade Shifts: 6-8
TOM TORLAKSON
State Superintendent
of Public Instruction
1997
Standards
CCSS
Dividing fractions by fractions
Grade
5
Grade
6
Concepts of mean and median to
summarize data sets
Grade
5
Grade
6
Operations with numbers in
scientific notation
Grade
7
Grade
8
Pythagorean Theorem
Grade
7
Grade
8
Concept
High School Mathematics
TOM TORLAKSON
State Superintendent
of Public Instruction
The CCSS high school standards are organized in 6
conceptual categories:
– Number and Quantity
– Algebra
– Functions
– Modeling (*)
– Geometry
– Statistics and Probability
California additions:
– Advanced Placement Probability and Statistics
– Calculus
Modeling standards are indicated by a (*) symbol.
Standards necessary to prepare for advanced courses
in mathematics are indicated by a (+) symbol.
High School Mathematics
TOM TORLAKSON
State Superintendent
of Public Instruction
Build a function that models a relationship between
two quantities (F-BF)
1. Write a function that describes a relationship between
two quantities. *
a. Determine an explicit expression, a recursive
process, or steps for calculation from a context.
b. Combine standard function types using
arithmetic operations. For example, build a
function that models the temperature of a
cooling body by adding a constant function to a
decaying exponential, and relate these functions
to the model.
c. (+) Compose functions. For example, if T(y) is
the temperature in the atmosphere as a function
of height, and h(t) is the height of a weather
balloon as a function of time, then T(h(t)) is the
temperature at the location of the weather
balloon as a function of time.
Model Course Pathways for
Mathematics
TOM TORLAKSON
State Superintendent
of Public Instruction
Courses in higher level mathematics: Precalculus, Calculus (upon completion of
Precalculus), Advanced Statistics, Discrete Mathematics, Advanced Quantitative
Reasoning, or other courses to be designed at a later date, such as additional
career technical courses.
Algebra II
Mathematics
III
Geometry
Mathematics II
Algebra I
Mathematics I
Pathway A
Pathway B
Traditional in U.S.
International Integrated approach
(typical outside of U.S.)
Standards for
Mathematical Practice
TOM TORLAKSON
State Superintendent
of Public Instruction
Describe ways students engage with the subject matter
throughout the elementary, middle and high school years
1. Make sense of problems and persevere in
solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and 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.
Standards for
Mathematical Practice
TOM TORLAKSON
State Superintendent
of Public Instruction
• Review the standards on pages 1
and 2 of your standards document
 Which standards might be familiar or
unfamiliar to teachers? Why?
 How might these standards impact
teaching and learning?
Transitioning to the CCSS
TOM TORLAKSON
State Superintendent
of Public Instruction
1. Focus strongly where the standards
focus
2. Coherence: Think across grades, and
link to major topics within grades
3. Rigor: In major topics, pursue
conceptual understanding,
procedural skill and fluency, and
application
Source: http://www.achievethecore.org/
Shift 1: Key Areas of Focus
Grade
TOM TORLAKSON
Focus Areas for Fluency and Conceptual
Understanding
State Superintendent
of Public Instruction
K-2
3-5
Addition and subtraction – concepts, skills, and
problem solving and place value
Multiplication and division of whole numbers
and fractions – concepts, skills, and problem
solving
6
Ratios and proportional reasoning; early
expressions and equations
7
Ratios and proportional reasoning; arithmetic
of rational numbers
8
Linear algebra
39
Shift 2: Alignment in Context:
Neighboring Grades and Progressions
TOM TORLAKSON
State Superintendent
of Public Instruction
One of several staircases to
algebra designed in the OA
domain.
Source: http://www.achievethecore.org
40
Shift 3: Rigor
TOM TORLAKSON
State Superintendent
of Public Instruction
• A balance of:
- Solid conceptual understanding,
- Procedural skill and fluency, and
- Application of skills in problem
solving situations
• Pursuit of all three requires equal
intensity in time, activities, and
resources
41
Implications
TOM TORLAKSON
State Superintendent
of Public Instruction
Thinking about your students and
teachers today:
• What new information will they need to
be successful instructors as the state
transitions to the CCSS ?
42
TOM TORLAKSON
State Superintendent
of Public Instruction
Source: http://www.cde.ca.gov/re/cc/
TOM TORLAKSON
State Superintendent
of Public Instruction
TOM TORLAKSON
State Superintendent
of Public Instruction
45
TOM TORLAKSON
State Superintendent
of Public Instruction
TOM TORLAKSON
State Superintendent
of Public Instruction
• CCSS page bottom
TOM TORLAKSON
State Superintendent
of Public Instruction
48
Source: http://www.cde.ca.gov/re/cc/educators.asp
Learn More
TOM TORLAKSON
State Superintendent
of Public Instruction
Visit the California Department of Education
CCSS Web page:
http://www.cde.ca.gov/re/cc/
To join the CCSS Resources Updates:
Send a "blank" message to:
[email protected]
To join the SBAC/Assessment
Updates:
Send a "blank" message to:
[email protected]
49
Contact Information
TOM TORLAKSON
State Superintendent
of Public Instruction
Carrie Roberts, Administrator
Literacy, History, and Arts Leadership Office
[email protected]
916 319-0587
Barbara Murchison
Common Core Systems Implementation Office
[email protected]
916-319-0490
50