Here’s What . . .› The State Board of Education has adopted the

Common Core State Standards (July 2010) So what . . .

› Implications and Impact in NH› CCSS & Assessment

Now what . . . › Implementation Timeline› Curricular transition and implementation

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Founding organizations› National Governors Association› Council of Chief State School Officers

(Commissioners) Development Process

› Writing Team – Feedback Groups - Validation Teams

› Duration – June 2009 to June 2010 Product

› Standards in Reading, Writing, Listening, Speaking, and Language across content areas

› Standards for Mathematics› Appendix documents for both

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Not just for ELA teachers- an integrated model

Across all content areas Begins with 10 College and Career Ready

Anchor Standards Format mirrors NH Organized K-5 and 6-12 Brings the focus back to speaking, listening,

and viewing Appendix documents (A, B, C)

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Progressive development of reading comprehension; students gain more from what they read

Emphasize the importance of grade-level texts that are of appropriate difficulty and are increasingly sophisticated Standards for Reading Foundational Skills (K-5)

• Reading Standards for Literature (K-12)

Reading Standards for Informational Text (K-12)

Reading Standards for Literacy in History/Social Studies (6-12)

Reading Standards for Literacy in Science and Technical Subjects (6-12)

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› Expect students to compose arguments and opinions, informative/explanatory pieces, and narrative texts

› Focus on the use of reason and evidence to substantiate an argument or claim

› Emphasize ability to conduct research – short projects and sustained inquiry

› Require students to incorporate technology as they create, refine, and collaborate on writing

› Include student writing samples that illustrate the criteria required to meet the standards (See Appendix C for writing samples)

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Speaking and Listening › Focus on speaking and listening in a range of settings, both

formal and informal – academic, small-group, whole-class discussions

› Emphasize effective communication practices

› Require interpretation and analysis of message as presented through oral, visual, or multimodal formats

Language› Include conventions for writing and speaking (See Appendix A)

› Highlight the importance of vocabulary acquisition through a mix of conversation, direct instruction, and reading

› To be addressed in context of reading, writing, speaking and listening

Media and Technology are integrated throughout the standards. 7

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Reading Standards for History/Social Studies, Science, and Technical Subjects Knowledge of domain-specific vocabulary

Analyze, evaluate, and differentiate primary and secondary sources

Synthesize quantitative and technical information, including facts presented in maps, timelines, flowcharts, or diagrams

Writing Standards for History/Social Studies, Science, and Technical Subjects Write arguments on discipline-specific content and

informative/explanatory texts

Use of data, evidence, and reason to support arguments and claims

Use of domain-specific vocabulary

Learning progressions that follow how students learn concepts

Understanding the mathematics AND procedural skill are equally important

“processes and proficiencies” from the NCTM process standards & Adding It Up

8 mathematical practices are the same throughout the grades

Standards for content vary by grade Mastery of standards through grade 7 prepares

students for algebra in grade 8 Appendix A: Model Pathways for HS Courses

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November 19, 2010 10

Format of K-8 Mathematics Standards

Domains: overarching ideas that connect topics across the gradesClusters: illustrate progression of increasing complexity from grade to grade Standards: define what students should know and be able to do at each grade level

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The high school mathematics standards:

›Call on students to practice applying mathematical ways of thinking to real world issues and challenges

›Require students to develop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly are called to do

›Emphasize mathematical modeling, the use of mathematics and statistics to analyze empirical situations, understand them better, and improve decisions

›Identify the mathematics that all students should study in order to be college and career ready.

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Each content category includes an overview of the content found within it

November 19, 2010 13

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Model Course Pathways for Mathematics

Traditional PathwayTypical n U.S.

Geometry

Algebra I

Courses in higher level mathematics: Precalculus, Calculus (upon completion of Precalculus), Advanced Statistics, Discrete Mathematics, Advanced Quantitative

Reasoning, or courses designed for career technical programs of study.

Integrated PathwayTypical outside of U.S.

.

Mathematics II

Mathematics I

Algebra II Mathematics III

Similarities to NH› In ELA – text complexity, format,

informational text, across content areas› In Math – Quantitative Literacy, algebra

throughout, explanation of format Differences

› In ELA – more specific at K-2, grammar emphasis, more media literacy

› In Math – more procedural, less constructivist

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Transition› Over the next five years: NECAP based on current

Frameworks and GLEs through 2013-14› Assessment consortia need to define performance

standards Alignment

› Process began this summer to look at gaps and matches and grade differentials

› Focus groups held to review analysis and get input on implementation plans

› NH Team working with 40+ other states to plan implementation

Implementation› TAKE IT SLOW!› NECAP in place for three more administrations› Toolkit for administrators & curriculum leaders in

development – will post February 116

2010 – 2011 NECAP as usual • Begin review of standards – Use Toolkit• NECAP Management Team releases plan to

principals in April 20112011 – 2012 NECAP as usual2012 – 2013 NECAP (with transitional items)2013 –2014 final NECAP (best possible transitional

test)2014 - 2015 no fall NECAP test

• NECAP Science remains• New assessments based on CCSS

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Read: the Introduction sections of both content areas

Read: Application of CCSS for ELLs Read: Application to Students with

Special Needs In ELA: Start with Appendix A (the

research , explanation of text complexity, distribution of emphasis, and foundational skills)

In Math: be sure Mathematical Practices are in place