Overview of the Common Core Standards Jane Suddaby - Assnt Supt. Oswego County BOCES

Here we go…Common Core Standards

What are the Common Core State Standards? Aligned with college and work expectations

Focused and coherent

Include rigorous content and application of knowledge through high-order skills

Build upon strengths and lessons of current state standards

Internationally benchmarked so that all students are prepared to succeed in our global economy and society

Based on evidence and research

State led – coordinated by NGA Center and CCSSO

Who is CCSO & NGA?

• COUNCIL OF CHIEF STATE SCHOOL OFFICERS (CCSSO)

• &

• NATIONAL GOVERNORS ASSOCIATION

• CENTER FOR BEST PRACTICES

• (NGA CENTER)

• JUNE 2010

Why is this important?

• Currently, every state has its own set of academic standards, meaning public education students in each state are learning to different levels

• All students must be prepared to compete with not only their American peers in the next state, but with students from around the world

Design and OrganizationMajor design goals• Align with best evidence on college and

career readiness expectations• Build on the best standards work of the states• Maintain focus on what matters most for

readiness

College & Career Readiness

• Independent

• Strong content knowledge

• Respond to various audiences, tasks, purposes and disciplines

• Comprehend and critique

• Value evidence

• Technology & digital media

• Perspectives & cultures

STANDARDS FORENGLISH LANGUAGE ARTS

&LITERACY IN HISTORY/SOCIAL

STUDIES,SCIENCE, AND TECHNICAL

SUBJECTS

JUNE 2010

Design and Organization

Four strands Reading (including Reading Foundational Skills)• Writing• Speaking and Listening• Language

An integrated model of literacy

Media requirements blended throughout

Design and OrganizationCollege and Career Readiness (CCR) anchor standards

• Broad expectations

consistent across grades and content areas• Based on evidence

about college andworkforce trainingexpectations

• Range and content

Design and Organization

K−12 standards• Grade-specific end-of-

year expectations• Developmentally

appropriate, cumulative progression of skills and understandings

• One-to-one correspondence with CCR standards

WRITING

Production and distribution of writing (standards 4−6)

• Developing and strengthening writing• Using technology to produce and enhance writing

Research (standards 7−9)• Engaging in research and writing about sources

Range of writing (standard 10)• Writing routinely over various time frames

STANDARDS FOR

MATHEMATICS

JUNE 2010

Design and OrganizationStandards for Mathematical Practice• Carry across all grade levels

• Describe habits of mind of a mathematically expert student

Standards for Mathematical Content

• K-8 standards presented by grade level

• Organized into domains that progress over several grades

• Grade introductions give 2–4 focal points at each grade level

• High school standards presented by conceptual theme (Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability)

CCSS vs. NYS State Standards

• New Vocabulary−Domain – used to be “Strands”−Cluster – used to be “bands within the strand”−Standard –used to be “performance indicator”

• 8 Standards of Practice -“Habits of Mind”- same for all – WILL BE TESTED!

• Standards of Content- different by grade level

Design and Organization Content standards define what students should understand

and be able to do Clusters are groups of related standards Domains are larger groups that progress across grades

Design and Organization

Grade Level Overviews

Design and OrganizationFocal points at each grade level

Statistics & Probability Gr 6

Develop understanding of statistical variability• Recognize a statistical question as one that anticipates variability in the

data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages.

• Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.

• Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.

Algebra Grade 8

Graded ramp up to Algebra in Grade 8• Properties of operations, similarity, ratio and proportional

relationships, rational number system.

Focus on linear equations and functions in Grade 8• Expressions and Equations

− Work with radicals and integer exponents.− Understand the connections between proportional relationships, lines, and

linear equations.− Analyze and solve linear equations and pairs of simultaneous linear equations.

• Functions− Define, evaluate, and compare functions.− Use functions to model relationships between quantities.

High School

Conceptual themes in high school• Number and Quantity• Algebra• Functions• Modeling• Geometry• Statistics and Probability

College and career readiness threshold• (+) standards indicate material beyond the threshold; can be in courses

required for all students.

Geometry – High School

Middle school foundations• Hands-on experience with transformations.• Low tech (transparencies) or high tech (dynamic

geometry software).

High school rigor and applications• Properties of rotations, reflections, translations, and

dilations are assumed, proofs start from there.• Connections with algebra and modeling

Common Core Standards (CCS)

Common Core State Standards (CCSS)

• Common Core Standards –NYS Board of Regents adopted July 19th, 2010.

• 15% maximum additional for states−Completed this summer by teachers, administrators

curriculum specialists, professors−NYS released for review/feedback in the field in October.−Tentative date for NYS adoption January 2011

Timeline…

• 2010-2011 (This year!)−Familiarize with CCS/CCSS−Begin developing curriculums−Testing on 2005 standards

• 2011-2012 (Next year!)−Familiarize with CCS/CCSS−Continue to develop curriculums −Testing on 2005 standards−After testing in May begin “new curriculums”

…and time passes…

• 2012-2013 −Expectations aligned with CCSS−“interim” assessments administered−Curriculum models available−PARCC (Partnership for the Assessment of Readiness for

College and Careers) assessments field tested

• 2013-2014 −CCSS standards taught & tested−“interim” assessments administered

…and then…

• 2014-2015 - CCSS and PARCC (Partnership for the Assessment of Readiness for College and Careers) assessments operational

What is PARCC?????• 26 state consortium with 11 Governing States (thus far…)

• Participating States : Alabama, Arkansas, California, Colorado, Delaware, Georgia, Kentucky, Mississippi, New Hampshire, New Jersey, North Dakota, Ohio, Oklahoma, Pennsylvania, South Carolina,

• Governing States : lead the assessment development effort on behalf of the larger Partnership (Arizona, the District of Columbia, Florida, Illinois, Indiana, Louisiana, Maryland, Massachusetts, New York, Rhode Island, and Tennessee, with Florida serving as PARCC’s fiscal agent.)

What is PARCC suppose to do????

• Goal of PARCC− Facilitate an assessment system to increase graduation

rates and readiness for college and/or careers− Provide needed information to all groups that students

are on track and graduate prepared

• Proposed…− Computer based testing− Administered during the year at the time of completion

of material− Data available to remediate or accelerate learning− Common measures among states since done in

partnership

More About PARCC

• More Meaningful Standards: The Partnership’s assessment system will be anchored in the Common Core State Standards which are consistent across states, clear to the public, and provide an on-ramp to college and careers.

• Higher Quality Tests: PARCC assessments will include sophisticated items and performance tasks to measure critical thinking, strategic problem solving, research and writing.

• Through-Course Testing: Students will take parts of the assessment at key times during the school year, closer to when they learn the material.

• Maximize Technology: PARCC assessments in most grades will be computer based.

• Cross-State Comparability: States in PARCC will adopt common assessments and common performance standards.

…new assessments with PARCC• Provide longitudinal data to identify

if students are on track and help

teachers improve instruction and

school climate.

While we are still at it…• Curriculum models may be developed differently than in the

past…

• F.Y.I. Curriculums are NOT just the standards!

• NYS will issue a RFP to develop P-12 curriculum model. Required??? Yes, for some, maybe…− Model will be

• Sequenced• Content-specific• Spiraled• Include sample tasks• Developed spring of 2011, available spring 2012

Assessment System Design: Distributed Summative Assessment

Start of the School Year X-------------25%-------------50%---------------75%--------------X--------90%--X End of

School Year

Through Through Through Through

Course 1 Course 2 Course 3 Course 4

• Key components:

• Three through-course components distributed throughout the

year in ELA and mathematics, grades 3-11.

• One Speaking/Listening assessment administered after students

complete the third through course component in ELA: required

but not part of the summative score-could be used for course

grades.

• One end – of – year assessment.

Assessment System Design: Distributed Summative Assessment

Start of the School Year X-------------25%-------------50%---------------75%--------------X--------90%--X End of

School Year

Through Through Through Through

Course 1 Course 2 Course 3 Course 4

End of Year

• EOY: Comprehensive, computer-scored assessment that includes a range

of item types, including innovative, technology-enhanced items. Enables

quick turnaround of student scores

• A Student’s summative score-used for accountability purposes –will

include his/her performance on Through –Courses 1,2 and 3 as well as the

End –of-Year assessment.

Not covered…• How teachers should teach

• All that can be taught

• Advanced work

• Types of support

• All that is essential for CCR…

Contact info:

• Jane Suddaby-Assnt Supt –Oswego County BOCES

• jsuddaby@oswegoboces.org• 963-4248• Latest information:• http://www.p12.nysed.gov/ciai/com

mon_core_standards/home.html

Questions/Information

• www.p12.nysed.gov/ciai/

common_core_standards/home.html

• 315-963-4248

• jsuddaby@oswegoboces.org

Up close and comfy with the CCS!

• What are you noticing?• What questions do you have?• What support do you need?• What conversations need to

happen?