G ENE W ILHOIT, E XECUTIVE D IRECTOR C OUNCIL OF C HIEF S TATE S CHOOL O FFICERS (CCSSO) KASS M EETING O PENING R EMARKS F EBRUARY 4, 2011

Overview of the Initiative  State-led and developed common core standards for K-12 in English/language arts and mathematics  Initiative led by Council of Chief State School Officers (CCSSO) and National Governors Association (NGA)  42 states have fully adopted the Common Core, 2 have provisionally adopted them, and 1 state has adopted the ELA standards only.

Common Core State Standards Initiative Game-Changer

Overview of the Initiative Standards are essential, but insufficient

Why is This Important for Students, Teachers, and Parents?  Prepares students with the knowledge and skills they need to succeed in college and work  Ensures consistent expectations regardless of a student’s zip code  Provides educators, parents, and students with clear, focused guideposts  Identify learning progressions that can help target instruction to the learner.  Offers economies of scale

College and Career Readiness  College. Prepare students for success (earn a C or better) in entry-level, credit-bearing, academic college courses (2 and 4 year postsecondary institutions).  Career. Prepare students for success in careers that offer competitive, livable salaries above the poverty line, opportunities for career advancement, and are in growing or sustainable industries.

What’s in the Standards

Statement on Applications for English Language Learners  ELLs should and can learn academic content while learning English.  English proficiency is not a prerequisite to students accessing the Common Core State Standards content.

Statement on Application for Students with Disabilities “ Students with disabilities are a heterogeneous group with one common characteristic: the presence of disabling conditions that significantly hinder their abilities to benefit from general education (IDEA 34 CFR §300.39, 2004). Therefore, how these high standards are taught and assessed is of the utmost importance in reaching this diverse group of students.” “Promoting a culture of high expectations for all students is a fundamental goal of the Common Core State Standards.”

Intentional Design Limitations What the Standards do NOT define:  How teachers should teach  All that can or should be taught  The nature of advanced work beyond the core  The interventions needed for students well below grade level  The full range of support for English language learners and students with special needs  Everything needed to be college- and career- ready

S TANDARDS FOR E NGLISH / LANGUAGE ARTS (ELA) & L ITERACY IN H ISTORY /S OCIAL S TUDIES, S CIENCE, AND T ECHNICAL S UBJECTS

Design and Organization Three main sections  K−5 (cross-disciplinary)  6−12 English Language Arts  6−12 Literacy in History/Social Studies, Science, and Technical Subjects Shared responsibility for students’ literacy development Three appendices A: Research and evidence; glossary of key terms B: Reading text exemplars; sample performance tasks C: Annotated student writing samples

Design and Organization Four strands  Reading  Writing  Speaking and Listening  Language An integrated model of literacy Media requirements blended throughout

ELA Key Advances Reading  Balance of literature and informational texts  Text complexity Writing  Emphasis on argument and informative/explanatory writing  Writing about sources Standards for reading and writing in history/ social studies, science, and technical subjects  Complement rather than replace content standards in those subjects  Responsibility of teachers in those subjects

M ATHEMATICS S TANDARDS

Design and Organization Standards 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)

Math Key Advances Focus and coherence  Focus on key topics at each grade level  Coherent progressions across grade levels Balance of concepts and skills  Content standards require both conceptual understanding and procedural fluency Mathematical practices  Foster reasoning and sense-making in mathematics College and career readiness  Level is ambitious but achievable

Math Key Advances  Focus in early grades on number (arithmetic and operations) to build a solid foundation in math  Evened out pace across the grades  High school math focus on using math and solving complex problems, similar to what would see in the real world  Problem-solving and communication emphasized

C OMMON A SSESSMENTS

Two Consortia  Led by states; not organized through CCSSO and NGA  Kentucky is a participating member of 2 Assessment Consortia  Partnership for the Assessment of Readiness for College and Careers (PARCC) -$170M (plus $15.8M for transition) from feds  SMARTER Balanced Assessment Consortium - $160M (plus $15.8M for transition) from feds  New common assessments will be ready for the school year for grades 3 - high school.

Consortia Similarities  Enhanced item quality (including performance tasks): focus on depth of understanding  Computer-based, with quick turn-around for scoring  Digital libraries of resources, including released items, formative assessments, data- management system, and professional development

Consortia Differences  Computer-based adaptive testing is used in SMARTER Balanced Consortium. PARCC has computer-based, but not adaptive, testing.  Through-course exams given at defined points through the school year in PARCC and are part of the summative assessment. SMARTER Balanced has optional interim assessments and their summative assessment will be offered twice each school year.  Teacher scoring is emphasized in SMARTER Balanced when evaluating performance tasks.

Implementation Considerations  Communications with parents, students, and the community  Curriculum  Instructional materials  Formative and interim assessments  Professional development  Interventions for low-performing students