Common Core State Standards Archdiocese of Philadelphia

The Common Core State Standards Initiative - Background  Beginning in the spring of 2009, Governors and state commissioners of education from 48 states, 2 territories and the District of Columbia committed to developing a common core of state K-12 English-language arts (ELA) and mathematics standards.  States agreed to participate in the development process, provide input on drafts, and consider eventual adoption.  Signing MOA did not require commitment to adopt.  The Common Core State Standards Initiative (CCSSI) is a state-led effort coordinated by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO) with assistance from Project Achieve, ACT and the College Board (SAT).

Why Common Core State Standards?  Preparation: The standards articulate college- and career-readiness. They will help ensure students acquire the knowledge and skills they need to succeed in post-secondary education and training.  Competition: The standards are internationally benchmarked. Common standards will help ensure our students are globally competitive.  Clarity: The standards are focused, coherent, and clear. Clearer standards help students (and parents and teachers) understand what is expected of them.

 Equity: Expectations are consistent for all – and not dependent on a student’s state of residence. States have time to consider what state-specific additions to the standards might look like  Collaboration: The standards create a foundation to work collaboratively across states and districts, pooling resources and expertise, to create curricular tools including textbooks, professional development, common assessments and other materials.  Opportunities for ALIGNED and CONNECTED SYSTEMS: “Common standards” is a common thread among current and evolving national initiatives and opportunities Standards – Instruction – Assessment

Common Core State Standards Design Building on the strength of current standards across many states, the CCSS are designed to be:  Focused, coherent, clear and rigorous  Internationally benchmarked  Anchored in college and career readiness*  Evidence and research based Ready for first-year credit-bearing, postsecondary coursework in mathematics and English without the need for remediation.

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 Citation:

 External and State Feedback teams included:  K-12 teachers  Higher ed. faculty  State curriculum and assessments experts  Researchers  National organizations (including, but not limited, to):  American Council on Education (ACE)  American Federation of Teachers (AFT)  Campaign for High School Equity (CHSE)  Conference Board of the Mathematical Sciences (CBMS)  Modern Language Association (MLA)National Council of Teachers of English (NCTE)  National Writing Project (NWP)  National Council of Teachers of Mathematics (NCTM)  National Education Association (NEA)

OVERVIEW: K-12 English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects JUNE 2010

Current Standards  Common Core ELA Standards – Grades K-12 Reading Writing Communication (includes Speaking and Listening) Language Media & Tech

Common Core Standards for English Language Arts  College and Career Readiness (CCR) Standards Overarching standards for each strand that are further defined by grade-specific standards  Grade-Level Standards in English Language Arts K-8, grade-by-grade 9-10 and grade bands for high school Four strands: Reading, Writing, Speaking and Listening, and Language  Standards for Literacy in History/Social Studies, Science, and Technical Subjects Standards are embedded at grades K-5 Content-specific literacy standards are provided for grades 6-8, 9-10, and  Media and Technology are integrated throughout the standards.

Current and Future Focus for Common State Standards Current (led by CCSSO and NGA ): K-12 English Language Arts Common Core State Standards K-12 Mathematics Common Core State Standards Future (currently led by various national associations):  Next Generation Science Standards (draft by Fall 2011) (Framework currently under development)  English Language Development Standards (within 1 year)  Social Studies (within 2 years)  Arts (development may begin in January 2011)

Key Advances Reading Balance of literature and informational texts Text complexity Writing Emphasis on writing argumentative, informative/explanatory, and narrative texts Emphasis on research Speaking and Listening Inclusion of formal and informal talk Language Value of general academic and domain-specific vocabulary Emphasis on the conventions of English and the effective use of language

OVERVIEW: K-12 Common Core State Standards for Mathematics June 2010

Common Core Standards for Mathematics  Grade-Level Standards  K-8 grade-by-grade standards organized by domain  9-12 high school standards organized by conceptual categories (Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability)  Course progressions included in Appendices  Some standards go beyond “career and college readiness level” (e.g., STEM concepts, denoted by “+”) are a thread throughout but go beyond what all students will need to know and at high school may lead to a 4 th year of math  Standards for Mathematical Practice  Describe mathematical “habits of mind”  Standards for mathematical proficiency: reasoning, problem solving, modeling, decision making, and engagement  Carry across grade levels and connect with content standards in each grade

Design and Organization

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.

Implementation Guidelines ELA and Mathematics Archdiocese of Philadelphia

CATEGORY: Expressions and Equations: M.8.B. – Work with radicals and integer exponents. Essential Questions What should I be able to answer? What guides my thinking? How do I work with very large and very small numbers? When am I going to use this? How is this idea going to help me with my thinking? When is scientific notation used and by whom, what careers? Assessment What will I be expected to know, understand, and be able to do in order to demonstrate my learning? Students will explain what they heard during the lesson to another student, agree/disagree/discuss Exit Cards – periodically through the unit Homework check/board work Summative: Quiz of individual skills, test when all are complete/My Math Textbook Page- create a page with explanation and examples and problems on each skill listed above Skills What skills do I need to have in order to answer the essential questions? 1. Know and apply the properties of integer exponents to generate equivalent numerical expressions. 2. Use square root and cube root symbols to represent solutions to equations of the form x 2 = p and x 3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational. 3. Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. 4. Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology. Content What content do I need to know in order to answer the essential questions? Mathematical representation to solve problems Representation of mathematical situations using algebraic symbols Understanding of the interconnection of mathematical ideas Formative: Find Someone Who…Review- Integration of Learning How does this learning connect to my other areas (subjects) of learning? Science - examples-weights, distances, measurement Economics – example – debt *Confer with science teacher Tools for Learning Which tools will I use that will assist me in my learning? Standard Specific tools and websites 4 C’s tools and websites NETS tools and websites Which 21 st Century Skills are woven into this standard? ___Critical Thinking/Problem Solving ___Collaboration ___Communications ___Creativity/Innovation What level of rigor will I be using? (A, C)________ What level of relevance will I be using?_________ (B,D)

CATEGORY: Standard M.K.A.1. Whatever it might be Essential Questions What should I be able to answer? What guides my thinking? The ELA is using a two-column format to put literature in one column and related skills in the other. Assessment What will I be expected to know, understand, and be able to do in order to demonstrate my learning? Skills What skills do I need to have in order to answer the essential questions? Content What content do I need to know in order to answer the essential questions? Integration of Learning How does this learning connect to my other areas (subjects) of learning? Tools for Learning Which tools will I use that will assist me in my learning? Which 21 st Century Skills are woven into this standard? ___Critical Thinking/Problem Solving ___Collaboration ___Communications ___Creativity/Innovation What level of rigor will I be using? (A, C)________ What level of relevance will I be using?_________ (B,D)

Examples of each part  Number and Operations in Base Ten DOMAIN 3.NBT***  Use place value understanding and properties of operations to perform multi-digit arithmetic. STANDARD  1. Use place value understanding to round whole numbers to the nearest 10 or 100.  2. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.  3. Multiply one-digit whole numbers by multiples of 10 in the range (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations. CLUSTER NB ***we renumbered the document M.3.A

Essential Questions  What should I be able to answer?  What guides my thinking? What is an information paragraph? What is the topic of my paragraph? How do I use facts and definitions to develop an information paragraph? How do I write a closing statement?

Assessment  What will I be expected to know, understand, and be able to do in order to demonstrate my learning? Gather information. Write list. Organize the list. Write an information paragraph. Share information with classmates. Complete report and illustrate

Skills What skills do I need to have in order to answer the essential questions? 1.Know and apply the properties of integer exponents to generate equivalent numerical expressions. 2.Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational. 3.Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. 4.Perform operations with numbers expressed in scientific notation.

Content  What content do I need to know in order to answer the essential questions? Mathematical representation to solve problems Representation of mathematical situations using algebraic symbols Understanding of the interconnection of mathematical ideas

Integration of Learning  How does this learning connect to my other areas (subjects) of learning? Science examples -weights, distances, measurement *Confer with science teacher Economics: example – debt *Confer with social studies teacher

Tools for Learning  Which tools will I use that will assist me in my learning? Standard Specific tools and websites 4 C’s tools and websites NETS tools and websites

Further Considerations  Which 21st Century Skills are woven into this standard?  ___Critical Thinking/Problem Solving ___Collaboration ___Communications ___Creativity/Innovation  What level of rigor will I be using? (A, C) ___  What level of relevance will I be using? (B,D)__

OSPI Common Core Information Sessions Sept. & Oct Summer 2010 ― Summer 2011 School Year School Year School Year School Year Phase 1 Adopt, Align & Plan Phase 2 Communicate, Develop Process, Resources for Transition & Implementation Phase 3 Transition and bridging the gaps to full implementation of the Common Core Standards Phase 4 Implementation 1. Spring 2014—pilot the assessment system 2. September 2014-June 2015— full implementation Draft Implementation Timeline Summer 2010 to the School Year This is the time to consider and plan for transitioning, while continuing to implement our current standards. It is not the time to stop strong, standards-based instruction…