1. CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction Update on the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Tom Adams June 20, 2012 CSU, Long Beach

2. TOM TORLAKSON State Superintendent of Public Instruction College and Career Readiness Standards 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. Developed by SCFIRD 2

3. TOM TORLAKSON State Superintendent of Public Instruction The Common Core State Standards Benefits: Internationally benchmarked Evidence and research-based Consistent expectations – no matter where you live Opportunity for shared resources and reduced costs 3

4. TOM TORLAKSON State Superintendent of Public Instruction California and the Common Core State Standards Senate Bill 1 from the Fifth Extraordinary Session (SBX5 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 of the ACSC 4

5. TOM TORLAKSON State Superintendent of Public Instruction Source: http://www.corestandards.org/in-the-states 5

6. TOM TORLAKSON State Superintendent of Public Instruction Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects The Standards comprise three main sections: –a 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 6

7. TOM TORLAKSON State Superintendent of Public Instruction Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Key Design Considerations Organized around the College and Career Readiness (CCR) Anchor Standards 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 7

8. TOM TORLAKSON State Superintendent of Public Instruction 8 Organization of the Standards 4 Domains 1997 CA Standards 4 Strands 2010 Common Core Reading (includes vocabulary) Reading Writing Written and Oral Language Conventions Language (includes vocabulary) Listening and SpeakingSpeaking and Listening

9. TOM TORLAKSON State Superintendent of Public Instruction Strand Organization ReadingReading 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) Writing1)Text Types and Purposes 2)Production and Distribution of Writing 3)Research to Build and Present Knowledge 4)Range of Writing Speaking and Listening 1)Comprehension and Collaboration 2)Presentation of Knowledge and Ideas Language1)Conventions of Standard English 2)Knowledge of Language 3)Vocabulary Acquisition and Use 9

10. TOM TORLAKSON State Superintendent of Public Instruction 10 Common Core “Shifts” in Instruction 10 Expectations for instruction embedded in the standards: Building knowledge through content-rich nonfiction Reading, writing and speaking grounded in evidence from text, both literary and informational Regular practice with complex text and its academic language What does that look like? Source: Student Achievement Partners www.achievetehcore.org

11. TOM TORLAKSON State Superintendent of Public Instruction 11 Reading 11 Shifts instruction to focus on: 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

12. TOM TORLAKSON State Superintendent of Public Instruction 12 Writing Shifts focus of student writing to: -Argumentative and informative writing, using evidence from sources as support -Short, focused research projects - Three types and purposes: Opinions/Arguments Informative/Explanatory Narratives Grade 4Grade 8Grade 12 To Persuade 30%35%40% To Explain 35% 40% To Convey Experience 35%30%20% Source: NAEP 2011 Writing Framework

13. TOM TORLAKSON State Superintendent of Public Instruction 13 Speaking and Listening Shifts in instruction asks students to: -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 13

14. TOM TORLAKSON State Superintendent of Public Instruction 14 Language Shifts focus on vocabulary acquisition and use 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 14

15. TOM TORLAKSON State Superintendent of Public Instruction Literacy in History/Social Studies, Science, and Technical Subjects “Meeting the demands of the Literacy Standards requires substantially expanding the literacy requirements in history/social studies as well as in science and technical subjects. The adoption of the Literacy Standards in History/Social Studies, Science and Technical Subjects therefore requires several significant shifts in these curricula.” Source: Revised Publishers’ Criteria for the Common Core State Standards in English Language Arts and Literacy, Grades 3-12

16. TOM TORLAKSON State Superintendent of Public Instruction Literacy in History/Social Studies, Science, and Technical Subjects 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

17. TOM TORLAKSON State Superintendent of Public Instruction 17 Integration of Technology and Multimedia Use as sources of information and tools for communication: Create audio recordings of stories or poems; add drawing or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (2.SL.5) Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). (5.RL.7) Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. (8.W.6)

18. TOM TORLAKSON State Superintendent of Public Instruction 18 California Additions Connect vocabulary standards included in language strand to vocabulary standards in reading strand (grades K–12) Plan and deliver formal presentations (grades 2–12) Activate prior knowledge and use illustrations/context to make predictions (grades K–1) Penmanship (grades 2–4) Analysis of text features in informational text (grades 6–12) Create career documents (grade 8)

19. TOM TORLAKSON State Superintendent of Public Instruction 19 Support for English Learners Speaking & Listening and the Language standards support focus of English language development Focus on language conventions in both writing and speaking Continued use of the California English Language Development Standards in tandem with the CCSS

20. TOM TORLAKSON State Superintendent of Public Instruction 20 Appendices Appendix A: Research Supporting Key Elements of the Standards Appendix B: Text Exemplars and Sample Performance Tasks Appendix C: Samples of Student Writing Appendices are available at http://www.corestandards.org.

21. TOM TORLAKSON State Superintendent of Public Instruction 21 Appendix A Research Supporting Key Elements of the ELA Standards Including: –Complexity of Texts –Foundational Skills –Writing –Speaking and Listening –Language –Glossary of Key Terms

22. TOM TORLAKSON State Superintendent of Public Instruction 22 Appendix B: Text Exemplars and Sample Performance Tasks Text Exemplars by Grade Level Includes examples by grade level with sample performance tasks Stories, poetry, drama, and informational text Gives teachers an idea of achievement expectations for each grade level Includes examples for History/Social Studies, Science, and Technical Subjects

23. TOM TORLAKSON State Superintendent of Public Instruction 23 Appendix C: Samples of Student Writing

24. TOM TORLAKSON State Superintendent of Public Instruction 24 Common Core State Standards: Implementation Plan http://www.cde.ca.gov/ci/cc/documents/ccssimpsysplanforca.doc

25. TOM TORLAKSON State Superintendent of Public Instruction Common Core State Standards: Implementation Plan 25

26. TOM TORLAKSON State Superintendent of Public Instruction 26 Common Core State Standards: Implementation Plan http://www.cde.ca.gov/be/ag/ag/yr12/agenda201203.asp

27. TOM TORLAKSON State Superintendent of Public Instruction 27 Transitioning to the Common Core System

28. TOM TORLAKSON State Superintendent of Public Instruction 28 CCSS Implementation: Critical Dates for Frameworks and Instructional Materials The SBE adopted the CCSS on 2010 Last SBE mathematics adoption in 2007 Last SBE English language arts adoption in 2008 Scheduled adoption of Math Framework in 2013, ELA in 2014 New assessments scheduled for Spring 2015 Next likely SBE adoption of materials in 2016 (Mathematics) and 2018 (ELA)

29. TOM TORLAKSON State Superintendent of Public Instruction Assembly Bill 250 (Brownley) Begins process for the development and adoption of curriculum frameworks aligned to the Common Core State Standards ELD Standards in ELA Framework Creates professional learning modules 29

30. TOM TORLAKSON State Superintendent of Public Instruction Curriculum Frameworks Timeline: English Language Arts Review Process 2012SBE Approves Plan, Timeline, CFCC Application 20124 Focus Groups 2012SBE Appoints CFCC, Approves Guidance 2013CFCC Work: 6 Meetings 2013-14Two Required 60-Day Public Reviews 2014SBE Action 30

31. TOM TORLAKSON State Superintendent of Public Instruction 31 What are Curriculum Frameworks? Curriculum Frameworks provide: Support for teachers and guidelines for educational programs Guidance to school districts in the development of local curriculum Direction to publishers for the development of instructional materials Guidance reflecting current and confirmed research Strategies to address the needs of English language learners and students with disabilities

32. TOM TORLAKSON State Superintendent of Public Instruction CALIFORNIA DEPARTMENT OF EDUCATION English Language Arts/English Language Development Framework Development Process This chart shows the major steps of the curriculum framework development process. All meetings are open to the public. 32

33. TOM TORLAKSON State Superintendent of Public Instruction 33 Focus Groups Pursuant to the California Code of Regulations, Title 5, Education, Section 9511(c), the CDE convenes four focus groups across California. The focus groups are held to solicit input on the new framework. Members of the focus group must be educators at the time of appointment. California Education Code Section 44013(a) defines an educator: "Educator" means a certificated person holding a valid California teaching credential or a valid California services credential issued by the California Commission on Teacher Credentialing who is employed by a local education agency or by a special education local planning area and who is not employed as an independent contractor or consultant.

34. TOM TORLAKSON State Superintendent of Public Instruction ELA/ELD Framework Focus Group Recommended Guidance Guide the field in implementing the CCSS with a focus on the content shifts and possible links to models and examples of instruction and best practices An up-to-date and skillful use of technology and multimedia, by both teachers and students Make framework a “living” document with the ability to link to new resources and references Guidance for support of effective student assessment, include connection to direction provided by national assessment consortiums (e.g., SBAC and PARCC) 34

35. TOM TORLAKSON State Superintendent of Public Instruction ELA/ELD Framework Focus Group Recommended Guidance (cont.) Examples of differentiated instruction for all students Effective integration of the literacy standards for History/Social Studies, Science, and Technical Subjects and collaboration opportunities between ELA and content teachers (especially at secondary level) Emphasize the shift to integration of ELA strands, project-based learning, and 21 st century skills Inclusion of the ELD Standards and their relationship to the ELA standards 35

36. TOM TORLAKSON State Superintendent of Public Instruction 36 The Curriculum Framework and Evaluation Criteria Committee (CFCC) Members are recruited and recommended by the Instructional Quality Commission, and appointed by the SBE CFCCs have 9-20 members –A majority are credentialed K-12 teachers –At least 1 Content Review Expert –At least 1 experienced with English learners –At least 1 experienced with students with disabilities

37. TOM TORLAKSON State Superintendent of Public Instruction 37 The CFCC Advises the Instructional Quality Commission and the SBE Develops a draft framework based on guidance from the IQC and the SBE Provides multiple opportunities for interested and concerned members of the public to provide written and oral comments throughout the framework development process

38. TOM TORLAKSON State Superintendent of Public Instruction 38 http://www.cde.ca.gov/ci/rl/cf/

39. TOM TORLAKSON State Superintendent of Public Instruction Assembly Bill 250 (Brownley) Begins process for the development and adoption of curriculum frameworks aligned to the Common Core State Standards ELD Standards in ELA Framework Creates professional learning modules 39

40. TOM TORLAKSON State Superintendent of Public Instruction Assembly Bill 124 (Fuentes) Establishes the English Language Development Standards Advisory Committee to update, revise and align the English Language Development (ELD) standards with the Common Core State Standards Committee must include teachers and administrators with expertise in instructing English learners in the membership of the committee Adoption of the revised ELD standards expected in the fall of 2012 40

41. TOM TORLAKSON State Superintendent of Public Instruction Timeline EventSchedule Focus group recruitmentMid December 2011- January 2012 Focus Group MeetingsWinter/ Spring 2012 SPI convenes Panel of experts (develop draft ELD Standards) Spring 2012 Public Review (draft) SPI holds two public hearings Summer 2012 SPI completes ELD StandardsAugust 31, 2012 SBE action on recommended standards (if no modifications) September 2012 SBE action on recommended standards (if there are modifications) November 2012 41

42. TOM TORLAKSON State Superintendent of Public Instruction 42 http://www.cde.ca.gov/sp/el/er/eldstandards.asp

43. TOM TORLAKSON State Superintendent of Public Instruction Assembly Bill 250 (Brownley) Begins process for the development and adoption of curriculum frameworks aligned to the Common Core State Standards ELD Standards in ELA Framework Creates professional learning modules 43

44. TOM TORLAKSON State Superintendent of Public Instruction The Purpose of the Professional Learning Modules Create and sustain professional development training opportunities that support teachers and administrators in delivering to all pupils curriculum and instruction that are aligned to the CCSS. 44

45. TOM TORLAKSON State Superintendent of Public Instruction Professional Learning Module Timeline: 2012 Activities Feb 15-16: On-site meeting with statewide Task Force Feb 24: California Department of Education (CDE) confirms providers and develops contracts May 1: Module development begins June 30: Four (or more) draft modules to the CDE for review and approval July 1-15: CDE and State Board of Education (SBE) review and submit edits and announce upcoming availability of modules to field July 15-31: Providers revise modules August 1: Final modules to CDE for approval September 1: Posting to CDE Common Core Web site and announcement 45

46. TOM TORLAKSON State Superintendent of Public Instruction Module Development The criteria for the modules shall be based on: The California Standards for the Teaching Profession The Standards for Professional Learning (Learning Forward, 2011) Use and build on existing professional development programs 46

47. TOM TORLAKSON State Superintendent of Public Instruction Develop model PLMs to deepen the understanding of the following: A.The CCSS B.Instructional strategies to support the learning of all pupils, including English learners, pupils with disabilities, and underperforming pupils C.Instructional strategies that promote creativity, innovation, critical thinking, problem solving, collaboration, and communication skills in all academic content areas D.The integration of subject content knowledge E.Instructional leadership and coaching 47

48. TOM TORLAKSON State Superintendent of Public Instruction Module Topics for Completion by September 2012 1.Overview of the Professional Learning Modules, CCSS for math and ELA 2.Math: K-12 Standards for Mathematical Practice 3.Math: K-12 Learning Progression 4.ELA: Non-fiction Reading 5.ELA: Non-fiction Writing 48

49. TOM TORLAKSON State Superintendent of Public Instruction Additional Future Topics Assessments CCSS, New ELD Standards and English Learners Literacy in History/Social Studies Literacy in Science Literacy in Technical Subjects Facilitation of Collaborative Discussions 49

50. TOM TORLAKSON State Superintendent of Public Instruction 50 http://www.cde.ca.gov/pd/cc/

51. TOM TORLAKSON State Superintendent of Public Instruction 51

52. TOM TORLAKSON State Superintendent of Public Instruction 52

53. TOM TORLAKSON State Superintendent of Public Instruction CCSS ListServ Join the ListServ to receive information and updates regarding the implementation of the Common Core State Standards. To Subscribe Send a "blank" message to: join-commoncore@mlist.cde.ca.gov 53

54. TOM TORLAKSON State Superintendent of Public Instruction 54 Contact Information Tom Adams, Director Curriculum Frameworks and Instructional Resources Division tadams@cde.ca.gov 916-319-0663