1. Governor’s Council on Common Core Review English Language Arts and Literacy Testimony by Sherri Thorne May 6, 2015

2. Strengths of the Standards Public feedback was included in the process. Arkansas leaders provided strong support to adopt the standards. Arkansas ELA framework was a 96% match to the content of the CCSS standards for ELA/literacy. Shifts in the CCSS standards for ELA/literacy require deeper learning. Literacy standards support reading and writing in the disciplines. Text complexity provides the foundation for deeper learning. The ELA/literacy standards delineate learning progressions. ELA/literacy standards provide a foundation for alignment.

3. Feedback on Draft Standards Draft Standards Published http://www.corestandards.org/ http://www.corestandards.org/ Commissioner’s Memo Inviting Public Comment http://arkedu.state.ar.us/commemos/static/fy09 10/4656.html http://arkedu.state.ar.us/commemos/static/fy09 10/4656.html

4. Common Core State Standards Adopted July 12, 2010

5. Crosswalk http://www.arkansased.gov/divisions/learning-services/curriculum-and-instruction/resource-materials-for-lesson- plans/english-language-arts

6. Shifts in Teaching and Learning Appropriate Text Complexity Increased Reading of Informational Texts Disciplinary Literacy Close Reading Text-dependent Questions General Academic and Domain-specific Vocabulary Argumentative Writing Short and Sustained Research Projects

7. Professional Development Provided through Regional Education Cooperatives Arkansas IDEAS Live Streaming Districts

8. Curriculum Development Literacy Design Collaborative (LDC) Understanding by Design (UbD)

9. Elementary Teacher “Students are using text evidence to make inferences. They are even using newly gained knowledge beyond the text, making them thinkers, not just doers.” p. 11 “Primary Sources: Update Teacher’s Views on Common Core State Standards”

10. Middle School Teacher “While my students are far below grade level, seeing their accomplishments, growing competencies and sense of worth are extremely rewarding. I know I make a difference for the good in their lives.” p. 20 “Primary Sources: Update Teacher’s Views on Common Core State Standards”

11. High School Teacher “Teaching students to critically think and apply their knowledge will make them lifelong independent learners.” p. 3 “Primary Sources: Update Teacher’s Views on Common Core State Standards”

12. Three Measures of Text Complexity

13. Learning Progressions Provide Support for Vertical Alignment Are Clear, Specific, Relevant Are Developmentally Appropriate Exemplified in Writing Standard 1

14. Common Standards Provide a Foundation for Alignment Consistent learning expectations for students regardless where they live Shared curricular resources among states Common professional development Expanded competencies in disciplinary literacy for pre-service teachers Rigorous university programs of study in literacy for pre-service teachers Relevant Praxis Assessments for Teacher Licensure

15. Strengths of the Standards Public feedback was included in the process. Arkansas leaders provided strong support to adopt the standards. Arkansas ELA framework was a 96% match to CCSS standards for ELA/literacy. Shifts in the CCSS standards for ELA/literacy require deeper learning. Literacy standards support reading and writing in the disciplines. Text complexity provides the foundation for deeper learning. The ELA/literacy standards delineate learning progressions. ELA/literacy standards provide a foundation for alignment.

16. Better or Different? After separating misplaced concerns from facts about the Common Core State Standards, what evidence supports the need to change them?

17. Better or Different? What data will we use to determine the changes that should be made to the standards? Without the benefit of new research and Arkansas student achievement data after implementing the Common Core State Standards, how will we know that the changes we make are better? After investigating educational research, standards from all fifty states and other countries, and standards from professional organizations, would a committee of expert educators from Arkansas come to a different conclusion than a group of educational experts from several states?