1. Brace Yourself
Are you ready for this?

2. Change is Coming!
Change is coming and the x really does change in education.

3. The new X is: Common Core State Standards/Essential Standards
“In an increasingly complex world, sometimes old questions require new answers.”
And the answer to what to teach to prepare our students for college and career will change in the next 2 years and will become Common Core State Standards/Essential Standards. We are getting ready to make one of the biggest changes ever in education in NC. Never before have the standards and objectives for every subject changed at one time. But they are about to.
I know you have heard a lot about our transition to Common Core State Standards and Essential standards, but what do we know about what, when, and how?
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4. And we certainly don’t want to be the last to know what this is all about – we want to be at the head of the school instead of the back like this fish, which is the reason for this presentation today.

5. What is all the talk about?
An overview of the transition to Common Core State Standards and Essential Standards
So, I hope to enlighten you somewhat today on what will be going on in the next few years with CCSS/Essential Standards., so again brace yourself.

6. I don’t know what I don’t know!
Disclaimer
I don’t know what I don’t know!
Before we go any farther, I must add this disclaimer. Most of what I will share today comes from my studying the documents, attending webinars, state meetings, but it seems the information changes with each new session – so this is how I understand it at the moment – hopefully somewhat correct. I had planned to do this back in January, but I think the information that is coming to us now is more stable and more accurate – so hopefully I won’t say anything that is totally wrong.

7. Like all change, it is scary and exciting
Like all change, it is scary and exciting! I think it is going to be a good change, but the scary part is how fast the change is coming and how much there will be to change.
My feeble attempts at humor are so we can laugh rather than cry when you see what is going to be expected of us and our teachers in the next year. – so keep your courage and together we will meet this challenge as we have met others.

8. The Process 2008: Framework for Change 2008: Response to change: ACRE
2009: CCSSO and NGA develop college and career readiness standards
Based on the college and career readiness standards, K-12 learning progressions developed
Multiple rounds of feedback from states, teachers, researchers, higher education, and the general public
June 2, 2010:Final Common Core State Standards released
June 2010: Adopted by NCSBE
Explain what ACRE was doing – response to NCSCOS being too much and not deep enough – resulted in covering rather than teaching to mastery
CCSSO – council of chief state school officers
NGA - National Governor’s Association

9. Similar Goals for Standards
North Carolina’s Mandates
Common Core
“Essential”
“Narrow”
“Deep”
“Rigorous + Relevant”
“Readiness for College and Career”
“Enduring”
“Measurable”
“Clear and Concise”
“Prioritized and Focused”
“Essential”
”Fewer, Higher, Clearer”
”Focused”
”Rigorous”
”Readiness for College and Career”
Common Core fit what North Carolina was also working on with ACRe and the Essential Standards 9 9

10. What are CCSS? For ELA and Math only
Align with best evidence on college and career readiness
expectations
Maintain focus on what matters most for readiness for college and career
Are clear, understandable and consistent
Include rigorous content and application of knowledge through high-order skills
Build upon strengths and lessons of current state standards
Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society
Are evidence-based
Although the ELA has a SS and Science component.

11. In North Carolina Fewer, Higher, Clearer
Adopted in June 2010 by State Board of Education
Among the first group of states to adopt Common Core State Standards
Transition to CCSS is part of NC and LCPS RttT plan
Had to be adopted in order to received RttT money.

12. What CCSS are not A National Curriculum
Everything that could or should be taught
A federal government initiative
Does not include
How teachers should teach
Advanced work beyond the core
Interventions needed for students well below grade level
A full range of support for English language learners and students with special needs
Everything needed to be college and career ready
The Common Core State Standards Initiative is a state‐led effort that is not part of No Child Left Behind and adoption of the Standards is in no way mandatory. States began the work to create clear, consistent standards before the Recovery Act or the Elementary and Secondary Education Act blueprint was released because this work is being driven by the needs of the states, not the federal government.
The Standards are not a curriculum. They are a clear set of shared goals and expectations for what knowledge and skills will help our students succeed. Local teachers, principals, superintendents and others will decide how the standards are to be met. Teachers will continue to devise lesson plans and tailor instruction to the individual needs of the students in their classrooms.
By emphasizing required achievements, the Standards leave room for teachers,
curriculum developers, and states to determine how those goals should be
reached and what additional topics should be addressed. Thus, the Standards
do not mandate such things as a particular writing process or the full range of
metacognitive strategies that students may need to monitor and direct their
thinking and learning. Teachers are thus free to provide students with whatever
tools and knowledge their professional judgment and experience identify as
most helpful for meeting the goals set out in the Standards.

13. ELA CCSS 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
Information came form webinar that you can download on CCSS site.
Show in table of Contents 13 13

14. Design and Organization
Four strands
Reading (including Reading Foundational Skills)
Writing
Speaking and Listening
Language
An integrated model of literacy
Media requirements blended throughout
You can see this best by looking at the table of contents.

15. Design and Organization
College and Career Readiness (CCR)
anchor standards
Broad expectations consistent across grades and content areas
Based on evidence
about college and
workforce training
expectations
Range and content 15 15

16. 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
Lay all 3 sheets out from CCR standards for reading to K-5 standards
The same document for informational text 16 16

17. Reading Comprehension (standards 1−9)
Standards for reading literature and informational texts
Strong and growing across-the-curriculum emphasis on
students’ ability to read and comprehend informational texts
Aligned with NAEP Reading framework
Range of reading and level of text complexity (standard 10, Appendices A and B)
“Staircase” of growing text complexity across grades
High-quality literature and informational texts in a range
of genres and subgenres
Look at graphic to better explain 17 17

18. Reading Foundational Skills
Four categories (standards 1−4)
Print concepts (K−1)
Phonological awareness (K−1)
Phonics and word recognition (K−5)
Fluency (K−5)
In addition for elementary grades 18

19. Writing Writing types/purposes (standards 1−3) Writing arguments
Writing informative/explanatory texts
Writing narratives
Strong and growing across-the-curriculum emphasis on students writing arguments and informative/explanatory texts
Aligned with NAEP Writing framework
Same framework for all the domains of reading 19 19

20. 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 20 20

21. Speaking and Listening
Comprehension and collaboration (standards 1−3)
Day-to-day, purposeful academic talk in one-on-one,
small-group, and large-group settings
Presentation of knowledge and ideas (standards 4−6)
Formal sharing of information and concepts,
including through the use of technology

22. Language Conventions of standard English
Knowledge of language (standards 1−3)
Using standard English in formal writing and speaking
Using language effectively and recognizing language varieties
Vocabulary (standards 4−6)
Determining word meanings and word nuances
Acquiring general academic and domain-specific words and phrases
Look at graphic to better explain 22

23. Key Advances Reading Balance of literature and informational texts
Text complexity
Writing
Emphasis on argument and informative/explanatory writing
Writing about sources
Speaking and Listening
Inclusion of formal and informal talk
Language
Stress on general academic and domain-specific vocabulary 23

24. Key Advances 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
Alignment with college and career readiness
expectations 24

25. Math CCSS 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)
graphic 25 25

26. Design and Organization
Focal points at each grade level
See handouts – at high school under themes – not courses 26 26

27. Design and Organization
Grade Level Overviews

28. 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
Clustered together under categories 28 28

29. Fractions, Grades 3–6
3. Develop an understanding of fractions as numbers.
4. Extend understanding of fraction equivalence and ordering.
4. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
4. Understand decimal notation for fractions, and compare decimal fractions.
5. Use equivalent fractions as a strategy to add and subtract fractions.
5. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
6. Apply and extend previous understandings of multiplication and division to divide fractions by fractions.
Progressions as well 29

30. 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.

31. 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.
+ are additional mathematics students should learn in order to take advanced classes – may be included in all courses. 31 31

32. 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. 32

33. Essential Standards http://www. dpi. state. nc
Currently adopted
Science
Social Studies
Information and Technology Skills
World Languages
Arts Education
Occupational Course of Study
Healthful Living
Draft
Guidance
Fewer, Higher, Clearer
Based on Revised Bloom’s Taxonomy

34. The Future Transition to CCSS/ES 2011-12
Professional development for all teachers and administrators
Crosswalks and Unpacked content
Field tests for CCSS/ES
CCSS/ES Fully Operational
SBAC Operational (online) ?
Add unpacked content

35. 1
Essential Standards
Timeline
2/14/2011 • page 35

36. Plan to Support and Transition
For All New Standards
Tools
Instructional Toolkits including:
Crosswalks between Old and New
Vertical Learning Progressions
Glossary of Terms
Unpacked Content
Assessment Prototypes
Lesson Plans, Unit Plans
Diagnostic, Formative, and Benchmarking Assessment Tools
Housed in Instructional Improvement System in education cloud 36 36 36

37. Lenoir County Implementation Currently
2009-present: Workshops on Revised Bloom’s Taxonomy
Fall 2010: Formed Math CCSS Team
Fall 2011: DSW includes RttT funds for PD for CCSS/ES
Winter 2011: Formed CCSS Leads Team
March 2011: CCSS Leads view webinar
March 2011: 2 PD facilitators in place for Region 2
June 13, 2011: CCSS Leads Module 1 Training
July 12, : CCSS Leads to CC/ES Summer Institutes
August 3, 2011: LEA Plan due for PD for CCSS/ES

38. 2011-12 Professional Development Plan
Form content level teams
Participate in DPI developed modules
Content level training: TBD
Design Instructional Plans for each subject and grade/course
Develop new benchmark assessments

39. Professional Development: Access and Support
MODULES
CC and Essential Standards Tools
Instructional Tools targeted to aid in the transition and to complement the professional development.
Online support to increase teacher understanding and implementation of standards
1: The Call for Change: An Overview of the Common Core and Essential Standards
Unpacking Standards
Crosswalk
6: NC Teacher Standards Course
2: Understanding the Standards
2: Understanding the Standards
3: Revised Bloom’s Taxonomy (RBT)
4: Developing Local Curricula
5: NC FALCON
Training Implementation Guide
Presentational Resources
State is releasing these 6 modules to prepare for the transition.
Module 1 will be released June 3. The others June 24.
These instructional tools will also be released.
3/27/2017 • page 39

40. Key Instructional Tool Dates and Activities
Crosswalks and Unpacking Tools
Module 1 Accessible for LEA use
Modules 2-6 Accessible for LEA use
April 1, 2011
June 3, 2011
June 24, 2011
Content-specific professional development offerings available
August 2011-August 2014
3/27/2017 • page 40 40

41. Smarter Balanced Assessment Consortium (SBAC)
What is SBAC?
What impact will it have on students?
31 States working together to develop an assessment system aligned to the Common Core Standards in ELA and Math.
Equity of expectations
Comparability of results
More authentic tasks and more accurate measurement (particularly of growth)
Will include:
Computer-adaptive summative assessments with performance tasks in ELA and Math for 3-8 and high school
Flexible tools for teaching (formative assessment tools, data display and analysis tools, diagnostics, checks for misconceptions)
What impact will it have on teachers?
Focused instruction
Better-aligned teaching resources (instructional and assessment)
More resources and shared language across state-lines
What do schools and educators need to do to prepare?
What is the SBAC time line?
See Next….
The big question is how all of this will be tested? North Carolina has joined the SBAC which is designing a new assessment system.
Start Professional Development on the Common Core
Start teaching the Common Core in (schools will be held accountable for Common Core)
Prepare for online delivery of assessments
3/27/2017 • page 41 41

42. Smarter Balanced Assessment Consortium (SBAC)
Development of Assessments
The state will be developing interim tests for the NCLB requirements.
3/27/2017 • page 42 42

43. Feeling like this yet?
This is for information – not action –
Recommendations at this point – make sure your staff knows about this change that will take place. May use power point- I will go to schools on request if you’d like – but we don’t want to scare everyone off either- yes its’ going to be a lot of work – but put a positive spin on it.
Share websites

44. Useful websites ACRE: http://www.ncpublicschools.org/acre/
Essential Standards:
Instructional Tools (crosswalks, unpacked content):

45. Useful Websites
Common Core State Standards:
Smarter Balanced Assessment Consortium:
SBAC in North Carolina:
Highly recommend webinar that is on home page
Download the standards