1. CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction A Closer Look at the Common Core State Standards Credential Counselors and Analysts of California October 10, 2012 Carrie Roberts Literacy, History, and Arts Leadership Office Barbara Murchison Common Core Systems Implementation Office

2. TOM TORLAKSON State Superintendent of Public Instruction Objectives Gain a deeper understanding of the Common Core State Standards (CCSS) for mathematics and English language arts. Recognize the shifts in content and instructional practices for administrators and teachers. Investigate some CCSS resources 2

3. TOM TORLAKSON State Superintendent of Public Instruction Before we begin… What do you know about the CCSS? What do you believe future/current teachers need to know about CCSS? What shifts are you aware of between the 1997 standards and the CCSS? 3

4. 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. Common Core adopted by the SBE August 2010.

5. 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

6. TOM TORLAKSON State Superintendent of Public Instruction California and the Common Core State Standards Senate Bill 1 from the Fifth Extraordinary Session (SB X5 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 6

7. TOM TORLAKSON State Superintendent of Public Instruction Source: http://www.corestandards.org/in-the-states 7

8. TOM TORLAKSON State Superintendent of Public Instruction Literacy in the ELA The ELA Standards comprise three main sections:  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 8

9. TOM TORLAKSON State Superintendent of Public Instruction Intentional Design Limitations 9

10. TOM TORLAKSON State Superintendent of Public Instruction Common Core Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Key Design Considerations Organized around the College and Career Readiness Standards for Reading, Writing, Speaking and Listening, and Language 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 10

11. TOM TORLAKSON State Superintendent of Public Instruction Strand Organization Reading Strand Reading 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) Writing Strand1)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 11

12. TOM TORLAKSON State Superintendent of Public Instruction 12 Common Core “Shifts” in Instruction 12 Expectations for instruction embedded in the standards: 1.Building knowledge through content-rich nonfiction. 2.Reading, writing, and speaking grounded in evidence from text, both literary and informational. 3.Regular practice with complex text and its academic language. …What does that look like? Source: http://www.achievethecore.org

13. TOM TORLAKSON State Superintendent of Public Instruction 13 Reading 13 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

14. TOM TORLAKSON State Superintendent of Public Instruction 14 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

15. TOM TORLAKSON State Superintendent of Public Instruction 15 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 15

16. TOM TORLAKSON State Superintendent of Public Instruction 16 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 16

17. TOM TORLAKSON State Superintendent of Public Instruction Anchor Standards The College and Career Readiness (CCR) anchor standards and grade-specific standards are necessary complements. The CCR define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed. The K–12 grade-specific standards define end-of-year expectations and a cumulative progression. 17

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19. 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

20. TOM TORLAKSON State Superintendent of Public Instruction CCSS English Language Arts Appendices A, B, and C Not adopted by the State Board of Education, but very important information. Link: http://www.corestandards.org 20

21. TOM TORLAKSON State Superintendent of Public Instruction Appendix A Includes 1. Research supporting Key elements of the CCSS: Text Complexity Foundational Skills for K-5 Writing types Vocabulary Speaking and Listening skills 2. Glossary of Terms 21

22. TOM TORLAKSON State Superintendent of Public Instruction Appendix B Text and task samples to exemplify the level of complexity Suggestive of the breadth of texts that students should encounter in the text types required by the Standards. Useful guideposts in helping educators select texts of similar complexity, quality, and range for their own classrooms. They expressly do not represent a partial or complete reading list. 22

23. TOM TORLAKSON State Superintendent of Public Instruction Appendix C Writing samples, annotated to illustrate the criteria required to meet the Common Core State Standards. Includes argument, informative/explanatory text, and narrative—in a given grade. Each of the samples exhibits at least the level of quality required to meet the Writing standards for that grade. 23

24. TOM TORLAKSON State Superintendent of Public Instruction Common Core Standards for Mathematics The standards for mathematics: Are focused, coherent, and rigorous Aim for clarity and specificity Stress conceptual understanding of key ideas Balance mathematical understanding and procedural skill Are internationally benchmarked 24

25. TOM TORLAKSON State Superintendent of Public Instruction Mathematical Proficiency as defined by the California Framework (2006) Conceptual Understanding DOING MATH Problem Solving Procedural Skills

26. TOM TORLAKSON State Superintendent of Public Instruction Two Types of Interrelated Standards  Mathematical Practices (the same at every grade level)  Mathematical Content (different at each grade level)

27. TOM TORLAKSON State Superintendent of Public Instruction Standards for Mathematical Content How the grade level standards are organized Domains Clusters Standards

28. TOM TORLAKSON State Superintendent of Public Instruction CCSS Domains K–5 DomainK12345 Counting and Cardinality (CC)  Operations and Algebraic Thinking (OA)  Number and Operations in Base Ten (NBT)  Measurement and Data (MD)  Geometry (G)  Number and Operations – Fractions (NF) 

29. TOM TORLAKSON State Superintendent of Public Instruction CCSS Domains 6–8 Domain 678 Ratios and Proportional Relationships (RP)  The Number System (NS)  Expressions and Equations (EE)  Geometry (G)  Statistics and Probability (SP)  Functions (F) 

30. TOM TORLAKSON State Superintendent of Public Instruction Transition to Common Core Grade Shifts: K-2 Concept 1997 Standards CCSS Count from 30 to 100 Grade 1 K Skip count by 2s, 5s, and 10s to 100 Grade 1 Grade 2 Know from memory the multiplication tables for 2s and 5s *CCSS 3.OA.7-Know from memory all products of two one-digit numbers Grade 2 Grade 3* Introduction to fractions as numbers Grade 2 Grade 3 Identify the “range” of a data set Grade 2 Grade 6

31. TOM TORLAKSON State Superintendent of Public Instruction Transition to Common Core Grade Shifts: Grades 3-5 Content 1997 CA Standards Grade Common Core Grade Introduction to fractions as numbers23 Add and subtract simple fractions, with like denominators 34 Multiply a fraction by a whole number and solve related word problems 54 Add, subtract and round decimals45 Operations with negative integers56 Dividing fractions by fractions56

32. TOM TORLAKSON State Superintendent of Public Instruction Transition to Common Core Grade Shifts: 6-8 Concept 1997 Standards CCSS Dividing fractions by fractions Grade 5 Grade 6 Concepts of mean and median to summarize data sets Grade 5 Grade 6 Operations with numbers in scientific notation Grade 7 Grade 8 Pythagorean Theorem Grade 7 Grade 8

33. TOM TORLAKSON State Superintendent of Public Instruction High School Mathematics The CCSS high school standards are organized in 6 conceptual categories: –Number and Quantity –Algebra –Functions –Modeling (*) –Geometry –Statistics and Probability California additions: –Advanced Placement Probability and Statistics –Calculus Modeling standards are indicated by a (*) symbol. Standards necessary to prepare for advanced courses in mathematics are indicated by a (+) symbol.

34. TOM TORLAKSON State Superintendent of Public Instruction High School Mathematics Build a function that models a relationship between two quantities (F-BF) 1. Write a function that describes a relationship between two quantities. * a. Determine an explicit expression, a recursive process, or steps for calculation from a context. b. Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model. c. (+) Compose functions. For example, if T(y) is the temperature in the atmosphere as a function of height, and h(t) is the height of a weather balloon as a function of time, then T(h(t)) is the temperature at the location of the weather balloon as a function of time.

35. TOM TORLAKSON State Superintendent of Public Instruction Model Course Pathways for Mathematics Pathway A Traditional in U.S. Geometry Algebra I Courses in higher level mathematics: Precalculus, Calculus (upon completion of Precalculus), Advanced Statistics, Discrete Mathematics, Advanced Quantitative Reasoning, or other courses to be designed at a later date, such as additional career technical courses. Pathway B International Integrated approach (typical outside of U.S.). Mathematics II Mathematics I Algebra II Mathematics III

36. TOM TORLAKSON State Superintendent of Public Instruction Standards for Mathematical Practice 1.Make sense of problems and persevere in solving them. 2.Reason abstractly and quantitatively. 3.Construct viable arguments and critique the reasoning of others. 4.Model with mathematics. 5.Use appropriate tools strategically. 6.Attend to precision. 7.Look for and make use of structure. 8.Look for and express regularity in repeated reasoning. Describe ways students engage with the subject matter throughout the elementary, middle and high school years

37. TOM TORLAKSON State Superintendent of Public Instruction Standards for Mathematical Practice Review the standards on pages 1 and 2 of your standards document  Which standards might be familiar or unfamiliar to teachers? Why?  How might these standards impact teaching and learning?

38. TOM TORLAKSON State Superintendent of Public Instruction Transitioning to the CCSS 1.Focus strongly where the standards focus 2.Coherence: Think across grades, and link to major topics within grades 3.Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application Source: http://www.achievethecore.org/

39. TOM TORLAKSON State Superintendent of Public Instruction Shift 1: Key Areas of Focus 39 GradeFocus Areas for Fluency and Conceptual Understanding K-2 Addition and subtraction – concepts, skills, and problem solving and place value 3-5 Multiplication and division of whole numbers and fractions – concepts, skills, and problem solving 6 Ratios and proportional reasoning; early expressions and equations 7 Ratios and proportional reasoning; arithmetic of rational numbers 8Linear algebra

40. TOM TORLAKSON State Superintendent of Public Instruction One of several staircases to algebra designed in the OA domain. Shift 2: Alignment in Context: Neighboring Grades and Progressions 40 Source: http://www.achievethecore.org

41. TOM TORLAKSON State Superintendent of Public Instruction Shift 3: Rigor A balance of: - Solid conceptual understanding, - Procedural skill and fluency, and - Application of skills in problem solving situations Pursuit of all three requires equal intensity in time, activities, and resources 41

42. TOM TORLAKSON State Superintendent of Public Instruction Implications Thinking about your students and teachers today: What new information will they need to be successful instructors as the state transitions to the CCSS ? 42

43. TOM TORLAKSON State Superintendent of Public Instruction Source: http://www.cde.ca.gov/re/cc/

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48. TOM TORLAKSON State Superintendent of Public Instruction 48 Source: http://www.cde.ca.gov/re/cc/educators.asp

49. TOM TORLAKSON State Superintendent of Public Instruction Learn More Visit the California Department of Education CCSS Web page: http://www.cde.ca.gov/re/cc/ To join the CCSS Resources Updates: Send a "blank" message to: join-commoncore@mlist.cde.ca.gov To join the SBAC/Assessment Updates: Send a "blank" message to: subscribe-sbac@mlist.cde.ca.gov 49

50. TOM TORLAKSON State Superintendent of Public Instruction Contact Information Carrie Roberts, Administrator Literacy, History, and Arts Leadership Office croberts@cde.ca.gov 916 319-0587 Barbara Murchison Common Core Systems Implementation Office bmurchison@cde.ca.gov 916-319-0490 50