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Common Core State Standards

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Hye Jin Choi

on 30 June 2014

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Transcript of Common Core State Standards

Common Core

State Standards

Strategies &

Student with Mathematical Difficulties
Students with Learning Disabilities in
Social Science and History
Writing and Students with
Learning Disabilities
English Language Learners
Skills Strongly/Largely Reflected in the CCSS
Skills Requiring an Academic Foundation Articulated by the CCSS with Technical Elements outside the Scope of the CCCSS
Skills That Could Be Reflected in
CCSS-Aligned Instruction
Skills Not Covered by the CCSS in Mathematics or ELA/Literacy
Formerly, the end-goal and primary success measure of most school systems was high school graduation
New goal: college and career readiness
Increase student achievement in K-12 education and improve access to and success in postsecondary education

Provide all students with the preparation necessary to succeed in a globally competitive economy
The standards are college-and-career-ready. They will help prepare students with the knowledge and skills they need to succeed in education and training after high school.
The development process of the CCSS was a nationwide collaborative effort of teachers and standards experts.
How was the CCSS developed?
The standards are benchmarked to the highest-performing states in the US and countries around the world, and they reflect the judgments of college and university faculty who were involved in their development and review about the skills that matter most for postsecondary success.
Adoption Process: IDAHO
Why did Idaho choose CCSS?
Students perform well academically in grades K-12, but too many students graduate high school unprepared for the rigors of college or the workforce.
How did Idaho Adopt the CCSS?
Teachers across Idaho reviewed drafts of standards
Teachers and parents provided input on final draft
Held multiple public meetings
Performed gap analysis comparing previous standards to CCSS
Two year pilot implementation before requiring mandatory implementation across all grades
What are the benefits?
Hold students to a higher standard
Students are engaged in challenging and rigorous course work to better prepare them for college and career success.
The standards are internationally benchmarked. Common standards will help ensure our students are globally competitive.
Expectations are consistent for all - and not dependent on a student's zip code.

The standards are focused, coherent, and clear. Clearer standards help students (and parents and teachers) understand what is expected of them.
The standards create a foundation to work collaboratively across states and districts, pooling resources and expertise, to create curricular tools, professional development, common assessments and other materials.
The Common Core State Standards:
What They Are Not
With a new initiative as large and complex as the CCSS, confusion is inevitable. It is just as important to understand what the standards are
as what they are.
NOT a federal initiative
The standards were developed by states under the leadership of the National Governors Association and Council of Chief State of School Officers. States participated voluntarily in their development. The federal government is funding the state-led consortia engaged in the development of new assessments linked to the CCSS, but adoption of their the CCSS or related assessments is voluntary.
NOT a national curriculum
The CCSS provide a common set of goals, but states, districts, schools, and teachers will continue to determine how to meet those goals. With the exception of a few documents core to America's democracy, the CCSS does not mandate the use of any particular texts.
CCSS tells you what to teach, not how to teach
NOT a panacea that will solve all the problems in K-12 education
Standards are an important foundation, but they are meaningless without effective implementation, which requires excellent instruction and curricula as well as strong school leadership.
NOT an excuse for more standardized testing
The new tests being designed to assess student progress toward college and career readiness are intended to replace - not add to - existing tests in mathematics and ELA/literacy. Further, due to the pooling of state expertise and the federal support for development, these new assessments will encompass state-of-the-art measurement techniques that will provide a more authentic assessment of student readiness than states can presently achieve on their own. Students will encounter new item types, computer-enhanced items, many more constructed-response items, and performance tasks that ask them to use a broad array of knowledge and skills to solve complex real-world problems.
NOT an attempt to remove literature and the traditional math sequence from high schools
The CCSS seek a balance between the reading of fiction and informational texts, but they in no way abandon the study of great literature as a means to engender a love of reading, aesthetic appreciation, and excellent communication skills. The math standards are writen so that they support a coherent progression of learning whether a school follows an integrated or traditional math course sequence.
Communication skills
Teamwork/collaboration skills
Problem-solving skills
Reasoning skills
The application/extension of core content in various situations
Use of data
Research skills
Time management skills
Use of technology (in ELA/literacy)
External and internal work-based communications skills
Job-seeking skills
The application/extension of core content in non-routine ways
Motivation/self-discipline skills
Study skills
Adaptability skills
"Enjoyment" of learning
Recognizing strengths and weaknesses
Conflict resolution skills
Technology-based project management skills
Mentoring skills
Career planning and exploration
Ethical reasoning
Quality control systems and practices
Workplace safety and health
Emergency procedures and response techniques
Many of the life or employability skills that are often identified by employers and college faculty as being deficient among high school graduates are not addressed explicitly in the CCSS but can be embedded in the instruction of the standards through strong pedagogy, the use of effective instructional materials, and authentic and relevant student tasks and assignments.

The CCSS provide a platform for teaching such skills.
The CCSS in mathematics and ELA/literacy include many of the skills most demanded by employers, college professors and society.
Non-curricular learning skills can be taught and developed in the classroom and may enable students to take greater responsibility for their learning.
academic mindsets
Create a learning environment that promotes student choice and control
Use scaffolding and support structures: modeling, coaching, and explicit strategy instruction
Provide explicit feedback on strategy use and encourage students to reflect on their own strategy use
Explicitly teach a variety of collaboration skills: group process, leadership, decision-making, trust-building, communication, conflict-management, reflection, and basic social skills
Design experiences that support the development of those skills. For example, jigsaw approach and other tasks that features various responsibilities and require interdependence.
Academic Mindsets
Educators can shape students' overall attitude towards and beliefs about school
Utilize transparent grading practices
provide frequent formative feedback
define how and why different aspects of students work will affect achievement (increase learners' beliefs in their potential for success)
Employ approaches such as charting, compiling portfolios or works in progress, and self-assessments to help students track their growth and recognize connections between their effort levels, persistence, and final performances
Areas of Difficulty
Counting skills
miscount or double-count itmes and often utilize inefficient counting strategies
i.e. telling how many items are represented in a set struggle with telling time
Fluency & conceptual understanding of basic number combinations
simple addition, subtraction, multiplication, and division problems
Evidence-Based Interventions
Explicit, systemic instruction
step-by-step teacher demonstration for a specific type of problem along with teacher-guided and independent practice using step-by-step procedure
Learn heuristics, mnemonics, or strategies to help solve certain types of problems
Receive mathematics instruction that emphasizes conceptual and procedural learning and provide visual representations
Practice across mathematical skills should be cumulative
Ongoing and systemic progress monitoring should be used to determine whether, when and how programs need to be adjusted to ensure adequate learning
Challenges for Students with LD
Higher order reasoning skills:
Higher order processing or problem solving
Processing and organizing information
Making inferences
Understanding relationships
Distinguishing main ideas from details
Evidence-Based Interventions
Advance organizers, graphic organizers, embedded strategy steps, interactive learning, and post organizers
Question Exploration Routine (QER)
: support comprehension of key ideas and details, analysis of sources, summarization of central ideas and how they develope, determine cause and effects, and explanations of understandings
Concept Comparison Routine:
compare and contrast conceptual information
Compared to their peers, students with LD possess less knowledge about writing, are less positive about writing and their capabilities as writers
Motivation and sentence construction and fluency are not mentioned in the CCSS
Benchmarks for other writing skills suchs as spelling are too vague
Increase general and special education teachers' knowledge about writing development
Create a writing environment in which students with LD can thrive
Employ evidence-based writing practices in general education classes
Use evidence-based writing practices effective with students with LD
English Language Learners
Demands of the New Standards
An emphasis on text complexity and language (academic vocabulary and function
Increased emphasis on building knowledge from informational text.
An expectation that students will produce and use evidence in text to justify their views
Problem situations that are language-rich and require multiple steps
Concepts represented in multiple ways. Texts can require students to translate between and among words, numbers, tables, diagrams, and symbols
Procedures that constitute a special narrative.
A technical vocabulary that is peculiar to each science discipline, requiring students to code-switch from everyday uses of languate to the language of science
Information conveyed not just through texts, but also through visual representations including pictures, drawings, graphs, charts, tables, maps, and equations
Texts that have features unique to science, including the use of passive rather than active voice, nominalization, embedded clauses, and lexical density to build cohesion.
Implications for Teacher Development
In order to meet the specific neds of English learners, teahers need to know how to address:
Language progressions:
How students learn language, both in terms of general language acquisition and in terms of the acquisition of discipline-specific academic language
Language demands:
What kinds of linguistic expectations are embedded within specific texts and tasks with which students are being asked to engage.
Language scaffolds:
How specific representations and instructional strategies can be used to help students gain access to the concepts as well as to the language they need to learn
Language supports:
How classrooms and schools can be organized to support students in continually building a deep understanding of language and content
1. What is something new that you learned that will impact your instruction?

2. What is a topic you would like to receive further professional development on?

1) Gain background knowledge and understanding of the Common Core State Standards

2) Learn instructional interventions and strategies to improve teacher capacity and support further implementation of the common standards in the classrooms.
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