COMMON CORE STANDARDS

• http://www.corestandards.org/the-standards

What are the Common Core State Standards?

Aligned with college and work expectations

Focused and coherent

Include rigorous content and application of knowledge through high-order skills

Build upon strengths and lessons of current state standards

Internationally benchmarked so that all students are prepared to succeed in our global economy and society

Based on evidence and research

State led – coordinated by NGA Center and CCSSO

Why is this important?

• Currently, every state has its own set of academic standards, meaning public education students in each state are learning to different levels

• All students must be prepared to compete with not only their American peers in the next state, but with students from around the world

Design and Organization for Language Arts

Four strands Reading (including Reading Foundational Skills)• Writing• Speaking and Listening• Language

An integrated model of literacy

Media requirements blended throughout

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

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

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

Language

Conventions of standard EnglishKnowledge 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

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 readinessexpectations

Intentional Design Limitations

What the Standards do NOT define:• How teachers should teach• All that can or should be taught• The nature of advanced work beyond the core• The interventions needed for students well below grade level• The full range of support for English language learners and

students with special needs• Everything needed to be college and career ready

Greater Focus and Coherence in Mathematics

For over a decade, research studies of mathematics education in high-performing countries have pointed to the conclusion that the mathematics curriculum in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country. To deliver on the promise of common standards, the standards must address the problem of a curriculum that

is “a mile wide and an inch deep.” These Standards are a substantial answer to that challenge. It is important to recognize that “fewer standards” are no substitute for focused standards. Achieving “fewer standards” would be easy to do by resorting to broad, general statements. Instead, these Standards aim for clarity and specificity.

Design and Organization for Mathematics

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)

Design and Organization for Mathematics 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

Conclusion

The promise of standards

These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep.

STATE ASSESSMENT RESULTS 2011

STATE ASSESSMENT RESULTS 2011

2006 2007 2008 2009 2010 2011

SES 0.981 0.962 0.95 0.979 0.938 0.91

State 0.809 0.844 0.862 0.878 0.875 NaN

2.50%

7.50%

12.50%

17.50%

22.50%

27.50%

32.50%

37.50%

42.50%

47.50%

52.50%

57.50%

62.50%

67.50%

72.50%

77.50%

82.50%

87.50%

92.50%

97.50%

3rd Grade Math% of Students AT or ABOVE Standard

Perc

ent

2006 2007 2008 2009 2010 2011

SES 1 1 0.981 0.967 1 0.95

State 0.807 0.847 0.861 0.866 0.866 NaN

2.50%

7.50%

12.50%

17.50%

22.50%

27.50%

32.50%

37.50%

42.50%

47.50%

52.50%

57.50%

62.50%

67.50%

72.50%

77.50%

82.50%

87.50%

92.50%

97.50%

4th Grade Math% of Students AT or ABOVE Standard

Perc

ent

2006 2007 2008 2009 2010 2011

SES 0.999 1 0.966 1 0.902 0.94

State 0.788 0.833 0.865 0.867 0.862 NaN

2.50%

7.50%

12.50%

17.50%

22.50%

27.50%

32.50%

37.50%

42.50%

47.50%

52.50%

57.50%

62.50%

67.50%

72.50%

77.50%

82.50%

87.50%

92.50%

97.50%

5th Grade Math% of Students AT or ABOVE Standard

Perc

ent

2006 2007 2008 2009 2010 2011

SES 0.978 0.912 0.98 0.983 0.981 0.93

State 0.744 0.791 0.818 0.828 0.837 NaN

2.50%

7.50%

12.50%

17.50%

22.50%

27.50%

32.50%

37.50%

42.50%

47.50%

52.50%

57.50%

62.50%

67.50%

72.50%

77.50%

82.50%

87.50%

92.50%

97.50%

6th Grade math% of Students AT or ABOVE Standard

Perc

ent

2006 2007 2008 2009 2010 2011

SES 0.911 0.887 0.75 0.792 0.854 0.88

State 0.785 0.819 0.836 0.851 0.836 NaN

2.50%

7.50%

12.50%

17.50%

22.50%

27.50%

32.50%

37.50%

42.50%

47.50%

52.50%

57.50%

62.50%

67.50%

72.50%

77.50%

82.50%

87.50%

92.50%

97.50%

3rd Grade Reading% of Students AT or ABOVE Standard

Perc

ent

2006 2007 2008 2009 2010 2011

SES 1 1 0.962 0.933 0.959 0.97

State 0.795 0.836 0.864 0.872 0.868 NaN

2.50%

7.50%

12.50%

17.50%

22.50%

27.50%

32.50%

37.50%

42.50%

47.50%

52.50%

57.50%

62.50%

67.50%

72.50%

77.50%

82.50%

87.50%

92.50%

97.50%

4th Grade Reading% of Students AT or ABOVE Standard

Perc

ent

2006 2007 2008 2009 2010 2011

SES 0.962 0.979 0.983 0.943 0.869 0.84

State 0.769 0.811 0.838 0.844 0.85 NaN

2.50%

7.50%

12.50%

17.50%

22.50%

27.50%

32.50%

37.50%

42.50%

47.50%

52.50%

57.50%

62.50%

67.50%

72.50%

77.50%

82.50%

87.50%

92.50%

97.50%

5th Grade Reading% of Students AT or ABOVE Standard

Perc

ent

2006 2007 2008 2009 2010 2011

SES 0.916 0.93 1 0.95 0.962 0.901

State 0.78 0.811 0.851 0.864 0.865 NaN

2.50%

7.50%

12.50%

17.50%

22.50%

27.50%

32.50%

37.50%

42.50%

47.50%

52.50%

57.50%

62.50%

67.50%

72.50%

77.50%

82.50%

87.50%

92.50%

97.50%

6th Grade Reading% of Students AT or ABOVE Standard

Perc

ent

GREAT PEOPLE

PRODUCE GREAT

RESULTS!

STANDARD OF EXCELLENCE FORMULA

OPTIONS:•Keep as is….go with KSDE requirements•Do something different…in combination with….

CUT SCORES TO BE CONSIDERED ‘PROFICIENT’ OR MEETS STANDARD

KANSAS STATE ASSESSMENT - PERFORMANCE LEVELS '10-'11

             

 Academic Warning

Approaches Standard

Meets Standard

Exceeds Standard Exemplary

MEETS STANDARD AND ABOVE

3RD GR READING 4.2% 7.0% 39.5% 25.6% 23.3% 88.4%

3RD GR MATH 9.5% 0.0% 16.7% 42.9% 31.0% 90.6%

             

4TH GR READING 1.9% 1.9% 36.5% 38.5% 21.2% 96.2%

4TH GR MATH 1.9% 1.7% 40.7% 18.5% 35.2% 94.4%

             

5TH GR READING 2.0% 14.0% 32.0% 24.0% 28.0% 84.0%

5TH GR MATH 2.0% 4.0% 34.0% 22.0% 38.0% 94.0%

             

6TH GR READING 0.0% 10.6% 16.7% 28.8% 43.9% 89.4%

6TH GR MATH 0.0% 7.6% 34.8% 37.9% 19.7% 92.4%

LET’S FINISH STRONG!

http://www.youtube.com/watch?feature=player_detailpage&v=syIm5MHG4O4