Preparing America’s Students for College and Career

Each state had its own set of academic standards, meaning public education students in each state were learning at different levels.

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

Past Standards Initiatives

Common Core State Standards Initiative

A state led effort‐ to create the next generation of standards for K-12 Mathematics and for K-12 English Language Arts and 6-12 Literacy in History/Social Studies, Science, and Technical Subjects

A common set of K-12 standards to ensure that all students, no matter where they live, are prepared for success in college and work

Internationally benchmarked to ensure that our students are college and career ready in a 21st century, globally competitive society

45 states and D.C. have adopted the CCSS

GoalsGoals

• Only 51 percent of 2005 ACT-tested high school graduates met ACT’s College Readiness Benchmark for Reading.

• Twenty-eight percent of entering college age students require remediation in reading, writing, or math.

• More students are on track in 8th and 10th grade than are actually prepared in 12th grade.

• Approximately 6 million secondary students read below grade level.

Research Behind the Common Core State Standards Initiative

4Source: ACT: Reading Between the Lines: What the ACT Reveals About College Readiness in Reading (2006).

GoalsGoals

•More than 50 percent of first year college students are unable to produce papers relatively free of language errors.

•Analyzing, arguing, and synthesizing information are also beyond the scope of most first year students.

•It would be false to claim that most students cannot write well. What most students cannot do is write well enough to meet the demands they face in higher education and the emerging work environment.

GoalsGoals

•Basic writing itself is not the issue. The problem is that most students cannot write with the skill expected of them today.

•Most students have mastered writing basics, but few are able to create precise, engaging, coherent prose.

Source: U.S. Department of Education, National Assessment Governing Board, Writing Specifications for the 2007 National Assessment of Educational Progress, 2006National Commission on Writing “R” The Need for a Writing Revolution

2013-14 ~ fully implement CCSS; assess FCAT 2.02014-15 ~ fully implement CCSS; assess PARCC

Key Advances of the Common Core

ANCHORED IN COLLEGE AND CAREER READINESS

What skills do I need to be College and Career Ready?

Reading10 Standards

Reading10 Standards

Writing10 Standards

Writing10 Standards

Speaking/Listening

6 Standards

Speaking/Listening

6 Standards

Language6 Standards

Language6 Standards

Where is the Technology in the CCSS?

• Use of technology by students is embedded within the subject.

• Prepare students for college readiness.

Strategic and Capable Use of Technology

• Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use.

• Students tailor their searches online to acquire useful information efficiently.

• Students integrate what they learn using technology with what they learn offline.

• Students are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.

College Readiness Anchor Standards• Reading

– Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

• Writing– Use technology, including the Internet, to produce and

publish writing and to interact and collaborate with others.

– Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

• Speaking and Listening– Integrate and evaluate information presented in diverse

media and formats, including visually, quantitatively, and orally.

– Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations

How will I get there?

Progression of Skills

Progression of Skills

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W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion.

W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion.

W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.a. Introduce a topic or text clearly, state anopinion, and create an organizational structurein which ideas are logically grouped to supportthe writer’s purpose.b. Provide logically ordered reasons that aresupported by facts and details.c. Link opinion and reasons using words, phrases,and clauses (e.g., consequently, specifically).d. Provide a concluding statement or sectionrelated to the opinion presented.

W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.a. Introduce a topic or text clearly, state anopinion, and create an organizational structurein which ideas are logically grouped to supportthe writer’s purpose.b. Provide logically ordered reasons that aresupported by facts and details.c. Link opinion and reasons using words, phrases,and clauses (e.g., consequently, specifically).d. Provide a concluding statement or sectionrelated to the opinion presented.

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44-46 Common Core State Standards

Reading Literature

10 standards

Reading Literature

10 standards

Reading

Informational Text

10 standards

Reading

Informational Text

10 standards

Reading Foundational

4 (K-1) and 2 (2-5)

standards

Reading Foundational

4 (K-1) and 2 (2-5)

standards

Writing

10 standards

Writing

10 standards

Speaking and

Listening

6 standards

Speaking and

Listening

6 standards

Language

6 standards

Language

6 standards

WW

RFRFRIRIRLRL

SLSL LL

One of the key requirements of the Common Core State Standards for Reading is that all students must be able to COMPREHEND TEXTS of STEADILY INCREASING COMPLEXITY as they progress through school.

Complexity of Text

Complexity of Text

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RATIONALE FORINCREASED TEXT COMPLEXITY

complexity of reading in college, career, citizenship

complexity of K-12 texts

LESS

DEMAND ING

MORE

DEMAND ING

Decline in sophistication of K-12 texts

+Decrease in emphasis for students to

read and understand complex texts independently

=A serious gap between many high school seniors’

reading ability and the reading requirements they will face after graduation

A pedagogy focused ONLY on “higher-order” or “critical” thinking was insufficient to ensure students were ready for college and careers.

A pedagogy focused ONLY on “higher-order” or “critical” thinking was insufficient to ensure students were ready for college and careers.

Most important implication of this study.Most important implication of this study.

2006 ACT Report

What students could read, in terms of complexity, was at least as important as what they could do with what they read.

What students could read, in terms of complexity, was at least as important as what they could do with what they read.

232323

QuantitativeQ

ualit

ativ

e

Reader and Task

1.Qualitative Elements levels of meaning or purpose, structure, language conventionality and clarity, and knowledge demands

2.Quantitative Elements readability and other scores of text complexity related to word length or frequency, sentence length, and text cohesion

3.Reader and Task Elements reader’s background knowledge, motivation, interests, experiences, and complexity generated by tasks assigned

TEXT COMPLEXITYMEASUREMENT MODEL

“A text that has short simple sentences may, nevertheless,

be challenging to read and comprehend when it contains

abstract ideas, unfamiliar concepts,

and high levels of interpretation.”

(Hess and Biggam, 2004)

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TEXT ACCESSIBILITY

• level of accessibility must fit purpose of the text more challenging texts (and tasks) should first be

modeled through teacher read aloud (think aloud), not independent student reading (response)

• level of scaffolded support provided to students will determine level of accessibilitymore challenging texts (and tasks)

through increased scaffolding

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Gradual Release of Responsibility Model (Pearson and Gallagher, 1993)

task completion responsibility shifts gradually from teacher to learner

I DO WE DO YOU DO

Read/WriteAloud

Shared Reading/Writing

Guided Reading/Writing

IndependentReading/Writing

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SCAFFOLDING GUIDES READERS TO UNDERSTAND MORE COMPLEX TEXT

• immerse students in more complex language

• provide background knowledge for unknown content

• use a variety of graphic organizers to bring structure to text

• model how to interpret meaning of texts that use more complex formats

• pair students for reading more challenging texts

• provide opportunities for oral and written reflections

• encourage students to read more challenging texts

StorybooksPoetry

Historical Fiction

Science FictionFantasy Fairy Tales

FolktalesDrama

Fables Tall Tale

Types of Literature

Texts need to be selected around topics or themes that

generate knowledge and allow students to study those topics or themes in depth,

leading to schematic connections.

Nonfiction Narratives

Journals Letters

Informational Text

Autobiographies

Menus

Biographies

Persuasive Texts

Diaries

Procedural or How-to Text

NONFICTION TEXTS ARE FACTUAL

Nonfiction Genres

INFORMATIONAL TEXTType or Genre of Nonfiction

Newspapers

Process-Informational Books

PostersMagazines

Reference Books

Forms

InternetWeb Sites

“All About Books”

Pamphlets

Directions

CD-ROMs

Information in Graphs, Charts, & Maps

Brochures

Handouts

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• key to success in later schooling

• ubiquitous in society, exists everywhere

• preferred reading material for some students

• addresses student’s interests and questions

• builds knowledge of the natural and social world

• builds vocabulary

• builds other kinds of literacy knowledge

WHY INCLUDE INFORMATIONAL TEXT

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Incorporate these genres equally into• classroom walls and other surfaces

• classroom library

• daily activities that involve print (e.g., read alouds)

GENRE-DIVERSIFICATION FRAMEWORK

1/3 informational

genres1/3 narrative

genres1/3

other genres

e.g., poetry, biography, etc.

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Reading Between the Lines, 2006 ACT report

• greater emphasis on informational text

• increased grade-level challenging texts

• scaffolded support for students to access and understand more challenging texts

CLOSING THE GAP ONTEXT COMPLEXITY

AND PERFORMANCE TASKS

examples of texts

illustrate application of the standards to texts of sufficient complexity, quality, and range

CCSS Appendix B

Students (with prompting and support from the teacher)compare and contrast the adventures and experiences of the owl in Arnold Lobel’s Owl at Home to those of the owl in Edward Lear’s poem The Owl and the Pussycat. [RL.K.9]

Students summarize the plot of Antoine de Saint Exupéry’s The Little Prince and then reflect on the challenges facing thecharacters in the story while employing those and other details in the text to discuss the value of inquisitiveness and exploration as a theme of the story. [RL.5.2]

Students retell Arnold Lobel’s Frog and Toad Together whiledemonstrating their understanding of a central message orlesson of the story (e.g., how friends are able to solve problems together or how hard work pays off). [RL.1.2]

Students describe how the character of Bud in Christopher Paul Curtis’ story Bud, Not Buddy responds to a major event in his life of being placed in a foster home. [RL.2.3]

Students read (read aloud) Paul Fleischman’s poem Fireflies, determining the meaning of words and phrases in the poem,

particularly focusing on identifying his use of non-literal language (e.g., “light is the ink we use”) and

talking about how it suggests meaning. [RL.3.4]

Students read (read aloud) Paul Fleischman’s poem Fireflies, determining the meaning of words and phrases in the poem,

particularly focusing on identifying his use of non-literal language (e.g., “light is the ink we use”) and

talking about how it suggests meaning. [RL.3.4]

The tramp steamer Drake plowed away from the coast of India and pushed its blunt prow into the Arabian Sea, homeward bound. Slowly it made its way west toward the Gulf of Aden. Its hold was loaded with coffee, rice, tea, oil seeds and jute. Black smoke poured from its one stack, darkening the hot cloudless sky.

Alexander Ramsay, Jr., known to his friends back home in New York City as Alec, leaned over the rail and watched the water slide away from the sides of the boat. His red hair blazed redder than ever in the hot sun, his tanned elbows rested heavily on the rail as he turned his freckled face back toward the fast-disappearing shore.

Farley, Walter. Farley, Walter. The Black Stallion. The Black Stallion. New York: Random New York: Random House Books for Young Readers, 2008. (1941). From House Books for Young Readers, 2008. (1941). From Chapter 1: “Homeward Bound”Chapter 1: “Homeward Bound”

Students describe how the narrator’s

point of view in Walter Farley’s

The Black Stallion

influences how events are

described and how the reader perceives the character of Alexander

Ramsay, Jr. [RL.5.6]

Students describe how the narrator’s

point of view in Walter Farley’s

The Black Stallion

influences how events are

described and how the reader perceives the character of Alexander

Ramsay, Jr. [RL.5.6]

Mr. Jefferson came into Congress, in June, 1775, and brought with him a reputation for literature, science, and a happy talent of composition. Writings of his were handed about, remarkable for the peculiar felicity of expression. Though a silent member in Congress, he was so prompt, frank, explicit, and decisive upon committees and in conversation, not even Samuel Adams was more so, that he soon seized upon my heart; and upon this occasion I gave him my vote, and did all in my power to procure the votes of others. I think he had one more vote than any other, and that placed him at the head of the committee. I had the next highest number, and that placed me second. The committee met, discussed the subject, and then appointed Mr. Jefferson and me to make the draught, I suppose because we were the two first on the list.

The subcommittee met. Jefferson proposed to me to make the draft. I said, “I will not.”

“You should do it.”

“Oh! No.”

“Why will you not? You ought to do it.”

“I will not.”

“Why?”

“Reasons enough.”

“What can be your reasons?”

“Reason first, you are a Virginian, and a Virginian ought to appear at the head of this business. Reason second, I am obnoxious, suspected, and unpopular. You are very much otherwise. Reason third, you can write ten times better than I can.”

“Well,” said Jefferson, “if you decided, I will do as well as I can.”

“Very well. When you have drawn it up, we will have a meeting.”

Adams, John. “Letter on Thomas Jefferson.” Adams, John. “Letter on Thomas Jefferson.” Adams on Adams.Adams on Adams. Lexington: University Press of Kentucky, 2004. (1776)Lexington: University Press of Kentucky, 2004. (1776) Students

determine the point of view of John Adams in

his Letter on Thomas

Jefferson and analyze how he

distinguishes his position

from an alternative approach

articulated by Thomas

Jefferson. [RI.7.6]

Students determine the

point of view of John Adams in

his Letter on Thomas

Jefferson and analyze how he

distinguishes his position

from an alternative approach

articulated by Thomas

Jefferson. [RI.7.6]

O Captain! my Captain! our fearful trip is done;The ship has weather’d every rack, the prize we sought is won;The port is near, the bells I hear, the people all exulting,While follow eyes the steady keel, the vessel grim and daring:But O heart! heart! heart!O the bleeding drops of red,Where on the deck my Captain lies,Fallen cold and dead.O Captain! my Captain! rise up and hear the bells;Rise up—for you the flag is flung—for you the bugle trills;For you bouquets and ribbon’d wreaths—for you the shores a-crowding;For you they call, the swaying mass, their eager faces turning;Here Captain! dear father!This arm beneath your head;It is some dream that on the deck,You’ve fallen cold and dead.

Students analyze Walt Whitman’s

“O Captain! My Captain!” to uncover the

poem’s analogies and allusions. They

analyze the impact of

specific word choices by

Whitman, such as rack and grim, and

determine how they contribute to the overall meaning and tone of the

poem. [RL.8.4]

Students analyze Walt Whitman’s

“O Captain! My Captain!” to uncover the

poem’s analogies and allusions. They

analyze the impact of

specific word choices by

Whitman, such as rack and grim, and

determine how they contribute to the overall meaning and tone of the

poem. [RL.8.4]

Whitman, Walt. “O Captain! My Captain!.” Whitman, Walt. “O Captain! My Captain!.” Leaves of Grass.Leaves of Grass. Oxford: Oxford University Press, 1990. (1865)Oxford: Oxford University Press, 1990. (1865)

4242

Students cite specific textual evidence from Annie J. Cannon’s Classifying the Stars to support their analysisof the scientific importance of the discovery that light is composed of many colors. Students include in their analysis precise details from the text (such as Cannon’s repeated use of the image of the rainbow) to buttresstheir explanation. [RST.9–10.1].

Sunlight and starlight are composed of waves of various lengths, which the eye, even aided by a telescope, is unable to separate. We must use more than a telescope. In order to sort out the component colors, the light must be dispersed by a prism, or split up by some other means. For instance, sunbeams passing through rain drops, are transformed into the myriad-tinted rainbow. The familiar rainbow spanning the sky is Nature’s most glorious demonstration that light is composed of many colors.

The very beginning of our knowledge of the nature of a star dates back to 1672, when Isaac Newton gave to the world the results of his experiments on passing sunlight through a prism. To describe the beautiful band of rainbow tints, produced when sunlight was dispersed by his three-cornered piece of glass, he took from the Latin the word spectrum, meaning an appearance. The rainbow is the spectrum of the Sun.

In 1814, more than a century after Newton, the spectrum of the Sun was obtained in such purity that an amazing detail was seen and studied by the German optician, Fraunhofer. He saw that the multiple spectral tings, ranging from delicate violet to deep red, were crossed by hundreds of fine dark lines. In other words, there were narrow gaps in the spectrum where certain shades were wholly blotted out.

We must remember that the word spectrum is applied not only to sunlight, but also to the light of any glowing substance when its rays are sorted out by a prism or a grating.

Cannon, Annie J. “Classifying the Stars.” The Universe of Stars. Cambridge: Harvard Observatory, 1926.

43

Students identify Edith Thacher Hurd as the author of Starfish and Robin Brickman as the illustrator of the text and define the role and materials each contributes to the text. [RI.K.6]

After listening to Gail Gibbons’ Fire! Fire!, students ask questions about how firefighters respond to a fire and answer using key details from the text. [RI.1.1]

Students read Robert Coles’ retelling of a series of historical events in The Story of Ruby Bridges. Using their knowledge of how cause and effect gives order to events, they use specific language to describe the sequence of events that leads to Ruby desegregating her school. [RI.3.3]

Students identify the overall structure of ideas, concepts, and information in Seymour Simon’s Horses (based on factors such as their speed and color) and compare and contrast that scheme to the one employed by Patricia Lauber in her book Hurricanes: Earth’s Mightiest Storms. [RI.5.5]

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Assessing the Common Core State

Standards

45

Assessing the Common Core State

StandardsSept. 2010 - U.S. Department of Education awarded grants

to develop state assessments – Partnership for Assessment of Readiness for College and Careers (PARCC) and Smarter Balanced Assessment Consortium (SBAC)

PARCC - alliance of 25 states; together developed common set of K-12 assessments in English and math anchored in readiness for college and careers

PARCC - state-led (Massachusetts Commissioner - Chair); subset of PARCC states comprise its Governing Board

Florida - fiscal agent for PARCC; member of Governing BoardAchieve - PARCC project manager

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Role of the Governing States

Governing States will pilot and field test the assessment system components during the 2011–12, 2012–13 and 2013–14 school years, and administer the new assessment system during the 2014-15 school year

The chief state school officers of the Governing States serve on the PARCC Governing Board and make decisions on behalf of the Partnership on major policies and operational procedures

Governing States will use the results from the PARCC assessments in their state accountability systems

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PARCC PARCC TimelineTimeline

SY 2011-12

Development begins

SY 2012-13

First year pilot/field testing and

related research and

data collection

SY 2013-14

Second year pilot/field testing and

related research and

data collection

SY 2014-15

Full administration

of PARCC assessments

SY 2010-11

Launch and design phase

Summer 2015

Set achievement

levels, including

college-ready performance

levels

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Alignment of Pre-Kindergarten Early Learning

and Developmental Standards to K-12 Common

Core State Standards

Pre-Kindergarten• The Florida Early Learning and Developmental Standards

for Four-Year-Olds (2011) have been vertically aligned to the Common Core State Standards (CCSS) for English/Language Arts and Math.

• The alignment documents show how the Florida Early Learning and Developmental Standards for Four-Year-Olds (2011) support or relate to CCSS in Kindergarten.

• Not all Pre-K standards will align with the CCSS in Kindergarten.

• Pre-K alignment documents can be accessed on the Pre-K-2 Department’s Wiki (http://prek-2education.pds-hrd.wikispaces.net/).

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English Language Learners

CCSS Application to ELLs

The National Governors Association Center for Best Practices and the Council of Chief State School officers strongly believe that all students should be held to the same high expectations outlined in the Common Core State Standards. This includes students who are English Language Learners (ELLs). However, these students may require additional time, appropriate instructional support, and aligned assessments as they acquire both English language proficiency and content area knowledge.

Application of Common Core State Standards for English Language Learners http://www.corestandards.org/the-standards

http://www.parcconline.org/accessibility-accommodations-fairness-twg

PARCC’s technical working group, the Accessibility, Assessment and Fairness group, is looking at how the assessments can be designed from the onset for maximum accessibility for ELLs and students with disabilities.

Members of the working group will draft and recommend to the Governing Board a set of Partnership-wide policies, described in a Partnership Accommodations Manual. These policies will be adopted by each member state to identify eligible students and select and administer acceptable accommodations.

What about PARCC Accommodations for ELLs?

ELL Resources . . . in the works . . .

http://ell.stanford.edu Stanford University researchers launched a national initiative to help

English Language Learners (ELLs) meet the Common Core State Standards in language arts and mathematics, as well as the emerging frameworks in science education. The Carnegie Corporation of New York and the Bill & Melinda Gates Foundation are jointly funding the effort with a $2 million grant.

The Stanford-led initiative will seed a national effort to map out and meet the growing academic language and content needs of ELLs as Common Core academic standards are implemented by schools and districts around the nation.

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Research in the Common Core State

Standards

READS, FINDS, and DESTINY

Connecting information and resources to

support

21st century, high-performance learning

environments!

Learning Resources & Instructional Materials

Learning Resources & Instructional MaterialsSchool Board of Broward County, FL

http://www.fldoe.org/bii/Library_Media/ilflmcc.asp

READS Correlationhttp://www.fldoe.org/bii/Library_Media/reads.asp

Simultaneously search all online district and local print resources simultaneously for research tasks (primary sources!)

Search by lexile levels

Identify print and digital resources aligned to Common Core State Standards

Upload student created digital book talks or trailers, reviews/recommendations in your online catalog

Create annotated booklists to support curriculum units or projects

Learning Resources & Instructional Materials

Michele Rivera, DirectorLynne Oakvik, Specialist, Media

754.321.3320

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• Re-reading texts for understanding

• Read widely from complex text

• Comprehend complex, grade-level literature/informational texts

• Balance instructional scaffolding, without translating content

• Gradual decrease of scaffolding and increase to independence

• Text-dependent questions, evidenced in text

• Extensive writing

• Share ideas, orally/written

• Explicit instruction in grammar and conventions

• Celebrate independence as readers, writers, listeners, speakers, and thinkers

• Maintain high expectations

NGSSS CCSSWhat can we do now?

Additional InformationAdditional Information

60

www.corestandards.orgwww.corestandards.org

www.PARCConline.orgwww.PARCConline.org