What's New in the Common Core ELA Standards

So, What’s New in the Common Core
English Language Arts State
Standards?
Susan A Gendron
Senior Fellow
International Center for Leadership in Education
August 10, 2011

What will our Students need to:
 Know
 Do

EXTERNAL DRIVERS
• Education Trends
• Changing
Society/Workplace
• Technology
• Global Competition

1 Shanghai-China 556

PISA 2
3
Korea
Finland
539
536

2009 4
5
Hong Kong-China
Singapore
533
526
6 Canada 524
7 New Zealand 521
Overall 8 Japan 520
Reading 9 Australia 515
Scale 10 Netherlands 508
17 United States 500
20 Germany 497
Significantly Above
21 Ireland 496
OECD Average
22 France 496
Not Significantly
Different 25 United Kingdom 494
(OECD Average 493) 33 Spain 481
Significantly below 43 Russian Federation 459
OECD Average
48 Mexico 425
53 Brazil 412
57 Indonesia 402


PISA 2
3
Singapore
Hong Kong-China
562
555

2009 4
6
Korea
Finland
546
541
9 Japan 529
Overall 10 Canada 527

Math 11 Netherlands 526
13 New Zealand 519
Scale 15 Australia 514
16 Germany 513
Significantly Above 22 France 497
OECD Average 28 United Kingdom 492
Not Significantly 31 United States 487
Different
(OECD Average 496) 32 Ireland 487

Significantly below 34 Spain 483
OECD Average 38 Russian Federation 468
51 Mexico 419
57 Brazil 386
61 Indonesia 371


PISA
2 Finland 554
3 Hong Kong-China 549

2009
4 Singapore 542
5 Japan 539
6 Korea 538
7 New Zealand 532
Overall 8 Canada 529
Science 10 Australia 527
Scale 11 Netherlands 522
13 Germany 520
Significantly Above 16 United Kingdom 514
OECD Average 20 Ireland 508
Not Significantly 23 United States 502
Different
(OECD Average 501) 27 France 498
Significantly below 36 Spain 488
OECD Average 39 Russian Federation 478
50 Mexico 416
53 Brazil 405
60 Indonesia 383

• Between 2008 and 2018, new jobs in
California requiring postsecondary education
and training will grow by 1.3 million while
jobs for high school graduates and dropouts
will grow by 614,000.
• Between 2008 and 2018, California will
create 5.5 million job vacancies both from new
jobs and from job openings due to retirement.
• 3.3 million of these job vacancies will be for
those with postsecondary credentials, 1.2
million for high school graduates and 1
million for high school dropouts.

U.S. now ranks 22 worldwide in
nd

the density of broadband
Internet penetration
and
72nd . . . density of mobile
telephone subscriptions

Source: National Academy of Science

Information Technology
• Availability of Information

Moore’s Law – Doubles Every 2 Years
Computing
Capacity

1991 2011 2021

what is the gdp+ofsin^3 x dx
what is springfieldeurope
internet users in france?
Integrate 2gdp france / italy
weather france
gdp springfield
thex^22 of

Implications
 Homework
 Term Paper

SPOT
• Integrated Projection
• Projection Keyboard

Projection Keyboard and Projector

• Ease of Communication

Facebook
• over 600 million users
• the average user has 130 friends
• 700 billion minutes spent on
Facebook each month

Twitter

• Over 200 million users

LinkedIn
• Used strictly for business networking
• Over 100 million users
• Averages 1 new user per second

• Systemic Infrastructure

• Systemic Infrastructure
• Changing Skill Set

GE has now located the
majority of its R & D
personnel outside the U.S.


In a survey of global firms
planning to build new R &
D facilities, 77% say they
will build in China or India


Schools are Improving

ent
School Improvem

Schools are Improving

d
W orl
g
gi n
Chan

ent
School Improvem

Rigor/Relevance
For
All Students

Knowledge
Taxonomy
1. Awareness
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation

Application Model
1. Knowledge in one discipline
2. Application within discipline
3. Application across disciplines
4. Application to real-world
predictable situations
5. Application to real-world
unpredictable situations

Levels
Bloom’s
6
5
C D
4
3
2
1
A B
1 2 3 4 5
Application

Students gather and store bits of knowledge/information and are
expected to remember or understand this acquired knowledge.

Application 3

A
Comprehension 2 Acquisition

Awareness 1 Low-level Knowledge

1 2
Knowledge Apply
in one knowledge
discipline in one
discipline

A Quadrant
Verbs Products
• name • definition
• label
• worksheet
• define
• list
• select
• quiz
• identify
•
• test
list
• memorize • workbook
• recite • true-false
• locate • reproduction
• record • recitation

Students use acquired knowledge to solve problems,
design solutions, and complete work.

Application 3

B
Comprehension 2
Application

Awareness 1 Low-level Application

3 4 5
Apply Apply to Apply to real-
knowledge real-world world
across predictable unpredictable
disciplines situation situation

B Quadrant
Verbs Products
• apply • scrapbook
• sequence
• summary
• demonstrate
• interpretation
• interview
• collection
• construct
•
• annotation
solve
• calculate • explanation
• dramatize • solution
• interpret • demonstration
• illustrate • outline

Students extend and refine their knowledge so that they can use it
automatically and routinely to analyze and solve problems and create
solutions.

Evaluation 6

Synthesis 5 C

Analysis 4
Assimilation

Application 3 High-level Knowledge

1 2
Knowledge Apply
in one knowledge
discipline in one
discipline

C Quadrant
Verbs Products
• sequence essay
• annotate abstract
• examine blueprint
• inventory
report
report
• criticize
plan
• paraphrase chart
• calculate questionnaire
• expand classification
• summarize diagram
• classify discussion
• diagram collection
annotation

Students think in complex ways and apply acquired knowledge and
skills, even when confronted with perplexing unknowns, to find
creative solutions and take action that further develops their skills
and knowledge.

Evaluation 6

D
Synthesis 5
Adaptation
Analysis 4

Application 3 High-level Application

3 4 5
Apply Apply to Apply to real-
knowledge real-world world
across predictable unpredictable
disciplines situation situation

D Quadrant
Verbs Products
• evaluate • evaluation
• validate • newspaper
• justify • estimation
• rate • trial
• referee • editorial
• radio program
• infer
• play
• rank
• collage
• dramatize • machine
• argue • adaptation
• conclude • poem
• debate
• new game
• invention

Current Next Generation
Assessments Assessments

Bloom’s
6
5 C D
4
3
2 A B
1
1 2 3 4 5
Application

Common Core Standards Criteria
• Rigorous
• Clear and specific
• Teachable and learnable
• Measurable
• Coherent
• Grade by grade standards
• Internationally benchmarked

Common Core State Standards
Fewer, Clearer, Higher

College and Career Readiness Defined
• Cognitive strategies: Intellectual openness; inquisitiveness;
analysis; interpretation; precision and accuracy; problem solving;
and reasoning, argumentation, and proof.

• Content knowledge: Understanding the structures and large
organizing concepts of the academic disciplines, resting upon
strong research and writing abilities.

• Academic behaviors: Self-management, time management,
strategic study skills, accurate perceptions of one’s true
performance, persistence, ability to utilize study groups, self-
awareness, self-control, and intentionality.

• Contextual skills and knowledge: Facility with application and
financial-aid processes and the ability to acculturate to college.

David Conley

Lexile Framework® for Reading Study
Summary of Text Shown (25% -Measures
Lexile 75%)
Interquartile Ranges
1600

1400
Text Lexile Measure (L)

1200

1000

800

600
High College High College Military Personal Entry-Level SAT 1,
School Literature School Textbooks Use Occupations ACT,
Literature Textbooks AP*

* Source of National Test Data: MetaMetrics

44 States + DC Have Adopted the
Common Core State Standards

*Minnesota adopted the CCSS in ELA only

STANDARDS FOR
ENGLISH LANGUAGE ARTS
&
LITERACY IN HISTORY/SOCIAL STUDIES,
SCIENCE, AND TECHNICAL SUBJECTS

JUNE 2010

Design and Organization
Three main sections

K-5 (cross-disciplinary)

6-12 English Language Arts

6-12 Literacy in History/Social Studies,
Science, and Technical Subjects


Three appendices

A: Research and evidence; glossary of key
terms
B: Reading text exemplars; sample
performance tasks
C: Annotated student writing samples


Shared responsibilities for
students’ literacy development


Focus on results rather than
means


An integrated model of literacy


Media skills blended
throughout

K−12 standards
•Grade-specific end-of-year
expectations
•Developmentally appropriate,
cumulative progression of skills
and understandings
•One-to-one correspondence with
College Career Anchor standards


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

Reading Design and Organization

Three sections:
1. Literature
2. Informational Text
3. Foundational Skills (K-5)

Literary/Informational Text
Literature Literature Literature Informational
Text
Stories Drama Poetry Literary
Nonfiction and
Historical,
Scientific, and
Technical Texts

Includes children’s Includes staged Includes nursery Includes biographies
adventure stories, dialogue and brief rhymes and the and autobiographies;
folktales, legends, familiar scenes subgenres of the books about history,
fables, fantasy, narrative poem, social studies, science,
realistic fiction, and limerick, and free and the arts; technical
myth verse poem texts, including
directions, forms, and
information displayed
in graphs, charts, or
maps; and digital
sources on a range of
topics

Reading Framework for NAEP 2009

Grade Literary Informational

4 50% 50%

8 45% 55%

12 30% 70%

College and Career Readiness
Standards for Reading
Key Ideas and Details

1. Read closely to determine what the text says explicitly
and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions
drawn from the text.

2. Determine central ideas or themes of a text and analyze
their development; summarize the key supporting details
and ideas.

3. Analyze how and why individuals, events, and ideas
develop and interact over the course of a text.

Craft and Structure

4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape
meaning or tone.

5. Analyze the structure of texts, including how specific
sentences, paragraphs, and larger portions of the text (e.g., a
section, chapter, scene, or stanza) relate to each other and the
whole.

6. Assess how point of view or purpose shapes the content and
style of a text.

Integration of Knowledge and Ideas

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

*8. Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in
order to build knowledge or to compare the approaches the authors
take.


Range of Reading and Level of Text Complexity

10 .Read and comprehend complex literary and
informational texts independently and proficiently.

Overview of Text Complexity

Reading Standards include over exemplar texts (stories
and literature, poetry, and informational texts) that
illustrate appropriate level of complexity by grade
Text complexity is defined by:
1. Qualitative measures – levels of meaning,
structure, language conventionality and
clarity, and knowledge demands

Qu
2. Quantitative measures – readability and

e
tiv
other scores of text complexity

an
lita

ti
tat
a
3. Reader and Task – background knowledge of

Qu

ive
reader, motivation, interests, and complexity
generated by tasks assigned Reader and Task

73

Qualitative Measure
• Levels of Meaning (literary texts) or Purpose
(informational texts)
• Structure
• Language Conventionality and Clarity
• Knowledge Demands: Life Experiences (literary texts)
• Knowledge Demands: Cultural/Literary Knowledge
(chiefly literary texts)
• Knowledge Demands: Content/Discipline Knowledge
(chiefly informational texts)

Quantitative Measures
• Readability tools: (Flesch-Kincaid Grade
Level test, Lexile Framework for Reading,
Dale-Chall)
• Use multiple tools

Text Complexity Grade Bands and Associated
Lexile Ranges
Text Complexity Grade Old Lexile Ranges Lexile Ranges Aligned to
Band in the Standards CCR expectations

K-1 N/A N/A

2-3 450-725 450-790

4-5 645-845 770-980

6-8 860-1010 955-1155

9-10 960-1115 1080-1305

11-CCR 1070-1220 1215-1355

Lexile Analyzer
http://www.lexile.com/analyzer/

Grade 4 Informational

Integration of Knowledge and Ideas
8 Explain how an author uses reasons and
evidence to support particular points
in a text.

Performance Task

Students explain how Melvin Berger uses
reasons and evidence in his book
Discovering Mars: The Amazing Story of
the Red Planet to support particular points
regarding the topology of the planet.
[RI.4.8]

Grade 7 Informational
Craft and Structure
4. Determine the meaning of words and
phrases as they are used in a text,
including figurative, connotative, and
technical meanings; analyze the impact of
a specific word choice on meaning and
tone.

Performance Task
• Students determine the figurative and
connotative meanings of words such as
wayfaring, laconic, and taciturnity as well as of
phrases such as hold his peace in John
Steinbeck’s Travels with Charley: In Search of
America. They analyze how Steinbeck’s specific
word choices and diction impact the meaning
and tone of his writing and the characterization
of the individuals and places he describes.
[RI.7.4]

Writing Standards
Text Types and Purposes
1. Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey
complex ideas and information clearly and accurately
through the effective selection, organization, and analysis of
content.
3. Write narratives to develop real or imagined experiences or
events using effective techniques, well-chosen details, and
well-structured event sequences.

NAEP 2011 Writing Framework

Grade To Persuade To Explain To Convey
Experience

4 30% 35% 35%

8 35% 35% 30%

12 40% 40% 20%

Writing Standards
Production and Distribution of Writing
4. Produce clear and coherent writing in which the
development, organization, and style are appropriate
to task, purpose, and audience.
5. Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach.
6. Use technology, including the Internet, to produce and
publish writing and to interact and collaborate with
others.

Writing Standards
Research to Build and Present Knowledge
7. Conduct short, as well as more sustained research
projects based on questions, demonstrating
understanding of the subject under investigation.
8. Gather relevant information from multiple print and
digital sources, assess the credibility and accuracy of
each source, and integrate the information while
avoiding plagiarism.
9. Draw evidence from literary or informational texts to
support analysis, reflection, and research.

Example/ Science Technical
• Sample Task A: Evaluating Evidence
• Compare what the latest science tells us about Genetically
Modified food against the arguments for and against
Genetically Modified food. Evaluate the hypotheses, data,
analysis, conclusions of each side, and including determining
the extent to which each side in the debate relied on the
available science, argues from an economical perspective, or
appeals to the political and emotional concerns. Verify the
data and either support or challenge the conclusions with
other sources of information.
• CCSS 11-12 RST.8
• Source: Achieve

Example/ Science Technical
• Sample B – Making a claim
• Read and view different examples of case-making
materials related to GM food. Take a position and cite
specific textual evidence from your sources, attending to
important distinctions each authors makes and to any
gaps or inconsistencies in the account. Defend your
conclusion from counter-claims Create a presentation of
your analysis that highlights key evidence and your
strongest claims.
• CCSS 11-12 RST 1. and RST 9.
• Source: Achieve

Writing Standards
Range of Writing
10.Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.

College and Career Readiness Anchor
Standards for Speaking and Listening
Comprehension and Collaboration
1. Range of conversations and collaborations, diverse
partners, building on others’ ideas and expressing their
own clearly and persuasively.

2. Integrate and evaluate information presented in diverse
media and formats, including visually, quantitatively,
and orally.

3. Evaluate a speaker’s point of view, reasoning, and use
of evidence and rhetoric.

Standards for Speaking and Listening
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such
that listeners can follow the line of reasoning and the
organization, development, and style are appropriate to task,
purpose, and audience.

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

6. Adapt speech to a variety of contexts and communicative
tasks, demonstrating command of formal English when
indicated or appropriate.

Standards for Language
Conventions of Standard English
1. When writing or speaking.
2. Use capitalization, punctuation, and spelling when writing.

Knowledge of Language
3. To comprehend more fully when reading or listening.

Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words
and phrases by using context clues, analyzing meaningful word parts,
5. Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings
6. Acquire and use accurately a range of general academic and domain-
specific words

Building Analytic Thinking Skills

Analytic Thinking Process

• What is the purpose of this material?
• What is a key question that is addressed
or needs to be addressed?
• What is the most important information?
• What are the main inferences that can be
made?
• What are the key ideas or concepts?

Literacy in Science and
Technical Subjects
Common Core Reading Reading Standards for Reading Standards for
Standard for Literacy in Science and Literacy in Science and
Informational Text Technical Subjects Technical Subjects
Anchor Standard Grades 9-10 Grades 11-12

Integration of Integration of Integration of
Knowledge & Ideas Knowledge & Ideas Knowledge & Ideas
7.Integrate and evaluate 7.Translate quantitative 7.Integrate and evaluate
content presented in or technical information multiple sources of
diverse formats and expressed in words in a information presented
media, including text into visual form in diverse formats and
visually and (e.g., a table or chart) media (e.g., quantitative
quantitatively, as well and translate data, video, multimedia)
as in words.* information expressed in order to address a
visually or question or solve a
mathematically (e.g., in problem.
an equation) into words.

STANDARDS FOR
MATHEMATICS

JUNE 2010

Commoncore.org
Mathematics Appendix A

Characteristics
• Fewer and more rigorous.
• Aligned with college and career expectations – prepare
all students for success upon graduating from high
school.
• Internationally benchmarked, so that all students are
prepared for succeeding in our global economy and
society.
• Includes rigorous content and application of higher-
order skills.
• Builds upon strengths and lessons of current state
standards.
• Research based

Coherence
• Articulated progressions of topics and
performances that are developmental and
connected to other progressions
• Conceptual understanding and procedural
skills emphasized equally
• NCTM states coherence also means that
instruction, assessment, and curriculum are
aligned

Focus

• Key ideas, understandings, and skills are identified

• Deep learning of concepts is stressed
– That is, time is spent on a topic and on learning it
well. This counters the “mile wide, inch deep”
criticism leveled at most current U.S. standards.

Clarity and Specificity

• Skills and concepts are clearly defined

• Being able to apply concepts and skills to
new situations is expected

Background Information:
Standards for Mathematical Practice

“These practices rest on important ‘processes and
proficiencies’ with longstanding importance in
mathematics education.”
(Massachusetts Curriculum Frameworks for Mathematics, 2011, p. 15)

•The NCTM process standards (2000)

•The National Research Council’s report Adding It
Up (2001)

NCTM – Principles & Standards for School
Mathematics
Process Standards

The five standards address the processes of

•Problem solving
•Reasoning and proof
•Connections
•Communication
•Representation

Intertwined Strands of Proficiency

Adding It Up: Helping Children Learn Mathematics
By Jeremy Kilpatrick,
Jane Swafford, & Bob Findell (Editors). (2001).
p. 117 Washington, DC: National Academy Press

Mathematics/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

Standards for Mathematical Content
• Content standards are a balanced combination of
procedure and understanding.
• Content standards that set an expectation of
understanding are potential “points of intersection”
between the content standards and the practice
standards
− A lack of understanding of mathematical content
effectively prevents a student from engaging in the
mathematical practices.

Grade Level Overview

Critical Areas –
similar to
NCTM’s
Curriculum
Focal Points

Format of K-8 Standards
Grade Level

Domain

Format of K-8 Standards
Domain
Statement

Standard

Cluster

Domain
Statement

Cluster

Standard

The K-5 standards:
Counting and Cardinality (K)
Operations & Algebraic Thinking
Number & Operations in Base Ten
Number & Operations – Fractions (3-5)
Measurement & Data
Geometry

Content Domains K-5
Counting and K • Know number names and the count
Cardinality (CC) sequence
• Count to tell the number of objects
• Compare numbers
Operations and K-5 • Concrete uses and meanings of the
Algebraic Thinking basic operations (word problems)
(OA) • Mathematical meaning and formal
properties of the basic operations
• Prepare for later work with
expressions and equations in middle
school
Number and Operations K-5 • Place value understanding
in Base Ten (NBT) • Develop base-ten algorithms using
place value and properties of
operations
• Computation competencies (fluency,
estimation)

Content Domains K-5
Number and 3-5 • Enlarge concept of number
Operations— beyond whole numbers, to
Fractions (NF) include fractions
• Use understanding of the
four operations to extend
arithmetic to fractions
• Solve word problems
related to the equation ax = b
(a and b fractions)

Cognitively-Guided Instruction
Process

Common Addition and
Subtraction Situations
Results Unknown Change Unknown Start Unknown

Add to Sally has 4 rocks. Sally had 4 rocks. Sally had some
John gave her 6 How many rocks rocks. John gave
more rocks. How does she need to her 6 more rocks.
many rocks does S have 10 rocks Now she has 10
altogether? rocks. How many
rocks did Sally
have to start with?
Take from Sally had 10 rocks. Sally had 10 rocks. Sally had some
She gave 4 to She gave some to rocks. She gave 4
John. How many John. Now she has to John. Now she
rocks does Sally 6 rocks left. How has 6 rocks left.
have left? many rocks did How many rocks
Sally give to John? did Sally have to
start with?

Common addition and
subtraction situations
Total Unknown Added Unknown Both Addends
Unknown
Put Sally has 4 red Sally has 10 Sally has 10
Together/Take rocks and 6 blue rocks. 4 are red rocks. How many
apart rocks. How many and the rest are can she put in the
rocks does she blue. How many blue box and how
have? blue rocks does many in her red
4+6=? Sally have? box?
4 + ? = 10 10 = 0 +10, 10=10
+0
10 = 5 + 5
10 = 6 + 4

Compare Addition and
Subtraction situations
Differences Bigger Smaller
Unknown Unknown Unknown
Compare Sally has 10 John has 6 Sally has 10
rocks. John has rocks. Sally has rocks. She has 6
6 rocks. How 4 more than more rocks than
many more John. How John. How
rocks does many rocks does many rocks
Sally have than Sally have? does John have?
John?
? + 6 = 10
10 – 6 = ? 6+4=?
10 – 6 = ?
6 + ? = 10 4+6=?

Common multiplication and
division situations
Problem Types Multiplication Partition Division Measurement
Division
Equal Group (Whole unknown) (Size of groups (Number of groups
Mark has 4 bags of unknown) Mark has unknown) Mark has
apples. There are 5 20 apples. He wants 20 apples. He puts
apples in each bag. to share them them in bags with 5
How many apples equally among his 4 apples in each. How
does Mark have friends. How many many bags did he
altogether apples will each use?
friend receive?
Equal Group (Whole unknown) (Size of groups (Number of groups
Problems (rate If apples cost 4 unknown) Jill paid unknown) Jill
cents each, how 20 cents for 5 bought apples for 4
much would 5 apples. What is the cents each. She
apples cost? cost of 1 apple? spent 20 cents. How
many apples did
she buy?

Common multiplication and
division situations
Equal Group (Whole (Size of groups (Number of
Problems (rate) unknown) Peter unknown) Peter groups unknown)
walked for 5 walked 20 miles Peter walked 20
hours at 4 miles in 5 hours. How miles at a rate of 4
per hour. How far fast was he miles per hour.
did he walk? walking (in miles How long did he
per hour)? walk for?

Compare (Product (Set size (Multiplier
Problems unknown) Jill unknown) Mark Unknown) Mark
picked 4 apples. picked 20 apples. Picked 20 apples
Bill picked 5 He picked 4 times and Jill picked
times as many. as many as Jill. only 4. How
How many apples How many apples many times as
did Bill pick? did Jill pick? many apples did
Mark pick as Jill
did?

Grade 6-8
Ratios and Proportional Relationships (6-7)
Number Systems
Expressions & Equations
Geometry
Statistics & Probability
Functions (8)

Content Domains K-8
The Number System 6-8 • Build concepts of positive and
(NS) negative numbers
• Work with the rational numbers as a
system governed by properties of
operations
• Begin work with irrational numbers
Expressions and 6-8 • Treat expressions as objects to
Equations (EE) reason about (not as instructions to
compute an answer)
• Transform expressions using
properties of operations
• Solve linear equations
• Use variables and equations as
techniques to solve word problems

Content Domains K-8
Ratios and Proportional 6-7 • Extend work on multiplication and
Relationships (RP) division; consolidate multiplicative
reasoning
• Lay groundwork for linear functions in
Grade 8 by studying quantities that vary
together
• Solve a wide variety of problems with
ratios, rates, percents
Functions (F) 8 • Extend and formalize understanding of
quantitative relationships from Grades 3-
7
• Lay groundwork for more extensive
work with functions in High School

Content Domains K-8
Measurement and Data K-5 • Emphasize the common nature of all
(MD) measurement as iterating by a unit
Build understanding of linear spacing of
numbers and support learning of the
number line
• Develop geometric measures
• Work with data to prepare for Statistics and
Probability in middle school

Geometry (G) K-8 • Ascend through progressively higher levels
of logical reasoning about shapes
• Reason spatially with shapes, leading to
logical reasoning about transformations
• Connect geometry to number, operations,
and measurement via notion of partitioning

Content Domains K-8

Statistics and 6-8 Introduce concepts of central
Probability (SP) tendency, variability, and
distribution
Connect randomness with
statistical inference
Lay foundations for High School
Statistics and Probability

K-8 Learning Progressions

http://commoncoretools.wordpr
ess.com/

HS Pathways
1.) Traditional (US) – 2 Algebra, Geometry
and Data, probability and statistics included
in each course
2.) International (integrated) three courses
including number , algebra, geometry,
probability and statistics each year
3.) Compacted version of traditional – grade
7/8 and algebra completed by end of 8th
grade
4.) Compacted integrated model, allowing
students to reach Calculus or other college
level courses

Number and Quantity Overview

• Real Number System
• Quantities
• Complex Number System
• Vector and Matrix Quantities

Algebra Overview
• Seeing Structure in Expressions
• Arithmetic with Polynomials and Rational
Expressions
• Creating Equations
• Reasoning with Equations and
Inequalities

Functions
• Interpreting Functions
• Building Functions
• Linear, Quadratic and Exponential Models
• Trigonometric Functions

Modeling
• Identify the problem
• Formulate a model
• Analyze and perform operations
• Interpret results
• Validate the conclusion
• Report on the conclusion

Geometry
• Congruence
• Similarity, Right Triangles, and
Trigonometry
• Circles
• Expressing Geometric Properties with
Equations
• Geometric Measurement and Dimension
• Modeling and Geometry

Statistics and Probability
• Interpreting Categorical and Quantitative
Data
• Making Inferences and Justifying
Conclusions
• Conditional Probability and the Rules of
Probability
• Using Probability to Make Decisions

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.

Recommended Professional Development

• Grades K–2, Counting and Cardinality and
Number and Operations in Base
• Grades K–5 Operations and Algebraic Thinking
• Grades 3–5 Number and Operations—Fractions
• Grades 6–7 Ratios and Proportional Reasoning
• Grade 8 Geometry

Standards: Important but insufficient
• To be effective in improving education and
getting all students ready for college,
workforce training, and life, the Standards
must be partnered with a content-rich
curriculum and robust assessments, both
aligned to the Standards.

Assessment Consortia

1. Measure common core standards
2. Provide accurate information about what
students know and can do:

a. Student achievement standards
b. Student growth from year to year
c. On-track to college and career ready by
the time of HS graduation

How do we get from here... ...to here?

Common Core
Common Core All students
All students
State Standards
State Standards leave high
leave high
specify K-12
specify K-12 school college
school college
expectations for
expectations for and career
and career
college and
college and ready
ready
career readiness
career readiness

...and what can an
assessment system do
to help?

162

• Computer Adaptive

• Formative Capacity

• Integrated System

164

• To develop a set of comprehensive and innovative
assessments for grades 3–8 and high school in English
language arts and mathematics aligned to the Common
Core State Standards
• Students leave high school prepared for postsecondary
success in college or a career through increased student
learning and improved teaching
• The assessments shall be operational across Consortium
states in the 2014-15 school year

165

Co-Chairs Judy Park (UT)
Carissa Miller (ID)
Executive Director Joe Willhoft
Chief Operating Officer Tony Alpert
Executive Committee Dan Hupp (ME); Joseph
Martineau (MI); Lynette Russell
(WI); Mike Middleton (WA);
Charles Lenth (Higher Education
Representative)

Project Management Partner WestEd
Policy Coordinator Sue Gendron
Senior Research Advisor Linda Darling-Hammond

Last Modified July 22, 2011

169

Consortium has established 10 work groups
Work group engagement of 80 state-level staff:
• Each work group: 2 co-chairs and 6 members from
states; 1 liaison from the Executive Committee; 1
WestEd partner
Work group responsibilities:
• Define scope and timeline for work in its area
• Develop a work plan and resource requirements
• Determine and monitor the allocated budget
• Oversee Consortium work in its area, including
identification and direction of vendors

170

1. Transition to Common Core State Standards
2. Technology Approach
3. Assessment Design: Item Development
4. Assessment Design: Performance Tasks
5. Assessment Design: Test Design
6. Assessment Design: Test Administration
7. Reporting
8. Formative Processes and Tools/Professional Development
9. Accessibility and Accommodations
10. Research and Evaluation

171

Jamal Abedi University of California, Davis, CRESST
Randy Bennett Educational Testing Service
Derek Briggs University of Colorado at Boulder
Greg Cizek University of North Carolina
David Conley University of Oregon
Linda Darling-Hammond Stanford University
Brian Gong The Center for Assessment
Ed Haertel Stanford University
Joan Herman University of California, Los Angeles and CRESST
Jim Pellegrino University of Illinois at Chicago
W. James Popham University of California, Los Angeles, Emeritus
Joseph M. Ryan Arizona State University
Martha Thurlow University of Minnesota and NCEO

172

• IHE partners
• Include 163 public and 13 private institutions and
systems of Higher Education
• represent nearly 78% of the total number of direct
matriculation students across all SMARTER
Balanced States
• IHE representatives and/or postsecondary faculty may
serve on:
• Executive Committee
• Assessment scoring and item review committees
• Standard-setting committees
* Does not include California IHE partners
173

• A model of verifiable accomplishments/milestones,
leading to the desired outcome
• Accomplishments/milestones are interdependent
• The theory of action is closely linked to the validation
argument for the assessment system

175

• An integrated system
• Evidence of student performance
• Teacher involvement
• State-led with transparent governance
• Continuously improve teaching and learning
• Useful information on multiple measures
• Adheres to established professional standards

176

Summative assessments
Summative assessments
benchmarked to college
benchmarked to college
and career readiness
and career readiness

Common Core
Common Core
State Standards
State Standards Teachers can access
Teachers can access All students leave
All students leave
specify K-12
specify K-12 formative processes
formative processes high school college
high school college
expectations for
expectations for and tools to improve
and tools to improve and career ready
and career ready
college and career
college and career instruction
instruction
readiness
readiness

Interim assessments
Interim assessments
that are flexible, open,
that are flexible, open,
and provide actionable
and provide actionable
feedback
feedback

177

• Assess acquisition of and progress toward “college and
career readiness”
• Have common, comparable scores across member states
• Provide achievement and growth information for teacher
and principal evaluation and professional development
• Assess all students, except those with “significant
cognitive disabilities”
• Administer online, with timely results
• Use multiple measures

Source: Federal Register / Vol. 75, No. 68 / Friday, April 9, 2010 pp. 18171-85

180

Assessment system that balances summative, interim, and formative components
for ELA and mathematics:
•Summative Assessment (Computer Adaptive)
• Mandatory comprehensive assessment in grades 3–8 and 11 (testing window within the last
12 weeks of the instructional year) that supports accountability and measures growth
• Selected response, short constructed response, extended constructed response, technology
enhanced, and performance tasks
•Interim Assessment (Computer Adaptive)
• Optional comprehensive and content-cluster assessment
• Learning progressions
• Available for administration throughout the year
• Selected response, short constructed response, extended constructed response, technology
enhanced, and performance tasks
•Formative Processes and Tools
• Optional resources for improving instructional learning
• Assessment literacy

181

• Mandatory comprehensive accountability measures that
include computer adaptive assessments and
performance tasks
• Computer adaptive testing offers efficient and
precise measurement and quick results
• Assesses the full range of CCSS in English language
arts and mathematics

182

• Describes current achievement and growth across
time, showing progress toward college and career
readiness
• Provides state-to-state comparability, with
standards set against research-based benchmarks
• Summative tests can be given twice a year

183

• Optional comprehensive and content-cluster
measures that include computer adaptive
assessment and performance tasks
• Provides clear examples of expected performance
on common standards
• Helps identify specific needs of each student

184

• Grounded in cognitive development theory about how
learning progresses
• Aligned to and reported on the same scale as the
summative assessments
• Involves significant teacher participation in design
and scoring
• Fully accessible for instruction and professional
development

185

• Instructionally sensitive, on-demand tools and
strategies aimed at improving teaching, increasing
student learning, and enabling differentiation of
instruction
• Processes and tools are research based
• Clearinghouse of professional development
materials available to educators includes model units
of instruction, publicly released assessment items,
formative strategies, and materials for professional
development

186

• System Portal contains information about Common
Core State Standards, Consortium activities, web-based
learning communities, and assessment results
• Dashboard gives parents, students, practitioners, and
policymakers access to assessment information
• Reporting capabilities include static and dynamic
reports, secure and public views
• Item development and scoring application support
educator participation in assessment
• Feedback and evaluation mechanism provides
surveys, open feedback, and vetting of materials

187

• Comprehensively assesses the breadth of the
Common Core State Standards while minimizing
test length
• Allows increased measurement precision relative
to fixed form assessments; important for providing
accurate growth estimates
• Testing experience is tailored to student ability as
measured during the test

188

• Supports access to information about student
progress toward college and career readiness
• Allows for exchange of student performance
history across districts and states
• Uses a Consortium-supported backbone, while
individual states retain jurisdiction over access and
appearance of online reports
• Tied to digital clearinghouse of formative
materials
• Graphical display of learning progression status
(interim assessment)

189

English Language Arts and Mathematics, Grades 3–8 and High School
BEGINNING END
OF YEAR OF YEAR

Last 12 weeks of year*

DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and
tasks; model curriculum units; educator training; professional development tools and resources;
scorer training modules; and teacher collaboration tools.

I NT ERI M AS SES SMEN T I NT ERI M A S SESS MEN T

Computer Adaptive Computer Adaptive PERFORMANCE
TASKS END OF YEAR
Assessment and Assessment and
• Reading ADAPTIVE
Performance Tasks Performance Tasks ASSESSMENT
• Writing
• Math

Scope, sequence, number, and timing of interim assessments
locally determined Re-take option

Optional Interim Summative assessment
assessment system— for accountability

* Time windows may be adjusted based on results from the research agenda and
final implementation decisions.

Source: http://www.ets.org

190

• Allows students to enter college having met clear,
common standards
• Interim assessments provide students, teachers, and
parents with detailed, actionable information about
knowledge and skills needed for college entry and
success
• Students enrolled in IHEs and IHE systems will be able
to be exempt from remedial courses if they have
met the Consortium-adopted achievement standard for
each assessment

193

• Less cost and more capabilities through scope of
work sharing and collaboration
• More control through shared interoperable open-
source software platforms: Item authoring system, item
banking, and adaptive testing platform no longer
exclusive property of vendors
• Better service for students with disabilities and EL
students through common, agreed-upon protocols for
accommodations

195

...the SMARTER Balanced Assessment Consortium
can be found online at

www.smarterbalanced.org

196

Students (with prompting and
support from the teacher) read
“Garden Helpers” in National
Geographic Young Explorers and
demonstrate their understanding
of the main idea of the text—not
all bugs are bad—by retelling key
details. [RI.K.2]

Source: CCSS ELA Appendix B

Students locate key facts or
information in Claire Llewellyn’s
Earthworms by using various text
features (headings, table of
contents, glossary) found in the
text. [RI.1.5]


Students explain how the main
idea that Lincoln had “many faces”
in Russell Freedman’s Lincoln: A
Photo biography is supported by
key details in the text. [RI.3.2]


Students explain how Melvin
Berger uses reasons and
evidence in his book Discovering
Mars: The Amazing Story of the
Red Planet to support particular
points regarding the topology of
the planet. [RI.4.8]


Students compare and contrast Laurence
Yep’s fictional portrayal of Chinese
immigrants in turn-of-the-twentieth-century
San Francisco in Dragonwings to historical
accounts of the same period (using
materials detailing the 1906 San Francisco
earthquake) in order to glean a deeper
understanding of how authors use or alter
historical sources to create a sense of time
and place as well as make fictional
characters lifelike and real. [RL.7.9]


Students evaluate Jim Murphy’s The
Great Fire to identify which aspects of
the text (e.g., loaded language and the
inclusion of particular facts) reveal his
purpose; presenting Chicago as a city
that was “ready to burn.” [RH.6–8.6]


Students analyze in detail the theme of
relationships between mothers and
daughters and how that theme develops
over the course of Amy Tan’s The Joy
Luck Club. Students search the text for
specific details that show how the theme
emerges and how it is shaped and refined
over the course of the novel. [RL.9–10.2]


Next Steps
• Start with awareness program

Next Steps
• Needs Assessment

Next Steps
• Transition Plan

Next Steps
• Transition Plan
• Provide support to teachers now
— Focused and sustained professional
development

Next Steps
• Transition Plan
• Provide support to teachers now
— Next Navigator
— Focused and sustained professional
development
• Monitor progress

Prepare for this important transition
This informative and practical
new resource kit provides
insight into:
•How the new in-depth
performance events differ from
current assessments
•How the Rigor / Relevance

Framework® can help facilitate
college and career readiness
•What fewer, clearer, higher

standards mean for states and By Sue Gendron
Policy Coordinator,
schools SMARTER Balance
Assessment Consortium
•What must be done now to
prepare for implementation in

susangendron1@gmail.com
1587 Route 146
Rexford, NY 12148
Phone (518) 399-2776
Fax (518) 399-7607
E-mail - info@LeaderEd.com
www.LeaderEd.com

What's New in the Common Core ELA Standards

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