Common Core Standards

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Common Core Standards
FEWER
HIGHER
CLEARER

• Allen Sylvester, Ph.D.
• allen_at_sylvester.net
• Debbie Sylvester
• debbie_at_sylvester.net
• June 2010

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Gains or Losses???

• Age 9 NAEP math
• 1986 to 1990 (8 points) and 1999 to 2004 (9
  points) approximately 2 points per year
  gains.
• 2004 to 2008 (4 points) only 1 point
  per year - rates have declined since
• NCLB. Age 13 NAEP math
• 1999 to 2004 (5 points), or 1 point per
  year.
• 2004 to 2008 (2 points), or half a point per
  year.
• Age 17 math
• 1999 to 2004 essentially no change
• 2004 to 2008 flat to slightly lower

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Gains or Losses???
Age 9 NAEP math From 2004-08, the black-white
gap widened by 2 points and the Hispanic-white
gap remained unchanged, with no changes being
statistically significant.  Age 13 NAEP
math  From 2004 to 2008, the black-white score
gap closed 2 points and the Hispanic-white score
gap remained unchanged, with no changes being
statistically significant.  Age 17 math The
black-white gap closed one point from 2004-2008,
while the Hispanic-white gap widened by two
points, with no changes being statistically
significant. 
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Advance Organizer

• History of Standards in Kansas
• (How did we get here?)
• What is the Common Core all about?
• Why is the Common Core important/good for
  everyone?
• Why do we need a change now?
• What do they look like?
• What happens next?
• NCLB vs. Blueprint (if time allows)

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How did we get here?
Part 1 (the good old days..)

• 1983 A Nation at Risk the beginning of
  standards-based education.
• 1989 NCTM first edition of Curriculum and
  Evaluation Standards for School Mathematics was
  published.
• 1990 KATM (NOT KSDE) under the direction of Sue
  Neal created a document called Kansas Curriculum
  Standards.
• 1993 KSDE Standards committee (Kim Gattis)
• the first official KS Math Standards
• written for "end of grade 4th grade", "end of 8th
  grade" and 10th grade.
• 1997 KSDE Standards committee (Kim Gattis)
  revised version 1993.
• It took 7 drafts before the 1999 version was
  accepted by KSBE.
• 2000 -- New state assessments were created
• testing at grades 4, 7 and 10.

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And then.
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How did we get here?
Part 2 (The Empire Strikes Back)

• 2001 No Child LeftBehind.
• Testing in grades 3-8, and once in High School.
• Initially used the 1999 assessments standards
• 2002 KSDE (Ethel Edwards)
• It took 11 drafts before it was approved in July
  2003 by KSBE.
• New state assessments based on this version
  started in spring 2006.
• 2007 ESEA (NCLB) due for reauthorization, no
  action taken
• 2009 Barak Obama elected President
• 2009 Economic downturn
• And then

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How did we get here?
Part 3 (A New Hope)

• 2009 RACE TO THE TOP!
• September 2009 NGA CCSSO publish College
  Career Ready Standards
• December 2009 CCSSO releases Common Core to
  States
• KSDE convenes the fourth Standards Committee
• To revise KS standards in compliance with RTTT
• January 2009 RTTT application due, Kansas
  submits application
• March 2009 Public draft of Common Core
  released.
• March 2009 Kansas doesnt win RTTT funding.
• June 2009 Final draft of Common Core
  released.

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Race to the Top?
As you may know, the Kansas State Board of
Education voted unanimously last week to not
apply for funding in Phase II of the Race to the
Top grant. After placing 29th in Phase I of the
competition, staff from the Kansas State
Department of Education carefully analyzed the
reviewers comments and concluded there was
little chance of earning the necessary points in
the second round. Kansas is proud to be a
local-control state in terms of education, and
The Race to the Top competition simply does not
appear to favor such states --Letter
from KSBE to Sec. Duncan, April 23, 2010
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What is the Common Core State Standards
Initiative?
The Common Core State Standards Initiative is a
significant and historic opportunity for states
to collectively develop and adopt a core set of
academic standards in mathematics and English
language arts. NGA, 2010.

• A common core of standards that are
• Internationally benchmarked
• Aligned with work and post-secondary
• Inclusive of higher order skills
• Based on research and evidence
• Inclusive of rigorous content and skills

From Dr. Alexa Posneys May 2009 presentation
Common Core Standards
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Why is this important?

• Currently, every state has its own set of
  academic standards, which means public education
  students in each state are learning at 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.
• 48 states and 3 territories have signed on to the
  Common Core State Standards Initiative led by the
  NGA and CCSSO.
• This initiative will potentially affect 43.5
  million students which is about 87 of the
  student population.(Source SchoolDataDirect.org
  2007)

From Dr. Alexa Posneys May 2009 presentation
Common Core Standards
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Why is a common core of state standards good for
parents?

• Helps parents understand exactly what students
  need to know and be able to do
• Helps parents support their children and
  educators by making expectations clear and goals
  high
• Provides equal access to a high quality education
• Provides opportunities to meaningfully engage
  parents

From Dr. Alexa Posneys May 2009 presentation
Common Core Standards
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Why is a common core of state standards good for
educators?

• Allows for more focused pre-service and
  professional development
• Assures that what is taught is aligned with
  assessments including formative, summative, and
  benchmarking
• Provides the opportunity for instructors to
  tailor curriculum and teaching methods
• Informs the development of a curriculum that
  promotes deep understanding for all children

From Dr. Alexa Posneys May 2009 presentation
Common Core Standards
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Why is a common core of state standards good for
states?

• Allows states to align curricula to
  internationally benchmarked standards
• Allows states to ensure professional development
  for educators is based on best practices
• Creates the opportunity for America to compete
  for high-wage, high-skill jobs in a
  knowledge-based economy
• Allows for the development of a common assessment
• Gives states the opportunity to compare and
  evaluate policies that affect student achievement
  across states
• Creates potential economies of scale around areas
  such as curriculum development and assessment

From Dr. Alexa Posneys May 2009 presentation
Common Core Standards
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Why is a common core of state standards
good for students?

• It will help prepare students with the knowledge
  and skills they need to succeed in college and
  careers
• Expectations will be consistent for all kids and
  not dependent on a students zip code
• It will help students with transitions between
  states
• Clearer standards will help students understand
  what is expected of them and allow for more
  self-directed learning by students

From Dr. Alexa Posneys May 2009 presentation
Common Core Standards
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P20 Alignment Team

• The Kansas P20 Council will determine how well
  prepared high school students are to continue
  their education, enter the workforce, or
  participate in training in the work force by
  forming a P20 Alignment Team.

From Dr. Alexa Posneys May 2009 presentation
Common Core Standards
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What the common core standards look like

• Fewer, clearer, and higher
• Articulate to parents, teachers, and the general
  public expectations for what students will know
  and be able to do, grade by grade, and when they
  graduate from high school
• Internationally benchmarked
• Research and evidence based
• Ready for states to adopt (Kentucky already has)

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How to read the Common Core grade level
standards

• Standards define what students should understand
  and be able to do.
• Clusters are groups of related standards.
• Domains are larger groups of related standards.

Kansas to Common Core Conversion Chart (patent pending) Kansas to Common Core Conversion Chart (patent pending)
Current Kansas Standards call it a(n) Common Core calls it a(n)
Standard Domain
Benchmark Cluster
Indicator Standard
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Kindergarten (overview only)
Counting and Cardinality Know number names and
the count sequence. Count to tell the number of
objects. Compare numbers. Operations and
Algebraic Thinking Understand addition as
putting together and adding to, and understand
subtraction as taking apart and taking
from. Number and Operations in Base Ten Work
with numbers 1119 to gain foundations for place
value. Measurement and Data Describe and
compare measurable attributes. Classify objects
and count the number of objects in
categories. Geometry Identify and describe
shapes. Analyze, compare, create, and
compose shapes.
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1st Grade (overview only)
Operations and Algebraic Thinking Represent and
solve problems involving addition and
subtraction. Understand and apply properties of
operations and the relationship between addition
and subtraction. Add and subtract within 20.
Work with addition and subtraction
equations. Number and Operations in Base
Ten Extend the counting sequence. Understand
place value. Use place value understanding and
properties of operations to add and
subtract. Measurement and Data Measure lengths
indirectly and by iterating length units. Tell
and write time. Represent and interpret
data. Geometry Reason with shapes and their
attributes.
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2nd Grade (overview only)
Operations and Algebraic Thinking Represent and
solve problems involving addition and
subtraction. Add and subtract within 20. Work
with equal groups of objects to gain foundations
for multiplication. Number and Operations in Base
Ten Understand place value. Use place value
understanding and properties of operations to add
and subtract. Measurement and Data Measure
and estimate lengths in standard units. Relate
addition and subtraction to length. Work with
time and money. Represent and interpret
data. Geometry Reason with shapes and their
attributes.
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3rd Grade (overview only)
Operations and Algebraic Thinking Represent and
solve problems involving multiplication and
division. Understand properties of
multiplication and the relationship between
multiplication and division. Multiply and
divide within 100. Solve problems involving the
four operations, and identify and explain
patterns in arithmetic. Number and Operations in
Base Ten Use place value understanding and
properties of operations to perform multi-digit
arithmetic. Number and OperationsFractions
Develop understanding of fractions as
numbers. Measurement and Data Solve problems
involving measurement and estimation of intervals
of time, liquid volumes, and masses of objects.
Represent and interpret data. Geometric
measurement understand concepts of area and
relate area to multiplication and to addition.
Geometric measurement recognize perimeter as an
attribute of plane figures and distinguish between
linear and area measures. Geometry Reason with
shapes and their attributes.
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4th Grade (overview only)
Operations and Algebraic Thinking Use the four
operations with whole numbers to solve
problems. Gain familiarity with factors and
multiples. Generate and analyze
patterns. Number and Operations in Base Ten
Generalize place value understanding for
multidigit whole numbers. Use place value
understanding and properties of operations to
perform multi-digit arithmetic. Number and
OperationsFractions Extend understanding of
fraction equivalence and ordering. Build
fractions from unit fractions by applying and
extending previous understandings of operations
on whole numbers. Understand decimal notation
for fractions, and compare decimal
fractions. Measurement and Data Solve problems
involving measurement and conversion of
measurements from a larger unit to a smaller
unit. Represent and interpret data. Geometric
measurement understand concepts of angle and
measure angles. Geometry Draw and identify
lines and angles, and classify shapes by
properties of their lines and angles.
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5th Grade (overview only)
Operations and Algebraic Thinking Write and
interpret numerical expressions. Analyze
patterns and relationships. Number and Operations
in Base Ten Understand the place value
system. Perform operations with multi-digit
whole numbers and with decimals to
hundredths. Number and OperationsFractions Use
equivalent fractions as a strategy to add and
subtract fractions. Apply and extend previous
understandings of multiplication and division to
multiply and divide fractions. Measurement
and Data Convert like measurement units within
a given measurement system. Represent and
interpret data. Geometric measurement
understand concepts of volume and relate volume
to multiplication and to addition. Geometry
Graph points on the coordinate plane to solve
real-world and mathematical problems. Classify
two-dimensional figures into categories based on
their properties.
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6th Grade (overview only)
Ratios and Proportional Relationships
Understand ratio concepts and use ratio reasoning
to solve problems. The Number System Apply and
extend previous understandings of multiplication
and division to divide fractions by fractions.
Compute fluently with multi-digit numbers and
find common factors and multiples. Apply and
extend previous understandings of numbers to the
system of rational numbers. Expressions
and Equations Apply and extend previous
understandings of arithmetic to algebraic
expressions. Reason about and solve
one-variable equations and inequalities.
Represent and analyze quantitative relationships
between dependent and independent
variables. Geometry Solve real-world and
mathematical problems involving area, surface
area, and volume. Statistics and Probability
Develop understanding of statistical
variability. Summarize and describe
distributions.
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7th Grade (overview only)
Ratios and Proportional Relationships Analyze
proportional relationships and use them to solve
real-world and mathematical problems. The Number
System Apply and extend previous
understandings of operations with fractions to
add, subtract, multiply, and divide rational
numbers. Expressions and Equations Use
properties of operations to generate equivalent
expressions. Solve real-life and mathematical
problems using numerical and algebraic
expressions and equations. Geometry Draw,
construct and describe geometrical figures and
describe the relationships between them. Solve
real-life and mathematical problems involving
angle measure, area, surface area, and
volume. Statistics and Probability Use random
sampling to draw inferences about a population.
Draw informal comparative inferences about two
populations. Investigate chance processes and
develop, use, and evaluate probability models.
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8th Grade (overview only)
The Number System Know that there are numbers
that are not rational, and approximate them by
rational numbers. Expressions and Equations
Work with radicals and integer exponents.
Understand the connections between proportional
relationships, lines, and linear equations.
Analyze and solve linear equations and pairs of
simultaneous linear equations. Functions
Define, evaluate, and compare functions. Use
functions to model relationships between
quantities. Geometry Understand congruence and
similarity using physical models, transparencies,
or geometry software. Understand and apply the
Pythagorean Theorem. Solve real-world and
mathematical problems involving volume of
cylinders, cones and spheres. Statistics and
Probability Investigate patterns of association
in bivariate data.
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High School (Part 1 of 5)
Number and Quantity (Overview)
The Real Number System Extend the properties of
exponents to rational exponents Use properties
of rational and irrational numbers. Quantities
Reason quantitatively and use units to solve
problems The Complex Number System
Perform arithmetic operations with
complex numbers Represent complex numbers and
their operations on the complex plane Use
complex numbers in polynomial identities and
equations Vector and Matrix Quantities
Represent and model with vector quantities.
Perform operations on vectors. Perform
operations on matrices and use matrices in
applications.
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High School (Part 2 of 5)
Algebra (Overview)
Seeing Structure in Expressions Interpret the
structure of expressions Write expressions in
equivalent forms to solve problems Arithmetic
with Polynomials and Rational Functions Perform
arithmetic operations on polynomials Understand
the relationship between zeros and factors of
polynomials Use polynomial identities to solve
problems Rewrite rational expressions Creating
Equations Create equations that describe
numbers or relationships Reasoning with Equations
and Inequalities Understand solving equations
as a process of reasoning and explain the
reasoning Solve equations and inequalities in
one variable Solve systems of equations
Represent and solve equations and inequalities
graphically
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High School (Part 3 of 5)
Functions (Overview)
Interpreting Functions Understand the concept
of a function and use function notation
Interpret functions that arise in applications
in terms of the context Analyze functions using
different representations Building Functions
Build a function that models a relationship betwee
n two quantities Build new functions from
existing functions Linear, Quadratic, and
Exponential Models Construct and compare linear
and exponential models and solve problems
Interpret expressions for functions in terms of
the situation they model Trigonometric
Functions Extend the domain of trigonometric
functions using the unit circle Model periodic
phenomena with trigonometric functions Prove
and apply trigonometric identities
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High School (Part 4 of 5)
Geometry (Overview)
Congruence Experiment with transformations in
the plane Understand congruence in terms of
rigid motions Prove geometric theorems Make
geometric constructions Similarity, Right
Triangles, and Trigonometry Understand
similarity in terms of similarity transformations
Prove theorems involving similarity Define
trigonometric ratios and solve problems involving
right triangles Apply trigonometry to general
triangles Circles Understand and apply theorems
about circles Find arc lengths and areas of
sectors of circles Expressing Geometric
Properties with Equations Translate between the
geometric description and the equation for a
conic section Use coordinates to prove simple
geometric theorems algebraically Geometric
Measurement and Dimension Explain volume
formulas and use them to solve problems
Visualize relationships between two dimensional
and three-dimensional objects Modeling with
Geometry Apply geometric concepts in
modeling situations
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High School (Part 5 of 5)
Statistics Probability (Overview)
Interpreting Categorical and Quantitative Data
Summarize, represent, and interpret data on a
single count or measurement variable Summarize,
represent, and interpret data on two categorical
and quantitative variables Interpret linear
models Making Inferences and Justifying
Conclusions Understand and evaluate random
processes underlying statistical experiments
Make inferences and justify conclusions
from sample surveys, experiments and
observational studies Conditional Probability and
the Rules of Probability Understand
independence and conditional probability and use
them to interpret data Use the rules of
probability to compute probabilities of compound
events in a uniform probability model Using
Probability to Make Decisions Calculate
expected values and use them to solve problems
Use probability to evaluate outcomes of decisions
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What happens next?

• Adoption of the common core state standards is
  voluntary for statesuntil ESEA is
  reauthorized.
• Each state will follow its individual process for
  coalition-building and adoption.
• States choosing to adopt the common core state
  standards have agreed the common core will
  represent at least 85 of the states standards
  in mathematics and English language arts
• Consortia of states will voluntarily come
  together to develop new, innovative, common
  assessments
• Kansas is a member of two consortia
• Balanced and Smarter

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What happens after states adopt common core
standards?

• The common core state standards are the first
  step in transforming our education system. For
  systemic change to occur
• Educators must be given resources, tools, and
  time to adjust classroom practice.
• Instructional materials need to be developed that
  align to the standards.
• Assessments will be developed to measure student
  progress.
• Federal, state, and district policies will need
  to be re-examined to ensure they support
  alignment of the common core -- throughout the
  system -- with student achievement.

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Be aware
Kansas State Assessments for the 2010-11 School
Year   The Kansas State Assessments for the
2010-11 school year will continue to measure the
current content standards. KSDE has received
questions regarding assessments of the Common
Core Standards in 2010-11. To date, no decision
has been made to adopt the Common Core Standards
in Kansas. Additionally, the Common Core
Standards themselves have not been
finalized. KSDE is operating under the assumption
that any assessment measuring the Common Core
Standards (which again are not complete and have
not been adopted in Kansas) is at least four
years away. KSDE is basing this assumption on
recent discussions with national testing experts
that comprise its Technical Advisory Council. 
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How are NCLB Blueprint different?

• NCLB
• States required to adopt challenging
  standards
• no requirements on content or rigor of
  standards
• all students proficient by 2014.
• Blueprint
• College and career ready standards
• common core standards or work with public
  university system to ensure standards adequately
  prepare students to enter college without
  remediation
• all students college and career ready by 2020
  

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How are NCLB Blueprint different?

• NCLB
• Students in grades 3-8 and high school tested
  annually on state-determined assessments in
  reading and math
• data disaggregated by subgroups.
• Blueprint
• High-quality statewide assessments align with
  new state standards
• only those states that have implemented
  assessments based on common state standards by
  2015 will receive formula funds to create
  assessments
• data collection will also include
• graduation rates,
• college enrollment rates and rates of college
  enrollment without remediation
• performance targets created and based on school
  and subgroup growth and graduation rates

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How are NCLB Blueprint different?

• NCLB
• Adequate yearly progress (AYP)
• 100 percent proficient by 2014
• sanctions for not meeting AYP
• Blueprint
• student growth and schoolwide progress over
  time
• designate reward districts for schools and
  districts that make major inroads in turning
  around low-performing schools
• designate challenge schools, districts and
  states for lowest-performing 5 percent of schools
  in each state
• reward districts and states will have greater
  flexibility while challenge districts and
  states may face restrictions on the use of
  federal funds

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How is teacher quality determined?

• NCLB
• Highly qualified teachers
• Blueprint
• Effective teachers based on student growth
• evaluation systems that reflect state standards
  for effectiveness differentiate teachers and
  principals across at least three performance
  levels
• track teacher and principal performance back to
  preparation programs

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This is our Political Reality

• Luck favors the prepared!