The Common Core State Standards
Initiative
Who’s behind it?
 What’s it all about?


www.corestandards.org
CCSSI Mission and Goals

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Provide a clear, consistent understanding of what
students are expected to learn
Be robust and relevant to the real world
Position US students to compete successfully in the
global economy.
Adapted from: The National Governors Association Center for Best Practices
(NGA Center) and the Council of Chief State School Officers (CCSSO)
Creating the Standards
International Benchmarking
 Feedback and Review
 Evidence and Research Based

International Benchmarking

Used standards from high-performing
countries and provinces to inform content,
structure, rigor, coherence and language.
Feedback and Review
Postsecondary Faculty
 K-12 Faculty and staff
 State curriculum and assessments experts
 Researchers
 National organizations

Evidence and Research Based
Scholarly research on vocabulary, speaking,
and listening
 Surveys on the skills students need to enter
college and workforce training
 Assessment data on college and career
readiness performance

Common Core Adoptions
Question:

The Common Core Standards are about
math and ELA. Why are they important to
us?
 Robust and relevant to the real world
 Set expectations for what students should learn,
but not how
 Focus on learning skills, not content
Question:

The Common Core Standards are about
math and ELA. Why are they important to
us?
 Teachers are struggling to figure out how to
teach the Common Core
 Provides an opening to integrate economics and
financial literacy into math and English
classrooms
○ See: http://www.leginfo.ca.gov/pub/13-14/bill/asm/ab_0151-
0200/ab_166_bill_20130311_amended_asm_v98.html
English Language Arts and Literacy
in History/Social Studies

Design and Organization
 Reading
 Writing
 Speaking and Listening
 Language
 Media requirements blended throughout
Reading
Comprehension (Standards 1−9)
 Range of reading and level of text
complexity (Standard 10, Appx A and B)
 Key Advances

 Addresses reading and writing across the
curriculum
 Balances literature and informational texts
 Focuses on text complexity and what students
read
Writing
Writing types/purposes (Standards 1−3)
 Key Advances

 Emphasizes argument and
informative/explanatory writing
 Uses source documents (evidence)
Speaking and Listening
Comprehension and collaboration
(Standards 1−3)
 Key Advances

 Includes formal and informal talk
Language
Knowledge of language (Standards 1−3)
 Vocabulary (Standards 4−6)
 Key Advances

 Acquire general academic and domain-specific
words and phrases
Mathematics Standards

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Make sense of problems and persevere in
solving them
Reason abstractly and quantitatively.
Construct viable arguments and critique the
reasoning of others
Model with mathematics
Use appropriate tools strategically
Attend to precision
Look for and make use of structure
Look for and express regularity in repeated
reasoning
Points of Intersection: ELA/Literacy
Students use informational texts
 Students engage in research
 Students use academic language and
domain specific language

Points of Intersection:
Mathematics

Example: The Rule of 72
 Show mathematically in general terms or by using
graphs and examples that this rule is correct.

Example: Becoming a Millionaire
 Assume that you are 18 years old and drink a latte a
day.
 Show that under some reasonable set of
assumptions that if you give that up and invest the
money saved at historical interest rates you will be a
millionaire by time you’re 60.
Resources

Council for Economic Education
www.councilforeconed.org

econedlink
www.econedlink.org/ccss/
Council for Economic Education
Council for Economic Education
econedlink
econedlink
econedlink Lessons
7%
12%
67%
14%
K-2 lessons
3-5 lessons
6-8 lessons
9-12 lessons
econedlink Interactives
5%
50%
11%
33%
K-2 interactives
3-5 interactives
6-8 interactives
9-12 interactives
http://sdcee.org