Common Core State Standards
North Carolina Essential Standards
Implementation:
Understanding the Standards
Beginning Teacher Symposium
July 2012


Goal: The standards as a whole must be
essential,
rigorous, clear and specific,
essential
coherent, and internationally benchmarked.
ESSENTIAL: The standards have been
developed to be fewer, clearer, and higher, to
best drive effective policy and practice.


Goal: The standards as a whole must be
essential, rigorous, clear and specific,
rigorous
coherent, and
internationally benchmarked.
The standards will include high-level cognitive
demands by asking students to demonstrate deep
conceptual understanding through the application
of content knowledge and skills to new situations.
High-level cognitive demand includes reasoning,
justification, synthesis, analysis, and problemsolving.


Goal: The standards as a whole must be
essential, rigorous, clear and specific, coherent,
clear and specific
and internationally benchmarked.
CLEAR and SPECIFIC: The standards should provide
sufficient guidance and clarity so that they are
teachable, learnable, and measurable. They are written
with precise language to provide sufficient detail to
convey the level of performance expected without being
overly prescriptive. (the “what” not the “how”).


Goal: The standards as a whole must be
essential, rigorous, clear and specific,
coherent, and internationally benchmarked.
coherent
The standards should convey a unified vision
of the big ideas and supporting concepts
within a discipline and reflect a progression
of learning that is meaningful and
appropriate.

Goal: The standards as a whole must be
essential, rigorous, clear and specific,
coherent, and internationally benchmarked.
internationally benchmarked

The standards are aligned by their content,
rigor, and organization to other highperforming countries so that all students
are prepared for succeeding in our global
economy and society.
•You
will be able to:
1. Summarize what is different about the structure
of the Common Core State Standards and the NC
Essential Standards.
2. Understand the intended use of the Instructional
Toolkit
3. Recognize the benefits of teaching conceptually
as opposed to topically.
4. Recognize the cross-curricular and progressive
attributes of the standards.
RF.4.3a
Reading
Foundatio
ns
Strand: RF – Reading Foundations
Grade: 4
Standard: 3
Letter: a
NC Essential Standards
•
•
•
ACRE http://www.ncpublicschools.org/acre/
Crosswalks for all Common Core State
Standards and NC Essential Standards are
posted at
http://www.ncpublicschools.org/acre/standa
rds/support-tools/
Unpacking documents are also posted at
http://www.ncpublicschools.org/acre/standa
rds/support-tools/
CONCEPTS
Great Depression
System
Computer Age
Supply and Demand
Manifest Destiny
Civil War
Environment
Movement
Culture
INTERDISCIPLINARY
APPROACH
ELD
EC
INFORMATION
&
COLLEGE AND
CAREER READINESS
ENGLISH LANGUAGE
ARTS
TECHNOLOGY
EMBEDDED
CURRICULUM
EMBEDDED
CURRICUL
AIG
INTERDISCIPLINARY
APPROACH

COLLEGE AND
CAREER READINESS
The College and Career Readiness standards
(CCR) anchor the documents and define
general, cross-disciplinary literacy
expectations. The numbered CCR standards
will correspond to the numbered standards
for each grade level.
INTERDISCIPLINARY
APPROACH
English Language
Arts
“The ELA Standards insist that instruction in
reading, writing, speaking, listening and
language be a shared responsibility within the
school. These standards reflect the unique,
time-honored place of ELA teachers in
developing students’ literacy skills, while at the
same time recognizing that teachers in other
areas must have a role in this development as
well.”
Common Core State Standards for English Language Arts
&
Literacy in History/Social Studies, Science, & Technical Subjects
Information &
Technology
EMBEDDED
CURRICULUM
“To succeed in the 21st Century, today’s
students must be able to access, evaluate,
and use information effectively and use a
variety of technology tools and resources
to communicate, collaborate, create, and
share.”
NC Public Schools Facilitator’s Guide




Classroom teachers are responsible for teaching
the new ITES standards beginning 2011-12.
Librarians and Technology Facilitators will
collaborate with teachers to plan, create, teach, and
assess effective lessons.
The ITES must be taught in all NC schools-whether
technology access and use is advanced or limited.
Technology and Information tools and resources
must be presented and applied with relevance and
authenticity.
EMBEDDED
CURRICULUM

English Language
Development
These NC Essential Standards are to be used
AND
by ELD
content/subject area teachers
of English Language Learners.
EMBEDDED
CURRICULUM

AIG
EC
ELD
AIG (Academically and/or Intellectually Gifted)
 EC (Exceptional Children)
 ELD (English Language Development)
•
•
•
•
•
Must shift from teaching TOPICS to teaching
CONCEPTS
Can’t wait for assessments to get here before we
start implementing CCSS/ES.
Embrace best teaching strategies now! This is
not a case of “This too shall pass.”
Create classroom environment where thinking is
encouraged.
PLCs are vital to the success of the CCSS/ES
rollout.