Cisely Scott
Curriculum Support Specialist
Education Transformation Office
Common Board Configuration (CBC)
DATE: August 12, 2011
BENCHMARK: Common Core
Standards
OBJECTIVE:
Today we will examine the
common core standards and
determine ways to transition
smoothly into teaching these
standards.
VOCABULARY:
Common Core, domain, focal
points, clusters, standards, SAT10
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ESSENTIAL QUESTION:
How can understanding the
common core standards impact
your teaching and increase
student achievement?
AGENDA:
Why Common Core
Standards?
Layout of Standards
NGSSS vs. Common Core
Standards
How to teach the common core
with NGSSS materials?
SAT-10 implications
Reflection: How can
understanding the common core
standards impact your teaching
and increase student
achievement?
EXIT SLIP:
IN YOUR JOURNAL
Connect: Write about 3
new things that you learned
today and how this will help
you in the classroom?
Connect: How can
understanding the
common core standards
impact your teaching and
increase student
achievement?
HOME LEARNING:
Review today’s lesson and
develop your next steps
to use this information n
your classroom.
ESSENTIAL QUESTION
HowFlorida
can Education:
understanding
the common core
The Next Generation
DRAFT
standards
impact your teaching and increase
March 13, 2008
student
achievement?
Version
1.0
Now that you have learned the
NGSSS, we have new common
core standards!
Five Steps Toward Building Globally
Competitive Education Systems
 Action 1: Upgrade state standards by adopting a common core of internationally
benchmarked standards in math and language arts for grades K-12 to ensure that
students are equipped with the necessary knowledge and skills to be globally
competitive.
 Action 2: Leverage states’ collective influence to ensure that textbooks, digital
media, curricula, and assessments are aligned to internationally benchmarked
standards and draw on lessons from high-performing nations and states.
 Action 3: Revise state policies for recruiting, preparing, developing, and supporting
teachers and school leaders to reflect the human capital practices of top-performing
nations and states around the world.
 Action 4: Hold schools and systems accountable through monitoring, interventions,
and support to ensure consistently high performance, drawing upon international best
practices.
 Action 5: Measure state-level education performance globally by examining student
achievement and attainment in an international context to ensure that, over time,
students are receiving the education they need to compete in the 21st century economy.
Myths and Realities about
International Comparisons
 Myth 1: Other countries test a more select, elite group of students.
 Myth 2: The U.S. performs poorly because of poverty and other family factors.
 Myth 3: Cultural factors prevent U.S. students from performing as well as those
in other nations, particularly Asian countries.
 Myth 4: Other countries are less diverse.
 Myth 5: Wealthier countries spend more than the U.S. on education.
 Myth 6: U.S. attainment rates cannot be compared with other countries’ because
the U.S. tries to educate many more students.
 Myth 7: Education does not really affect the economy anyway. A Nation at Risk
warned that America’s economy would suffer, but that never happened.
COUNCIL OF CHIEF STATE SCHOOL
OFFICERS (CCSSO)
&
NATIONAL GOVERNORS ASSOCIATION
CENTER FOR BEST PRACTICES
(NGA CENTER)
JUNE 2010
IN THE STATES
Common Core Development
 Initially 48 states and three territories signed on
 As of now, 44 states have officially adopted
 Final Standards released June 2, 2010, at
http://www.corestandards.org/
 Adoption required for Race to the Top funds
What are the Common Core State
Standards?



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State led – coordinated by NGA Center and CCSSO
Aligned with college and work expectations
Focused and coherent
Include rigorous content and application of knowledge
through high-order skills
 Build upon strengths and lessons of current state
standards
 Internationally benchmarked so that all students are
prepared to succeed in our global economy and society
 Based on evidence and research
Why is this important?
 Currently, every state has its own set of
academic standards, meaning public education
students in each state are learning to 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
The American Recovery and Reinvestment
Act of 2009: Saving and Creating Jobs and
Reforming Education
 Four principles guide the distribution and use of ARRA
funds:
 Spend funds quickly to save and create jobs.
 Improve student achievement through school
improvement and reform.
 Ensure transparency, reporting and accountability.
 Invest one-time ARRA funds thoughtfully to minimize
the "funding cliff."
http://www2.ed.gov/policy/gen/leg/recovery/implementation.html
Race to the Top Funds . . .
 to improve education quality and results statewide.
 will help states drive substantial gains in student
achievement by supporting states making dramatic
progress on the four reform goals and effectively using
other ARRA funds.
Benefits for States and Districts
 Allows collaborative professional
development based on best practices
 Allows development of common assessments
and other tools
 Enables comparison of policies and
achievement across states and districts
 Creates potential for collaborative groups to get
more economical mileage for:

Curriculum development, assessment, and professional
development
Common Core Mission Statement
 The Common Core State Standards provide a
consistent, clear understanding of what students
are expected to learn, so teachers and parents know
what they need to do to help them. The standards are
designed to be robust and relevant to the real world,
reflecting the knowledge and skills that our young
people need for success in college and careers. With
American students fully prepared for the future, our
communities will be best positioned to compete
successfully in the global economy.
Standards Development Process
 College and career readiness standards
developed in summer 2009
 Based on the college and career readiness
standards, K-12 learning progressions
developed
 Multiple rounds of feedback from states,
teachers, researchers, higher education, and
the general public
 Final Common Core State Standards
released on June 2, 2010
The Five Strands of Mathematics Proficiency
Developing Mathematicians
CCSSM
8 Mathematical Practices
The Common Core proposes a set of Mathematical
Practices that all teachers should develop in their
students. These practices are similar to NCTM’s
Mathematical Processes from the Principles and
Standards for School Mathematics.
Standards for Mathematical Practice
Carry across all grade levels
Describe habits of mind of a mathematically expert
student
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
STANDARDS WERE
ADOPTED FOR
MATHEMATICS
JUNE 2010
Curriculum Correlation
CCSSM v. NGSSS
 Define characteristics of the Common Core State
Standards
 Begin to understand the nature of the shifts needed to
implement the Common Core State Standards
 Launch your work in analyzing these standards
Clusters are groups of related
Domains are large groups of
related standards. Standards
from different domains may
sometimes be closely related.
Look for the name with the code
number on it for a Domain.
standards. Standards from different
clusters may sometimes be closely
related, because mathematics is a
connected subject.
Standards define what students
should be able to understand and
be able to do- part of a cluster
Design and Organization
Focal points at each grade level
Design and Organization
Grade Level Overviews (not all content is shown below)
Number and Operations, Grade 1
(not all grade 1 content is shown below)
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.
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.
Summary
Focus and Coherence
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Focus on key topics at each grade level.
Coherent progressions across grade levels.
Balance of Concepts and Skills
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Content standards require both conceptual understanding
and procedural fluency.
Mathematical Practices
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Foster reasoning and sense-making in mathematics.
College and Career Readiness

Level is ambitious but achievable.
Conclusion
The Promise of Standards:
 These Standards are not intended to be new names for
old ways of doing business. They are a call to take the
next step. It is time for states to work together to build
on lessons learned from two decades of standards
based reforms. It is time to recognize that standards
are not just promises to our children, but promises we
intend to keep.
You can ask questions by typing your
question into the Q&A panel and
clicking "send.“
Webinar recording will be available at
www.corestandards.org
Transitioning into Common Core
 Still utilize the GoMath textbook
 Use additional GoMath lessons to address the
common core
 These resources will be provided
 Utilize updated pacing guides
SAT-10
 SAT-10 will remain the same
 SAT-10 topics will be infused by the pacing guide
 District will provide dailies to address SAT-10
SESAT 2
Standards:
 Patterns, Relationships, and Algebra
 Identify and copy a pattern with a color, size, shape, or number.
 Identify missing elements in a pattern.
 Fractions
 Match pictorial models to fraction names and notation
 Solve problems involving fraction concepts
 Data, Statistics, and Probability
 Identify possible outcomes
 Read and interpret tables and graphs
 Time and Calendar
 Solve problems involving calendar concepts
 Tell time to the nearest hour
TOPIC XIV: SAT-10 REVIEW
Primary 1
Standards assessed on SAT-10 not on CCSSM/NGSSS:
 Number Sense and Operations
 Solve problems involving fraction concepts
 Identify and use field properties of addition and multiplication
 Patterns, Relationships, and Algebra
 Translate problem situations into algebraic equations and expressions
 Extend a numerical patterns
 Data, Statistics, and Probability
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Read and interpret Venn diagrams
Read and interpret tables and graphs
Identify possible outcomes
Solve problems involving tables and graphs
 Time and Calendar
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Calculate the value of sets of coins
Estimate or measure length using customary, metric, or non-standard units
Estimate or measure temperature using customary or metric units
Solve problems involving calendar concepts
Solve problems involving elapsed time
Reflection
 Now that you know about the common core
standards write about how the
understanding of the common core
standards will impact your teaching and
student achievement.