millars3

= Common Core State Standards = toc //Session 3: Thursday, November 10 from 2:15 - 3:15pm//
 * //Margaret Millar,Senior Program Associate,Council of Chief State School Officers// **
 * //Kirsten Taylor,Council of Chief State School Officers// **

**Session Information**

 * **Location:** Grand Ballroom 1 //(Click Here to View the Session Map)//
 * **Track:**Advocacy
 * **Grade Level Focus:**K-5|6-8|9-12|High school to college transition
 * **Experience Level:**Level 101 - For beginners new to the field (0-1 years experience in K-12 Online Learning)|Level 201 - For intermediate level participants (2-4 years experience in K-12 Online Learning)
 * **Exhibitor:**No
 * **Requires Purchase of Product to Implement:** No

**Session Description**
//A discussion on the work of state education agencies to implement the Common Core State Standards in English Language Arts and Mathematics and what other organizations can do to support implementation with fidelity.//

Session Twitter Hashtag: // #vssGB1s3 //
rss url="http://search.twitter.com/search.rss?q=%23vssGB1s3" link="true" number="10" date="true" author="true"

Presentation Materials and Contributions
Please add your contributions here.

Notes from Marcel Kielkucki, Director of HS Completion Programs, Kirkwood Community College Session 3—Common Core State Standards This session is being recorded—watch for links after the conference. The focus of the common core is to align the education system to college and career readiness. A system of standards that then relates to assessment and accountability. The focus is that a high school diploma says that you are ready for further training or college, and remediation is not necessary. This is led by the state chiefs (CCSSO) and the national governors association. Why?-Prepare students with knowledge and skills needed to succeed in college and work-ensure consistent expectations regardless of a student’s zip code-make states more globally competitive-provide educators, students, parents, and students with clear, focused guideposts-offer economies of scale Process started in 2009 for English/LA and Math. Learning progressions followed standards. Public comment was taken before final release in June 2010. The standards do **__not__** define the following:-How teachers teach-all that can/should be taught-nature of advanced work beyond the core-interventions needed for students well below grade level-the full range of support for English learners and students with special needs-everything needed for students to be college/career ready English LA StandardsFour Strands-Reading-Writing-Speaking/Listening-Language Three appendices to the English LA Standards-Research and evidence; glossary of key terms-reading text exemplars; sample performance tasks (not a mandatory reading list)-annotated student writing samples Only items that made it into the standards came from sound research-based evidence or evidence from other schools internationally. As you move through school, there should be a staircase/scaffolding of text complexity so that by graduation, you can read a college-level textbook. Giving them a simpler text doesn’t help them because they may pass the class but aren’t ready for the next level. Instead give them the tools to interpret the higher level texts. Common Core state standards for English/LA focus more on non-fiction works, appropriately complex tests, reading to understand deeper meaning of what authors want to convey (inference skills?—a key shift) literacy as part of science, social studies/history, and technical subjects, primarily writing to inform or argue using evidence, and the academic vocabulary given emphasis. Kansas Dept. of Education ([|www.ksde.org] ) has rubrics for text complexity determination. Math Standards-Standards for Mathematical Practice (thinking about math; how to do math) -Carry across grade levels -Describe habits of mind of a mathematically expert student -Standards for Mathematical Context (math as we think of it) K-8 by grade level -HS Standards presented by conceptual theme Appendix-Designing high school math courses based on the Common Core The math standards emphasize: a focus of 2-3 concepts per grade, a coherent progression of topics from one grade to the next, fluency with basic facts coupled with deeper understanding of why things happen, examining multiple ways to represent mathematical concepts and solutions, and emphasis on real-world applications. You need to think vertically as you implement these items—all teachers at all levels need to work together. Looking for some implementation tools/resources? -Videos created by CCSSO and James B. Hunt Institute available on [|www.ccsso.org] -National PTA has parent guides located at [|www.pta.org/parentguides] Now that the standards are in place, new assessments need to be created. There are two national groups/consortiums that are developing assessment systems that states can elect to use: -PARCC (Partnership for Assessment for Readiness for College and Career) ([|www.parcc.org]) -SMARTER Balanced -Will be in place by the 2014-2015 academic year -The final step is the accountability piece. A statement of principles from the CCSSO have been developed to address this item. The focus is that the accountability system has to align to college and career readiness. There is also a desire for disaggregation, annual determinations, transparent reporting, diagnostic reviews, interventions for low performing schools, and continuous improvement efforts. To move forward with the efforts of the core standards, states can seek waivers from NCLB to present a better system of accountability than the current law. Waivers must be submitted by November 14, 2011 or Mid-February 2012. For more information, go to [|www.corestandards.org]