Transcript Overview for School Boards

CCCS = California Common Core Standards
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Common Core standards corresponds with
the original NCLB timeline of 2014
Students need real world skills for college and
the workforce
Standards address international competition,
equity and collaboration
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The development of these National Common
Core Standards included:
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Parents
Educators
Content Experts
Researchers
National Organizations
Community leaders from 48 states
Input from top performing countries – Japan, Taiwan,
Singapore, Finland, England, India
Each state is required to start with the National
Common Core standards as written.
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California adopted the Common Core
(National) in August 2010 - CCS
California inserted15% of current state
standards into CCS
Final set for California are called California
Common Core Standards or CCCS
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Aligned with college and work force
expectations
Clear, understandable, and consistent
Rigorous content and application of
knowledge through higher-order skills
Recognition of the strengths and lessons of
current state standards
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ELA standards focus equally on fiction and nonfiction
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Inclusion of Listening and Speaking Standards in
ELA for all students
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Stronger description of standard English
conventions and language vocabulary acquisition
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Separate set of literacy standards for content
courses (6th – 12th) which focus on communication,
reading and writing skills required for college
and career success
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CCCS standards for mathematics:
◦ Focus on the Mathematical Practice Standards K-12
◦ Develop Conceptual Understanding
◦ Emphasis on Mastery
◦ Balance mathematical understanding and
procedural skill
◦ Focus on Fractions
◦ Are internationally benchmarked
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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
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CCS (National) do not have Algebra as an 8th
grade standard; rather embedded throughout
grade levels
California CCS (State) included the 8th Grade
Algebra course current state standards to the
CCCS
Two pathways in the CCCS for 8th grade
 8th grade Algebra
 8th grade Mathematics
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Standards are listed as conceptual categories
rather than courses.
 Number and Quantity
 Algebra
 Functions
 Modeling
 Geometry
 Statistics and Probability
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HS pathways could be:
◦ Course specific (Algebra 1, Geometry, Algebra II,
etc)
◦ Grade level specific with conceptual categories
woven through each level (9th grade, 10th grade,
etc)
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State is still deciding if this is a state or local
decision as to pathway options for students
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Links classroom mathematics and statistics to
everyday life, work and decision-making.
A model can be very simple, or quite
complex.
Modeling is best interpreted not as a
collection of isolated topics but rather in
relation to other standards.
Examples:
 Design the layout of the stalls in a school fair so as to
raise as much money as possible.
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It is not recommended that districts do a one
to one correlation when adopting the CCCS
In order to highlight the differences in depth
and rigor – see handout 2
Emphasis on: gathering information,
synthesizing information, communicating
information, using technology and strong
critical analysis skills
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The CCCS are expected to be implemented by 2012-2013
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CST will be replaced with a national exam in 2014- 2015
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National assessments will be administered in grade 3-8
and once in high school
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New national exams are being developed by two major
organizations:
◦ Smarter Balance Assessment Consortium (SBAC) – Washington
State
◦ Partnership for Assessment of Readiness for College and Careers
(PARCC) - Florida
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Assessment will also include documentation that
students are on track to become college and career
ready.
Assessments are proposed to be NWEA “like”, assessing
4 times a year and computer based and project based.
Federal government is challenging all states to develop
(if they have not already) a growth model rather than a
proficiency model of assessment.
California currently has a growth model.
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Create awareness of CCCS with parents,
community members, teachers and students
Remain informed about state timeline and
guidelines for lifting the suspension on
framework development and instructional
materials adoptions
Continue to promote and enhance Performance
Based Assessments currently being used in our
district (i.e. MAC, MS Science PBA, Physics PBA, Writing PBAs K12) because they are similar in nature to the
expected National Exam
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Provide Professional Development for teachers
and administrators around CCCS
Begin now to teach academic language used in
CCCS which is not currently in the state
standards
Develop curriculum teams to revise pacing
guides for CCCS in SCUSD
Prepare and plan for enhanced technology needs