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Understanding the New Common Core State StandardsTom Adams, Director, Curriculum Frameworks & Instructional Resources Division

May 7, 2012

CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent of Public InstructionTOM TORLAKSONState Superintendent of Public Instruction12Transitioning to the Common Core System TOM TORLAKSONState Superintendent of Public Instruction2The standards implementation in terms of instructional materials is designed with a transition phase that allows districts time to review and revise curriculum and select instructional tools that support the standards.

The California Department of Education (CDE) is providing a great deal of support in this area through the development of online standards implementation tools such as transition documents, presentation information, and timelines.

Right now the CDE is at the transition stage. We have some tools and are creating more, but classroom level implementation is only among some leading districts.2College and Career Readiness StandardsIn 2009, the Council of Chief State School Officers (CCSSO) and the National Governors Association Center for Best Practices (NGA Center) committed to developing a set of standards that would help prepare students for success in college and career.In September 2009, College and Career Readiness standards were released.This work became the foundation for the Common Core.

TOM TORLAKSONState Superintendent of Public Instruction3The Common Core State StandardsFeedback and review from national organizations, including:American Council on Education (ACE)American Federation of Teachers (AFT)Campaign for High School Equity (CHSE)Conference Board of the Mathematical Sciences (CBMS)Modern Language Association (MLA)National Council of Teachers of English (NCTE)National Council of Teachers of Mathematics (NCTM)National Education Association (NEA)TOM TORLAKSONState Superintendent of Public Instruction4The Common Core State StandardsBenefits:Internationally benchmarkedEvidence and research-basedConsistent expectations no matter where you liveOpportunity for shared resources and reduced costsTOM TORLAKSONState Superintendent of Public Instruction5California and the Common Core State StandardsSenate Bill 1 from the Fifth Extraordinary Session (SB X5 1):established an Academic Content Standards Commission (ACSC) to develop standards in mathematics and Englishlanguage artsstated that 85 percent of the standards were to consist of the CCSS with up to 15 percent additional material directed the State Board of Education (SBE) to adopt or reject recommendations of the ACSC

TOM TORLAKSONState Superintendent of Public Instruction6Source: http://www.corestandards.org/in-the-states

TOM TORLAKSONState Superintendent of Public Instruction77Common Core Standards for MathematicsThe standards for mathematics:are focused, coherent, and rigorousaim for clarity and specificitystress conceptual understanding of key ideasbalance mathematical understanding and procedural skill are internationally benchmarked

TOM TORLAKSONState Superintendent of Public Instruction888Mathematical Proficiency as defined by the California Framework (2006)Conceptual UnderstandingDOING MATHProblem SolvingProcedural SkillsTOM TORLAKSONState Superintendent of Public Instruction9Common Core Standards for MathematicsTwo Types of StandardsMathematical Practice (recurring throughout the grades)Mathematical Content (different at each grade level)

TOM TORLAKSONState Superintendent of Public Instruction101010Standards for Mathematical PracticeMake 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 reasoningTOM TORLAKSONState Superintendent of Public Instruction111111Note that the Standards for Mathematical Practice are the processes and proficiencies that math educators are seeking to develop in their students. These standards are partly based on two frameworks: 1) National Council of Teachers o Mathematics (NCTM) Principles and standards for School Mathematics; and 2) National Research Council Adding it Up. In the publication, the Standards for Math Practice are Appendix B, on page 254.

12Standards for Mathematical Content K-8How the grade level standards are organized Standards Clusters DomainsDomainStandardClusterTOM TORLAKSONState Superintendent of Public Instruction121212Turn to page 167 in your publication. The Standards for Mathematical Content for kindergarten through grade eight share a similar organization. Standards define what students should understand and be able to do. Clusters are groups of related standards. Domains are larger groups of related standards.Note that the abbreviations used for each domain are included on the header bar in the standards document. This is useful to note, as it allows for a consistent way for referring to standards that we will use throughout this presentation. For example, the first standard in The Operations and Algebraic Thinking domain can be described as 4-OA-1. You will see these abbreviations a lot in documents that analyze the Common Core State Standards for Mathematics.Note: the cluster headings (in this case use the four operations with whole numbers to solve problems) are important because they often serve to communicate the larger intent of a group of standards and help demonstrate the focus and coherence of the standards.

CCSS Domains K-5DomainK12345Counting and Cardinality (CC)Operations and Algebraic Thinking (OA)Number and Operations in Base Ten (NBT)Measurement and Data (MD)Geometry (G)Number and Operations Fractions (NF)TOM TORLAKSONState Superintendent of Public Instruction131313CCSS Domains 6-8Domain678Ratios and Proportional Relationships (RP)The Number System (NS)Expressions and Equations (EE)Geometry (G)Statistics and Probability (SP)Functions (F)TOM TORLAKSONState Superintendent of Public Instruction141414Develop Conceptual Understandings Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. (K.OA.2)

Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. (2NBT.7)

15TOM TORLAKSONState Superintendent of Public Instruction15The CCSS focus on arithmetic and fluency with whole numbers in the early grades.The kindergarten through grade five standards provide students with a solid foundation in whole numbers arithmetic (addition, subtraction, multiplication and division), fractions, and decimals. In K-2 the focus in on addition and subtractionMastery of these skills prepares students for learning more advanced concepts and procedures in later grades. On the slide you see two standards that explicitly call for the use of concrete models or drawings.The big ideas have been backward mapped and demonstrate a mathematical progression. In the early grades (K-5) the focus in on Operations and Algebraic Thinking and Number and Operations-Base Ten adding Number and Operations-Fractions in grades 3-5), moving to Expressions and Equations and the Number System in grades 6-8 and the foundation for Algebra.

Emphasis on FluencyFluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g. knowing that 8 x 5 = 40, one knows 40 5 = 8) or properties of operations. By the end of grade 3, know from memory all products of two one-digit numbers. (3.OA.7)

Fluently multiply multi-digit whole numbers using the standard algorithm. (5.NBT.5)

16TOM TORLAKSONState Superintendent of Public Instruction16In grades 3-5 the focus is on multiplication and division and fractionsHere are selected standards for grades 3 and 5. By the time students exit grade 5, they should be using algorithms to manipulate numbers fluently.The CCSS build upon practices of countries with high achievement in mathematics.Notes: The three high-performing countries are Hong Kong, Singapore and Korea. These countries focus on learning progressions. This is based on the international assessment of the Program for International Students (PISA), and Trends in International Math and Science Study (TIMSS). A Focus on FractionsRepresent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. (3.NF.2.a)

Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g. by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5+ 1/2 = 3/7, by observing that 3/7 < 1/2. (5.NF.2)

17TOM TORLAKSONState Superintendent of Public Instruction17Student mastery of the conceptual and procedural knowledge about fractions are essential to success in algebra. In grade three, students begin to develop an understanding of fractions as numbers and represent fractions on a number line diagram. Addition and subtraction of fractions are introduced in grade four, and multiplication and division in grade five.On this slide are examples of grade 3 and grade 5 standards that focus on fractions18Transition to Common CoreGrade Shift Examples: K2Concept1997 StandardsGradeCCSSGradeCount from 30 to 1001KSkip count by 2s, 5s, and 10s to 10012Know from memory the multiplication tables for 2s and 5s*CCSS 3.OA.7-Know from memory all products of two one-digit numbers23*Introduction to fractions as numbers23TOM TORLAKSONState Superintendent of Public Instruction1818Although the CCSS maintains the current focus on place value and operations with whole numbers at these early grades, with full implementation of the CCSS, some topics will be taught at different grades.Here are some examples from K-2. *Note that the CCSS standard 3.0A.7 states know from memory all products of two one-digit numbers.

19Transition to Common CoreGrade Shift Examples: Grades 35Concept1997 StandardsGradeCCSSGradeIntroduction to fractions as numbers23Add and subtract simple fractions, with like denominators 34Multiply a fraction by a whole number and solve related word problems 54Add, subtract and round decimals45Operations with negative integers56Dividing fractions by fractions56TOM TORLAKSONState Superintendent of Public Instruction19Here are some examples of content grade shifts from grades 3-5. We can see that introduction to fractions as numbers moves from grade two to grade three. Although introduced later, the CCSS develops fractions in a very focused and coherent manner, starting at grade 3. However, dividing fractions by fractions, a more challenging concept for many students, will move from grade 5 to grade 6 in the CCSS.Also operations with negative integers will move from grade 5 to grade 6 in the CCSS.

Concept1997 StandardsGradeCCSSGradeDividing fractions by fractions56Concepts of mean and median to summarize data sets 56Operations with numbers in scientific notation78Pythagorean Theorem78Transition to Common CoreGrade Shift Examples: Grades 68TOM TORLAKSONState Superintendent of Public Instruction20Here are some examples of content grade shifts from grades 6-8. Notice the concepts of mean and median appear a grade later in the CCSS. Also, Operations with numbers in scientific notation and the Pythagorean Theorem are moved from grade seven to grade eight in the Common Core.

Grade 8 MathematicsThe CCSS include a set of challenging grade 8 standards to prepare students for success in higher mathematics.The CCSS allows for acceleration to higher mathematics in grade 8, including Algebra 1 or Integrated Mathematics 1.

TOM TORLAKSONState Superintendent of Public Instruction21Grade 8 MathematicsThe California State Board of Education acknowledges that the goal for 8th grade students is Algebra I. However, they also recognize that not all 8th grade students have the necessary prerequisite skills for Algebra I. Consequently, the State Board of Education adopted two sets of standards for 8th grade. The first set describes standards for Algebra I.

Source: K-12 Californias Common Core Content Standards for Mathematics, p. 33TOM TORLAKSONState Superintendent of Public Instruction22There are two sets of standards for students in grade eightthe California addition of an algebra course for 8th grade, which is consistent with the goal set in the 1997 standards, and the Common Core standards for 8th grade. Students who master the content and skills through grade seven will be well-prepared for algebra in grade eight. What will be assessed on state tests and which standards the instructional materials will address are still unresolved.We know that by having algebra standards and state assessments in algebra for students in 8th grade the number of students taking and succeeding in algebra has increasedand this is especially true for our Latino and African American students. The dilemma is how to maintainand even increasethose gains but still participate in Common Core assessments for 8th grade mathematics and more importantlystill provide all students instruction on the same standards as we prepare them for college and careers.High School Mathematics

Source: Appendix A of the CCSS for Mathematics at http://www.corestandards.orgTOM TORLAKSONState Superintendent of Public Instruction23Common Core Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical SubjectsThe Standards comprise three main sections: a comprehensive K5 sectionincludes standards for foundational skillstwo content area-specific sections for grades 612one for English language arts one for literacy in history/social studies, science and technical subjects.

TOM TORLAKSONState Superintendent of Public Instruction24Organization of the Standards4 Domains1997 CA Standards4 Strands2010 Common CoreReading(includes vocabulary)ReadingWritingWritingWritten and Oral Language ConventionsLanguage(includes vocabulary)Listening and SpeakingSpeaking and ListeningTOM TORLAKSONState Superintendent of Public Instruction25Strand OrganizationReading StrandReading Standards for Literature and Informational Text: Key ideas and details Craft and StructureIntegration of Knowledge and IdeasRange and Level of Text Complexity

Reading Standards: Foundational Skills (K-5)(Print Concepts; Phonological Awareness; Phonics & Word Recognition; Fluency)Writing StrandText Types and PurposesProduction and Distribution of WritingResearch to Build and Present KnowledgeRange of WritingSpeaking and ListeningComprehension and CollaborationPresentation of Knowledge and IdeasLanguageConventions of Standard EnglishKnowledge of LanguageVocabulary Acquisition and Use26TOM TORLAKSONState Superintendent of Public InstructionNote how strand organization facilitates organization and are consistent across the grade levels more coherency and progression of skills building to the CCR anchor standards. 26Common Core Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical SubjectsKey Design Considerations

Organized around the College and Career Readiness (CCR) Standards for Reading, Writing, Speaking and Listening, and Language that are identical across all grades and content area and define cross-discipline literacy expectations to prepare students for career/college

Integrated model of literacy, with shared responsibility for students literacy, including expectations for reading and writing in the social and natural sciences

Research and media skills blended into standards.

27TOM TORLAKSONState Superintendent of Public Instruction27Now, lets take a closer look at the content and structure of the Common Core standards for English-language arts. The standards are arranged into four strands: Reading, Writing, Speaking and Listening, and Language. The College and Career Readiness anchor standards are the backbone of the Common Core standards for English- language arts.Each strand is headed by a set of CCR standards. These standards are identical across the grades. Kindergarteners, fourth graders, eighth graders and high school students are all working toward the same College and Career Readiness anchor standards.28

Reading Standards Excerpt28TOM TORLAKSONState Superintendent of Public Instruction2828Balanced Representation of Literary and Informational TextKindergarten through grade 510 Reading standards for literature10 Reading standards for informational textWriting standards that explicitly call for opinion pieces, narratives, and informative/explanatory texts

Grades 6-1210 Reading standards for literature10 Reading standards for informational textWriting standards that explicitly call for arguments, narratives, and informative/explanatory textsAn additional set of standards for reading and writing in history/social studies, science and technical subjects

TOM TORLAKSONState Superintendent of Public Instruction29To prepare students to meet the demand for reading and writing informational text in college and career, the CCSS provide a more balanced representation of literary and informational text than the 1997 standards.This means that secondary students will be reading and writing more informational texts in their English language arts classrooms. It also means that they will need to be reading and writing more informational texts in their other classrooms.This balanced representation of literary and non-literary texts is one overarching feature of the CCSS.30WritingThree types and Purposes:Opinions/ArgumentsInformative/ExplanatoryNarratives

(Emphasis on argument and informative/explanatory writing)TOM TORLAKSONState Superintendent of Public Instruction30Three types of writing required of students in kindergarten through grade 12 (displayed on slide)Take the place of the numerous applications from the 1997, such as:Narratives/Short StoriesExpository/DescriptionsFriendly LettersPersonal or Formal Letters/NotesResponse to LiteratureInformation ReportsSummariesPersuasive Letters/CompositionsResearch ReportsFictional NarrativesAuto/Biographical NarrativesCareer Development DocumentsTechnical Documents

31Speaking and Listening StrandNew Opportunities for More Informal ConversationsStudents come to discussions prepared, drawing on preparation or other information known about topic/ideas under discussionFollow agreed upon rules and carry out assigned rolesPose and respond to questions, contributing to discussion and elaborating on remarks of othersReview ideas expressed and draw conclusions gained from discussions31TOM TORLAKSONState Superintendent of Public Instruction313132Language StrandVocabulary Acquisition and UseEngage in the study of vocabulary(i.e. academic and domain-specific words and phrases)Learn a variety of strategiesUnderstand figurative language, word relationships and nuances

Conventions of LanguageUse knowledge of language and conventions of standard English grammar when writing, speaking, listening, and reading

32TOM TORLAKSONState Superintendent of Public Instruction3232Vocabulary under the language strand in CC (not reading)Focus is to develop vocabulary strategies in the context of reading, writing, and speaking and listeningStudents are taught word-learning strategies to decipher the meaning of unknown wordsMultiple opportunities to expand vocabulary through their reading and through responding to textStudents learn conventions of standard English grammar when speaking and writing33Integration of Technology and MultimediaUse as sources of information and tools for communication:Create audio recordings of stories or poems; add drawing or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (2.SL.5)

Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). (5.RL.7)

Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. (8.W.6)

TOM TORLAKSONState Superintendent of Public Instruction33Highlighted standards and concepts in the four strands: Reading, Writing, Speaking and Listening, and Language

Look at some of the other emphases/changes in the CCSS:Technology and increasing the use of multimedia are important components of the Common Core State Standards, used to produce and publish writing, collaborate with others, find information, and enhance their presentationsExamples (on slide) demonstrate how technology is infused throughout the four strands, one shows how students might use multimedia in grade five, the other identifies the use of audio recordings or other visual displays to enhance main idea, and the third demonstrates using technology (including Internet) for production as well as interaction34Literacy in History/Social Studies, Science, and Technical SubjectsDescribe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.(2.RI.3)Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). (3.RI.7)Analyze the relationship between a primary and secondary source on the same topic. (6-8.RH.9)By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently. (6-8.RST.10)TOM TORLAKSONState Superintendent of Public Instruction34Common Core State Standards emphasize literacy in grade level subject areas other than English language arts, they support reading, writing, and speaking and listening in the social sciences, natural sciences, and technical subjects throughout the grade levelsIn kindergarten through grade five these standards are embedded in the four strands. Refer to the examples on the slide(Presenter go over standards)Note that in grades 6-12, there are separate standards for reading and writing in history/social studies, science and technical subjectsIntention is for all teachers to work together to ensure all students are literate, standards are not meant to replace standards in those content areas, but to complement them

(Note: Technical Subjects Definition: a course devoted to a practical study, such as engineering, technology, design, business, or other workforce-related subject; a technical aspect of a wider filed of study, such as art or music.)Focus on Text Complexity By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 45 text complexity band independently and proficiently. (5.RL.10)

Initiate and participate effectively in a range of collaborative discussions (one-on one, in groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. (11-12.SL.1)

TOM TORLAKSONState Superintendent of Public Instruction35There are a few overarching features you will notice as you become more familiar with the new standards.One is the focus on text complexity.The new standards require that students work with appropriately challenging texts as they progress through the grades. For reading, standard number ten explicitly defines the levels of complexity of the materials that students should be reading at each grade level.The importance of text complexity is carried over into the writing and speaking and listening strands. At each grade level, students are expected to write about and discuss grade-level topics, texts, and issues. Please read the Appendix A, B, C to get more information on Text complexity, examples of expected reading levels and student writing samples that exemplify what is expected at each grade level.Vocabulary Acquisition Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (2.SL.1)

Use precise language and domain-specific vocabulary to inform about or explain the topic. (7.W.2.d)

Determine the meaning of word and phrase as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). (9-10.RL.4)

TOM TORLAKSONState Superintendent of Public Instruction36Vocabulary acquisition and practice are also threaded throughout the four strands, reflecting current research about how students best learn new words. Both writing and collaborative conversations about grade-level topics and text provide students opportunities to practice using new vocabulary. Critical Analysisand Use of Evidence Distinguish their own point of view from that of the narrator or those of the characters. (3.RL.6)

Summarize the points a speaker or a media source makes and explain how each claim is supported by reason and evidence, and identify and analyze any logical fallacies. (5.SL.3)

Develop claim(s) and counterclaim(s) fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audiences knowledge level, concerns, values, and possible biases. (11-12.W.1.b)

TOM TORLAKSONState Superintendent of Public Instruction37Across grade levels and integrated throughout the strands, the CCSS focus on critical analysis of both fiction and non-fiction.Students analyze text for the authors perspective and purpose, compare and contrast texts, and evaluate evidence used to support the thesis of the text or the main points of a speaker. They use these skills in their own writing and speaking. These selected standards are examples of how students are to apply analysis skills across grade levels.Now, lets turn our attention to mathematics.38Common Core State Standards: Implementation Plan

TOM TORLAKSONState Superintendent of Public InstructionGuiding StrategiesAs a structural framework for activities, and the phases into which they fall, the plan is grounded in seven guiding strategies for implementation. These strategies encompass all areas of our educational system, and while they provide focus to the work, they also reveal its highly integrated nature. The seven guiding strategies for the Common Core State Standards (CCSS) systems implementation are: Facilitate high quality professional learning opportunities for educators to ensure that every student has access to teachers who are prepared to teach to the levels of rigor and depth required by the CCSS.Provide CCSS-aligned instructional resources designed to meet the diverse needs of all students.Develop and transition to CCSS-aligned assessment systems to inform instruction, establish priorities for professional learning, and provide tools for accountability. TOM TORLAKSONState Superintendent of Public Instruction39Guiding Strategies (Cont.)

Collaborate with parents, guardians, and the early childhood and extended learning communities to integrate the CCSS into programs and activities beyond the K12 school setting.Collaborate with the postsecondary and business communities and additional stakeholders to ensure that all students are prepared for success in career and college.Seek, create, and disseminate resources to support stakeholders as CCSS systems implementation moves forward.Design and establish systems of effective communication among stakeholders to continuously identify areas of need and disseminate information.TOM TORLAKSONState Superintendent of Public Instruction40

English Language Development Standards

Supplemental Instructional Materials Review

Professional Development Modules

Mathematics Framework

English Language Arts Framework

September/November 2012November 2012/January 2013September 2013November 2013May 2014TOM TORLAKSONState Superintendent of Public Instruction41More informationThe draft plan is available at:http://www.cde.ca.gov/ci/cc/

Contact us:commoncoreteam@cde.ca.gov

TOM TORLAKSONState Superintendent of Public Instruction42Assembly Bill 124 (Fuentes)Establishes the English Language Development (ELD) Standards Advisory Committee to update, revise and align the ELD standards with the Common Core State Standards

Committee must include teachers and administrators with expertise in instructing English learners in the membership of the committee

Draft ELD standards presented to SBE late summer 2012TOM TORLAKSONState Superintendent of Public Instruction43ELD StandardsTimelineReview Process1/2012SPI develops plan for standards development2/20125 Focus Groups 3-6/2012Panel of Experts meets7/2012Public Review and Two Hearings8/31/2012Deadline for SPI to submit ELD standards9 or 11/2012SBE Action TOM TORLAKSONState Superintendent of Public Instruction4444Assembly Bill 250 (Brownley)Superintendent sponsoredBegins process for the development and adoption of curriculum frameworks aligned to the Common Core State StandardsExtends the operative date of the states assessment system by one yearCreates professional learning modulesELD Standards in ELA FrameworkInstructional Quality Commission created

TOM TORLAKSONState Superintendent of Public Instruction45Instructional Quality CommissionMain advisory body to the SBE on curriculum and instructional materialsImplementing the Common CoreRenames Curriculum Commission

TOM TORLAKSONState Superintendent of Public Instruction46Curriculum FrameworksTimeline: MathematicsReview Process1/2012SBE Approves Plan, Timeline, Curriculum Framework and Evaluation Criteria Committee (CFCC) Application2/20124 Focus Groups 7/2012SBE Appoints CFCC, Approves Guidance9/2012-2/2013CFCC Work: 6 Meetings2013Two Required 60-Day Public Reviews11/2013SBE Action TOM TORLAKSONState Superintendent of Public Instruction4747Curriculum FrameworksTimeline: English Language ArtsReview Process11/2012SBE Approves Plan, Timeline, Curriculum Framework and Evaluation Criteria Committee (CFCC) Application5-6/20124 Focus Groups 11/2012SBE Appoints CFCC, Approves Guidance2-7/2013CFCC Work: 6 Meetings2013-14Two Required 60-Day Public Reviews5/2014SBE Action TOM TORLAKSONState Superintendent of Public Instruction4848Professional Learning Modules

Educator Task Force

Create and sustain professional development training opportunities that support teachers and administrators in delivering to all pupils curriculum and instruction that are aligned to the Common Core State Standards (CCSS).

49TOM TORLAKSONState Superintendent of Public Instruction49Professional Learning Module Timeline: 2012 ActivitiesFeb 15-16: On-site meeting with statewide Task Force

Feb 24: California Department of Education (CDE) confirms providers and develops contracts

April 1: Module development begins

May 30: Four (or more) draft modules to the CDE for review and approval

June 1-15: CDE and State Board of Education (SBE) review and submit edits and announce upcoming availability of modules to field

June 15-30: Providers revise modules

August: CDE and SBE approve of modules

September: Posting to CDE Common Core Web site and announcement

50TOM TORLAKSONState Superintendent of Public InstructionFirst, we should review our tentative timeline:By Feb 24: CDE would like to confirm providers for the development of the first four modules (at a minimum)By April 1: Module development should beginBy the end of May, there should be four (or more) draft modules available at the CDE for review and approvalJune is the month for revisions and edits, and by July 30, the CDE and state board should give approval for the posting of the modules in August.

50Develop model professional development modules to deepen the understanding of the following:

The common core academic state standards

Instructional strategies to support the learning of all pupils, including English learners, pupils with disabilities, and underperforming pupils

Instructional strategies that promote creativity, innovation, critical thinking, problem solving, collaboration, and communication skills in all academic content areas

The integration of subject content knowledge

Instructional leadership and coaching

51TOM TORLAKSONState Superintendent of Public Instruction51Additional Module DevelopmentAt least 10-14 modules are planned to be completed by September 2013 including:

Collaborative ConversationsLiteracy in History and Social StudiesLiteracy in ScienceLiteracy in Technical SubjectsEnglish Learners, ELD standards and Common Core

52TOM TORLAKSONState Superintendent of Public Instruction5253Common Core State Standards: ResourcesCDE CCSS Web page: http://www.cde.ca.gov/ci/ccThe standardsFAQInformational flyersCalifornia resourcesResources from the CCSSOGrade Level Curriculum documentsWebinars and presentationsInformation about the SSPIs Supplemental Instructional Materials Review/Framework UpdatesTOM TORLAKSONState Superintendent of Public Instruction5354

CCSS Resources Web PageTOM TORLAKSONState Superintendent of Public Instruction54A Look at Kindergarten Through Grade Six in California Public SchoolsNew online and printed publications focusing on Californias content standards, including the Common Core State Standards55

Transitioning to the Common CoreTOM TORLAKSONState Superintendent of Public Instruction5556

CDE on iTunes UTOM TORLAKSONState Superintendent of Public Instruction56Site includes Webinars on the grade level document, other state, county, and national PowerPoints and presentations, including informational Webinars from the authors of the CCSS. 57CDE on iTunes U:Highlighted Links

CDE on iTunes UCCSS main link:http://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?id=401376538

Common Core State Standards:http://itunes.apple.com/WebObjects/DZR.woa/wa/viewTagged?id=389183656&tag=Common+Core+State+Standards

NGA/CCSSO:http://itunes.apple.com/us/itunes-u/common-core-state-standards/id401376538

CTA Good Teaching:http://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?id=431738206

Grade Level Curriculum:http://itunes.apple.com/WebObjects/DZR.woa/wa/viewTagged?id=389183656&tag=Grade+Level+Curriculum

Outside CDE on iTunes UNew York State Education Department:http://usny.nysed.gov/rttt/resources/bringing-the-common-core-to-life.html

TOM TORLAKSONState Superintendent of Public Instruction57Common Core State Standards ListServ

Join the ListServ to receive information and updates regarding the implementation of the Common Core State Standards.

To SubscribeSend a "blank" message to:join-commoncore@mlist.cde.ca.gov

TOM TORLAKSONState Superintendent of Public Instruction585859Questions?Tom Adams, DirectorCurriculum Frameworks & Instructional Resources Divisiontadams@cde.ca.gov 916-319-0881

TOM TORLAKSONState Superintendent of Public Instruction59Are there any questions?

59Chart14176041579415184121441153

DateCommon Core State Standards Implementation

Sheet1ProjectDateEnglish Language Arts FrameworkMay-14Mathematics FrameworkNov-13Professional Development ModulesSep-13Supplemental Instructional Materials ReviewNov-12English Language Development StandardsSep-12