1. i-Ready CCSS
How will Common Core State Standards affect North Carolina?
Q What is the status of Common Core State Standards adoption in North Carolina?
A North Carolina adopted the Common Core State Standards (CCSS) on June 3, 2010 and is currently finalizing the merging process
with the state’s Accountability and Curriculum Reform Effort (ACRE) Standards.
Q I understand that some states are adopting the Common Core, but adding custom material.
How does that work and does North Carolina plan to add a custom 15% to be taught and assessed?
A States that adopt the CCSS may also customize up to 15% of their standards to enhance and/or customize the Common Core to
their state needs.
Right now, North Carolina is adopting 100% of the Common Core State Standards and not adding custom material, though this
is subject to change.
Q When do I need to start preparing for the Common Core State Standards?
A North Carolina plans to implement and assess the CCSS in the 2012–2013 school year, although specific assessment plans for that
projected timeline have not yet been announced. In 2014–2015 when the assessment consortium it belongs to unveils the CCSS
common assessments, North Carolina will transition to its consortium’s assessment and implement the SBAC test.
North Carolina educators have already begun preparing by determining where students might have challenges with the new
standards, selecting instructional materials, and planning professional development for teachers based on areas that will be new
for North Carolina.
Q What is the plan for developing new assessments?
A On September 2, 2010, U.S. Secretary of Education Arne Duncan announced the two winners of the Race to the Top Assessment
Program: the Partnership for Assessment of Readiness for College and Careers (PARCC) and the SMARTER Balanced Assessment
Consortium (SBAC). Both consortia plan to outline, develop, and field test each proposed assessment over the next four years
before implementation in 2014–2015. Each consortium consists of states that are working collaboratively to develop assessments
that they will ultimately adopt as the assessment in their states.
Q Which consortium does North Carolina belong to?
A North Carolina is a governing member of the SBAC, which currently has 31 participating states. North Carolina plans to transition
from its current state assessment to the new assessment being developed by SBAC in 2014–2015.
Q What are the notable differences in the strands covered in the CCSS versus the North Carolina
Standard Course of Study?
A • In ELA/Literacy, the North Carolina standards and the CCSS cover similar concepts.
However, the CCSS break strands into more distinct units, while North Carolina integrates
the strands across all of the state’s competency goals. North Carolina educators will really
Contact your local
need to prepare for the higher level of specificity beneath the CCSS strands, because the
grade-specific standards are much more specific than the North Carolina state standards.
representative for
more details:
See chart on other side for more information on strands covered in the CCSS versus the Eastern
North Carolina ACRE Standards.
Marlyn Smith
919-859-2605
MSmith@CAinc.com
Western
Pam Daniels
704-905-1364
more answers PDaniels@CAinc.com
800-225-0248 CurriculumAssociates.com/CCSS
2. How will Common Core State Standards affect North Carolina?
Q What are the strands that we currently cover in the North Carolina standards vs. the strands
covered in the CCSS?
A Math
Competency Goals in North Carolina CCSS domains
(Grades 3–8) (Grades 3–5) (Grades 6–7) (Grade 8)
Number & Operations Operations & Algebraic Thinking Ratios & Proportional Relationships The Number System
Measurement Number & Operations (Base Ten) The Number System Expressions and Equations
Geometry Number & Operations (Fractions) Expressions and Equations Functions
Data Analysis & Probability Measurement and Data Geometry Geometry
Algebra Geometry Statistics and Probability Statistics and Probability
ELA/Literacy
Competency Goals in North Carolina CCSS strands
(Grades 3–8) (Grades 3–8)
Oral language Reading Standards for Literature
Written language Reading Standards for Informational Texts
Media/Technology use Reading Standards: Foundational Skills (Grades 3–5)
Writing Standards
Speaking and Listening
Language Standards
Q As I compare the standards in North Carolina with the CCSS, what are some key changes in
math that I will need to prepare for?
A • Numeration and operation intensified and introduced earlier (e.g., Early place value foundations in grade K, Regrouping as
composing/decomposing in grade 2, Decimals to hundredths in grade 4).1
• Greater emphasis on algebra at grade 8. One-third of algebra will now be taught at grade 8, including a deep dive into
Functions as a separate strand and treatment of linear relations in the Expressions and Equations strand.
• Certain content delayed to higher grade levels. The CCSS reduces teaching algebraic patterns and statistics and probability at
K–5 and has also delayed content like percent, ratio, and proportion to grades 6 and 7.
Q As I compare standards in North Carolina with the CCSS, what are some key changes in ELA/
Literacy that I will need to prepare for?
A • Greater balance and range of literary and informational texts. While the NCSCS treats both literary and informational texts,
the division of the reading strand into standards on literacy versus informational texts and the increased range of types of texts
mean that teachers must give more balanced instruction in different kinds of texts. Specifically, the grade 3–5 CCSS reading
standards place particular emphasis on the reading of informative texts in History, Social Studies, Science, and Technical
Subjects. The grade 6–8 CCSS reading standards place particular emphasis on reading of literary nonfiction.
• Clearer definition of writing and speaking/listening activities. The CCSS describe specific types of work that students must
produce. For example, in writing, students at all levels, 3–8, are expected to produce pieces of argumentative, informative, and
narrative writing. In the speaking and listening domain, specific types of production are described in the grade-level standards—
for example, audio recordings at grade 3 of stories and poems to demonstrate fluid reading and multimedia presentations at
grades 5–8.
• Slight increase in the reading levels of texts at each grade level. The CCSS recommend that students read at—as well as
above—grade level. Since basal readers typically include on-level text, educators will need to select more rigorous texts to
prepare students.
Source: Crosswalk of state standards with Common Core State Standards
1
Friday Institute for Educational Innovation at North Carolina State University, Raleigh, NC 27606
800-225-0248 CurriculumAssociates.com/CCSS