This presentation combines information from the Mississippi Department of Education and several other sources including PARCC to help explain the main ideas and shifts of the CCSS in ELA and math.

1. Mississippi Department of Education
Common Core State Standards
Mathematics and English/Language Arts
Dr. Lynn J. House Mrs. Trecina Green
Deputy State Superintendent Bureau Director
Instructional Enhancement/Internal Operations Curriculum & Instruction
MS Department of Education MS Department of Education

2. Goals/Outcomes
 Become familiar with Common Core Standards
layout, design, concepts, terminology, etc.
 Discuss Assessment & Accountability
 Learn how common core standards will impact
teaching practices

3. CCSS
Overview

4. What is the CCSS Initiative?
• An initiative of the National Governors
Association (NGA) and the Council of
Chief State School Officers (CCSSO)
• A significant and historic opportunity for
states to collectively develop and adopt a
core set of academic standards in
Mathematics and English/Language Arts
4

5. Why is this initiative important?
• Provides consistency across states
• Allows for equal access
• Prepares students to compete globally
• Allows for more focused professional
development
• Allows for the development of a common
assessment
• Provides the opportunity to compare and
evaluate policies that affect student achievement
across states 5

6. What are the Common Core
State Standards (CCSS)?
• Fewer, clearer, and higher
• Aligned with college and work
expectations
• Rigorous content requiring higher-order
thinking and application of
knowledge
• Internationally benchmarked
• Evidence-and/or research-based
6

7. Shift from “What’s Taught” to
“What Students Need to Be Able to Do”
To succeed in 21st century college and careers, students
need to be able to:
5. Reflect on /improve performance
1. Solve problems
2. Manage oneself 6. Communicate
3. Adapt to change 7. Work in teams
4. Analyze/conceptualize 8. Create / innovate / critique
9. Engage in learning throughout life
4

8. The Common Core State Standards
 Produced:
 College and Career Readiness The Standards define the
Standards knowledge and skills
students should have within
 CCR Anchor Standards their K-12 education careers
so that they will graduate
from high school able to
 K-12 Standards in succeed in entry-level,
Mathematics & English credit-bearing academic
Language Arts (Reading, college courses and in
Writing, Speaking, & workforce training
Listening) programs.
 Including: Standards for
Literacy in History/Social
Studies, Science and
Technical Subjects, 6-12

10. Vision of the Common Core

11. CCSS
Terminology

12. Unpacking the Standards
• Review the format of the
Common Core
Standards document
• “Deconstructing”
objectives
• “I Can” Statements

13. Unpacking the Standards
• TSW analyze texts in order to
identify, infer or synthesize
information
Then
• I will analyze texts to identify,
infer, or synthesize information
Now
• I Can ask and answer questions
to demonstrate understanding of
a text

14. Terminology – Then and Now
MS Framework CCSS ELA CCSS Math
Strands Strands Domains
Competency Cluster Cluster
Objectives Standards Standards
Sub- Sub- Sub-
Objectives Standards Standards

18. CCSS
ELA

26. Sample of Spiraling across grade-levels:
Key Ideas and Details - Literature
• Kindergarten:
With prompting and
support, identify
characters, settings,
and major events in a
story

27. Key Ideas and Details - Literature
• First Grade:
Describe characters,
settings, and major
events in a story,
using key details

28. Key Ideas and Details - Literature
• Second Grade:
Describe how
characters in a story
respond to major
events and
challenges

29. Key Ideas and Details - Literature
• Third Grade:
Describe characters in a
story (e.g. their traits,
motivations, or
feelings) and explain
how their actions
contribute to the
sequence of events

30. Key Ideas and Details - Literature
• Fourth Grade:
Describe in depth a
character, setting, or
event in a story or drama,
drawing on specific
details in the text
(e.g. a character’s thoughts,
words, or actions)

31. Key Ideas and Details - Literature
• Fifth Grade:
Compare and contrast
two or more
characters, settings,
or events in a story or
drama, drawing on
specific details in text
(e.g. how characters
interact)

32. Alignment of CCSS
English Language Arts (ELA)
and MS ELA
• Initial alignment study done “in-house”
Crosswalk (formerly known as correlations)
• Overall alignment is good
-Few specifics in the CCSS are not addressed
in the MS ELA Framework or not addressed
at the same grade level
-Many of the MS ELA Framework
objectives and sub-objectives are not
mentioned in the Common Core
• Rigor is comparable 32

33. Key Advances in the Common Core
ELA/Literacy Standards
Reading
• Balance of literature and informational texts
• Focus on text complexity and what students read
Writing
• Emphasis on argument and informative/explanatory writing
• Writing about sources (evidence)
Speaking and Listening
• Inclusion of formal and informal talk
Language
• Stress on academic and domain-specific vocabulary
Address reading and writing across the curriculum
• Responsibility of teachers in those subjects
• Complement rather than replace content standards in those
subjects
6

34. Common Core in the
Elementary School

35. CCSS
Math

36. Format of K-8 Standards
Grade Level
Domain
Standard
Cluster

37. Structure of the Common Core Math Standards

38. Distribution of the Domains (K-8)

39. CCSS Mathematical Practices
1. Make sense of problems and persevere in solving them
2. Reason abstractly and quantitatively
3. Construct viable arguments and critique the reasoning
of others
4. Model with mathematics
5. Use appropriate tools strategically
6. Attend to precision
7. Look for and make use of structure
8. Look for and express regularity in repeated reasoning

40. Alignment of CCSS for Math
and MS Math Framework
• Initial alignment study done “in-house” and
additional study done by SEDL
• Overall alignment is not good
-Many specifics in the CCSS are addressed in
the MS Math Framework but at a lower
grade level(s)
-Several of the MS Math Framework
objectives are not mentioned in the
Common Core
• CCSS for Math are more rigorous than the MS
Math Framework
40

41. Mathematics Alignment Examples
CCSS Math 4th grade MS Math 5th grade
Page 31, 4.MD, #3 Competency 4 Objective c
Apply the area Use formula to
formula for estimate and
rectangles in real calculate the area
world and of a rectangle.
mathematical
problems.
41

42. Key Advances in the Common Core
Math Standards
Focus and coherence
• Focus on key topics at each grade level
• Coherent progressions across grade levels
Depth over breadth
• Allows more time for mastery
Balance of concepts and skills
• Content standards require both conceptual understanding
and procedural fluency
Mathematical practices
• Foster reasoning and sense-making in mathematics
7

43. What does literacy look like in the
mathematics classroom?
• Learning to read mathematical text
• Communicating using correct mathematical terminology
• Reading, discussing and applying the mathematics
found in literature
• Researching mathematics topics or related problems
• Reading appropriate text providing explanations for
mathematical concepts, reasoning or procedures
• Applying readings as citing for mathematical reasoning
• Listening and critiquing peer explanations
• Justifying orally and in writing mathematical reasoning
• Representing and interpreting data

44. Assessments
&
Accountability

45. Formative vs. Summative
Assessments
• Formative assessment is an ongoing
assessment used to inform instruction &
provide data. Ch
ec k-u Discussion
s observation ps
Ru bric
• Summative assessment is given at pre-
determined intervals to determine what a
student has mastered and is used for
accountability.
Chapter Tests District Tests State Assessments

46. PARCC Supports:
Formative Assessments
• Formative early assessment is designed to
provide an indicator of student knowledge
and skills so that instruction, supports and
professional development can be tailored to
EARLY ASSESSMENT MID-YEAR ASSESSMENT
student needs.
Early indicator of
Mid-Year Performance-
knowledge and skills to
inform instruction,
Based Assessment • Formative mid-year performance tasks are
supports, PD (Potentially summative*)
designed to prepare students for the
Timing of formative components is flexible
Summative Performance Assessment and to
yield instructionally useful feedback.
Teachers will be given an online scoring
tool to score tasks and improve
* Over time, states may consider understanding of the CCSS expectations.
using scores from these tasks in the • For voluntary use, the timing of the
summative/accountability scores. administration is to be locally determined.
17

47. PARCC: Two Components of the
Summative Assessment
In mathematics and in English language arts (ELA):
PERFORMANCE
ASSESSMENT + END OF YEAR
ASSESSMENT
• Given primarily on computer or other •Given on computer, with multiple
digital devices item
types and technological tools
• Composed primarily performance tasks
with emphasis on hard-to-measure •Scored entirely by computer for
standards fast results
• Results returned within 2 weeks
• Scores from the performance assessment and the end-of-year
test will be combined for annual accountability scores.
13

48. PARCC – Two Types of
Summative Assessments
FOCUSED END OF YEAR
ASSESSMENTS COMPREHENSIVE
ASSESSMENT
• One to three tasks that assess a
•Taken on computer, with mixed
few “keystone” standards/topics
item types
• Given at three points during the
•Scored entirely by computer for
school year,fast results of quarters
near the end
• Results within 2 weeks to inform
Scores from both focused &
instruction and intervention end-of-yr. assessments will be
combined for annual
accountability score.
48
Center for K – 12 Assessment & Performance Management at ETS

49. PARCC: Focused Assessments 1 and 2
25% 50%
Focused Focused
ASSESSMENT 1 ASSESSMENT 2
• ELA • ELA
• Math • Math
In a single session/class period, students in grades 3 - 11 will:
• ELA: Read texts, draw evidence to form conclusions, and prepare a
written analysis
• Math: For each of 1 or 2 essential topics (standards or clusters of
standards), complete 1 to 3 constructed response tasks
Center for K – 12 Assessment & Performance Management at ETS 49

50. PARCC: Focused Assessment 3
75%
Over several sessions/class periods, students will
complete a project-like task that draws on a range
of skills. Examples:
Focused
• ELA: Locate digital information, evaluate and ASSESSMENT 3
• ELA
select sources, and compose an essay or • Math
research paper
• Math: Perform a multi-step performance task Focused
that requires application of mathematical ASSESSMENT4
• Speaking
skills and reasoning and may require • Listening
technological tools
• Speaking/Listening task: Conducted in
classroom, not used for accountability,
scored by teacher.
50

51. PARCC: End-of-Year Assessment
90%
• Composed of 40 to 65 questions of a range of
item types including innovative technology-
enhanced items to sample the full year of END OF YEAR
standards COMPREHENSIVE
ASSESSMENT
• Scored by computer
• Will make major investment in enhanced item
types
Center for K – 12 Assessment & Performance Management at ETS 51

52. The PARCC System
English Language Arts and Mathematics, Grades 3 - 11
25% 50% 75% 90%
PARTNERSHIP RESOURCE CENTER: Digital library of released items, formative assessments,
model curriculum frameworks, curriculum resources, student and educator tutorials and
practice tests, scoring training modules, and professional development materials
Focused Focused Focused END OF YEAR
ASSESSMENT ASSESSMENT ASSESSMENT COMPREHENSIVE
1 2 3
• ELA • ELA • ELA ASSESSMENT
• Math • Math • Math
Focused
Summative ASSESSMENT
Required, but 4
assessment for not used for • Speaking
accountability • Listening
accountability
Center for K – 12 Assessment & Performance Management at ETS 52

53. What does this
look like in a
classroom?

54. CCSS in the Middle Grades

55. Blooms to DOK to RBTv
• Revised Blooms Taxonomy verbs
• Post kid-friendly objectives
• Takes focus off what teacher will do and
turns it into what the STUDENTS will do.
• “I can” statements

56. Original Terms New Terms
• Evaluation •Creating
• Synthesis •Evaluating
• Analysis •Analyzing
• Application •Applying
• Comprehension •Understanding
• Knowledge •Remembering
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

57. Bailey Group Method
Whole Group Instruction-
15 Minutes
Transition-
5 Minutes
Small Groups D.I.
30 Minutes All students working
with same skill
but on different
levels
Advanced
Proficient
Basic

58. Pedagogical Shifts
• Teacher is facilitator
• Move instructional infrastructure from
“Hear & Respond” to “Think & Do”
• Train students to work cooperatively and
collaboratively

59. Pedagogical Shifts
• Performance-based tasks which inspire
creativity and lend to increasing rigor
• Accountable Talk
• Response to Literature--
design questions and tasks to go
beyond the superficial

60. Instructional Delivery System
At a minimum, to successfully implement
Common Core State Standards and Assessments, TEACHERS must:
1.Know how to plan intentionally for rigorous and deep learning
experiences.
2.Know how to design and utilize formative assessment that ensures
retention and the ability to apply learning.
3.Be able to create a learning environment that fosters deep thinking,
engagement of students, integration of subject areas, and problem-based
learning experiences.
4.Must be able to analyze and use a variety of data to drive instructional
practice.
5.Must embrace continuous professional learning.
8

61. To-Do List
• Embrace the Expectations
• Adapt our system of Deliver y
• Create opportunities for authentic
Response

62. Questions....
Comments...
Discussion...

63. Your CCSS Binders...
 RBTv
 Thinking Maps
 Parents’ Guide
 CCSS ELA
(includes standards, Crosswalks, Text
Exemplars, Writing Samples, etc.)
 CCSS Math
 Vocabulary
 Links and other resources

64. Please take a moment...
Evaluation...Comments...Thoughts
What is the ONE idea still
“muddy” in your mind?