Common Core State Standards: New York State P-12 Common Core Learning Standards January and February...

Common Core State Standards: New York State P-12 Common

Core Learning Standards

January and February 2011OCM BOCES CI/A

Lynn Radicello, Lisa Schlegel, Patrick Shaw

In TODAY’s Classroom…..

Learning is Active and Interactive

Why Are We Here?

In table groups, each participant will share:• Who they are and where they are from• Your purpose for attending today’s workshop

on Common Core State Standards

Then as a group:• Determine common theme from purposes

shared at your table• Determine a spokesperson to share common

theme with the large group

Today’s Agenda

• CCSS Background & Being Standards Based

• Unpacking CCSS Structure

• Tools for District Conversations

• District Turn-Key Planning

3rd

What LearningExperiences willFacilitate student

Success?

SBE Planning Process Ovals

1st

What ShouldStudents Know

And be AbleDo?

2nd

How Will theStudents and I

Know whenThey are

Successful?Task

Analysis

4th

Based on data,How do I refine

The learningExperiences?

Today’s Outcomes

1st

Essential Questions:Know and Do?

•Why do CCSS exist?

•How will current educational practicesbe impacted by CCSS

•How will CCSS addressneeds of diverse learners

for college and career readiness?

Today’s Outcomes

2nd

How will the students and I know whenthey are successful?

Be prepared to lead groups with an organizedplan for building awareness of CCSS in their

community.

-Clearly articulate structure w/ relevantVocabulary defined

-Knowledge base around the developmentAnd rationale of CCSS

-Demonstrate use of tools and resourcesTo match their audience/group needs

-Define their role in the bigger picture

Strategy/Activity How to use this strategy/activity?

How might I use this strategy/activity?

Notes & Details

Common Core State Standards

Strategy/Activity Recording Sheet

Pkt.p. 1

Pkt.p. 1

Common Core Continuum

• I know the CCSS are coming

• I know where to find CCSS

• I have read the CCSS

• I have considered instructional and curricular practices in regard to CCSS

• I have developed a cross-walk of the CCSS & district curriculum

• I have developed a plan to roll-out CCSS with all the district stakeholders

• I am prepared to address needs of diverse learners for college and career readiness using CCSS

Common Core Continuum



Notes & Details

Common Core Continuum Activity



Pkt.p. 1

Pkt.p. 1

Text Tagging Billmeyer, page 117-119

As you read “The Planning Process in aStandards-Based Environment” p. 2 & Complete the“Standards-Based Education Self Assessment” p. 3:

___ Underline or Highlight the main points

√ Ideas you would like to remember

? Where you might need some clarification

Key words or phrases

Partner Share

After Reading the selection on “Standards-Based Education”, find a partner from a different table to discuss 2 things you tagged and why.



Notes & Details


SBE Article

Text-Tagging / Partner Share



Pkt.p. 1

Pkt.p. 1

Familiarize …. But don’t align

Why Now?

• Increase awareness of global integration- economy and society (supports move away from local control over education)

• All students approach

• 21st Century technology and mobility

• State led

• Political and financial incentives

ProficiencyProficiencyGrade 4 ReadingGrade 4 Reading

ProficientRequired

NAEP Score

Tennessee 88 %

North Carolina 82 %

Texas 81 %

Iowa 77 %

Arkansas 53 %

Massachusetts 48 %

California 48 %

ProficiencyProficiencyGrade 4 ReadingGrade 4 Reading

ProficientRequired

NAEP Score

Tennessee 88 % 170

North Carolina 82 % 183

Texas 81 % 190

Iowa 77 % 197

Arkansas 53 % 217

Massachusetts 48 % 234

California 48 % 210

Standard Development Process

• Released June 2010

• States can add up to 15%

• New York State added primarily for pre-k

• New York State adopted January 2011

• In effect July 1, 2011 but….wait…

Where did these come from?

• College and Career Readiness standards developed 2009

• State-led by Council of Chief State School Officers (CCSSO) and National Governors Association Center for Best Practices (NGA)

• Multiple rounds of feedback

• Built upon current work and experience with state standards

Outcomes/Expectations

• Aligned with college and work expectations

• Focused and coherent

• Rigorous content and application of knowledge though high-order skills

• Internationally benchmarked so students are prepared to succeed in global economy and society

• Based on evidence and research

These standards don’t:

• Define how teachers should teach

• Define all that can or should be taught

• Define interventions needed for student well below grade level

• Give range of support for English language learners and students with special needs

• Limit use of Braille, sign language or alternative reading, writing, speaking, listening means

• Provide everything needed for college and career readiness

So what do we have….

Reflection: Turn-n-Talk

What could be some

positive outcomes that

may occur in your

district due to “Fewer,

Clearer, Higher”

Common Core State

Standards?

Rigor/Relevance Rigor/Relevance For For

All StudentsAll Students

1.1. AwarenessAwareness

2.2. Comprehension Comprehension

3.3. ApplicationApplication

4.4. AnalysisAnalysis

5.5. Synthesis Synthesis

6.6. EvaluationEvaluation

Knowledge TaxonomyKnowledge Taxonomy

Application ModelApplication Model

1.1. Knowledge in one disciplineKnowledge in one discipline

2. Application within discipline2. Application within discipline

3. Application across disciplines3. Application across disciplines

4. Application to real-world 4. Application to real-world predictable situationspredictable situations

5. Application to real-world 5. Application to real-world unpredictable situationsunpredictable situations

1 2 3 4 5

ApplicationApplication

KnowledgeKnowledge

1

2

3

4

5

6

Rigor/Relevance FrameworkRigor/Relevance Framework

2Comprehension

3Application

4Analysis

5Synthesis

6Evaluation

1Know in one

Discipline

2Apply

knowledgeIn on

discipline

3Apply

KnowledgeAcross

disciplines

4Apply

knowledgeTo real-world predictablesituations

5Apply

knowledgeTo real-world

Unpredictable situations

AAcquisition

BApplicati

on

DAdaptatio

n

CAssimilation


www.leadered.com

1Knowledge

APPLICATION

KNOWLEDGE

1

2

3

4

5

6

1 2 3 4 5

A B

DC


• Express probabilities as fractions, percents, or decimals.

• Classify triangles according to angle size and/or length of sides.

• Calculate volume of simple three- dimensional shapes.

• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.

• Analyze the graphs of the perimeters and areas of squares having different-length sides.

• Determine the largest rectangular area for a fixed perimeter.

• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.

• Determine and justify the similarity or congruence for two geometric shapes.

• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.

• Test consumer products and illustrate the data graphically.

• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.

• Make a scale drawing of the classroom on grid paper, each group using a different scale.

• Calculate percentages of advertising in a newspaper.

• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.

• Determine the median and mode of real data displayed in a histogram

• Organize and display collected data, using appropriate tables, charts, or graphs.

International Center for Leadership in Education

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance FrameworkRigor/Relevance Framework• Analyze the graphs of the

perimeters and areas of squares having different-length sides.

















1

2

3

4

5

6

1 2 3 4 5

A B

DC
















• Determine the median and mode of real data displayed in a histogram.



1

2

3

4

5

6

1 2 3 4 5

A B

DC


















1

2

3

4

5

6

1 2 3 4 5

A B

DC


















CommonCore

StandardsNESS

StateTests

StateStandards

ConsortiumAssessment

DDAA

AA BB

DDCC

When you think about supporting movement from quadrant A to D, how might the CCSS foster change in your

organization?

2Comprehension

3Application

4Analysis

5Synthesis

6Evaluation

1Know in one

Discipline

2Apply

knowledgeIn on

discipline

3Apply

KnowledgeAcross

disciplines

4Apply

knowledgeTo real-world predictablesituations

5Apply

knowledgeTo real-world

Unpredictable situations

AAcquisition

BApplicati

on

DAdaptatio

n

CAssimilation


www.leadered.com

1Knowledge

APPLICATION

KNOWLEDGE

Please take a break

See you in 10 mins.

English Language Arts and Literary in History/Social Studies, Science and Technical Subjects

Design and Structure

• Three Main Sections:

– K-5 (cross disciplinary)

– 6-12 English Language Arts

– 6-12 Literacy in History/Social Studies, Science and Technical Subjects

• Shared responsibility for student's literacy development

Four Strands

• Reading (Literacy, Informational Text, Foundational Skills)

• Writing

• Speaking and Listening

• Language

Anchor Standards

• Broad expectations consistent across grades and content

• Based on college and career readiness

Grade Level/Grade band

• Pre-K-8 are grade specific

• 9-12 grade bands for course flexibility

• Designed for cumulative progression of skills and understandings

Being Deliberate About Reading Levels

600

800

1000

1400

1600

1200

Text

Lex

ile M

easu

re (L

)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1,ACT,AP*

Interquartile Ranges Shown (25% - 75%)

From: Datametrics

Writing

• Arguments

• Informative or explanatory texts

• Narratives

Speaking and Listening

• Effective communication

Language

• Conventions of standard English

• Includes acquisition of vocabulary

• Address in context of other strands

Literacy Standards: History/Social Studies, Science, Technical

Subjects

• Compliment rather than replace content standards in those subjects

• Responsibility of teachers in those subjects

So far……

• What strikes you?

• Strengths

• Concerns

Mathematics

Design-Part One

• Mathematical Practice

– Carry across all grade levels

– Habits of mind: reasoning, problem solving, modeling, patterns, precision, decision making, use of tools,

– Connect with content standards at each grade level

Design-Part Two

• Mathematical Content

– K-8 by grade level

– Domains that progress over several grades

– Grade introductions provide main points at each grade level

– High School organized by conceptual themes

Organization

• Domains are larger groups that progress across grades (ex number and operations in base 10)

• Content standards- define what students should understand and be able to do at grade level

• Clusters are groups of related standards- increase in complexity from grade to grade

High School

• Flexible for course design

• At end of grade 7- ready for algebra

And Assessments

• PARCC

• Different:– Level of questions– Format (on-line 6-11)– Timing (through course)

When?????

• 2011-2012: Align curricula to CCSS but assess on 2005 standards (results mapped to both)

• 2012-13: Curriculum models available- instruction fully aligned

Pkt.p. 4

Pkt.p. 4

Reflection

• What has your head spinning?

• What will you be mindful about when sharing the CCSS information with: Students, Parents, Colleagues, Community….

Myths & Facts Mix-n-Minglewww.corestandards.org

• Read your Myth or Fact

• Move about the room and share & discuss card with another person

• Once shared, switch cards and move on to a new person and repeat procedure until chime is sounded

• After chime, see if you can locate the Myth and Fact that go together to form a pair



Notes & Details


SBE Article


CCSS Myths & Fact Mix-N-Mingle



Pkt.p. 1

Pkt.p. 1

Term New to me…. I have heard of it… I can explain and give examples…

Anchor Standard

Strand

College and Career ready

Grade levels

Grade bands

Aspects of text complexity

Math Standard

Cluster

Domain

Mathematical Practice

Mathematical Content

Pkt.p. 5

Pkt.p. 5



Notes & Details


SBE Article



CCSS Vocabulary Pre-Assessment



Pkt.p. 1

Pkt.p. 1

CCSS Guided Walk

Have documents ready with post-it notes and/or flags

CCSS Scavenger Hunt

• Using the guide provide, seek out items you are asked to locate within the CCSS documents



Notes & Details


SBE Article



CCSS Vocabulary Pre-Assessment

CCSS Guided-Walk Scavenger Hunt



Pkt.p. 1

Pkt.p. 1

Ticket to Lunch

On a post-it, please reflect on our morning using the following prompt:

I’m Thinking…

Levels of Perception: Reflection

As you look from the balcony:

– What looks the same

– What feels right for your district

– What are good things for learning

Pkt.p. 6

Pkt.p. 6

• What are some things that have changed?

• Where might people struggle?

• What gaps are you noticing?

Levels of Perception: Reflection

Pkt.p. 6

Pkt.p. 6

Dipping Into CCSS

• Review the document designed by our friends at TST BOCES p. 7

• District table groups review the document and think about the questions

• How might you use this to help your teachers bring the CCSS to the dance floor?

Pkt.p. 7

Pkt.p. 7



Notes & Details

Dipping Into CCSS Reflection Sheet



Pkt.p. 1

Pkt.p. 1

Doug Reeves Video

While you watch the video, make connections with this morning’s

experience…

M.I.P.Most Important Point

Thinking about your morning’s experience and what Doug Reeves highlighted, share with your table group your most important point



Notes & Details


Doug Reeves Video w/ M.I.P. Reflection



Pkt.p. 1

Pkt.p. 1

The Four Hats of Shared Leadership and CCSS

Four Hats…

• Reflecting upon your role in your district in regard to CCSS, read page 8 “Four Hats of Shared Leadership” (Adaptive School, 2002)

• When you complete the reading, talk to your table group about what hat your foresee will be the hat you are mainly wearing through this process of CCSS

Role Audience Format Timeline

Presenter

Facilitator

Coach

Consultant

RAFT



Notes & Details


Doug Reeves Video w/ M.I.P. Reflection

RAFT: Role, Audience, Form, Time/Topic

3-2-1 Reflection



Pkt.p. 1

Pkt.p. 1

1 thing I would like to learn more about?

2 tools I plan to use?

3 things I learned today?


Pkt.p. 11

Pkt.p. 11

Thank you for attending today’s Session!

Feel free to contact CI&A for any other CCSS help or assistance

www.ocmboces.org

http://www.ocmboces.org/

Example:• Reading Standards for Informational Text K–5 [RI]• Kindergartners: Grade 1 students: Grade 2 students:• Key Ideas and Details• 1. With prompting and support, ask and answer questions• about key details in a text.• 1. Ask and answer questions about key details in a text. 1. Ask and answer such questions as

who, what, where, when, why,• and how to demonstrate understanding of key details in a text.• 2. With prompting and support, identify the main topic and• retell key details of a text.• 2. Identify the main topic and retell key details of a text. 2. Identify the main topic of a

multiparagraph text as well as the• focus of specific paragraphs within the text.• 3. With prompting and support, describe the connection• between two individuals, events, ideas, or pieces of• information in a text.• 3. Describe the connection between two individuals, events,• ideas, or pieces of information in a text.• 3. Describe the connection between a series of historical events,• scientific ideas or concepts, or steps in technical procedures in• a text.

Some points

• Distribution of Literary and Informational Passages• by Grade in the 2009 NAEP Reading Framework• Grade Literary Informational• 4 50% 50%• 8 45% 55%• 12 30% 70%• Source: National Assessment Governing Board. (2008).

Reading framework for the 2009• National Assessment of Educational Progress.

Washington, DC: U.S. Government Printing Office.

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