Common Core State Standards: New York State P-12 Common Core Learning Standards January and February 2011 OCM BOCES CI/A Lynn Radicello, Lisa Schlegel, Patrick Shaw

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

3 rd What Learning Experiences will Facilitate student Success? SBE Planning Process Ovals 1 st What Should Students Know And be Able Do? 2 nd How Will the Students and I Know when They are Successful? Task Analysis 4 th Based on data, How do I refine The learning Experiences?

Today’s Outcomes 1 st Essential Questions: Know and Do? Why do CCSS exist? How will current educational practices be impacted by CCSS How will CCSS address needs of diverse learners for college and career readiness?

Today’s Outcomes 2 nd How will the students and I know when they are successful? Be prepared to lead groups with an organized plan for building awareness of CCSS in their community. -Clearly articulate structure w/ relevant Vocabulary defined -Knowledge base around the development And rationale of CCSS -Demonstrate use of tools and resources To match their audience/group needs -Define their role in the bigger picture

Strategy/ActivityHow 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

Text Tagging Billmeyer, page As you read “The Planning Process in a Standards-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.

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 21 st Century technology and mobility State led Political and financial incentives

Proficiency Grade 4 Reading Proficiency Grade 4 Reading Proficient Required NAEP Score Tennessee 88 % North Carolina 82 % Texas 81 % Iowa 77 % Arkansas 53 % Massachusetts 48 % California 48 %

Proficiency Grade 4 Reading Proficiency Grade 4 Reading Proficient Required 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 will 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….

Please take a break See you in 10 mins.

Rigor/Relevance For All Students

1.Awareness 2.Comprehension 3.Application 4.Analysis 5.Synthesis 6.Evaluation Knowledge Taxonomy Knowledge Taxonomy

Application Model 1. Knowledge in one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real-world predictable situations 5. Application to real-world unpredictable situations

Levels CDCDABABCDCDABAB Bloom’s Application International Center for Leadership in Education

A B D C Rigor/Relevance Framework 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

A B D C Rigor/Relevance Framework 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. 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. International Center for Leadership in Education

A B D C Rigor/Relevance Framework 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

Common Core Standards NESS State Tests State Standards Consortium Assessment DA

A B D C

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

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 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 Text Lexile Measure (L) High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* Interquartile Ranges Shown (25% - 75%) From: Datametrics

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.

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????? : Align curricula to CCSS but assess on 2005 standards (results mapped to both) : 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 information with: Students, parents, community, teachers….

Myths & Facts Mix-n-Mingle 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

TermNew 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

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

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

Ticket to Lunch On a post-it, please reflect on our morning using the following prompt: I’m Thinking…

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

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

RoleAudienceFormatTimeline Presenter Facilitator Coach Consultant RAFT

1 thing I would like to learn more about? 2 tools I plan to use? 3 things I learned today? Common Core State Standards 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