Presented by Debbie Godsen DePalma

 What is the plan for NYS and the CCS?  What are the CCS?  FAQ  What are the benefits?  What are the models of curriculum NYS is looking to build?

 The English language arts and mathematics standards represent a set of expectations for student knowledge and skills that high school graduates need to master to succeed in college and careers.  To develop these standards, CCSSO and the NGA Center worked with representatives from participating states, a wide range of educators, content experts, researchers, national organizations, and community groups.

 Aligned with college and work expectations;  Include rigorous content and application of knowledge through high-order skills;  Build upon strengths and lessons of current state standards;  Informed by top-performing countries, so that all students are prepared to succeed in  our global economy and society; and,  Evidence and/or research-based.

 The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school.  The K–5 standards include expectations for reading, writing, speaking, listening, and language applicable to a range of subjects, including but not limited to ELA.  The grades 6–12 standards are divided into two sections, one for ELA and the other for history/social studies, science, and technical subjects.

 Refer to the Frequently Asked Questions handout in your folder  Read and choose one idea you think is important for people to know about these new standards  Be prepared to share with group

 The Standards define what all students are expected to know and be able to do, not how teachers should teach.  The Standards must therefore be complemented by a well-developed, content- rich curriculum consistent with the expectations described in the CCS document.  While the Standards focus on what is most essential, they do not describe all that can or should be taught.

 The Standards do not define the nature of advanced work for students who meet the Standards prior to the end of high school.  The Standards set grade-specific standards but do not define the intervention methods or materials necessary to support students who are well below or well above grade-level expectations.

Reading Literature Informational Text Foundational Skills Writing Speaking Listening Language College and Career Standards

 Read through the standards for reading  What types of professional development do you feel your school might need?  Brainstorm in small groups, be prepared to share with whole group

 Grade-by-grade student expectations (standards and performance indicators), including the knowledge, skills, and understandings that students are expected to achieve at each grade  Grade-level learning examples, which include developmentally appropriate instructional strategies and sample tasks to demonstrate how students can achieve standards, including resources for teachers of students with disabilities and English language learners  An appendix of recommended authors and lexile-normed reading at each grade level to inform local curriculum development  Formative assessment tools at each grade level to permit teachers to measure ongoing student grade-level achievement  Alignment tools to analyze existing programs and resources against new learning expectations  Supplemental curriculum guidance for teachers of English language learners and students with disabilities.