1. Lynn Radicello, Lisa Schlegel, Patrick Shaw
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

2. Learning is Active and Interactive
In TODAY’s Classroom…..
Learning is Active and Interactive

3. 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

4. Today’s Agenda CCSS Background & Being Standards Based
Unpacking CCSS Structure
Tools for District Conversations
District Turn-Key Planning

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

6. Today’s Outcomes 1st 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?

7. Today’s Outcomes 2nd 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

9. Common Core State Standards Strategy/Activity Recording Sheet
How to use this strategy/activity?
How might I use this strategy/activity?
Notes & Details
Pkt.
p. 1

10. Common Core Continuum

11. 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

12. Common Core State Standards Strategy/Activity Recording Sheet
How to use this strategy/activity?
How might I use this strategy/activity?
Notes & Details
Common Core Continuum Activity
Pkt.
p. 1

13. Text Tagging Billmeyer, page 117-119
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

14. 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.

15. Common Core State Standards Strategy/Activity Recording Sheet
How to use this strategy/activity?
How might I use this strategy/activity?
Notes & Details
Common Core Continuum Activity
SBE Article
Text-Tagging / Partner Share
Pkt.
p. 1

17. Familiarize …. But don’t align

18. 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

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

20. 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
210

21. 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…

22. 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

23. 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

24. 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

25. So what do we have….
Fewer
Clearer
Higher

26. 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?

27. Rigor/Relevance For All Students

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

29. 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

30. Rigor/Relevance Framework
Knowledge 1 2 3 4 5 6
Application 1 2 3 4 5

31. To real-world predictable6
Evaluation
Rigor/Relevance Framework C
Assimilation D
Adaptation 5
Synthesis
KNOWL E D G E 4
Analysis 3
Application A
Acquisition B
Application 2
Comprehension 1
Knowledge 2
Apply knowledge
In on discipline 3
Apply Knowledge
Across disciplines 4
Apply knowledge
To real-world predictable
situations 5
Apply knowledge
To real-world
Unpredictable
situations 1
Know in one
Discipline
APPLICATION

32. D C B A Rigor/Relevance Framework 6 5 4 3 2 1 1 2 3 4 5
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.
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. D C 5 4 3
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. 2 A B 1 1 2 3 4 5
International Center for Leadership in Education

33. D C B A Rigor/Relevance Framework 6 5 4 3 2 1 1 2 3 4 5
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.
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. D
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. C 5 4 3
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. 2 A B 1 1 2 3 4 5
International Center for Leadership in Education

34. D C B A Rigor/Relevance Framework 6 5 4 3 2 1 1 2 3 4 5
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.
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.
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. D C 5 4 3
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. 2 A B 1 1 2 3 4 5
International Center for Leadership in Education

35. D C B A Rigor/Relevance Framework 6 5 4 3 2 1 1 2 3 4 5
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.
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. D C 5 4 3
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. 2 A B 1 1 2 3 4 5

36. D C B A Rigor/Relevance Framework 6 5 4 3 2 1 1 2 3 4 5
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. D C 5 4 3
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. 2 A B 1 1 2 3 4 5

37. A D State Standards State Tests NESS Common Core Standards Consortium
Assessment

38. D C B A

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

40. To real-world predictable6
Evaluation
Rigor/Relevance Framework C
Assimilation D
Adaptation 5
Synthesis
KNOWL E D G E 4
Analysis 3
Application A
Acquisition B
Application 2
Comprehension 1
Knowledge 2
Apply knowledge
In on discipline 3
Apply Knowledge
Across disciplines 4
Apply knowledge
To real-world predictable
situations 5
Apply knowledge
To real-world
Unpredictable
situations 1
Know in one
Discipline
APPLICATION

42. Please take a break
See you in 10 mins.

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

44. 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

45. Four Strands
Reading (Literacy, Informational Text, Foundational Skills)
Writing
Speaking and Listening
Language

46. Anchor Standards
Broad expectations consistent across grades and content
Based on college and career readiness

47. 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

48. Being Deliberate About Reading Levels
Interquartile Ranges Shown (25% - 75%)
1600
1400
1200
Text Lexile Measure (L)
1000
800
600
High
School
Literature
College
Literature
High
School
Textbooks
College
Textbooks
Military
Personal
Use
Entry-Level
Occupations
SAT 1,
ACT,
AP*
From: Datametrics 48

49. Writing
Arguments
Informative or explanatory texts
Narratives

50. Speaking and Listening
Effective communication

51. Language Conventions of standard English
Includes acquisition of vocabulary
Address in context of other strands

52. Literacy Standards: History/Social Studies, Science, Technical Subjects
Compliment rather than replace content standards in those subjects
Responsibility of teachers in those subjects

53. So far……
What strikes you?
Strengths
Concerns

54. Mathematics

55. 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

56. 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

57. 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

58. High School Flexible for course design
At end of grade 7- ready for algebra

59. And Assessments PARCC Different: Level of questions
Format (on-line 6-11)
Timing (through course)

60. When?????
: Align curricula to CCSS but assess on 2005 standards (results mapped to both)
: Curriculum models available- instruction fully aligned
Pkt.
p. 4

62. Reflection What has your head spinning?
What will you be mindful about when sharing the CCSS information with: Students, Parents, Colleagues, Community….

63. Myths & Facts Mix-n-Mingle www.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

64. Common Core State Standards Strategy/Activity Recording Sheet
How to use this strategy/activity?
How might I use this strategy/activity?
Notes & Details
Common Core Continuum Activity
SBE Article
Text-Tagging / Partner Share
CCSS Myths & Fact Mix-N-Mingle
Pkt.
p. 1

65. I can explain and give examples…
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

66. Common Core State Standards Strategy/Activity Recording Sheet
How to use this strategy/activity?
How might I use this strategy/activity?
Notes & Details
Common Core Continuum Activity
SBE Article
Text-Tagging / Partner Share
CCSS Myths & Fact Mix-N-Mingle
CCSS Vocabulary Pre-Assessment
Pkt.
p. 1

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

68. CCSS Scavenger Hunt
Using the guide provide, seek out items you are asked to locate within the CCSS documents

69. Common Core State Standards Strategy/Activity Recording Sheet
How to use this strategy/activity?
How might I use this strategy/activity?
Notes & Details
Common Core Continuum Activity
SBE Article
Text-Tagging / Partner Share
CCSS Myths & Fact Mix-N-Mingle
CCSS Vocabulary Pre-Assessment
CCSS Guided-Walk Scavenger Hunt
Pkt.
p. 1

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

71. 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
The Balcony View
Pkt.
p. 6

72. Levels of Perception: Reflection
What are some things that have changed?
Where might people struggle?
What gaps are you noticing?
From the Dance Floor
Pkt.
p. 6

74. 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

75. Common Core State Standards Strategy/Activity Recording Sheet
How to use this strategy/activity?
How might I use this strategy/activity?
Notes & Details
Dipping Into CCSS Reflection Sheet
Pkt.
p. 1

76. Doug Reeves Video
While you watch the video, make connections with this morning’s experience…

77. 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

78. Common Core State Standards Strategy/Activity Recording Sheet
How to use this strategy/activity?
How might I use this strategy/activity?
Notes & Details
Dipping Into CCSS Reflection Sheet
Doug Reeves Video w/ M.I.P. Reflection
Pkt.
p. 1

79. The Four Hats of Shared Leadership and CCSS
Facilitating
Presenting
Consulting
Coaching

80. 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

82. RAFT Role Audience Format Timeline Presenter Facilitator Coach
Consultant

83. Common Core State Standards Strategy/Activity Recording Sheet
How to use this strategy/activity?
How might I use this strategy/activity?
Notes & Details
Dipping Into CCSS Reflection Sheet
Doug Reeves Video w/ M.I.P. Reflection
RAFT: Role, Audience, Form, Time/Topic
3-2-1 Reflection
Pkt.
p. 1

84. Common Core State Standards
1 thing I would like to learn more about?
2 tools I plan to use?
3 things I learned today?
Pkt.
p. 11

85. Thank you for attending today’s Session!
Feel free to contact CI&A for any other CCSS help or assistance

86. 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.

87. 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.