1. The Common Core State Standards an overview
Mike Doughty
Assistant Superintendent

2. The context for our work…

3. Common Core State Standards Annual Professional Data Performance
Student Learning
School Change
Annual
Professional
Performance
Review
(APPR)
Data
Driven
Instruction

4. State Adoptions of the CCSS
These standards are designed to prepare all students with the knowledge and skills to succeed in college and work.
Ensures consistent expectations for all students regardless of zip code
The National Council of Chief State School Officers
The National Governors’ Association
Achieve
ACT
College Board

5. A big deal…

6. No one likes change but babies in diapers.“
No one likes change but babies in diapers. “
Barbara Johnson
Writer

8. Unpacking the Standards
Review the format of the Common Core Standards document
Note major shifts with the Common Core Standards
Discuss implications and next steps

9. “
I have yet to see any problem, however complicated, which, when you looked at it in the right way, did not become still more complicated.   Poul Anderson “

10. Background

11. Myth or Fact?

12. Arne Duncan Secretary of Education NCEE, May 24, 2011
We have not and will not prescribe a national curriculum. I want to repeat that. “ “
Arne Duncan
Secretary of Education
NCEE, May 24, 2011

13. Overview of ELA

15. Major Shifts – ELA 50% of texts in K-5 are informational
Literacy in history, science, and other disciplines
Text complexity matters
Text-dependent questions
Constructing an argument with evidence in writing
Building academic vocabulary
David Coleman Video Reference
Appendix A – Research on text complexity
Conveying complex information
Academic vocabulary vs. literary terminology

16. Layout of the Standards

18. Anchor Standards

19. New York State additions highlighted in yellow

20. Common Core State Standards: ELA and Literacy Overview
anchor standards
grade-specific standards
These anchor standards are translated to grade-specific standards
Called anchor standards because the main achievement outcomes are anchored in these 34 statements
Vertically designed to lead to college and career readiness
Standard 1 refers to the same expectation in Kindergarten as it does in 12th grade

21. 6-12 ELA – Bands to allow for flexibility in courses/models
Clear vertical progression
Grade specific expectations
K-5 ELA – Grade Specific
6-12 ELA – Bands to allow for flexibility in courses/models
6-12 Literacy in history/social studies, science, and technical subjects section for content area teachers
Grade-specific expectations for K-8 and grade bands for 9-10 and 11-12
A clear vertical progression across grades is included to show how each grade level standard leads to the college- and career-readiness standards
This design feature will help educators see the developmental progression of the standards
Grade band expectations for high school

22. CCSS Strands Reading Writing Speaking and Listening Language Reading
Reading Literature
Reading for Information
Foundational Skills (K-5 only)
Writing
Speaking and Listening
Language
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Level of Text Complexity
Text Types and Purposes (arguments, informative, narrative)
Production and Distribution of Writing
Research to Build and Present
Range of Writing
Comprehension and Collaboration
Presentation of Knowledge and Ideas
Conventions of Standard English
Knowledge of Ideas
Vocabulary Acquisition and Use

23. Topics

24. More specific bullets
Monroe 2-Orleans BOCES

25. Making it the NYS Common Core 15%
Pre-K standards
Responding to Literature
Inquiry, culture, and diversity
General comments from teachers about gaps:
The Common Core Standards require the use of many more genres at all grade levels than what the teachers had been doing (for example, drama, poetry and folktales in the elementary school)
High School teachers commented that many of the Common Core Standards will require much more explicit teaching.
Pre-K standards and…
Two new CCR Standards for Responding to Literature (Reading P-12 and Writing 5-12)—these expectations relate to literary response
More grade-level expectations for inquiry and culture and diversity—added in specific areas throughout the document

26. Appendices
Appendix A -Research Supporting Key Elements of the Standards; Glossary of Key Terms
Appendix B -Text Exemplars and Sample Performance Tasks
Appendix C -Examples of Student Writing

27. A segue?

28. Overview of math

30. Major Shifts – Math Fluency Understanding Application
David Coleman Video Reference
Algebra and facts example
Applying math when you’re not asked to do so
Fractions

31. 2 3 × 4 5 = =

33. Making it the NYS Common Core 15%
Pre-K standards
Addition of two grade level standards
Pre-K standards to provide foundational support for kindergarten standards and beyond
Addition of two grade level standards:
Kindergarten--Develop understanding of ordinal numbers (first through tenth)
to describe the relative position and magnitude of whole numbers.
First Grade--Recognize and identify coins, their names, and their value.

34. CCSS Math: Design and Organization
Mathematical Practice
Mathematical Content
Standards for Mathematical Practice
Carry across all grade levels
Describe habits of mind for a mathematically expert student
Standards for Mathematical Content
K-8 standards presented by grade level
Organized into domains that progress over several grades
HS standards presented as conceptual themes (Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability

35. CCSS Math: Design and Organization
Content Standards
Clusters
Domains
Content Standards define what students should understand and be able to do
Clusters are groups of related standards
Domains are larger groups that progress across grades
Standards define what students should know, understand, and be able to do
Clusters are groups of related standards. Note that the standards from different clusters may sometimes be closely related because mathematics is a connected subject
Domains are larger groups of related standards/clusters. Standards from different domains may sometimes be closely related.

36. Standards define what students should know, understand, and be able to do
Clusters are groups of related standards. Note that the standards from different clusters may sometimes be closely related because mathematics is a connected subject
Domains are larger groups of related standards/clusters. Standards from different domains may sometimes be closely related.

37. Design and Organization Grade Level Overviews

38. CCSS Math: Characteristics
“inter-connected” concepts
Teaching for DEPTH, not WIDTH
“Mind-shift”
Each grade level is meant to have “inter-connected” concepts (e.g.. 8th grade, 5th grade)
Teaching for DEPTH, not WIDTH
“Mind-shift” in the way we are teaching– it isn’t a checklist of performance indicators
8th grade is linear equations and 5th grade operations with fractions

39. CCSS Math: Characteristics
“The Standards should be read as allowing for the widest possible range of students to participate fully from the outset, along with appropriate accommodations to ensure maximum participation of students with special education needs.” (CCSS mathematics document, p. 4)
Multiple times, multiple conceptual lessons
“The Standards should be read as allowing for the widest possible range of students to participate fully from the outset, along with appropriate accommodations to ensure maximum participation of students with special education needs.” pg. 4 of CCSS mathematics document

40. CCSS Math: Characteristics
“The Standards should be read as allowing for the widest possible range of students to participate fully from the outset, along with appropriate accommodations to ensure maximum participation of students with special education needs.” (CCSS mathematics document, p. 4)
Multiple times, multiple conceptual lessons
“The Standards should be read as allowing for the widest possible range of students to participate fully from the outset, along with appropriate accommodations to ensure maximum participation of students with special education needs.” pg. 4 of CCSS mathematics document

41. Structural Organizations
2005 NYS
2011 CCS
Performance indicators at each grade level written like a “list of skills.”
5 Conceptual process strands
Content strands with individual standards
Performance indicators at each grade level written in a way that concepts are “inter-connected” within a grade level.
8 Conceptual process strands
11 domains within the K-8 curriculum

43. Considerations for Math and ELA
Interpreting the language
Conceptually related curriculum vs. “check-list” of topics
Embedding the CCS in PD
Teachers (especially teachers who may not be content-specialists in math) may have trouble interpreting the language of CCS.
Teach teachers how to teach a conceptually related curriculum instead of teaching a “check-list” of standards.
Start embedding instruction on CCS now into teacher PD sessions (have teachers find how their instruction on any given topic matches common core)

44. CCSS: The future Exploring curriculum models Role of Network teams
Implementation of CCS – September 2012
PARCC Assessments aligned to the CCS – June 2015
NYS is currently exploring curriculum models
Network teams (BOCES and Districts) will be charged with rolling out the standards and providing direction for curriculum writing and professional development around the implementation
Implementation of CCS is moved to September 2012
PARCC Assessments aligned to the CCS expected in June 2015

45. The Curriculum Model will be…
Sequenced
Content-Specific
Spiraled
Include sample tasks
Developed in the spring of 2011 and available in the spring of 2012

46. Implementation Timeline

47. Regional Cooperation Ongoing and staggered APPR training Unit writing
Using data to inform and guide instruction
The changing face of instructional leadership
Leadership for instructional change
Navigating the change process

48. The change…

49. For more information…

50. “
I'm tired of trying to get other people to see into my brain. I'm done. Todd McFarlane “

51. Questions?