1. Common Core Standards Implementation Guidelines ELA and Mathematics Archdiocese of Philadelphia - 2011

2. 2011-2014

3. Welcome Today’s world calls for a greater leap in the changes required to keep at the forefront of quality and effective education.

4. Catholic Education “It is very dangerous to go into eternity with possibilities which one has oneself prevented from becoming realities. A possibility is a hint from God. One must follow it.” --Soren Kierkegaard

5. Why Adopt the Common Core Standards? Dr. Carol Cary

6. The Common Core State Standards (CCSS) provide a consistent, clear understanding of what students are expected to learn The CCSS are robust and relevant to the real world, reflecting the knowledge and skills that students need for success in college and careers We believe that the Common Core State Standards will help us to prepare our students to succeed in their personal and professional lives.

7. The CCSS allow for the depth of understanding rather than the breadth of covering material The CCSS provide fewer standards- solving the problem of the over-crowded standards and curricula that began with the standards movement in the 1980s

8. The CCSS were informed by nearly 10,000 public comments, by standards of other top performing countries, by educators, including teachers and chief school officers from across our country The CCSS have been adopted by 47 states

9. The CCSS American competitiveness relies on a strong education system; one that adequately prepares students to compete successfully in a global economy The CCSS provide benchmarks for all students regardless of where they live; a first-time movement in U.S. history

10. The CCSS provide an opportunity for educators to work together, share best practices, and build a 2st century educational system for all students

11. Overview of Templates for Implementation Sister Edward

12. Background The International Center (the people who brought you Rigor and Relevance and the 4 Quadrants), The Council of Chief State School Officers (CCSSO) and the National Governors Association (NGA), with participation of the overwhelming majority of states, set a goal to create standards that are “research and evidence-based, aligned with college and work expectations, include rigorous content and skills and are internationally benchmarked.”

13. What Are the Committees Doing? The committees are working on the implementation guides for the standards. They are looking to provide teachers with: –The essential questions –The related standards –Content area and Technology connections –Ideas for assessments, both formative and summative In a sense these guides will become the core of what will then become your unit plan

14. CATEGORY: Expressions and Equations: M.8.B. – Work with radicals and integer exponents. Essential Questions What should I be able to answer? What guides my thinking? How do I work with very large and very small numbers? When am I going to use this? How is this idea going to help me with my thinking? When is scientific notation used and by whom, what careers? Assessment What will I be expected to know, understand, and be able to do in order to demonstrate my learning? Students will explain what they heard during the lesson to another student, agree/disagree/discuss Exit Cards – periodically through the unit Homework check/board work Summative: Quiz of individual skills, test when all are complete/My Math Textbook Page- create a page with explanation and examples and problems on each skill listed above Skills What skills do I need to have in order to answer the essential questions? 1. Know and apply the properties of integer exponents to generate equivalent numerical expressions. 2. Use square root and cube root symbols to represent solutions to equations of the form x 2 = p and x 3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational. 3. Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. 4. Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology. Content What content do I need to know in order to answer the essential questions? Mathematical representation to solve problems Representation of mathematical situations using algebraic symbols Understanding of the interconnection of mathematical ideas Formative: Find Someone Who…Review- Integration of Learning How does this learning connect to my other areas (subjects) of learning? Science - examples-weights, distances, measurement Economics – example – debt *Confer with science teacher Tools for Learning Which tools will I use that will assist me in my learning? Standard Specific tools and websites 4 C’s tools and websites NETS tools and websites Which 21 st Century Skills are woven into this standard? ___Critical Thinking/Problem Solving ___Collaboration ___Communications ___Creativity/Innovation What level of rigor will I be using? (A, C)________ What level of relevance will I be using?_________ (B,D)

15. CATEGORY: Standard M.K.A.1. Whatever it might be Essential Questions What should I be able to answer? What guides my thinking? The ELA is using a two-column format to put literature in one column and related skills in the other. Assessment What will I be expected to know, understand, and be able to do in order to demonstrate my learning? Skills What skills do I need to have in order to answer the essential questions? Content What content do I need to know in order to answer the essential questions? Integration of Learning How does this learning connect to my other areas (subjects) of learning? Tools for Learning Which tools will I use that will assist me in my learning? Which 21 st Century Skills are woven into this standard? ___Critical Thinking/Problem Solving ___Collaboration ___Communications ___Creativity/Innovation What level of rigor will I be using? (A, C)________ What level of relevance will I be using?_________ (B,D)

17. Essential Questions What should I be able to answer? What guides my thinking? What is an information paragraph? What is the topic of my paragraph? How do I use facts and definitions to develop an information paragraph? How do I write a closing statement?

18. Assessment What will I be expected to know, understand, and be able to do in order to demonstrate my learning? Gather information. Write list. Organize the list. Write an information paragraph. Share information with classmates. Complete report and illustrate

19. Skills What skills do I need to have in order to answer the essential questions? 1.Know and apply the properties of integer exponents to generate equivalent numerical expressions. 2.Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational. 3.Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. 4.Perform operations with numbers expressed in scientific notation.

20. Content What content do I need to know in order to answer the essential questions? Mathematical representation to solve problems Representation of mathematical situations using algebraic symbols Understanding of the interconnection of mathematical ideas

21. Integration of Learning How does this learning connect to my other areas (subjects) of learning? Science examples -weights, distances, measurement *Confer with science teacher Economics: example – debt *Confer with social studies teacher

22. Tools for Learning Which tools will I use that will assist me in my learning? Standard Specific tools and websites 4 C’s tools and websites NETS tools and websites

23. Further Considerations Which 21st Century Skills are woven into this standard? ___Critical Thinking/Problem Solving ___Collaboration ___Communications ___Creativity/Innovation What level of rigor will I be using? (A, C) ___ What level of relevance will I be using? (B,D)__

24. English Language Arts Standards John Cramutolo Mary Tremper

25. ELA Common Core The ELA Common Core is a set of standards adopted by 47 states, including Pennsylvania. The standards are divided into 5 areas of learning: –Reading Standards for Literature –Reading Standards for Informational Texts –Writing Standards –Listening and Speaking Standards –Language Standards

26. Major Differences to our Present Standards A separate standard for informational texts. Students will be expected to analyze the key details, ideas, structure and language of non- fictional texts (essays, biographies, autobiographies) Separate sub-standards in both literature and informational texts ask for the integration of skills.

27. ELA READING WRITING SPEAKING and LISTENING LANGUAGE

28. READING STRAND READING LITERATURE READING INFORMATIONAL TEXT READING FOUNDATIONS (K-5)

29. ELA = LITERACY Students will: Demonstrate independence Build strong content knowledge Adapt to varying demands of audience, task, purpose, and discipline (continued)

30. Comprehend as well as critique Value evidence Use technology and digital media strategically and capably Come to understand other perspectives and cultures

31. ILA GUIDELINES PRIORITY TOPICS WRITING PIECES READING/LITERATURE SERIES LANGUAGE/GRAMMAR/USAGE

32. GUIDELINES VS COMMON CORE STANDARDS LESS IS MORE!

33. READING and WRITING View skills side-by-side Incorporate reading and writing skills Integrate content

34. Grade 2 Reading Standards for Literature A.Key Ideas and Details B.Craft and Structure C.Integration of Knowledge and Ideas D.Range of Reading and Level of Text Complexity Reading Standards for Informational Text E. Key Ideas and Details F. Craft and Structure G. Integration of Knowledge and Ideas H. Range of Reading and Level of Text Complexity Reading Standards: Foundational Skills I.Phonics and Word Recognition J. Fluency

35. Writing Standards K. Text Types and Purposes L. Production and Distribution of Writing M. Research to Build and Present Knowledge Speaking and Listening Standards N. Comprehension and Collaboration O. Presentation of Knowledge and Ideas Language Standards P. Conventions of Standard English Q. Knowledge of Language R. Vocabulary Acquisition and Use

36. Math Standards Jerry Meyn Kate Reardon

37. Standards for Mathematical Practice 1.Make sense of problems and persevere in solving them. 2.Reason abstractly and quantitatively. 3.Construct viable arguments and critique the reasoning of others. 4.Model with mathematics. 5.Use appropriate tools strategically. 6.Attend to precision.

38. Algebra II Geometry High School Algebra I Precalculus Algebra II Geometry 8 th Grade Algebra I Courses in higher level mathematics: Precalculus, Calculus, Advanced Statistics, Discrete Mathematics, Advanced Quantitative Reasoning. Traditional Pathway Accelerated Pathway

39. The Mathematics standards are listed in conceptual categories: Number and Quantity Algebra Functions Modeling Geometry Statistics and Probability

40. Course Units Clusters Standards

41. Algebra I Unit 1 Relationships Between Quantities and Reasoning with Equations Unit 2 Linear and Exponential Relationships Unit 3 Descriptive Statistics Unit 4 Expressions and Equations Unit 5 Quadratic Functions and Modeling

42. Unit 4 Expressions and Equations Cluster 1 Interpret the structure of expressions. Cluster 2 Write expressions in equivalent forms to solve problems Cluster 3 Perform arithmetic operations on polynomials. Cluster 4 Create equations that describe numbers or relationships. Cluster 5 Solve equations and inequalities in one variable. Cluster 6 Solve systems of equations.

43. Unit 4 Expressions and Equations Cluster 1 Interpret the structure of expressions. Cluster 2 Write expressions in equivalent forms to solve problems Cluster 3 Perform arithmetic operations on polynomials. Cluster 4 Create equations that describe numbers or relationships. Cluster 5 Solve equations and inequalities in one variable. Cluster 6 Solve systems of equations.

44. Cluster 4 Create equations that describe numbers or relationships. (Standard A.CED.1) Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. (Standard A.CED.2) Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. (Standard A.CED.4 ) Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.

45. How the document is organized and what to look for as you review it… Domain – Larger groups of related standards Standard – define what students should understand and be able to do Clusters –groups of related standards

46. Examples of Each Part Number and Operations in Base Ten DOMAIN 3.NBT*** Use place value understanding and properties of operations to perform multi-digit arithmetic. STANDARD 1. Use place value understanding to round whole numbers to the nearest 10 or 100. 2. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. 3. Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations. CLUSTER NB ***we renumbered the document M.3.A

47. Now what? Read and compare the 2 documents –Note what is the same as you have been teaching –Note what is taught before your grade and what will be covered in the subsequent grade

48. Let’s look at fractions k-8 Number and Operations— Fractions Grade 3 [Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.] M.3.F. Develop understanding of fractions as numbers. Grade 4 [Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.] M.4.F. Extend understanding of fraction equivalence and ordering. M.4.G. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. M.4.H. Understand decimal notation for fractions, and compare decimal fractions. Grade 5 M.5.E. Use equivalent fractions as a strategy to add and subtract fractions. M.5.F. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

49. Continued Grade 6 The Number System ***Note title change at this level that continues through grade 8 (Rational Numbers) M.6.B. Apply and extend previous understandings of multiplication and division M.6.C. Compute fluently with multi-digit numbers and find common factors and multiples. M.6.D. Apply and extend previous understandings of numbers to the system of rational numbers. Grade 7 The Number System M.7.B. Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. Grade 8 The Number System M.8.A. Know that there are numbers that are not rational, and approximate them by rational numbers.

50. Transition to high school As stated in prior communications, most 8 th graders will complete Algebra 1 in order to be able to take high levels of math and science in high school.

51. Our goal is for this whole experience to Be this… And not this… As we work for this

52. A final thought... The standards are what we share with our fellow educators, but the content and manner in which we present the material is what will demonstrate our Catholicity.

53. Transformation It is time to put our hands to the plow and lead our schools through a visible and noteworthy change preparing our students for postsecondary success. We must set the stage for real educational transformation with innovative approaches to leading, learning and teaching with the support of the common core standards, effective assessment practices, accountability on the part of all as well as data systems that will guide our decision-making.

54. Questions INDEX CARD