1. PARENT MEETING

2. WHICH ARE MYTHS? CCSS Requires lock step instruction Requires time, understanding and support to implement Does not allow for instruction on literature Does not account for differentiation required Does not allow for creative activities

3. ESSENTIAL QUESTIONS Where did the CCSS come from and why are they important? What are the CCSS really about? How are they different from your child’s previous experiences? What can we expect from the Smarter Balanced Assessment? What are the myths that surround the CCSS?

4. NEWINGTON CURRICULA Newington Grade Level Curriculum Expectations 1990-2002 State Curriculum Framework Standards 2002-2012 Common Core Standards 2012-present

5. WHY IS NEWINGTON MAKING THE CHANGE TO CCSS?

6. WHY DO WE NEED COMMON STANDARDS? WHY NOW? http://www.schoolimprovement.com/common-core- 360/common-core-video/ Turn and Talk: What do you think? What questions do you have?

8. ELA/LITERACY: 6 SHIFTS 1.Balance of literature and informational text (K-5)

9. SHIFT IN READING 9 LiteraryInformational Grade 450% Grade 845%55% Grade 1130%70%

10. ELA/LITERACY: 6 SHIFTS 1.Balance of literature and informational text (K-5) 2.Literacy as part of science and social studies/history; informational text as part of ELA (6-12)

11. ELA COMMON CORE STANDARDS Strands Reading Standards for Literature Reading Standard for Informational Text Reading Standards: Foundational Skills Reading Standards for Literacy in History/Social Studies Reading Standards for Literacy in Science & Technical Subjects

12. ELA/LITERACY: 6 SHIFTS 1.Balance of literature and informational text (K-5) 2.Literacy as part of science and social studies/history; informational text as part of ELA (6-12) 3.Appropriately complex text 4.Questions regarding text are text-dependent 5.Academic Vocabulary - precise language and domain-specific vocabulary

13. DECLINING COMPLEXITY OF TEXT; TOO MANY SUPPORTS.

15. (MetaMetrics,2001)

16. EXAMPLE OF GRADE 2-3 CURRENT TEXT COMPLEXITY Williams, Vera. A Chair for My Mother New York: Greenwillow Books, 1982. My mother works as a waitress in the Blue Tile Diner. After school sometimes I go to meet her there. Then her boss, Josephine, gives me a job too. I wash the salts and peppers and fill the ketchups. One time I peeled all the onions for the onion soup. When I finish, Josephine says, “Good work, honey,” and pays me. And every time, I put half of my money into the jar.

17. EXAMPLE OF GRADE 3 COMMON CORE GRADE LEVEL COMPLEXITY MacLachlan, Patricia. Sarah, Plain and Tall New York: HarperCollins, 1985 From Chapter I I wiped my hands on my apron and went to the window. Outside, the prairie reached out and touched the places where the sky came down. Though the winter was nearly over, there were patches of snow everywhere. I looked at the long dirt road that crawled across the plains, remembering the morning that Mama had died, cruel and sunny. They had come for her in a wagon and taken her away to be buried. And then the cousins and aunts and uncles had come and tried to fill up the house. But they couldn’t. Slowly, one by one, they left. And then the days seemed long and dark like winter days, even though it wasn’t winter. And Papa didn’t sing.

18. ELA/LITERACY: 6 SHIFTS 1.Balance of literature and informational text (K-5) 2.Literacy as part of science and social studies/history; informational text as part of ELA (6-12) 3.Appropriately complex text 4.Questions regarding text are text-dependent 5.Academic Vocabulary - precise language and domain-specific vocabulary 6.Writing to inform or argue using evidence

19. Expect students to compose arguments and opinions, informative/explanatory pieces, and narrative texts Focus on the use of reason and evidence to substantiate an argument or claim Emphasize ability to conduct research – short projects and sustained inquiry Require students to incorporate technology as they create, refine, and collaborate on writing OVERVIEW OF WRITING STRAND

20. SHIFT IN WRITING GradeTo PersuadeTo ExplainTo Convey Experience 430%35% 8 30% 1240% 20% Fall 2010, C.Felix20

21. OVERVIEW OF SPEAKING AND LISTENING AND LANGUAGE STRANDS Speaking and Listening Focus on speaking and listening in a range of settings, both formal and informal – academic, small-group, whole-class discussions Emphasize effective communication practices Require interpretation and analysis of message as presented through oral, visual, or multimodal formats Language Include conventions for writing and speaking Highlight the importance of vocabulary acquisition through a mix of conversation, direct instruction, and reading To be addressed in context of reading, writing, speaking and listening

22. MATHEMATICS o Focus strongly where the Standards focus o Coherence: Think across grades, and link to major topics within grades o Rigor: Require fluency, application, and deep understanding

23. 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. 7.Look for and make use of structure. 8.Look for and express regularity in repeated reasoning

24. Grade Priorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding K–2 Addition and subtraction, measurement using whole number quantities 3–5 Multiplication and division of whole numbers and fractions 6 Ratios and proportional reasoning; early expressions and equations 7 Ratios and proportional reasoning; arithmetic of rational numbers 8Linear algebra Priorities in Mathematics

25. SMARTER BALANCED ASSESSMENT CONSORTIUM (SBAC) TIMELINE 25 SY 2011-12 Development begins SY 2012-13 First year limited pilot testing and related research and data collection SY 2013-14 Second year field testing and related research and data collection SY 2014-15 Full administration of SBAC assessments SY 2010-11 Design phase Summer 2015 Set achievement levels, including college-ready performance levels

26. MYTH BUSTERS CCSS Requires lock step instruction Requires time, understanding and support to implement Does not allow for instruction on literature Does not account for differentiation required Does not allow for creative activities

27. QUESTIONS & COMMENTS