1. OCM BOCES October 17, 2011 NYS INITIATIVES FOR TEACHING AND LEARNING AN OVERVIEW OF THE COMMON CORE STATE STANDARDS SHIFTS, DATA INQUIRY, AND PROFESSIONAL PRACTICE Facilitators Renee M. Burnett OCM BOCES Network Team Auddie Mastroleo OCM BOCES Network Team

2. Board of Ed Superintendents Principals Teachers CCLS DDI APPR The Big Picture

3. ENGAGENY http://engageny.org/

4. READINESS GUIDE Awareness Connections Integration

5. READINESS GUIDE

6. PROFESSIONAL PRACTICE H E D I ighly Effective ffective eveloping neffective

7. THREE PRIORITIES OF PROFESSIONAL PRACTICE

8.  Intellectual involvement with the content is required  Minds-on learning  Simultaneous and continuous throughout the lesson  NOT “time on task” PRIORITY 1: COGNITIVE ENGAGEMENT Performance Levels

9.  Students making meaning  Students making connections  Relating to outside world  Relating to personal future PRIORITY 2: CONSTRUCTIVIST LEARNING Performance Levels

10.  College  Career  Citizenship  Collaboration  Communication  Critical Thinking & Problem Solving  Creativity PRIORITY 3: 21 ST CENTURY READINESS Performance Levels

11. POWER PLANNING

12. COMMON CORE SHIFTS IN MATH

13. Shift 1 FOCUS Quantities Operations Whole Numbers Focus on fewer topics in greater depth

14. Domain Cluster

15. Shift 2 COHERENCE Learning is connected within and across grades for deep understanding

16. Share your initial thinking and reactions TURN AND TALK

17. Shift 3 FLUENCY Memorization of simple calculations and core functions.

18. Shift 4 DEEP UNDERSTANDING Teach more than how to get the answer Learning can be applied to new situations

19. Share your initial thinking and reactions TURN AND TALK

20. Shift 5 APPLICATION Opportunities for real world application of math concepts

21. Shift 6 DUAL INTENSITY Both occur simultaneously and with intensity

22. Share your initial thinking and reactions TURN AND TALK

23. QUESTIONS? CONCERNS? NOTICES?

24. POWER PLANNING

25.  Grade 7 Mathematics Module  Addition and Subtraction of Rational Numbers CURRICULUM EXAMPLE

26.  What pops out and why?  What looks familiar?  What is going to be a stretch?  Where do you see evidence of the six shifts?  Where do you see evidence of the three priorities for professional practice? GUIDING QUESTIONS

27. QUESTIONS? CONCERNS? NOTICES?

28. POWER PLANNING

30. THREE PRIORITIES OF PROFESSIONAL PRACTICE

31. COMMON CORE SHIFTS ELA & CONTENT LITERACY

32. SHIFT 1 Grades PK-5 BALANCING INFORMATIONAL & LITERARY TEXTS 4 th grade 8 th grade 12 th grade Increase in teaching and learning with non- fiction text

33. SHIFT 2 Grades 6-12 KNOWLEDGE IN THE DISCIPLINES Expectation of rigorous domain specific literacy instruction outside of ELA

34. Share your initial thinking and reactions TURN AND TALK

35. SHIFT 3 STAIRCASE OF COMPLEXITY Appendix B: Text Exemplars and Sample Performance Tasks Expectation of proficiency and independence in reading grade level text

36. SHIFT 4 TEXT-BASED ANSWERS Questions are purposefully planned & direct students to closely examine the text

37. Share your initial thinking and reactions TURN AND TALK

38. SHIFT 5 WRITING FROM SOURCES Appendix C: Samples of Student Writing Argumentative writing is especially prominent in the CCLS

39. SHIFT 6 ACADEMIC VOCABULARY Ramp up instruction of Tier Two words

40. Share your initial thinking and reactions TURN AND TALK

41. QUESTIONS? CONCERNS? NOTICES?

42. POWER PLANNING

43. CURRICULUM EXAMPLES

44.  What pops out and why?  What looks familiar?  What is going to be a stretch?  Where do you see evidence of the six shifts?  Where do you see evidence of the three priorities for professional practice? GUIDING QUESTIONS

45. QUESTIONS? CONCERNS? NOTICES?

46. POWER PLANNING

47. Other

48. DATA-DRIVEN INQUIRY PROCESS

49. DDI: INTERIM ASSESSMENTS

50. DDI: ANALYSIS

51. DDI: ACTION

52. DDI: CULTURE

53. POWER PLANNING

54. Thank you! CONTACT INFORMATION rburnett@ocmboces.org Thank you! Thank you! amastroleo@ocmboces.org