Common Core State Standards: New York State P-12 Common Core Learning Standards

1. 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. 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 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 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 √ Ideasyou 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 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. ProficiencyGrade 4 Reading

20. ProficiencyGrade 4 Reading

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

31. 6 Evaluation Rigor/Relevance Framework C Assimilation D Adaptation 5 Synthesis KNOWLEDGE 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 www.leadered.com

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

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

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

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

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

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

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. 6 Evaluation Rigor/Relevance Framework C Assimilation D Adaptation 5 Synthesis KNOWLEDGE 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 www.leadered.com

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

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 Textbooks Military High School Textbooks Personal Use Entry-Level Occupations SAT 1, ACT, AP* College Literature From: Datametrics

49. Writing • Arguments • Informative or explanatory texts • Narratives

50. Speaking and Listening • Effective communication