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

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

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**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**In TODAY’s Classroom…..**Learning is Active and Interactive**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**Today’s Agenda**• CCSS Background & Being Standards Based • Unpacking CCSS Structure • Tools for District Conversations • District Turn-Key Planning**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?**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?**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**Common Core State Standards Strategy/Activity Recording**Sheet Pkt. p. 1**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**Common Core State Standards Strategy/Activity Recording**Sheet Pkt. p. 1**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**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.**Common Core State Standards Strategy/Activity Recording**Sheet Pkt. p. 1**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**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…**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**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**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**So what do we have….**Fewer Clearer Higher**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?**Knowledge Taxonomy**1. Awareness 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation**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**6**5 4 3 2 1 Rigor/Relevance Framework Knowledge Application 1 2 3 4 5**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**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**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**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**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**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**Common**Core Standards NESS State Tests State Standards Consortium Assessment A D**D**C B A**When you think about supporting movement from quadrant A to**D, how might the CCSS foster change in your organization?**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**Please take a break**See you in 10 mins.**English Language Arts and Literary in History/Social**Studies, Science and Technical Subjects**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**Four Strands**• Reading (Literacy, Informational Text, Foundational Skills) • Writing • Speaking and Listening • Language**Broad expectations consistent across grades and content**Based on college and career readiness Anchor Standards**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**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**Writing**• Arguments • Informative or explanatory texts • Narratives**Speaking and Listening**• Effective communication