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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?.

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Common core state standards new york state p 12 common core learning standards l.jpg

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 l.jpg

In TODAY’s Classroom….. Core Learning Standards

Learning is Active and Interactive


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Why Are We Here? Core Learning Standards

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


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Today’s Agenda Core Learning Standards

  • CCSS Background & Being Standards Based

  • Unpacking CCSS Structure

  • Tools for District Conversations

  • District Turn-Key Planning


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SBE Planning Process Ovals Core Learning Standards

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?


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Today’s Outcomes Core Learning Standards

  • 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?


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Today’s Outcomes Core Learning Standards

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




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Common Core Continuum Sheet

  • 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



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Text Tagging SheetBillmeyer, 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


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Partner Share Sheet

After Reading the selection on “Standards-Based Education”, find a partner from a different table to discuss 2 things you tagged and why.




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Why Now? Sheet

  • 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


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Proficiency SheetGrade 4 Reading


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Proficiency SheetGrade 4 Reading


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Standard Development Process Sheet

  • 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…


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Where did these come from? Sheet

  • 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


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Outcomes/Expectations Sheet

  • 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


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These standards don’t: Sheet

  • 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


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So what do we Sheethave….

Fewer

Clearer

Higher


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Reflection: Turn-n-Talk Sheet

What could be some positive outcomes that may occur in your district due to “Fewer, Clearer, Higher” Common Core State Standards?


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Rigor/Relevance SheetFor All Students


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Knowledge Taxonomy Sheet

1. Awareness

2. Comprehension

3. Application

4. Analysis

5. Synthesis

6. Evaluation


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Application Model Sheet

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


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6 Sheet

5

4

3

2

1

Rigor/Relevance Framework

Knowledge

Application

1

2

3

4

5


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6 Sheet

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


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Rigor/Relevance Framework Sheet

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


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Rigor/Relevance Framework Sheet

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


Slide34 l.jpg

Rigor/Relevance Framework Sheet

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


Slide35 l.jpg

Rigor/Relevance Framework Sheet

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


Slide36 l.jpg

Rigor/Relevance Framework Sheet

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


Slide37 l.jpg

Common Sheet

Core

Standards

NESS

State

Tests

State

Standards

Consortium

Assessment

A

D


Slide38 l.jpg

D Sheet

C

B

A


Slide39 l.jpg

When you think about supporting movement from quadrant A to D, how might the CCSS foster change in your organization?


Slide40 l.jpg

6 D, how might the CCSS foster change in your organization?

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 l.jpg

Please take a break D, how might the CCSS foster change in your organization?

See you in 10 mins.


English language arts and literary in history social studies science and technical subjects l.jpg

English Language Arts and Literary in History/Social Studies, Science and Technical Subjects


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Design and Structure Studies, Science and Technical Subjects

  • 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 l.jpg
Four Strands Studies, Science and Technical Subjects

  • Reading (Literacy, Informational Text, Foundational Skills)

  • Writing

  • Speaking and Listening

  • Language


Anchor standards l.jpg

Broad expectations consistent across grades and content Studies, Science and Technical Subjects

Based on college and career readiness

Anchor Standards


Grade level grade band l.jpg
Grade Level/Grade band Studies, Science and Technical Subjects

  • 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 l.jpg

Being Deliberate About Reading Levels Studies, Science and Technical Subjects

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 l.jpg
Writing Studies, Science and Technical Subjects

  • Arguments

  • Informative or explanatory texts

  • Narratives


Speaking and listening l.jpg
Speaking and Listening Studies, Science and Technical Subjects

  • Effective communication


Language l.jpg
Language Studies, Science and Technical Subjects

  • Conventions of standard English

  • Includes acquisition of vocabulary

  • Address in context of other strands


Literacy standards history social studies science technical subjects l.jpg
Literacy Standards: History/Social Studies, Science, Technical Subjects

  • Compliment rather than replace content standards in those subjects

  • Responsibility of teachers in those subjects


So far l.jpg
So far…… Technical Subjects

  • What strikes you?

  • Strengths

  • Concerns


Mathematics l.jpg
Mathematics Technical Subjects


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Design-Part One Technical Subjects

  • Mathematical Practice

    • Carry across all grade levels

    • Habits of mind: reasoning, problem solving, modeling, patterns, precision, decision making, use of tools,

    • Connect with content standards at each grade level


Design part two l.jpg
Design-Part Two Technical Subjects

  • Mathematical Content

    • K-8 by grade level

    • Domains that progress over several grades

    • Grade introductions provide main points at each grade level

    • High School organized by conceptual themes


Organization l.jpg
Organization Technical Subjects

  • Domains are larger groups that progress across grades (ex number and operations in base 10)

  • Content standards- define what students should understand and be able to do at grade level

  • Clusters are groups of related standards- increase in complexity from grade to grade


High school l.jpg
High School Technical Subjects

  • Flexible for course design

  • At end of grade 7- ready for algebra


And assessments l.jpg
And Assessments Technical Subjects

  • PARCC

  • Different:

    • Level of questions

    • Format (on-line 6-11)

    • Timing (through course)


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When????? Technical Subjects

  • 2011-2012: Align curricula to CCSS but assess on 2005 standards (results mapped to both)

  • 2012-13: Curriculum models available- instruction fully aligned

Pkt.

p. 4


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Reflection Technical Subjects

  • What has your head spinning?

  • What will you be mindful about when sharing the CCSS information with: Students, Parents, Colleagues, Community….


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Myths & Facts Mix-n-Mingle Technical Subjectswww.corestandards.org

  • Read your Myth or Fact

  • Move about the room and share & discuss card with another person

  • Once shared, switch cards and move on to a new person and repeat procedure until chime is sounded

  • After chime, see if you can locate the Myth and Fact that go together to form a pair



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Pkt. Sheet

p. 5



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CCSS Guided Walk Sheet

Have documents ready with post-it notes and/or flags


Ccss scavenger hunt l.jpg
CCSS Scavenger Hunt Sheet

  • Using the guide provide, seek out items you are asked to locate within the CCSS documents



Ticket to lunch l.jpg
Ticket to Lunch Sheet

On a post-it, please reflect on our morning using the following prompt:

I’m Thinking…


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Levels of Perception: Reflection Sheet

As you look from the balcony:

  • What looks the same

  • What feels right for your district

  • What are good things for learning

The Balcony View

Pkt.

p. 6


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Levels of Perception: Reflection Sheet

  • What are some things that have changed?

  • Where might people struggle?

  • What gaps are you noticing?

From the Dance Floor

Pkt.

p. 6


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Dipping Into CCSS Sheet

  • Review the document designed by our friends at TST BOCES p. 7

  • District table groups review the document and think about the questions

  • How might you use this to help your teachers bring the CCSS to the dance floor?

Pkt.

p. 7



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Doug Reeves Video Sheet

While you watch the video, make connections with this morning’s experience…


M i p most important point l.jpg

I Sheet

M

P

M.I.P.Most Important Point

Thinking about your morning’s experience and what Doug Reeves highlighted, share with your table group your most important point



The four hats of shared leadership and ccss l.jpg
The Four Hats of Shared Leadership and CCSS Sheet

Facilitating

Presenting

Consulting

Coaching


Four hats l.jpg
Four Hats… Sheet

  • Reflecting upon your role in your district in regard to CCSS, read page 8 “Four Hats of Shared Leadership” (Adaptive School, 2002)

  • When you complete the reading, talk to your table group about what hat your foresee will be the hat you are mainly wearing through this process of CCSS


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RAFT Sheet



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Common Core State Standards Sheet

Pkt.

p. 11


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Thank you for attending today’s Session! Sheet

Feel free to contact CI&A for any other CCSS help or assistance

www.ocmboces.org


Example l.jpg
Example: Sheet

  • Reading Standards for Informational Text K–5 [RI]

  • Kindergartners: Grade 1 students: Grade 2 students:

  • Key Ideas and Details

  • 1. With prompting and support, ask and answer questions

  • about key details in a text.

  • 1. Ask and answer questions about key details in a text. 1. Ask and answer such questions as who, what, where, when, why,

  • and how to demonstrate understanding of key details in a text.

  • 2. With prompting and support, identify the main topic and

  • retell key details of a text.

  • 2. Identify the main topic and retell key details of a text. 2. Identify the main topic of a multiparagraph text as well as the

  • focus of specific paragraphs within the text.

  • 3. With prompting and support, describe the connection

  • between two individuals, events, ideas, or pieces of

  • information in a text.

  • 3. Describe the connection between two individuals, events,

  • ideas, or pieces of information in a text.

  • 3. Describe the connection between a series of historical events,

  • scientific ideas or concepts, or steps in technical procedures in

  • a text.


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Some points Sheet

  • Distribution of Literary and Informational Passages

  • by Grade in the 2009 NAEP Reading Framework

  • Grade Literary Informational

  • 4 50% 50%

  • 8 45% 55%

  • 12 30% 70%

  • Source: National Assessment Governing Board. (2008). Reading framework for the 2009

  • National Assessment of Educational Progress. Washington, DC: U.S. Government Printing Office.


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