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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 – PowerPoint PPT presentation

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Title: 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 TODAYs 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 todays 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
Todays 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
Todays 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
Todays 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
8
(No Transcript)
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
  • v Ideas you 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
16
(No Transcript)
17
Familiarize . But dont 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 dont
  • 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
Rigor/Relevance Framework
Knowledge
Application
1
2
3
4
5
31
6 Evaluation
Rigor/Relevance Framework
D Adaptation
C Assimilation
5 Synthesis
4 Analysis
KNOWLEDGE
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
D
A
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
D Adaptation
C Assimilation
5 Synthesis
4 Analysis
KNOWLEDGE
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
41
(No Transcript)
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
Anchor Standards
  • Broad expectations consistent across grades and
    content
  • Based on college and career readiness

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 Literature
High School Textbooks
College Textbooks
Military
Personal Use
Entry-Level Occupations
SAT 1, ACT, AP
From Datametrics
49
Writing
  • Arguments
  • Informative or explanatory texts
  • Narratives

50
Speaking and Listening
  • Effective communication

51
Language
  • Conventions of standard English
  • Includes acquisition of vocabulary
  • Address in context of other strands

52
Literacy Standards History/Social Studies,
Science, Technical Subjects
  • Compliment rather than replace content standards
    in those subjects
  • Responsibility of teachers in those subjects

53
So far
  • What strikes you?
  • Strengths
  • Concerns

54
Mathematics
55
Design-Part One
  • 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

56
Design-Part Two
  • 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

57
Organization
  • 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

58
High School
  • Flexible for course design
  • At end of grade 7- ready for algebra

59
And Assessments
  • PARCC
  • Different
  • Level of questions
  • Format (on-line 6-11)
  • Timing (through course)

60
When?????
  • 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
61
(No Transcript)
62
Reflection
  • What has your head spinning?
  • What will you be mindful about when sharing the
    CCSS information with Students, Parents,
    Colleagues, Community.

63
Myths Facts Mix-n-Minglewww.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

64
Common Core State Standards Strategy/Activity
Recording Sheet
Pkt. p. 1
65
Pkt. p. 5
66
Common Core State Standards Strategy/Activity
Recording Sheet
Pkt. p. 1
67
CCSS Guided Walk
  • Have documents ready with post-it notes and/or
    flags

68
CCSS Scavenger Hunt
  • Using the guide provide, seek out items you are
    asked to locate within the CCSS documents

69
Common Core State Standards Strategy/Activity
Recording Sheet
Pkt. p. 1
70
Ticket to Lunch
  • On a post-it, please reflect on our morning using
    the following prompt
  • Im Thinking

71
Levels of Perception Reflection
  • 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
72
Levels of Perception Reflection
  • What are some things that have changed?
  • Where might people struggle?
  • What gaps are you noticing?

From the Dance Floor
Pkt. p. 6
73
(No Transcript)
74
Dipping Into CCSS
  • 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
75
Common Core State Standards Strategy/Activity
Recording Sheet
Pkt. p. 1
76
Doug Reeves Video
  • While you watch the video, make connections with
    this mornings experience

77
M.I.P.Most Important Point
I
M
P
  • Thinking about your mornings experience and what
    Doug Reeves highlighted, share with your table
    group your most important point

78
Common Core State Standards Strategy/Activity
Recording Sheet
Pkt. p. 1
79
The Four Hats of Shared Leadership and CCSS
Facilitating
Presenting
Consulting
Coaching
80
Four Hats
  • 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

81
(No Transcript)
82
RAFT

83
Common Core State Standards Strategy/Activity
Recording Sheet
Pkt. p. 1
84
Common Core State Standards


Pkt. p. 11
85
Thank you for attending todays Session!
  • Feel free to contact CIA for any other CCSS help
    or assistance
  • www.ocmboces.org

86
Example
  • Reading Standards for Informational Text K5 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.

87
Some points
  • 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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