Common Core

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COMMON CORE LEARNING STANDARDS AWARENESS
TRAINING VALHALLA UFSD

• Common Core 21st Century Learning Committee
• Dr. Steven M. Garcia Mrs. Angela Aguilar,
  Facilitators
• Faculty Members
• Virginia Road School - Geraldine DiGuglielmo,
  Ginger Thompson
• Kensico School Kelly Estrella, Pat Trehy
• Valhalla Middle School - Cayne Letizia, Lynne
  Lewin
• Valhalla High School - Eileen Clark, Geraldina
  Monica
• The Arts - Holly Flannery
• Special Education - Margo Doran
• November 2011

KES
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Our Goals for this Session

• Become better acquainted with the structure and
  terminology of the CCLS
• Navigate the CCLS Resource Documents
• Recognize the major instructional shifts
• Access to various CCLS resources

3
Which play/musical title reflects your current
understanding of the CCLS and why?
4
45 States DC Have Adopted theCommon Core State
Standards
Minnesota adopted the CCSS in ELA only
5
Alphabet Soup

• NYSED New York State Education Department
• CCLS Common Core Learning Standards
• CCR College and Career Ready
• APPR Annual Professional Performance Review
• APM Aspirational Performance Measure
• NAEP National Assessment of Education Progress
• PARCC Partnership for the Assessment of
  Readiness for College and Careers

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Three NYSED Initiatives
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What is Aspiration Performance Measure (APM)?

• The percent of students in a cohort who earned a
  Regents diploma with Advanced Designation (i.e.,
  earned 22 units of course credit passed 7-9
  Regents exams at a score of 65 or above and took
  advanced course sequences in Career and Technical
  Education, the arts, or a language other than
  English) and
• The percent of students in the cohort who
  graduated with a local, Regents, or Regents with
  Advanced Designation diploma and earned a score
  of 75 or greater on their English Regents
  examination and an 80 or better on a math Regents
  exam
• Note this Aspirational Performance Measure (APM)
  is what had been referred to as the college and
  career ready graduation rate in February 2011
  it is now referred to as the ELA/Math APM.

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Graduation Rates in New York State
2006 cohort, four-year outcomes through June -
Source NYSED Office of Information and Reporting
Services
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Standards Development Process

• College and career readiness standards developed
  in summer 2009
• Based on the college and career readiness
  standards, K-12 learning progressions developed
• Multiple rounds of feedback from states,
  teachers, researchers, higher education, and the
  general public
• Final Common Core State Standards released on
  June 2, 2010
• Adopted by the NYS Board of Regents on July 19,
  2010, with the understanding that it could add
  additional expectations (approved in January
  2011) renamed the Common Core Learning Standards
  (CCLS)

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Why Common Core State Standards?

• Preparation The standards are college- and
  career-ready. They will help prepare students
  with the knowledge and skills they need to
  succeed in education and training after high
  school.
• Competition The standards are internationally
  benchmarked. Common standards will help ensure
  our students are globally competitive.
• Equity Expectations are consistent for all and
  not dependent on a students zip code.
• Clarity The standards are focused, coherent, and
  clear. Clearer standards help students (and
  parents and teachers) understand what is expected
  of them.
• Collaboration The standards create a foundation
  to work collaboratively across states and
  districts, pooling resources and expertise, to
  create curricular tools, professional
  development, common assessments and other
  materials.

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Two Sets of CCLS

• English Language Arts Literacy, including 6-12
  Literacy in History/Social Studies, Science, and
  Technical Subjects
• Mathematics
• Both ELA Math CCLS include a new set of
  Prekindergarten Standards
• technical subjects A course devoted to a
  practical study, such as engineering, technology,
  design, business, or other workforce-related
  subject a technical aspect of a wider field of
  study, such as art or music

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NYSED TIMELIME
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Common Core State Standards for English Language
Arts Literacy in History/ Social Studies,
Science, and Technical Subjects
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Design and Organization

• Key Design Considerations
• CCR and grade-specific standards - The K12
  grade-specific standards define end-of-year
  expectations and a cumulative progression
  designed to enable students to meet college and
  career readiness expectations no later than the
  end of high school.
• Divided into grade levels bands for K8, 910 and
  1112
• A focus on results rather than means the
  Standards leave room for teachers, curriculum
  developers, and states to determine how those
  goals should be reached and what additional
  topics should be addressed.

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Design and Organization

• An integrated model of literacy - Although the
  Standards are divided into Reading, Writing,
  Speaking and Listening, and Language strands for
  conceptual clarity, the processes of
  communication are closely connected
• Research and media skills blended into the
  Standards as a whole - To be ready for 21st
  century college careers, students need the
  ability to gather, comprehend, evaluate,
  synthesize, and report on information and ideas,
  to conduct original research in order to answer
  questions or solve problems, and to analyze and
  create a high volume and extensive range of print
  and non-print texts in media forms old and new.

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Design and Organization

• Shared responsibility for students literacy
  development - The Standards insist that
  instruction in reading, writing, speaking,
  listening, and language be a shared
  responsibility within the school.

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Design and Organization

• Three main sections
• K-5 cross-disciplinary (K-2, 3-5)
• 6-12 English Language Arts (6-8, 9-10, 11-12)
• 6-12 Literacy in History/Social Studies, Science,
  and Technical Subjects (6-8, 9-10, 11-12)
• Shared responsibility for students literacy
  development
• Three appendices
• A Research and evidence glossary of key terms
• B Reading text exemplars sample performance
  tasks
• C Annotated student writing samples

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Design and Organization

• Four Strands
• Reading (including Reading Foundational Skills)
  Text complexity and the growth of comprehension
• Writing Text types, responding to reading, and
  research
• Speaking and Listening Flexible communication
  and collaboration
• Language Conventions, effective use, and
  vocabulary

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Design and Organization Reading
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Intentional Design Limitations

• What the Standards do NOT define
• How teachers should teach
• All that can or should be taught
• The nature of advanced work beyond the core
• The interventions needed for students well below
  grade level
• The full range of support for English language
  learners and students with special needs
• Everything needed to be college and career ready

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Students Who are College and Career Ready in
Reading, Writing, Speaking, Listening, and
Language will be able to . . .

• demonstrate independence.
• build strong content knowledge.
• respond to the varying demands of audience, task,
  purpose, and discipline.
• comprehend as well as critique.
• value evidence.
• use technology and digital media strategically
  and capably.
• come to understand other perspectives and
  cultures.

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Design and Organization
Strand

• College and Career Readiness (CCR)
• anchor standards
• Broad expectations consistent across grades
  and content areas
• NYS additions highlighted in yellow

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Design and Organization

• K-12 standards
• Grade-specific end-of-year expectations
• Developmentally appropriate, cumulative
  progression of skills and understandings
• One-to-one correspondence with CCR standards

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Design and Organization

• Each CCR anchor standard has an accompanying
  grade-specific standard translating the broader
  CCR statement into grade-appropriate
  end-of-the-year expectations
• Individual CCR anchor standards can be identified
  by their Strand, CCR status, and Number
  (R.CCR.6).
• Individual grade-specific standards can be
  identified by their Strand, Grade, and Number (or
  number and letter, where applicable)
• RI.4.3 stands for Reading, Informational, grade
  4, standard 3.
• W.5.1a stands for Writing, grade 5, standard 1a.

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ELA Digital Scavenger Hunt

• Remember
• strand.grade.gradespecific standard number
• What is the CCR Language anchor standard 5?
  (L.CCR.5)
• What is the CCSS grade specific standard RI.4.2
• What is the CCSS grade specific standard W.K.1?
• What is the CCSS grade specific standard
  L.8.4b?
• What is the CCSS grade specific standard
  L.11-12.5a?

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Reading

• Comprehension (standards 1-9)
• Standards for reading literature and
  informational texts
• Strong and growing across-the-curriculum
  emphasis on
• students ability to read and comprehend
  informational texts
• Aligned with NAEP Reading framework
• Range of reading and level of text
  complexity(standard 10, Appendices A and B)
• Staircase of growing text complexity across
  grades
• High-quality literature and informational texts
  in a range
• of genres and subgenres

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Overview of Text Complexity

• Reading Standards include over exemplar texts
  (stories and literature, poetry, and
  informational texts) that illustrate appropriate
  level of complexity by grade
• Text complexity is defined by

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Reading Design and Organization

• The National Assessment of Educational Progress
  (NAEP) - Standards follow NAEPs lead in
  balancing the reading of literature with the
  reading of informational texts, including texts
  in history/social studies, science, and technical
  subjects
• Distribution of Literary and Informational
  Passages by Grade in the 2009 NAEP Reading
  Framework

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Reading Foundational Skills

• Four categories (standards 1-4)
• Print concepts (K-1)
• Phonological awareness (K-1)
• Phonics and word recognition (K-5)
• Fluency (K-5)
• Not an end in and of themselves
• Differentiated instruction

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Writing

• Writing types/purposes (Standards 1-3)
• Writing arguments
• Writing informative/explanatory texts
• Writing narratives
• Strong and growing across-the-curriculum emphasis
  on students writing arguments and
  informative/explanatory texts
• Aligned with NAEP Writing framework

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Writing Design and Organization

• The 2011 NAEP framework, like the Standards,
  cultivates the development of three mutually
  reinforcing writing capacities writing to
  persuade, to explain, and to convey real or
  imagined experience.
• The overwhelming focus of writing throughout high
  school should be on arguments and
  informative/explanatory texts.
• Distribution of Communicative Purposes by Grade
  in the 2011 NAEP Writing Framework

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Writing

• Production and distribution of writing (Standards
  4-6)
• Developing and strengthening writing
• Using technology to produce and enhance writing
• Research (Standards 7-9)
• Engaging in research and writing about sources
• Range of writing (Standard 10)
• Writing routinely over various time frames

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Speaking and Listening

• Comprehension and collaboration (Standards 1-3)
• Day-to-day, purposeful academic talk in
  one-on-one,
• small-group, and large-group settings
• Presentation of knowledge and ideas (Standards
  4-6)
• Formal sharing of information and concepts,
• including through the use of technology

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Language

• Conventions of standard English
• Knowledge of language (Standards 1-3)
• Using standard English in formal writing and
  speaking
• Using language effectively and recognizing
  language varieties
• Vocabulary (Standards 4-6)
• Determining word meanings and word nuances
• Acquiring general academic and domain-specific
  words and phrases

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Skilled Reading
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Standards for Literacy in 6-12History/Social
Studies, Science, and Technical Subjects

• Divided into College and Career Readiness Anchor
  Standards for Reading Writing
• Reading Standards for Literacy in History/Social
  Studies 612
• Reading Standards for Literacy in Science and
  Technical Subjects 612
• Writing Standards for Literacy in History/Social
  Studies, Science, and Technical Subjects 612
• FYI NYS Science Social Studies content
  standards remain unchanged (for the moment).

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Overview of Standards for History/Social
Studies, Science, and Technical Subjects

• Reading Standards for History/Social Studies,
  Science, and Technical Subjects
• Knowledge of domain-specific vocabulary
• Analyze, evaluate, and differentiate primary and
  secondary sources
• Synthesize quantitative and technical
  information, including facts presented in maps,
  timelines, flowcharts, or diagrams
• Writing Standards for History/Social Studies,
  Science, and Technical Subjects
• Write arguments on discipline-specific content
  and informative/explanatory texts
• Use of data, evidence, and reason to support
  arguments and claims
• Use of domain-specific vocabulary

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CCLS ELA Key Advances

• Reading
• Balance of literature and informational texts
• Text complexity
• Writing
• Emphasis on argument and informative/explanatory
  writing
• Writing about sources
• Speaking and Listening
• Inclusion of formal and informal talk
• Language
• Stress on general academic and domain-specific
  vocabulary

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CCLS ELA Key Advances

• Standards for reading and writing in history/
• social studies, science, and technical subjects
• Complement rather than replace content standards
• in those subjects
• Responsibility of teachers in those subjects
• Alignment with college and career readiness
• expectations

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Sohow do you feel now?
http//www.youtube.com/watch?v0lC7aABChGI
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Common Core State Standards for Mathematics
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Design and Organization

• Standards for Mathematical Content
• K-8 grade-by-grade standards organized by Domain
• Grade introductions give 24 focal points at each
  grade level
• 9-12 (high school) standards presented by
  conceptual theme (Number Quantity, Algebra,
  Functions, Modeling, Geometry, Statistics
  Probability)

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Design and Organization

• Standards for Mathematical Practice
• Carry across all grade levels
• Describe habits of mind of a mathematically
  expert student
• Make sense of problems and persevere in solving
  them.
• Reason abstractly and quantitatively.
• Construct viable arguments and critique the
  reasoning of others.
• Model with mathematics.
• Use appropriate tools strategically.
• Attend to precision.
• Look for and make use of structure.
• Look for and express regularity in repeated
  reasoning.

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Overview of K-8 Mathematics Standards

• The K- 8 standards
• The K-5 standards provide students with a solid
  foundation in whole numbers, addition,
  subtraction, multiplication, division, fractions
  and decimals
• The 6-8 standards describe robust learning in
  geometry, algebra, and probability and statistics
  
• Modeled after the focus of standards from
  high-performing nations, the standards for grades
  7 and 8 include significant algebra and geometry
  content
• Students who have completed 7th grade and
  mastered the content and skills will be prepared
  for algebra, in 8th grade or after

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Design and Organization

• Domains (former Strands) are larger groups that
  progress across grades
• Clusters (former Bands) are groups of related
  standards
• Content standards define what students should
  understand and be able to do
• Standards are the former Performance Indicators

Content Standard
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Design and Organization
Focal points at each grade level
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Design and Organization
Grade Level Overviews
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Design and Organization High School
Focal Points and Practices
Starts with Conceptual Categories
The identifies the Domains, Clusters, Standards
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Math Digital Scavenger Hunt

• From the home page of the Valhalla UFSD CCLS math
  document select Grade 4 to answer these
  questions. 
• Select Critical Areas. What is the 2nd Critical
  Area for Grade 4?
• Select Domains. What does 4.G in the upper right
  hand corner represent?
• How many clusters and how many standards are
  under the domain 4.G?

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Number and Operations, Grade 1

• Number and Operations in Base Ten
• Extend the counting sequence.
• Understand place value.
• Use place value understanding and properties of
  operations to add and subtract.

• Operations and Algebraic Thinking
• Represent and solve problems involving addition
  and subtraction.
• Understand and apply properties of operations
  and the relationship between addition and
  subtraction.
• Add and subtract within 20.
• Work with addition and subtraction equations.

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Fractions, Grades 36

• Grade 3. Develop an understanding of fractions as
  numbers.
• Grade 4. Extend understanding of fraction
  equivalence and ordering.
• Grade 4. Build fractions from unit fractions by
  applying and extending previous understandings of
  operations on whole numbers.
• Grade 4. Understand decimal notation for
  fractions, and compare decimal fractions.
• Grade 5. Use equivalent fractions as a strategy
  to add and subtract fractions.
• Grade 5. Apply and extend previous understandings
  of multiplication and division to multiply and
  divide fractions.
• Grade 6. Apply and extend previous understandings
  of multiplication and division to divide
  fractions by fractions.

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Math Domains in the CCLS

• Grade K-5
• Counting and Cardinality (K)
• Operations and Algebraic Thinking
• Number and Operations in Base Ten
• Measurement in Data
• Geometry

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Required Fluencies in CCLS

• Grade 3 Multiply/Divide within 100
• Add/Subtract within 1,000
• Grade 4 Add/Subtract within 1,000,000
• Grade 5 Multi-digit multiplication

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Key Advances in Mathematics

• Focus and coherence
• Focus on key topics at each grade level
• Coherent progressions across grade levels
• Balance of concepts and skills
• Content standards require both conceptual
  understanding and procedural fluency
• Mathematical practices
• Foster reasoning and sense-making in mathematics
• College and career readiness
• Level is ambitious but achievable

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Instructional Shifts ELA

• Materials Shift in what students are reading
  within existing materials
• Reading lists include a balance of literature and
  informational text
• Teachers Shift in student questions
• Shift to 80 of questions asked as text-dependent
• Students Evidence of close reading
• Close encounters with sufficiently complex text
  demonstrated through writing to inform or argue
  using evidence from text

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Instructional Shifts MATH

• Materials Focus
• Clear indication of fewer concepts at each grade
  level represented by curriculum documents,
  district formative assessments
• Teachers Identify focus areas and fluencies of
  grade level
• Shift in time spent on areas of in-depth
  instruction
• Students Demonstrated fluency and understanding
• Display fluencies for the grade level and
  understand focus areas

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CCLS Goals at Valhalla UFSD

• Long Term Goals
• Mapping a Common Core-aligned curriculum K-12.
• Integrating researched-based instructional
  practices.
• Using assessment to inform instruction.
• Short Term Goals
• Developing an awareness of the Common Core.
• Exploring literacy across the content areas/math
  gap analysis.
• Creating a common lesson design structure.
• Realigning curricular sequence/adapting core
  lessons.

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Resources

• Please see the Valhalla UFSD District Homepage
  for additional resources
• Look under the Staff Tab, scroll down to
  Professional Development

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Resources

• Please see the Valhalla UFSD District Homepage
  for additional resources
• Look under the Staff Tab, scroll down to
  Professional Development

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The District Common Core 21st Century Learning
Committee Thanks You!

• Portions of this presentation incorporated slides
  and information from the the Common Core States
  Standards June 2010 webinar by the Council of
  Chief State School Officers the National
  Governors Association Center for Best Practices,
  Engageny.org, and the NYSED CCLS.