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
Strategy/Activity
How to use this
strategy/activity?
How might I use this
strategy/activity?
Notes & Details
Pkt.
p. 1
Common Core Continuum
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
Strategy/Activity
How to use this
strategy/activity?
How might I use this
strategy/activity?
Notes & Details
Common Core
Continuum
Activity
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
√
Ideas you would like to remember
?
Where you might need some clarification
Key words or phrases
Partner Share
After Reading the selection on “StandardsBased Education”, find a partner from a
different table to discuss 2 things you
tagged and why.
Common Core State Standards
Strategy/Activity Recording Sheet
Strategy/Activity
How to use this
strategy/activity?
How might I use this
strategy/activity?
Notes & Details
Common Core
Continuum Activity
SBE Article
Text-Tagging /
Partner Share
Pkt.
p. 1
Familiarize …. But don’t align
Why Now?
• Increase awareness of global integrationeconomy and society (supports move
away from local control over education)
• All students approach
• 21st Century technology and mobility
• State led
• Political and financial incentives
Proficiency
Grade 4 Reading
Proficient
Tennessee
North Carolina
88 %
Texas
Iowa
Arkansas
Massachusetts
81 %
77 %
53 %
California
48 %
82 %
48 %
Required
NAEP Score
Proficiency
Grade 4 Reading
Proficient
Required
NAEP Score
Tennessee
North Carolina
88 %
170
82 %
183
Texas
Iowa
Arkansas
Massachusetts
81 %
77 %
53 %
190
197
217
48 %
234
California
48 %
210
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….
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?
Rigor/Relevance
For
All Students
Knowledge Taxonomy
1.
2.
3.
4.
5.
6.
Awareness
Comprehension
Application
Analysis
Synthesis
Evaluation
Application Model
1.
2.
3.
4.
Knowledge in one discipline
Application within discipline
Application across disciplines
Application to real-world
predictable situations
5. Application to real-world
unpredictable situations
Rigor/Relevance Framework
6
Knowledge
5
4
3
2
Application
1
1
2
3
4
5
6
Rigor/Relevance Framework
Evaluation
C
D
Assimilation
Adaptation
5
Synthesis
K
N
O
W
L
E
D
G
E
4
Analysis
3
Application
A
B
Acquisition
Application
2
Comprehension
1
Knowledge
1
Know in one
Discipline
2
3
4
5
Apply
knowledge
In on discipline
Apply
Knowledge
Across
disciplines
Apply
knowledge
To real-world
predictable
situations
Apply
knowledge
To real-world
Unpredictable
situations
APPLICATION
www.leadered.com
Rigor/Relevance Framework
6
5
4
3
2
1
•
•
•
•
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.
C
• Express probabilities as fractions,
percents, or decimals.
• Classify triangles according to
angle size and/or length of sides.
• Calculate volume of simple threedimensional shapes.
• Given the coordinates of a
quadrilateral, plot the quadrilateral
on a grid.
A
1
2
•
•
•
•
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
• 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.
B
3
4
5
International Center for
Leadership in Education
Rigor/Relevance Framework
6
5
4
3
2
1
•
•
•
•
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.
• Express probabilities
as fractions,
•
percents, or decimals.
•
• Classify triangles according to angle
size and/or length of sides.
• simple three• Calculate volume of
dimensional shapes.
• Given the coordinates
of a
• Calculate percentages of advertising in
quadrilateral, plot thea newspaper.
quadrilateral on
• Tour the school building and identify
a grid.
examples of parallel and perpendicular
C
B
A
1
D
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
3
4
5
International Center for
Leadership in Education
Rigor/Relevance Framework
6
5
4
•
•
•
•
3
•
2
•
•
1
•
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.
• 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.
Express probabilities as fractions,
percents,
or decimals. and display collected
• Organize
Classify triangles according to
data,
appropriate tables,
angle size
and/orusing
length of sides.
Calculate volume of simple threecharts, or graphs.
dimensional shapes.
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.
C
D
B
A
• Given the coordinates of a
quadrilateral, plot the quadrilateral
on a grid.
1
2
3
4
5
International Center for
Leadership in Education
Rigor/Relevance Framework
•
6
4
3
•
2
•
•
1
• 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
• Calculate percentages of advertising in
Express function.
probabilities as fractions,
a newspaper.
percents, or decimals.
• Tour the
school
building and identify
• Determine
and justify
the
similarity
or
Classify
triangles according to
examples of parallel and perpendicular
angle size and/or length of sides.
congruence for twolines,
geometric
planes, and angles.
Calculate volume of simple three• Determine the median and mode of real
dimensional
shapes.
shapes.
data displayed in a histogram
D
C
5
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.
A
• Given the coordinates of a
quadrilateral, plot the quadrilateral
on a grid.
1
2
B
• Organize and display collected data,
using appropriate tables, charts, or
graphs.
3
4
5
Rigor/Relevance Framework
6
5
4
•
•
•
•
3
•
2
•
•
1
•
• 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 of advertising in
Calculate
percentages
Express probabilities as fractions,
a newspaper.
percents,organize
or decimals. and hold this
event.
•
Tour
the
school building and identify
Classify triangles according to
examples
parallel and perpendicular
Make
a scale
of ofthe
angle• size
and/or length
of sides.drawing
lines, planes, and angles.
Calculate volume of simple threeclassroom on grid• paper,
each
Determine the
median and mode of real
dimensional shapes.
data displayed in a histogram
Given the
coordinates
of a
group
using
a different
scale.
• Organize and display collected data,
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.
C
D
A
B
quadrilateral, plot the quadrilateral
on a grid.
1
2
using appropriate tables, charts, or
graphs.
3
4
5
A
State
Standards
State
Tests
D
NESS
Common
Core
Standards
Consortium
Assessment
C
D
A
B
When you think about
supporting movement
from quadrant A to D,
how might the CCSS
foster change in your
organization?
6
Rigor/Relevance Framework
Evaluation
C
D
Assimilation
Adaptation
5
Synthesis
K
N
O
W
L
E
D
G
E
4
Analysis
3
Application
A
B
Acquisition
Application
2
Comprehension
1
Knowledge
1
Know in one
Discipline
2
3
4
5
Apply
knowledge
In on discipline
Apply
Knowledge
Across
disciplines
Apply
knowledge
To real-world
predictable
situations
Apply
knowledge
To real-world
Unpredictable
situations
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
Anchor Standards
• Broad expectations
consistent across
grades and content
• Based on college and
career readiness
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
Text Lexile Measure (L)
1400
1200
1000
800
600
High
School
Literature
College
Literature
College
High
School Textbooks
Textbooks
Military
Personal Entry-Level
Use
Occupations
SAT 1,
ACT,
AP*
From: Datametrics
Writing
• Arguments
• Informative or
explanatory texts
• Narratives
Speaking and Listening
• Effective
communication
Language
• Conventions of
standard English
• Includes acquisition of
vocabulary
• Address in context of
other strands
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……
• What strikes you?
• Strengths
• Concerns
Mathematics
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
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
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 standardsincrease in complexity from grade to grade
High School
• Flexible for course
design
• At end of grade 7ready for algebra
And Assessments
• PARCC
• Different:
– Level of questions
– Format (on-line 6-11)
– Timing (through course)
When?????
• 2011-2012: Align
curricula to CCSS but
assess on 2005
standards (results
mapped to both)
• 2012-13: Curriculum
models availableinstruction fully
aligned
Pkt.
p. 4
Reflection
• What has your head
spinning?
• What will you be
mindful about when
sharing the CCSS
information with:
Students, Parents,
Colleagues,
Community….
Myths & Facts Mix-n-Mingle
www.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
Common Core State Standards
Strategy/Activity Recording Sheet
Strategy/Activity
How to use this
strategy/activity?
How might I use this
strategy/activity?
Notes & Details
Common Core
Continuum Activity
SBE Article
Text-Tagging /
Partner Share
CCSS Myths &
Fact Mix-N-Mingle
Pkt.
p. 1
Term
New to me….
I have heard of it…
I can explain and give
examples…
Anchor Standard
Strand
College and Career ready
Grade levels
Grade bands
Aspects of text complexity
Math Standard
Cluster
Domain
Mathematical Practice
Mathematical Content
Pkt.
p. 5
Common Core State Standards
Strategy/Activity Recording Sheet
Strategy/Activity
How to use this
strategy/activity?
How might I use this
strategy/activity?
Notes & Details
Common Core
Continuum Activity
SBE Article
Text-Tagging /
Partner Share
CCSS Myths & Fact
Mix-N-Mingle
CCSS Vocabulary
Pre-Assessment
Pkt.
p. 1
CCSS Guided Walk
Have documents ready with postit notes and/or flags
CCSS Scavenger Hunt
• Using the guide
provide, seek out
items you are
asked to locate
within the CCSS
documents
Common Core State Standards
Strategy/Activity Recording Sheet
Strategy/Activity
How to use this
strategy/activity?
How might I use this
strategy/activity?
Notes & Details
Common Core
Continuum Activity
SBE Article
Text-Tagging / Partner
Share
CCSS Myths & Fact
Mix-N-Mingle
CCSS Vocabulary
Pre-Assessment
CCSS Guided-Walk
Scavenger Hunt
Pkt.
p. 1
Ticket to Lunch
On a post-it, please reflect on our
morning using the following prompt:
I’m Thinking…
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
Pkt.
p. 6
Levels of Perception: Reflection
• What are some
things that have
changed?
• Where might
people struggle?
• What gaps are
you noticing?
Pkt.
p. 6
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
Common Core State Standards
Strategy/Activity Recording Sheet
Strategy/Activity
How to use this
strategy/activity?
How might I use this
strategy/activity?
Notes & Details
Dipping Into CCSS
Reflection Sheet
Pkt.
p. 1
Doug Reeves Video
While you watch the video, make
connections with this morning’s
experience…
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
Common Core State Standards
Strategy/Activity Recording Sheet
Strategy/Activity
How to use this
strategy/activity?
How might I use this
strategy/activity?
Notes & Details
Dipping Into CCSS
Reflection Sheet
Doug Reeves Video
w/ M.I.P. Reflection
Pkt.
p. 1
The Four Hats of Shared
Leadership and CCSS
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
RAFT
Role
Presenter
Facilitator
Coach
Consultant
Audience
Format
Timeline
Common Core State Standards
Strategy/Activity Recording Sheet
Strategy/Activity
How to use this
strategy/activity?
How might I use this
strategy/activity?
Notes & Details
Dipping Into CCSS
Reflection Sheet
Doug Reeves Video
w/ M.I.P. Reflection
RAFT: Role,
Audience, Form,
Time/Topic
3-2-1 Reflection
Pkt.
p. 1
Common Core State Standards
1 thing I would like to learn more about?
2 tools I plan to use?
3 things I learned today?
Pkt.
p. 11
Thank you for attending
today’s Session!
Feel free to contact CI&A for any
other CCSS help or assistance
www.ocmboces.org
Example:
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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.
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.