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CCSS PARENT WORKSHOP NOVEMBER 6, 2014 An Introduction to Common Core State Standards
Ron Martorelli, Assistant Principal for Academics
CCSS Implementation at OLMA Understanding Curriculum Alignments & Shifts
Lisa Harrison, Principal
Demonstration Of Transition to CCSS - Algebra Anthony Fochetta, Math Department Chair
Instructional Technology & CCSS at OLMA
Ron Martorelli, Assistant Principal for Academics
CCSS PARENT WORKSHOP NOVEMBER 6, 2014
An Introduction to Common Core State Standards Ron Martorelli, Assistant Principal for Academics
AN INTRODUCTION TO THE COMMON CORE STATE STANDARDS
What they mean for you and your children
TONIGHT’S OBJECTIVES
Help parents understand what college readiness is and why it matters.
Introduce parents to the new standards and help them understand what to look for and how to help their children at home.
Inform parents as to how Our Lady of Mercy Academy envisions CCSS as part of our curriculum.
COLLEGE AND CAREER READINESS
The new standards will get students ready for success in college and the workforce.
5
…but what does that mean?
COLLEGE READINESS
6
College readiness means that graduates have the skills they need to do well in college.
“College” doesn’t just mean a four-year degree. It can mean any program that leads to a degree or certificate.
Being “ready” means that students graduate from high schools with key skills in English and mathematics.
At OLMA, College Readiness also means preparing our students academically for acceptance at college of choice
CAREER READINESS
Career readiness means that high school graduates are qualified for and able to do well in long-term careers.
“Career” doesn’t just mean a job. It means a profession that lets graduates succeed at a job they enjoy and earn a competitive wage.
At OMLA, “Career” also means providing our students with opportunities for leadership, service, mentoring, and interaction with successful women from a variety of fields and professions.
What are the Common Core Standards?
A single set of clear standards for English language arts and mathematics
A tool to help students and parents set clear and realistic goals for success
A first step in providing young people with the high-quality education that will prepare them for success in college and careers
AT THE CORE….
Students should learn by thinking, practicing, making errors, discussion, debate, experimentation…..
Learning should be broad and deep rather than narrow and shallow…..
Learn in context – understand and retain information like dates and names in the context of their relevancy rather than by memorization…..
9
PARENT SUPPORT CAN HELP STUDENTS SUCCEED
By staying involved, informed and engaged, parents can help students be successful
There are many ways to help: Encourage reading Discuss their homework Communicate with their teachers Attend meetings or workshops to learn more Learn about the standards and how they affect your
child’s education and school
WHAT YOU SHOULD SEE AT HOME
Real-world examples that makes what they’re learning in English and math make more sense
Math homework that asks students to write out how they got their answer
Writing assignments that require students to use evidence instead of opinion
Books that are both fiction and non-fiction
Math homework that ask students to use different methods to solve the same problem
CCS AND NYS REGENTS EXAMS
TRANSITION TO NY CCSS REGENTS EXAMS
OLMA
TRANSITION TO NY CCSS REGENTS EXAMS
OLMA
OLMA
OLMA
OLMA
WHAT IS PARCC?
The Partnership for Assessment of Readiness for College and Careers (PARCC) is a group of states working together to develop a set of assessments that measure whether students are on track to be successful in college and their
careers. These high quality, computer-based K–12 assessments in Mathematics and English Language Arts/Literacy give teachers, schools, students, and parents better information whether students are on track in their learning and for success after high school, and tools to help teachers customize
learning to meet student needs. The PARCC assessments will be ready for states to administer during the 2014-15 school year.
COLLEGE BOARD & COMMON CORE From the College Board: How do revisions to the AP U.S. History course and exam align with Common Core State Standards? The redesigned AP U.S. History course emphasizes developing students’ ability to analyze historical texts and to support their written responses using valid reasoning and relevant evidence. This emphasis dovetails with the Common Core State Standards for reading and writing literacy in history.
CCSS PARENT WORKSHOP NOVEMBER 6, 2014
CCSS Implementation at OLMA Understanding Curriculum Alignments & Shifts
Lisa Harrison, Principal
MOVING TOWARD COMMON CORE THROUGH PROFESSIONAL DEVELOPMENT:
What We’re Doing: All Disciplines on Board with Common Core: Everyone is an ELA teacher
Incorporating Relevant Standards into All Course Outlines
Professional Goals and Action Plans to Enhance the Educational Experience Data-Driven Departmental Strategic Plans to Increase Student Achievement Assessing Ourselves:
reflecting on our direction and progress designing and implementing formative and summative teacher evaluations designing and implementing student course feedback forms
RE-ENVISIONING THE LESSON PLANNING PROCESS: Creating Aims that are knowledge and skills-based, not content-centered
Experimenting with Instructional Methodologies Moving from Content to Student-Centered Instruction Differentiating Instruction to Meet the Needs of All Learners
Designing Activities that are:
diverse, student-centered, hands-on, experiential, inquiry-based, and designed to engage and inspire students
directly linked to the lesson’s aim and carefully designed to enable aim attainment
reflect an appropriate integration of traditional and progressive styles
RE-ENVISIONING THE LESSON PLANNING PROCESS: Experimenting with Instructional Methodologies (continued) scaffolding, according to Bloom’s
Taxonomy: hierarchical classification of
thinking skills 6 cognitive levels; least to
most complex
RE-ENVISIONING THE LESSON PLANNING PROCESS: Experimenting with Instructional Methodologies (continued)
limited and appropriate lecture and activities designed to communicate information, to assess knowledge and comprehension, and to demonstrate application
more learning activities that focus on higher-order thinking skills – analysis, synthesis, evaluation
emphasize critical thinking with the use of evidence to support ideas, opinions, and answers
Redesigning Formative Assessments
to Mirror Common Core to be varied and diverse to measure aim attainment
What’s different in the new standards?
CCSS PARENT WORKSHOP NOVEMBER 6, 2014
Common Core Math Demonstration Of Transition to CCSS - Algebra
Anthony Fochetta, Math Department Chair
What’s different in the new standards?
AMERICA'S DECLINE IN MATH, SCIENCE AND TECHNOLOGY
From the STEM Symposium on Capitol Hill, November 2013:
For both students and up-and-coming professionals, tests and studies continue to confirm that the U.S. is losing its competitive edge when it comes to math, technology and science. According to the Organization for Economic Cooperation and Development, which surveyed more than 150,000 people aged 16 to 65 in 24 different countries, America's results for literacy were disappointing, but mathematics and problem solving proved to be especially embarrassing for a nation that has formerly reigned as a leader of innovation and technology. The U.S. ranked 21 out of 23 countries in math and 17 out of 19 countries in problem solving in the October study.
THE GOAL: PROFICIENCY RATHER THAN EXPOSURE
Research studies have demonstrated that the more limited curricula approach used by high-performing countries in teaching mathematics is superior to instructional approaches used in most American classrooms.
Researchers concluded that the biggest problem of many of the state curricula is that they required coverage of so many different mathematical topics that students had no time to really master them.
The goal is to eliminate “teaching to the test” by altering the way that the questions will be asked from exam to exam. As a result, the students must be able to adjust accordingly and apply their knowledge of the concepts.
THE PLAN
No longer can our approach to instruction be
“A mile wide and an inch deep.”
Critical Thinking
And
Analytical Problem Solving
must be the focus in all classrooms.
MATH TEST QUESTION: PRE-COMMON CORE
Test Question: Solve for x and y:
𝒙𝒙𝟐𝟐 + 𝒚𝒚𝟐𝟐 = 𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐 𝒙𝒙𝟐𝟐 + (𝒚𝒚 − 𝟑𝟑𝟐𝟐)𝟐𝟐 = 𝟏𝟏𝟏𝟏𝟐𝟐𝟐𝟐
(𝒙𝒙 − 𝟑𝟑𝟐𝟐)𝟐𝟐 + (𝒚𝒚 − 𝟏𝟏𝟏𝟏)𝟐𝟐 = 𝟏𝟏𝟏𝟏𝟏𝟏 Answer: x = 40 y = 30
MATH TEST QUESTION: COMMON CORE Scaffolding Questions: Can a person be easily located using one cellular tower? Why/Why not? If law enforcement only knew the distance a caller was from two cellular
towers, what is the maximum number of locations they would have to search to find the caller?
----------------------------------------------------------------------------- Test Question: A person using a cell phone can be located with respect to three cellular towers. In a coordinate system where one unit represents one mile, the location of the caller is determined to be 50 miles from the tower at the origin. The person is also 40 miles from a tower at (0, 30) and 13 miles from a tower at (35, 18). Where is the caller? Answer: The person with the cell phone is located 40 miles east and 30 miles north of the tower at the origin.
THE PROMISE
Our Administration and Faculty Are Committed to Making Available To Our Students
The Best Possible Education. ---------------------------------------------------
Our Administration is Pro-Active And they have Empowered the Faculty to Develop the Highest Quality Instruction.
CCSS PARENT WORKSHOP NOVEMBER 6, 2014 Instructional Technology & CCSS at OLMA
Ron Martorelli, Assistant Principal for Academics
Infrastructure
•upgrade hardware systems for improved internet access, reliability, and back up
instructional hardware and software
computer science initiative
•introduce a requirement for students to take one full credit of computer science courses
•upgrade classroom technology •empower teachers with technology •empower students with technology
Objective
•Interactive whiteboards and projector systems
Target Completion Date
•December 2014
•2015-16
Objective
•Tablets for Teachers
Target Completion Date
•December 2014
Q & A
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