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 Astrella, Pat TrehyValhalla Middle School - Cayne Letizia, Lynne Lewin

Valhalla High School - Eileen Clark, Geraldina MonicaThe Arts - Holly Flannery

Special Education - Margo Doran

November 2011

COMMON CORE LEARNING STANDARDS AWARENESS TRAINING

VALHALLA UFSD

VRES

Our Goals for this Session

Become better acquainted with the structure and terminology of the CCLS

Navigate the CCLS Resource DocumentsRecognize the major instructional shiftsAccess to various CCLS resources

Alphabet Soup…

NYSED – New York State Education DepartmentCCLS – Common Core Learning StandardsCCR – College and Career ReadyAPPR – Annual Professional Performance

ReviewAPM – Aspirational Performance MeasureNAEP – National Assessment of Education

ProgressPARCC – Partnership for the Assessment of

Readiness for College and Careers

Three NYSED Initiatives

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); andThe 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”.

6

Graduation Rates in New York State*

New York State Graduation Rates

73%

84%

58% 57%

37%

51%

13% 15%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

All White Black Hispanic

Student Subgroup

Gra

du

atio

n R

ate

Graduation Rate

ELA/Math AspirationalPerformance Measure (APM)

* 2006 cohort, four-year outcomes through June - Source: NYSED Office of Information and Reporting Services

Which play/musical title reflects your current understanding of the CCLS and why?

45 States & DC Have Adopted theCommon Core State Standards

* Minnesota adopted the CCSS in ELA only

Standards Development Process

College and career readiness standards developed in summer 2009Based on the college and career readiness standards, K-12 learning

progressions developedMultiple rounds of feedback from states, teachers, researchers,

higher education, and the general publicFinal Common Core State Standards released on June 2, 2010Adopted 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)

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 student’s 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.

Two Sets of CCLS

1. English Language Arts & Literacy, including 6-12 Literacy in History/Social Studies, Science, and Technical Subjects*

1. 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

NYSED TIMELIME

Common Core State Standards for English

Language Arts & Literacy in History/ Social Studies,

Science, and Technical Subjects

Design and Organization

Key Design ConsiderationsCCR and grade-specific standards - The K–12 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 K–8, 9–10 and 11–12

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.

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.

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.

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

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

Design and Organization: Reading

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

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 culturescome to understand other perspectives and cultures.

Design and Organization

College and Career Readiness (CCR) anchor standards Broad expectations

consistent across grades and content areas NYS additions highlighted in yellow

Strand

Design and Organization

K−12 standardsGrade-specific end-

of-year expectationsDevelopmentally

appropriate, cumulative progression of skills and understandings

One-to-one correspondence with CCR standards

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.

ELA Digital Scavenger Hunt

Remember:strand.grade.gradespecific standard number

1.What is the CCR Language anchor standard #5? (L.CCR.5)

2.What is the CCSS grade specific standard: RI.4.23.What is the CCSS grade specific standard: W.K.1?4.What is the CCSS grade specific standard: L.8.4b?5.What is the CCSS grade specific standard: L.11-

12.5a?

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

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:

Qual

itativ

e

1. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative

2. Quantitative measures – readability and other scores of text complexity

Reader and Task

3. Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned

Reading: Design and Organization

The National Assessment of Educational Progress (NAEP) - Standards follow NAEP’s 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

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

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

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

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

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

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

Skilled Reading

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 6–12 Reading Standards for Literacy in Science and Technical

Subjects 6–12 Writing Standards for Literacy in History/Social Studies,

Science, and Technical Subjects 6–12

FYI – NYS Science & Social Studies content standards remain unchanged (for the moment).

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

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

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

http://www.youtube.com/watch?v=0lC7aABChGI

So…how do you feel now?

Common Core State Standards for Mathematics

Design and Organization

Standards for Mathematical Content K-8 grade-by-grade standards organized by Domain Grade introductions give 2–4 focal points at each

grade level 9-12 (high school) standards presented by conceptual

theme (Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability)

Design and Organization

Standards for Mathematical Practice Carry across all grade levels Describe habits of mind of a mathematically expert student

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

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

Overview of K-8 Mathematics Standards

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

Design and Organization

Focal points at each grade level

Design and Organization

Grade Level Overviews

Math Digital Scavenger Hunt

From the home page of the Valhalla UFSD CCLS math document select Grade 1 to answer these questions.

1.Select Critical Areas and note the four main areas for Grade 1.

2.Select Domains. What does 1.OA in the upper right hand corner represent?

3.Under 1.MD what is standard 3 under the cluster Tell and write time and money?

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.

Fractions, Grades 3–6

3. Develop an understanding of fractions as numbers. 4. Extend understanding of fraction equivalence and ordering. 4. Build fractions from unit fractions by applying and extending

previous understandings of operations on whole numbers. 4. Understand decimal notation for fractions, and compare decimal

fractions. 5. Use equivalent fractions as a strategy to add and subtract fractions. 5. Apply and extend previous understandings of multiplication and

division to multiply and divide fractions. 6. Apply and extend previous understandings of multiplication and

division to divide fractions by fractions.

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

Instructional Shifts: ELA

1. Materials: Shift in what students are reading – within existing materials• Reading lists include a balance of literature and

informational text2. Teachers: Shift in student questions

• Shift to 80% of questions asked as text-dependent3. Students: Evidence of close reading

• Close encounters with sufficiently complex text demonstrated through writing to inform or argue using evidence from text

Instructional Shifts: MATH

1. Materials: Focus

• Clear indication of fewer concepts at each grade level represented by curriculum documents, district formative assessments

2. Teachers: Identify focus areas and fluencies of grade level

• Shift in time spent on areas of in-depth instruction

3. Students: Demonstrated fluency and understanding

• Display fluencies for the grade level and understand focus areas

CCLS Goals at Valhalla UFSD

Long Term Goals:1.Mapping a Common Core-aligned curriculum K-12.2.Integrating researched-based instructional practices.3.Using assessment to inform instruction.

Short Term Goals:1.Developing an awareness of the Common Core.2.Exploring literacy across the content areas/math gap analysis.3.Creating a common lesson design structure.4.Realigning curricular sequence/adapting core lessons.

Resources

Please see the Valhalla UFSD District Homepage for additional resources

Look under the “Staff” Tab, scroll down to “Professional Development”

Resources

Please see the Valhalla UFSD District Homepage for additional resources

Look under the “Staff” Tab, scroll down to “Professional Development”

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.

The District Common Core & 21st Century Learning Committee

Thanks You!