Common Core & 21 st 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 Trehy Valhalla Middle School - Cayne Letizia, Lynne Lewin
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Common Core & 21st Century Learning Committee
Dr. Steven M. Garcia & Mrs. Angela Aguilar, Facilitators
Virginia Road School - Geraldine DiGuglielmo, Ginger Thompson
Kensico School - Kelly Astrella, Pat Trehy
Valhalla Middle School - Cayne Letizia, Lynne Lewin
Valhalla High School - Eileen Clark, Geraldina Monica
The Arts - Holly Flannery
Special Education - Margo Doran
December 19, 2011
COMMON CORE LEARNING STANDARDS AWARENESS TRAINING
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
* Minnesota adopted the CCSS in ELA only
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)
* 2006 cohort, four-year outcomes through June - Source: NYSED Office of Information and Reporting Services
1 New ELA assessments in grades 9 and 10 will begin during the 2012-13 school year and will be aligned to the Common Core, pending funding.
2 The PARCC assessments are scheduled to be operational in 2014-15 and are subject to adoption by the New York State Board of Regents. The PARCC assessments are still in development and the role of PARCC assessments as Regents assessments will be determined. All PARCC assessments will be aligned to the Common Core.
3 The names of New York State’s Mathematics Regents exams are expected to change to reflect the new alignment of these assessments to the Common Core. For additional information about the upper-level mathematics course sequence and related standards, see the “Traditional Pathway” section of Common Core Mathematics Appendix A.
4 The timeline for Regents Math roll-out is under discussion.
5 New York State is a member of the NCSC national alternate assessments consortium that is engaged in research and development of new alternate assessments for alternate achievement standards. The NCSC assessments are scheduled to be operational in 2014-15 and are subject to adoption by the New York State Board of Regents.
Revised October 20, 2011
4 In conjunction with New York State’s Race to the Top award, there will be new Science assessments in grades 6 and 7 and new Social Studies assessments in grades 6-8. These assessments are expected to include the Common Core Literacy Standards and will be infused with Common Core expectations (e.g., reliance on enduring understandings rather than non-core factual knowledge) to reflect New York State’s adoption of the Common Core. The state-level and national dialogues about learning standards are ever-changing, and should the New York State Board of Regents choose to adopt new learning standards such as the Next Generation Science Standards currently under development by a multi-state consortium of which New York is a lead state, these new assessments will be aligned to new learning standards.
The graphic represents that there will also be a new Gr 8 assessment…
6Pending acceptance and approval of Next Generation Science Standards by Board of Regents. New York State is participating in development of the NGSS.
As of October 20, 2011 (Subject to Revision)
English Language Arts & Literacy, including 6-12 Literacy in History/Social Studies, Science, and Technical Subjects*
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
Common Core State Standards for English Language Arts & Literacy in History/ Social Studies, Science, and Technical Subjects
Three main sections
Shared responsibility for students’ literacy development
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
Comprehension (standards 1−9)
students’ ability to read and comprehend informational texts
Range of reading and level of text complexity(standard 10, Appendices A and B)
of genres and subgenres
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
Writing types/purposes (standards 1−3)
Writing informative/explanatory texts
Strong and growing across-the-curriculum emphasis on students writing arguments and informative/explanatory texts
Aligned with NAEP Writing framework
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
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
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
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
College and Career Readiness (CCR)
Broad expectations consistent across grades and content areas
NYS additions highlighted in yellow
Grade-specific end-of-year expectations
Developmentally appropriate, cumulative progression of skills and understandings
One-to-one correspondence with CCR standards
Design and Organization
strand.grade.gradespecific standard number
What is the CCR Language anchor standard #5? (L.CCR.5)
What is the CCSS grade specific standard:
What is the CCR Writing anchor standard #11: W.CCR.11?
What is the CCLS grade specific standard: RI.11-12.3?
Speaking and Listening
Standards for reading and writing in history/
social studies, science, and technical subjects
in those subjects
Alignment with college and career readiness
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
Common Core State Standards for Mathematics
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)
Standards for Mathematical Practice
Overview of K-8 Mathematics Standards
Focal points at each grade level
Grade Level Overviews
Focal Points and Practices
Starts with Conceptual Categories
The identifies the
Domains, Clusters, & Standards
From the home page of the Valhalla UFSD CCLS math document select Conceptual Categories to answer these questions.
How many standards are in the cluster?
What is standard 2 in this cluster?
Graded ramp up to Algebra in Grade 8
Properties of operations, similarity, ratio and proportional relationships, rational number system.
Focus on linear equations and functions in Grade 8
Expressions and Equations
Work with radicals and integer exponents.
Understand the connections between proportional relationships, lines, and linear equations.
Analyze and solve linear equations and pairs of simultaneous linear equations.
Define, evaluate, and compare functions.
Use functions to model relationships between quantities.
The high school mathematics standards:
Conceptual themes in high school
Number and Quantity
Statistics and Probability
College and career readiness threshold
(+) standards indicate material beyond the CCR threshold; can be in courses required for all students.
Modeling standards are distributed under the 5 major heading and are indicated with a ( ) symbol.
Middle school foundations
Hands-on experience with transformations.
Low tech (transparencies) or high tech (dynamic geometry software).
High school rigor and applications
Properties of rotations, reflections, translations, and dilations are assumed, proofs start from there.
Connections with algebra and modeling
Possible Model Course Pathways for Mathematics
Courses in higher level mathematics: Precalculus, Calculus (upon completion of Precalculus), Advanced Statistics, Discrete Mathematics, Advanced Quantitative Reasoning, or other courses to be designed at a later date, such as additional career technical courses.
Traditional in U.S.
International Integrated approach (typical outside of U.S.)
Focus and coherence
Balance of concepts and skills
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.
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, Achieve.org, and the NYSED CCLS.
The District Common Core & 21st Century Learning Committee Thanks You!