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Common Core & 21 st Century Learning Committee - PowerPoint PPT Presentation

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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

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Common Core & 21 st Century Learning Committee

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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 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




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

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 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)

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.


  • 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

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); 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”.

Graduation Rates in New York State*

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

New York State Assessment Transition PlanELA & Math


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

Common Core: Alignment of the Science & Social Studies Assessments


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)

Two Sets of CCLS

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

Key Design Considerations (State Based)

  • CCR 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.


  • 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.


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

Layout of CCSS Document

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


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)

  • 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

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


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


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

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

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


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

Document Based Example


College and Career Readiness (CCR)

anchor standards

Broad expectations consistent across grades and content areas

NYS additions highlighted in yellow

Document Based Example

K−12 standards

Grade-specific end-of-year expectations

Developmentally 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


strand.grade.gradespecific standard number

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

What is the CCSS grade specific standard:


Overview of Standards forHistory/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

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).

History/Soc, Sci, & Other Tech Digital Scavenger Hunt

What is the CCR Writing anchor standard #11: W.CCR.11?

What is the CCLS grade specific standard: RI.11-12.3?

Summary: CCLS ELA Key Ideas


  • Balance of literature and informational texts

  • Text complexity


  • Emphasis on argument and informative/explanatory writing

  • Writing about sources

    Speaking and Listening

  • Inclusion of formal and informal talk


  • Stress on general academic and domain-specific vocabulary

Summary: CCLS ELA Key Ideas

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


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 cultures.

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

    • 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.

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

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

Design and Organization: High School

Focal Points and Practices

Starts with Conceptual Categories

The identifies the

Domains, Clusters, & Standards

Math Digital Scavenger Hunt

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?

Algebra, Grade 8

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.

Overview of High SchoolMathematics Standards

The high school mathematics standards:

  • Call on students to practice applying mathematical ways of thinking to real world issues and challenges

  • Require students to develop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly are called to do

  • Emphasize mathematical modeling, the use of mathematics and statistics to analyze empirical situations, understand them better, and improve decisions

  • Identify the mathematics that all students should study in order to be college and career ready

High School

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.

Geometry, High School

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.

Mathematics III

Algebra II


Mathematics II

Algebra I

Mathematics I

Pathway A

Traditional in U.S.

Pathway B

International Integrated approach (typical outside of U.S.)

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


Immediate Awareness of the Instructional Shifts in 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

Immediate Awareness of Instructional Shifts in 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

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.


  • 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,,, and the NYSED CCLS.

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

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