Kentucky Leadership Networks

1. Kentucky Leadership Networks Common Core State Standards Overview for Building Administrators September 2010

2. Talk though the network structure: Content groups consisting of staff developers and assistant principals and lead by Vicki and Jana Beth to learn specifics on the common core standards for English/LA and math. The E/LA & math groups are responsible for facilitating sessions for your staff developer and a lead teacher to prepare these individuals to work with teachers in your buildings. The first of these sessions was held on Sept. 1. The principal group includes a building level administrator from each level (name these individuals) & Julie. The purpose of this group is to share information that principals need to be aware of concerning implementation of the common core standards. Information will be shared with you all throughout the year in either your principal or in administrator meetings. The instructional support network—orients district administrators including superintendents to their roles in the core standards roll out. Talk though the network structure: Content groups consisting of staff developers and assistant principals and lead by Vicki and Jana Beth to learn specifics on the common core standards for English/LA and math. The E/LA & math groups are responsible for facilitating sessions for your staff developer and a lead teacher to prepare these individuals to work with teachers in your buildings. The first of these sessions was held on Sept. 1. The principal group includes a building level administrator from each level (name these individuals) & Julie. The purpose of this group is to share information that principals need to be aware of concerning implementation of the common core standards. Information will be shared with you all throughout the year in either your principal or in administrator meetings. The instructional support network—orients district administrators including superintendents to their roles in the core standards roll out.

3. Network Goal To enable participants to be able to model and lead others in their schools and districts to work collaboratively to learn about and implement common core state standards. The work of the principal group is organized into 3 areas: Knowledge of common core standards for English/language arts and math. Characteristics of highly effective teaching (to impact standards implementation) Leadership development The majority of our work today will be in gaining familiarity with the common core standards. You will recall that our August administrators’ meeting included a segment on characteristics of highly effective teaching in math. This emphasis will continue at future administrator meetings. In addition, the leadership segment that was presented at the cadre meeting that we attended included information on technical and adaptive change by Ron Heifetz, material that we have studied in the district already. As new leadership information is shared, we will share that material with you.The work of the principal group is organized into 3 areas: Knowledge of common core standards for English/language arts and math. Characteristics of highly effective teaching (to impact standards implementation) Leadership development The majority of our work today will be in gaining familiarity with the common core standards. You will recall that our August administrators’ meeting included a segment on characteristics of highly effective teaching in math. This emphasis will continue at future administrator meetings. In addition, the leadership segment that was presented at the cadre meeting that we attended included information on technical and adaptive change by Ron Heifetz, material that we have studied in the district already. As new leadership information is shared, we will share that material with you.

4.  Learning TargetsCommon Core State Standards for English/Language Arts I can explain the organization and structure of the standards. I can identify and explain the grade level progression within the standards.

5. CCSS Features Focused on critical demands of the global economy Fewer, but more rigorous Easily communicated to stakeholders Based on research Considered international benchmarks Aligned from kindergarten through college entrance Talk through this slide with the group.Talk through this slide with the group.

6. How are the Standards organized? DESIGN: The ELA standards contain 2 broad categories: Standards for ELA and standards for literacy in history/social studies, science and technical subjects. We will work with the ELA part of the document, specifically the reading standards, today. DESIGN: The ELA standards contain 2 broad categories: Standards for ELA and standards for literacy in history/social studies, science and technical subjects. We will work with the ELA part of the document, specifically the reading standards, today.

7. Talk through basic organization using green handout & notes below: The College and Career Readiness Anchor Standards provide a broad framework of the skills and understandings that all students must demonstrate. The grade level standards define what students should understand and be able to do by the end of each grade and correspond to the CCR anchor standards by number. (REFERENCE GREEN HANDOUT—CCR Anchor Standards for Reading & Grade Level Standards for Informational Reading—PAGES 3 & 4) The English Language Arts standards are grade specific through grade 8 and organized into bands for grades 9/10 and 11/12. (REFERENCE GREEN HANDOUT, PAGES 3-7—EMPHASIZE WE ARE ONLY LOOKING AT INFORMATIONAL READING STANDARDS TODAY!) The Literacy in History/Social Studies, Science and Technical Subjects are organized into bands for grades 6-8, 9/10 and 11/12. (REFERENCE GREEN HANDOUT, PAGES 8-9)Talk through basic organization using green handout & notes below: The College and Career Readiness Anchor Standards provide a broad framework of the skills and understandings that all students must demonstrate. The grade level standards define what students should understand and be able to do by the end of each grade and correspond to the CCR anchor standards by number. (REFERENCE GREEN HANDOUT—CCR Anchor Standards for Reading & Grade Level Standards for Informational Reading—PAGES 3 & 4) The English Language Arts standards are grade specific through grade 8 and organized into bands for grades 9/10 and 11/12. (REFERENCE GREEN HANDOUT, PAGES 3-7—EMPHASIZE WE ARE ONLY LOOKING AT INFORMATIONAL READING STANDARDS TODAY!) The Literacy in History/Social Studies, Science and Technical Subjects are organized into bands for grades 6-8, 9/10 and 11/12. (REFERENCE GREEN HANDOUT, PAGES 8-9)

9. CCR vs. grade-specific standards Grade level standards for K-8 Grade band standards for 9-10 and 11-12 Lexile ranges (refer to handout) Emphasis on informational and persuasive texts A focus on results An integrated model of literacy (R, W, S, L) Research and media skills blended into standards Shared responsibility across content areas for students’ literacy development What else do I need to know about these standards? A Design Summary TALK THROUGH THIS SLIDE—first 3 bullets should be a review--for remainder of bullets, emphasize integrated approach to teaching literacy skills shared across content areas. TALK THROUGH THIS SLIDE—first 3 bullets should be a review--for remainder of bullets, emphasize integrated approach to teaching literacy skills shared across content areas.

10. Appendices A: Supplementary materials and glossary B: Text exemplars, text complexity, and sample performance tasks C: Annotated writing samples at various grade levels Visit: www.corestandards.org Remind principals of the bound booklets that they have that include the E/LA Standards and the Appendix Items—show your bound copies as a physical reminder for the group.Remind principals of the bound booklets that they have that include the E/LA Standards and the Appendix Items—show your bound copies as a physical reminder for the group.

11. Standards Progression Find the one page technology standards page. Highlight differences in the descriptors by grade level. Share out with group. Vicki Riley will do this activity. This is the blue sheet in your purple folder. First look at the blue technology page. Talk about what CCR stands for (Career-College Readiness). Look at how standards are labeled by grade levels. (Writing. Kindergarten. Standard 6) on page 19 of your bound LA booklet. Together look at the difference between K and 2 descriptor. Then work with partners to highlight differences in descriptors from grade to grade. Then share out what you found. Vicki Riley will do this activity. This is the blue sheet in your purple folder. First look at the blue technology page. Talk about what CCR stands for (Career-College Readiness). Look at how standards are labeled by grade levels. (Writing. Kindergarten. Standard 6) on page 19 of your bound LA booklet. Together look at the difference between K and 2 descriptor. Then work with partners to highlight differences in descriptors from grade to grade. Then share out what you found.

12. Comparing CCSS to CCA Read College & Career Readiness Anchor Standard for Reading number 6 on page 3 of the green handout. On the chart paper provided, track the progression of this standard from grades K-12 by making notes about what each standard requires at each grade level. Compare to Core Content sample (yellow handout). What conclusions can you draw? INTRODUCE GROUP ACTIVITY—(PARTICIPANTS WILL NEED GREEN HANDOUTS, MARKERS, CHART PAPER TO START ACTIVITY)—(YELLOW HANDOUT WILL BE NEEDED FOR STEP 3 OF ACTIVITY) Purpose: to track the progression of one informational reading standard from grades K-12. Encourage discussion, small and whole group, about differences between Reading Core Content for Assessment & Common Core State Standards for Reading. TAKE A BREAK BEFORE BEGINNING WORK WITH MATH STANDARDS!!!!!!!!!!!!!!!!!!!!!!!! INTRODUCE GROUP ACTIVITY—(PARTICIPANTS WILL NEED GREEN HANDOUTS, MARKERS, CHART PAPER TO START ACTIVITY)—(YELLOW HANDOUT WILL BE NEEDED FOR STEP 3 OF ACTIVITY) Purpose: to track the progression of one informational reading standard from grades K-12. Encourage discussion, small and whole group, about differences between Reading Core Content for Assessment & Common Core State Standards for Reading. TAKE A BREAK BEFORE BEGINNING WORK WITH MATH STANDARDS!!!!!!!!!!!!!!!!!!!!!!!!

13. The Important Book

14. The Important Book The important thing about the sun is that it shines. It is the center of the Solar System. It’s hot. It sustains life. It gives us light. It gives us a tan. It gives us warmth. The important thing about the sun is that it shines. This is an example of student work. This is an example of student work.

15. The Important BookAs a Table…Please work together to complete this frame on chart paper. Share with the large group The important thing about a school leadership network is____________. It is ___________________________. It is ___________________________. It is ___________________________. --And since failure is not an option, the important thing about a school leadership network is_________________. Vicki RileyVicki Riley

16. CCSS for MathLearning Targets I can explain the development, purpose, organization, and focus of the new Common Core State Standards for Mathematics. I can distinguish the Standards for Mathematical Practice from the Standards for Mathematical Content.

17. The Process - Common Core State Standards Initiative  State-led effort to establish consistent and clear education standards Written by content experts, teachers, researchers and others Nearly 10,000 comments from the public Validation committee reviewed the standards Each state chooses to adopt, NOT led by federal government. Talk through—purpose is to communicate basic knowledge.Talk through—purpose is to communicate basic knowledge.

18. Why this change? Why now? Global Competition Global Marketplace Demographics Estimated that China will supply 12 million college graduates in 2013 while US will supply 4 million US International Performance Rankings Skills Changing from Routine to Analytical, Nonroutine, and Interactive Kentucky was the first state to adopt the Common Core Standards Talk through this slide—simply establish the need to change & why it is important to do so now.Talk through this slide—simply establish the need to change & why it is important to do so now.

19. By what criteria were the standards developed? The standards: Are aligned with college and workforce expectations; Are clear, understandable and consistent; Include rigorous content and application of knowledge through high-order skills; Build upon strengths and lessons of current state standards; Are informed by standards in other top performing countries, and Are evidence-based. Again, straight ahead information . . . Again, straight ahead information . . .

20.  Key Points In Mathematics: Elementary solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions and decimals successful international recommendations about numbers corresponding to quantities included for grade K build on best state standards to navigate through fractions, negative numbers, and geometry, maintain a continuous progression from grade to grade Number operations, K-quantities, Number & Geometry progressions No separate Algebra strandNumber operations, K-quantities, Number & Geometry progressions No separate Algebra strand

21. Key Points In Mathematics: Middle School not only procedural skill but also conceptual understanding, absorbing the critical information they need to succeed at higher levels students who have mastered the content and skills through the 7th grade will be well-prepared for algebra in grade 8 robust and provide a coherent and rich preparation for high school mathematics Skills and concepts, prepared for Algebra I by 8th grade, prepared for HSSkills and concepts, prepared for Algebra I by 8th grade, prepared for HS

22. Key Points In Mathematics: High School practice applying mathematical ways of thinking to real world issues and challenges; prepare students to think and reason mathematically rigorous definition of college and career readiness, students develop depth of understanding and ability to apply mathematics emphasize mathematical modeling throughout math content domains Application, depth of understanding, MODELINGApplication, depth of understanding, MODELING

23. Standards for Mathematical Practice Make sense of problems, persevere in solving them Reason abstractly & quantitatively Construct viable arguments, critique reasoning of others Model with math Use appropriate tools strategically Attend to precision Look for & make use of structure (patterns) Look for & express regularity in repeated reasoning (repeated steps/calculations, shortcuts) The standards for mathematical practice provide the broad perspective how we want students to be able to function mathematically—what we want students to be able to do when working with math content. The Standards for Mathematical Practice serve the same purpose for the math content standards that the College & Career Ready Anchor Standards provide for the E/LA content standards. (DIRECT PRINCIPAL ATTENTION TO BLUE HANDOUT, PAGES 3-5)The standards for mathematical practice provide the broad perspective how we want students to be able to function mathematically—what we want students to be able to do when working with math content. The Standards for Mathematical Practice serve the same purpose for the math content standards that the College & Career Ready Anchor Standards provide for the E/LA content standards. (DIRECT PRINCIPAL ATTENTION TO BLUE HANDOUT, PAGES 3-5)

24. Standards for Mathematical Content DIRECT PARTICIPANTS TO BLUE HANDOUT, PAGE 6—How to read the grade level standards. Standards define what students should understand and be able to do. Clusters are groups of related standards. Note that standards from different clusters may sometimes be closely related, because mathematics is a connected subject. Domains are larger groups of related standards. Standards from different domains may sometimes be closely related. Explain that the math content standards are organized into grade level standards K-8 and organized by course on the HS level. DIRECT PARTICIPANT ATTENTION TO BLUE HANDOUT, PAGES 7-9—tell principals these pages are not actually part of the math standards but have been prepared to summarize the standards by domain by grade level through grade 8 and by domain for HS.   DIRECT PARTICIPANTS TO BLUE HANDOUT, PAGE 6—How to read the grade level standards. Standards define what students should understand and be able to do. Clusters are groups of related standards. Note that standards from different clusters may sometimes be closely related, because mathematics is a connected subject. Domains are larger groups of related standards. Standards from different domains may sometimes be closely related. Explain that the math content standards are organized into grade level standards K-8 and organized by course on the HS level. DIRECT PARTICIPANT ATTENTION TO BLUE HANDOUT, PAGES 7-9—tell principals these pages are not actually part of the math standards but have been prepared to summarize the standards by domain by grade level through grade 8 and by domain for HS.  

25. Comparison Choose one Common Math Standard. Choose one Core Content for Assessment Standard that is similar Using the Venn Diagram, work individually to find the similarities and differences. Share with a partner Share with the group Vicki Riley Vicki Riley

26. Reflection . . . Why is it important that the standards for mathematical practice be the lens through which we look at the content? What implications do these standards for mathematical practice have on: The way we need to teach? The way students learn? The way assessments are designed? Emphasize that the standards for mathematical practice address “how” we want students to learn & that the content standards provide specifics on “what” content should be addressed at different grade levels and in different courses (HS level). ALLOW TIME FOR SMALL & WHOLE GROUP DISCUSSION. Emphasize that the standards for mathematical practice address “how” we want students to learn & that the content standards provide specifics on “what” content should be addressed at different grade levels and in different courses (HS level). ALLOW TIME FOR SMALL & WHOLE GROUP DISCUSSION.

27. What should my teachers be doing right now with the standards? (Making Meaning, Comparing Old to New , Talking about Logical Merge Points for Beginning Implementation) Emphasize importance of taking time this year to learn about the standards, take beginning steps toward implementation in preparation for full implementation in fall 2011. The September 1 work for staff developers and lead teachers was designed to support this kind of work.(Making Meaning, Comparing Old to New , Talking about Logical Merge Points for Beginning Implementation) Emphasize importance of taking time this year to learn about the standards, take beginning steps toward implementation in preparation for full implementation in fall 2011. The September 1 work for staff developers and lead teachers was designed to support this kind of work.

28. How should I support my teachers?  (Build in content time for both horizontal and vertical review of the new standards—be sure that Science, SS and other teachers are looking at the Literacy Standards for History/Social Studies, Science. MS/HS: be sure technical subjects are paying attention as well.)(Build in content time for both horizontal and vertical review of the new standards—be sure that Science, SS and other teachers are looking at the Literacy Standards for History/Social Studies, Science. MS/HS: be sure technical subjects are paying attention as well.)