Parent Common Core Workshop Presented By: Robin Hecht Marlboro Central School District

1. Parent Common Core Workshop Presented By: Robin Hecht Marlboro Central School District Marlboro, NY

2. Objectives: • Participants will understand how to organize and run successful parent workshops. • Participants will interact with tools to help parents to understand college readiness and the Common Core standards.

3. Why Plan Parent Trainings? 1. To help parents understand college readinessand“Why Does It Matter?” 2. Introduce parents to the CC Standards vs. Traditional Standards 3. Help parents to understand “how to help” their children at home.

4. 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 Help understand what to look for and how to help their children at home

5. Parent CC Workshop How to ……..Toolkit Tell me ………………….. http://www.engageny.org/parent-and-family-resources Show me………. http://www.youtube.com/watch?v=9IGD9oLofks

6. College and Career Readiness The new standards will get students ready for success in college and the workforce. …but what does that mean?

7. College Readiness • 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.

8. 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.

9. Why does this matter? Because it’s what our students need For every 100 ninth graders… 65 graduate from high school 37 enter college 24 are still enrolled in sophomore year 12 graduate with a degree in six years

10. … and only 6 get a good job after graduation

11. The new standards will… • Preparestudents to succeed in college and the workforce • Ensure that every child—regardless of race, ethnicity or zip code—is held to the same high standards and learns the same material • Provideeducators with a clear, focused roadmap for what to teach and when

12. What are the Common Core Standards? • Asingle 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

13. Common Core State Standards approach

14. Traditional U.S. Approach

16. What’s different in the new standards? • English Language Arts/Literacy: • Focus on non-fiction, careful reading • Discuss reading and write using evidence • Increase academic vocabulary • Mathematics • Learn more about fewer concepts • Focus on skill building, speed and accuracy • Use of real world examples to better understand concepts

17. ELA Test Question – Pre Common Core • In both the Demosthenes biography and the Icarus and Daedalus myth the main characters are given advice from other people. Do you respond to advice from other people more like Demosthenes or more like Icarus? Write an essay in which you explain who you are more like when it comes to taking advice and why. Use details from both articles to support your answer.   • In your response, be sure to do the following: • tell whether you are more like Demosthenes or Icarus • explain why you are respond to advice similar to Demosthenes or Icarus • use details from both passages in your response

18. ELA Test Question – Post Common Core • In both the Demosthenes biography and the Icarus and Daedalus myth the main characters exhibit determination in pursuit of their goals. Did determination help both main characters reach their goals, or did it lead them to tragedy? Write an argument for whether you believe determination helped or hurt the two main characters.  In your response, be sure to do the following: • describe how determination affected the outcome in Demosthenes • describe how determination affected the outcome in Icarus and Daedalus • explain the similarities or differences that exist in the ways determination played into the outcome of both texts • use details from both passages in your response

19. Math Test Question: Pre-Common Core 7.G04 Determine the surface area of prisms and cylinders, using a calculator and a variety of methods.

20. Math Test Question: Post Common Core 6.G.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. 6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.”“For every vote candidate A received, candidate C received nearly three votes.”

21. What Works Best for Engaging Parents?

22. Toolkit • Engageny.org • Checklist for planning the night • One or Two Night sample agenda • Explanation of the “shifts”in instruction, a change in homework, strategies being taught, text complexity, sprints. • Backpack Guide handout questions parents should ask

23. Toolkit for Parent Engagement Planning Tools • Event Checklist for Planning a Parent Night

24. Toolkit for Parent Engagement Planning Tools • Annotated Agendas for Parent Nights: Two-Night Parent Sessions Consolidated One-Night Parent Session OR

25. Toolkit for Parent Engagement Planning Tools • Sample slides from parent night presentations • Full presentations are available for download on EngageNY.org

26. Backpacks: What you should see Books that are both fiction and non-fiction Real-world examples that makes what students learn in English and math make more sense Writing assignments that require students to use evidence instead of opinion Math homework that asks students to write out how they got their answer Math homework that asks students to use different methods to solve the same problem

27. Some questions to ask your child Tell me something you learned in your reading. How did you learn it? Did you talk about anything you read in class today? Did you use evidence when you talk about what you read? Did you learn any new words in class today? What do they mean? How do you spell them? How did you use math today? Can you show me an example? What math problems did you do today? How did you get your answer?

28. Toolkit for Parent Engagement Parent Handouts  • What Parents Can Do to Help their Children Learn

29. A Closer Look: ELA/Literacy Shifts • Read as much non-fiction as fiction • Learn about the world by reading • Read more challenging material closely • Discuss reading using evidence • Write non-fiction using evidence • Increase academic vocabulary

30. Parents SHOULD Students MUST ELA Shift #2: Learn about the world by reading • Supply texts on topics that interest your child • Find books that explain how things work and why • Discuss non-fiction texts and their ideas • Learn more about Science and Social Studies through reading • Use “primary source” documents • Get smarter through the use of texts

31. Parents SHOULD Students MUST ELA Shift #4: Discuss reading using evidence • Find evidence to support their arguments • Form judgments and opinions • Become scholars • Discuss what the author is thinking • Make predictions • Talk about texts • Demand evidence in everyday discussions, debates and disagreements • Read aloud or read the same book as your child and discuss with evidence

32. Parents SHOULD Students MUST ELA Shift #5: Write from sources • Make arguments in writing using evidence • Compare multiple texts in writing • Learn to write well • Encourage writing at home • Write “books” together using evidence and details • Review samples of student writing: http://www.corestandards.org/assets/Appendix_C.pdf

33. A Closer Look: Mathematics Shifts • Focus: learn more about less • Build skills across grades • Develop speed and accuracy • Really know it, Really do it • Use it in the real world • Think fast AND solve problems HOW?

34. Parents SHOULD Students MUST Math Shift #2: Learn skills across grades • Know what the priority work is for your child at their grade level • Spend time with your child on that work • Ask your child’s teacher about his or her progress on the priority work • Spend more time on fewer concepts • Go more in-depth on each one

35. Parents SHOULD Students MUST Math Shift #3: Develop speed and accuracy • Spend time practicing by doing lots of problems on the same idea • Push children to know, understand and memorize basic math facts • Know all of the fluencies your child should have; prioritize learning of the ones they still find difficult

36. Parents SHOULD Students MUST Math Shift #5: Use it in the real world • Ask your child to do that math that comes up in your daily life • Apply math in real world situations • Know which math skills to use for which situation

37. Toolkit for Parent Engagement Parent Handouts  • Parent’s Backpack Guide to the Common Core

38. Parent Support helps students succeed • By stayinginvolved, informed and engaged, parents can help students be successful • Readwith your children • Review and discuss their homework • Communicate with their teachers • Attend public meetings to learn more • Learnabout the standards and how they affect your child’s education and school • Look through your child’s backpack each afternoon

39. What works best?

40. Sample Parent Workshop

41. MCSD Parent CC Workshop • Teachers created 20 minute workshops in Math or ELA for parents to attend • Area college student-teachers created workshops for students of parents attending • PTA sold refreshments • Parents signed in and were assigned to a workshop and given a rotating schedule • 10-15 minute session to explain the night’s routine • Exit Survey was completed by parents

42. Parent CC Workshop Materials • Invite Board Members • Invite Administration • Post Invite and Materials on School websites • INCLUDE: • FAQ session or worksheet • Common Core Resources for Parents • Back Pack Guide to the Common Core • Students Should – Parents Should

43. Time 2 Hours (120 minutes) Objectives 1. Parents will understand how the Common Core Learning Standards differ from traditional NY educational standards and what this will mean for their children. 2. Parents will understand how they can support their children at home and be more involved in the transition to Common Core. Set Up  Round tables in a central meeting space (auditorium, cafeteria or gymnasium)  Tables along the back of the room to hold refreshments  Doors should open 30 minutes prior to the start of the session to allow for informal mingling and refreshments Materials Services  Power point projector and screen  Babysitting  Access to the internet  Translation services  AV hook up with speakers  If necessary, sign language interpreter  Wireless mics  Transportation  Flip charts, markers  Handouts Colleges/Community Clubs/PTA: sell refreshments and school spirit Parent Workshop Sample Plan

44. Elementary School Parent Night

45. Middle School Power Up Night

46. Parents Schedule of Events Dinner (pizza and salad): 5:30—6:15 pm, Cafeteria Keynote Speaker: 6:30—7:30 pm, Gym “Changes in Education” ~Dr. Ken Wagner Session 1: 7:35—8:00 pm Session 2: 8:05—8:30 pm Student Schedule of Events Dinner (pizza and salad): 5:30—6:15 pm, Cafeteria Student Activities: 6:30—7:30 pm, First floor Zingo: 7:30—8:30 pm, Cafeteria *If there is more than one winner for the HV Renegades tickets and Kindle Fire, A “Play-off” will take place. Parent Workshops You are attending the following highlighted workshops S1. ELA CCSS– Room 213, Mrs. Carbone S2. Math CCSS– Room 221, Mrs. Howlett & Mrs. Montemorra S3. Parent Portal– Room 214, Mr. Marallo & Mrs. DeStefano S4. Dignity for All Students Act/Olweus Bullying Prevention Program - Rm 212, Mr. Stanmyer & Ms. Filocco S5. Internet Safety, Rm– Computer Lab, Mr. Magistro *All workshops are located on the second floor Sibling Schedule of Events Dinner (pizza and salad): 5:30—6:15 pm, Cafeteria Activities in Media Center: 6:30—8:30 pm, Second floor. Children will be able to color, play board games, make a craft, and watch a movie.

47. Planning Power-Up Night • Collaboration time with teachers • Delegation of tasks • Communication with stakeholders via email, newsletters, school website, and Blackboard Connect • Acquire supplies and materials for workshops • Create a workshop schedule • Refreshments – coordinate with PTA • Entertainment – coordinate with music dept.

48. Follow Up Feedback Please reflect and record your feedback: • What questions did you feel prepared to answer? When did you feel unprepared? • What did you find to be the most important points for communicating with parents? • What information should be shared in advance of a parent night? What should be shared to conduct strong follow-up?  • What other materials (training tools, activity guides) will help you communicate more effectively with parents?

49. Toolkit for Parent Engagement Parent Handouts  • Common Core Resources for Parents to Learn More

50. Additional resources • www.achievethecore.org • www.pta.org/4446.htm • http://www.cgcs.org/Domain/36 • http://parcconline.org/parcc-content-frameworks • http://EngageNY.org