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## Introduction to the Common Core Standards

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**Introduction to the Common Core Standards**Facilitated by Susan Rothwell Steven Graser & Karen Cuddy-Miller**Implementation Timeline for 4 RTTT Components**2005 NYSS CCSS Begin Aligning Curriculum Teach CCSS NYS Assessments / Regents State Assessments Interim Assessments* PARCC Being Created Data Pilot March 2012 Launch Date October 2012 Normal APPR 60 / 20 / 20, 4-8 ELA & Math 60 / 20 / 20 (60/25/15 with adoption of Value-Added Growth Model) – ALL Teachers and Principals 2010-11 2011-12 2012-13 2013-14 2014-15**NYSED Resource**RTTT Link -- http://usny.nysed.gov/rttt/**Common Core State Standards (CCSS)**• National standards that are adopted by individual states for both ELA & Math • Standards can be found at http://www.p12.nysed.gov/ciai/common_core_standards/ • Math is organized by grade, although the high school is not delineated this way quite yet • NYS has added Pre Kindergarten Standards, ONE standard for Kindergarten (ordinal numbers) and ONE standard for Grade 1 (identifying money)**Common Core State Standards**2005 New York state standards Standards Comparison Bridging the MS Gap will be challenging! Wider focus of topics, more skill based Standards are less descriptive, to the point with little to no symbolic notation Very few examples are provided within the performance indicators Non-measurable verbs often used More prioritized, yet deeper, with an emphasis on problem solving and real-world applications and connections Higher level of rigor “Thicker” standards with higher level of mathematical language and symbolic notation Contain many embedded skills contained within one standards Provide examples written within some of the standards to offer further understanding Non-measurable verbs often used**Operations and Algebraic Thinking**1.OA 1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem 1.N.24 Develop and use strategies to solve addition and subtraction word problems 1.N.25 Represent addition and subtraction word problems and their solutions as number sentences 1.N.26 Create problem situations that represent a given number sentence 1.N.27 Use a variety of strategies to solve addition and subtraction problems with one- and two-digit numbers without regrouping Grade 1CCSS 2005**Measurement and Data**3.MD 1. Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. 3.M.9 Tell time to the minute, using digital and analog clocks Grade 3CCSS 2005**Teachers may find it difficult to teach some of the**new standards, being that some of the concepts require a higher degree of mathematical thinking Projected Problems Teachers may have a hard time understanding what the standards are saying (interpreting the mathematical language) Teachers may struggle with the first two years of transition, considering they will still need to be aligned to the 2005 NYS standards, while trying to integrate the new core Language Example: Transition Content**Next Steps**Prioritize & Unwrap NYS Standards – Deconstruct power PIs for cognitive load, embedded skill, concepts, vocabulary & symbolic notation Develop “Power Concepts” from trends Develop Formative Assessments – Develop Formative Assessments that are aligned to the core embedded skills and concepts from Year 1 & Year 2, which includes the integration of CCSS Develop Concept-Based Curriculum – Develop Concept-Based Learning Maps & Guiding Questions from the Year 1 “Power Concepts” that align to the Common Core State Standards (CCSS) Develop instructional tools needed for new CCSS concepts or skills Year 1 Year 2 Year 3**Soooooo……. let’s take a look at the core**http://www.p12.nysed.gov/ciai/common_core_standards/