INQUIRY INTO THEINQUIRY INTO THE

CCOMMON OMMON CCORE ORE SSTATE TATE

SSTANDARDSTANDARDS

AGENDAAGENDA

Breakfast and Registration

Welcome/Opening Remarks

Overview of the Common Core State Standards (CCSS)

Organizing into Network Teams

Exploring the CCSS – An Inquiry Approach

Zooming-in on Reading Informational Text

Action Planning – School Teams

Next Steps/Reflections

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OUTCOMESOUTCOMES

Participants will…

Learn about the rationale, history and development of the Common Core State Standards (CCSS).

Identify the characteristics of students who are college and career ready.

Explore the organization and format of the English Language Arts and Mathematics CCSS.

Draft a school action plan using the Milestones for Common Core State Standards to deepen school wide understanding of the Common Core State Standards.

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WHY STANDARDS?WHY STANDARDS?

Jot down your thoughts about why we have standards.

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OVERVIEW OF THE OVERVIEW OF THE COMMON CORE COMMON CORE

STATE STANDARDSSTATE STANDARDS

COMMON CORE STATE COMMON CORE STATE STANDARDSSTANDARDS

Common Core State Standards define the rigorous skills and knowledge in English language arts and mathematics that need to be effectively taught and learned for students to be ready to succeed academically in credit-bearing, college-entry courses and workforce training programs.

Introduction to CCSS, Criteria

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COMMON CORE STATE COMMON CORE STATE STANDARDS: RATIONALESTANDARDS: RATIONALE

College and Career Readiness

Internationally Benchmarked

Equity

Clarity

Statewide Collaboration Curricular Tools Professional Development Common Assessments

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NAEP VS. NY STATE TEST NAEP VS. NY STATE TEST RESULTSRESULTS

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DESPITE GAINS, ONLY 39% OF NYC 4TH GRADERS AND 26% OF 8TH GRADERS ARE PROFICIENT ON NATIONAL MATH TESTS

NAEP & NY STATE TEST RESULTSNYC MATH PERFORMANCE

PERCENT AT OR ABOVE PROFICIENT

21

67

39

85

20

3526

71

2003 2009 2003 2009 2003 2009 2003 2009

NAEP NY State Test NAEP NY State Test

4th Grade 8th Grade

NAEP VS. NY STATE TEST NAEP VS. NY STATE TEST RESULTSRESULTS

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DESPITE GAINS, ONLY 29% OF NYC 4TH GRADERS AND 21% OF 8TH GRADERS ARE PROFICIENT ON NATIONAL READING TESTS

2003 2009 2003 2009 2003 2009 2003 2009

NAEP NY State Test NAEP NY State Test

4th Grade 8th Grade

NAEP & NY STATE TEST RESULTSNYC READING PERFORMANCE

PERCENT AT OR ABOVE PROFICIENT

COMMON CORE STATE COMMON CORE STATE STANDARDS HISTORYSTANDARDS HISTORY

Summer 2009: State-led effort coordinated by National Governors Association and the Council of Chief State School Officers to develop a common core of state K-12 English language arts and mathematics standards

Fall 2009: Draft of college and career readiness standards released for public comment

March 2010: Based on the college and career readiness standards, draft of K-12 learning progressions released for public comment

June 2010: Final Common Core State Standards released

Currently: States are in the process of adopting the Common Core State Standards (To date, 36 states have adopted the CCSS.)

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COMMON CORE STATE COMMON CORE STATE STANDARDS: STANDARDS: THE PROCESS THE PROCESS

Council of Chief State School Officers (CCSSO) and the National Governors Association Center for Best Practices (NGA Center):

Assembled core writing teams who reviewed educational research, as well as state and international standards, before drafting CCSS.

Consulted with state standards development work groups and feedback groups.

Reviewed draft documents with external organizations (e.g. AFT, NEA, IRA, NCTM, NCTE).

Gathered a validation committee – experts in the field to review standards (university scholars, international educators, administrators, teachers etc.)

Published standards for adoption by individual states (States can add an additional 15% to the CCSS content.)

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COMMON CORE STATE COMMON CORE STATE STANDARDS STANDARDS

DESIGN CRITERIADESIGN CRITERIA

Fewer, clearer and higher Aligned with college and work expectations Include rigorous content and application of

knowledge through higher-order skills Internationally benchmarked Anchored in college and career readiness

(without the need for remediation) Research and evidence based

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ESSENTIAL ELEMENTS ESSENTIAL ELEMENTS IN ENGLISH LANGUAGE IN ENGLISH LANGUAGE

ARTS ARTS & MATHEMATICS& MATHEMATICS

College and career readiness standards

Grade specific standards

Focus on results rather than means (Standards do not tell teachers how to teach.)

Focus on the essentials (Standards do not describe all that can or should be taught.)

Multimedia and technology embedded throughout

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ENVISION THE COLLEGE ENVISION THE COLLEGE AND CAREER READY AND CAREER READY

STUDENT STUDENT

The Graduate

College and Career Ready in Reading, Writing, Listening, Speaking and Language

Standards for Mathematical Practice

““THE GRADUATE”THE GRADUATE”

Identify what you want students to know and be able to do upon graduation as college and career ready in English language arts and mathematics

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FOCUSED READINGFOCUSED READING

As you read, mark text as follows:

- I agree/I understand that ...

! - This is important/interesting.

? - I am unclear/ I have a question.

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COLLEGE AND CAREER COLLEGE AND CAREER READY IN READING, READY IN READING,

WRITING, LISTENING, WRITING, LISTENING, SPEAKING AND LANGUAGESPEAKING AND LANGUAGE

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

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STANDARDS FOR STANDARDS FOR MATHEMATICAL PRACTICEMATHEMATICAL PRACTICE

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

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REVISITING THE GRADUATEREVISITING THE GRADUATE

Revisit your “Graduate” and add attributes based on insights gained from reading the standards’ descriptions of college and career readiness.

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EXPLORING THE EXPLORING THE COMMON CORE STATE COMMON CORE STATE

STANDARDS:STANDARDS:AN INQUIRY AN INQUIRY APPROACHAPPROACH

OVERALL ORGANIZATION OF OVERALL ORGANIZATION OF ENGLISH LANGUAGE ARTS ENGLISH LANGUAGE ARTS

STANDARDSSTANDARDS Comprehensive K-5 section

Reading (including Reading Foundational Skills) , Writing, Listening & Speaking and Language Strands

Two Content Area Sections for Grades 6-12

English Language Arts

Reading , Writing, Listening & Speaking and Language Strands

Literacy in History/Social Studies, Science and Technical Subjects

Reading & Writing Strands

Three Appendices

Appendix A: Research Supporting Key Elements of the Standards and Glossary of Key Terms

Appendix B: Text Exemplars and Sample Performance Tasks

Appendix C: Annotated Samples of Student Writing

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OVERALL ORGANIZATION OVERALL ORGANIZATION OF THE MATHEMATICS OF THE MATHEMATICS

STANDARDSSTANDARDS Standards for Mathematical Practice

Carry across all grade levels

Describe habits of mind of a mathematically proficient student

Standards for Mathematical Content

K-8 standards presented by grade level

Organized into domains that progress over several grades

Within each domain, there are clusters and accompanying standards

Grade introductions give 2-4 focal points at each grade level

High school standards presented by conceptual theme (Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability)

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EXPLORATION OF THE EXPLORATION OF THE COMMON CORE STATE COMMON CORE STATE

STANDARDSSTANDARDS

Each table will be assigned a standard and work in pairs to explore a grade band

Table Group Assignments

Reading

Writing

Speaking & Listening

Language

Literacy in History/Social Studies, Science, & Technical Subjects

Mathematics

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I SEE, I THINK, I WONDER…I SEE, I THINK, I WONDER…

As you explore the assigned standard/ strand, make notes as follows:

I See…

I Think…

I Wonder…

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TABLE GROUP TABLE GROUP ASSIGNMENTSASSIGNMENTS

Reading K-2 (pp. 10-11, 13, 15, 16, 31-32)

3-5 (pp. 10, 12, 14, 17, 31-32)

6-8 (pp. 35- 37, 39, 57-58)

9-12 (pp. 35, 38, 40, 57-58)

Writing K-2 (pp. 18-19)

3-5 (pp. 18, 20, 21)

6-8 (pp. 41- 44)

9-12 (pp. 41, 45, 46, 47)

Speaking & Listening K-2 (pp. 22-23)

3-5 (pp. 22, 24)

6-8 (pp. 48 – 49)

9-12 (pp. 48, 50)

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Language

K-2 (pp. 25-27)

3-5 (pp. 25, 28, 29, 30)

6-8 (pp. 51-53, 56)

9-12 (pp. 51, 54, 55, 56)

Literacy in History/Social Studies, Science & Technical Subjects

6-8 SS. (pp. 60, 61, 63-66)

6-8 Sci. (pp. 60, 62, 63-66)

9-12 SS. (pp. 60, 61, 63-66)

9-12 Sci. (pp. 60, 62, 63-66)

Mathematics

K-2 (pp. 9-10, 13-14, 17-20)

3-5 (pp. 21-22, 27-28, 33-38)

6-8 (pp. 39-41, 46-47, 52-56)

9-12 (pp. 57-59, 62-63, 67-69, 72-75, 79-83)

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ZOOMING-IN ON ZOOMING-IN ON INFORMATIONAL TEXTINFORMATIONAL TEXT

COLLEGE & CAREER COLLEGE & CAREER READINESS ANCHOR READINESS ANCHOR

STANDARDS STANDARDS FOR READINGFOR READING

10 Standards divided into 4 clusters

Key Ideas and Details

Craft and Structure

Integration of Knowledge and Ideas

Range of Reading and Level of Text Complexity

Type of text:

Literature

Informational

Complexity

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COLLEGE & CAREER COLLEGE & CAREER READINESS ANCHOR READINESS ANCHOR

STANDARDS FOR READINGSTANDARDS FOR READING

Key Ideas and Details

Craft and Structure

Integration of Knowledge and Ideas

Range of Reading and Levels of Text Complexity

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ZOOMING-IN ON ZOOMING-IN ON INFORMATIONAL TEXTINFORMATIONAL TEXT

K-2 (pp. 13, 32)

3-5 (pp. 14, 32)

6-8 (pp. 39, 58)

9-12 (pp. 40, 58)

6-12 Literacy for History/Social Studies (p. 61)

6-12 Literacy for Science & Technical Subjects (p. 62)

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READING STANDARDS FOR READING STANDARDS FOR INFORMATIONAL TEXT K-12 INFORMATIONAL TEXT K-12

Grade BandWhat’s Encouraging

for Teaching & Learning?

What’s Challenging for Teaching &

Learning?

Key Ideas & Details

Craft & Structure

Integration of Knowledge & Ideas

Range of Reading & Levels of Complexity

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INSTRUCTIONAL INSTRUCTIONAL IMPLICATIONSIMPLICATIONS

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Grade Band Instructional ImplicationsK-2

3-5

6-8

9-12

6-12 Literacy in History/Social Studies

6-12 Literacy in Science and Technical Subjects

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ACTION PLANNINGACTION PLANNING

LEVERS FOR SCHOOL LEVERS FOR SCHOOL IMPROVEMENTIMPROVEMENT

Curriculum

Pedagogy

Assessment

Collaboration

StructureMilestones for the Common Core State Standards Tool

New York City Department of Education, June 2010

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ACTION PLAN TEMPLATEACTION PLAN TEMPLATE

What?(TASK)

By Whom?

By When?

Resources Necessary

Possible Obstacles

Evidence of Successful

Completion

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SESSION REFLECTIONSESSION REFLECTION

IN THINKING ABOUT THE IN THINKING ABOUT THE ROLLOUT OF THE CCSS IN ROLLOUT OF THE CCSS IN

YOUR SCHOOL, WHAT ARE…YOUR SCHOOL, WHAT ARE…

3 Points I will remember as being very important are…

2 Actions I will take as a result of today’s work are…

1 Idea I want to learn more about is…

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