Overview of Common Core Standards

1. Overview of the Common Core Standards Jane Suddaby - Assnt Supt. Oswego County BOCES

2. Here we go…Common Core Standards

4. Focused and coherent

5. Include rigorous content and application of knowledge through high-order skills

6. Build upon strengths and lessons of current state standards

7. Internationally benchmarked so that all students are prepared to succeed in our global economy and society

8. Based on evidence and research

10. Why is this important? Currently, every state has its own set of academic standards, meaning public education students in each state are learning to different levels All students must be prepared to compete with not only their American peers in the next state, but with students from around the world

11. Design and Organization Major design goals Align with best evidence on college and career readiness expectations Build on the best standards work of the states Maintain focus on what matters most for readiness

12. College & Career Readiness Independent Strong content knowledge Respond to various audiences, tasks, purposes and disciplines Comprehend and critique Value evidence Technology & digital media Perspectives & cultures

13. STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS JUNE 2010

15. Design and Organization College and Career Readiness (CCR) anchor standards Broad expectations consistent across grades and content areas Based on evidence about college and workforce training expectations Range and content

16. Design and Organization K−12 standards Grade-specific end-of-year expectations Developmentally appropriate, cumulative progression of skills and understandings One-to-one correspondence with CCR standards

17. WRITING 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

18. STANDARDS FOR MATHEMATICS JUNE 2010

19. Design and Organization Standards for Mathematical Practice Carry across all grade levels Describe habits of mind of a mathematically expert student Standards for Mathematical Content K-8 standards presented by grade level Organized into domains that progress over several grades 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)

21. Domain– used to be “Strands”

22. Cluster– used to be “bands within the strand”

23. Standard–used to be “performance indicator”

24. 8 Standards of Practice -“Habits of Mind”- same for all – WILL BE TESTED!

26. Clusters are groups of related standards

28. Design and Organization Focal points at each grade level

29. Statistics & Probability Gr 6 Develop understanding of statistical variability Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages. Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.

30. 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. Functions Define, evaluate, and compare functions. Use functions to model relationships between quantities.

31. High School Conceptual themes in high school Number and Quantity Algebra Functions Modeling Geometry Statistics and Probability College and career readiness threshold (+) standards indicate material beyond the threshold; can be in courses required for all students.

32. 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

33. Common Core Standards (CCS)Common Core State Standards (CCSS) Common Core Standards –NYS Board of Regents adopted July 19th, 2010. 15% maximum additional for states Completed this summer by teachers, administrators curriculum specialists, professors NYS released for review/feedback in the field in October. Tentative date for NYS adoption January 2011

34. Timeline… 2010-2011 (This year!) Familiarize with CCS/CCSS Begin developing curriculums Testing on 2005 standards 2011-2012 (Next year!) Familiarize with CCS/CCSS Continue to develop curriculums Testing on 2005 standards After testing in May begin “new curriculums”

35. …and time passes… 2012-2013 Expectations aligned with CCSS “interim” assessments administered Curriculum models available PARCC (Partnership for the Assessment of Readiness for College and Careers) assessments field tested 2013-2014 CCSS standards taught & tested “interim” assessments administered

36. …and then… 2014-2015 - CCSS and PARCC (Partnership for the Assessment of Readiness for College and Careers) assessments operational

37. What is PARCC????? 26 state consortium with 11 Governing States (thus far…) Participating States : Alabama, Arkansas, California, Colorado, Delaware, Georgia, Kentucky, Mississippi, New Hampshire, New Jersey, North Dakota, Ohio, Oklahoma, Pennsylvania, South Carolina, Governing States: lead the assessment development effort on behalf of the larger Partnership (Arizona, the District of Columbia, Florida, Illinois, Indiana, Louisiana, Maryland, Massachusetts, New York, Rhode Island, and Tennessee, with Florida serving as PARCC’s fiscal agent.)

38. What is PARCC suppose to do???? Goal of PARCC Facilitate an assessment system to increase graduation rates and readiness for college and/or careers Provide needed information to all groups that students are on track and graduate prepared Proposed… Computer based testing Administered during the year at the time of completion of material Data available to remediate or accelerate learning Common measures among states since done in partnership

39. More About PARCC More Meaningful Standards: The Partnership’s assessment system will be anchored in the Common Core State Standards which are consistent across states, clear to the public, and provide an on-ramp to college and careers. Higher Quality Tests: PARCC assessments will include sophisticated items and performance tasks to measure critical thinking, strategic problem solving, research and writing. Through-Course Testing: Students will take parts of the assessment at key times during the school year, closer to when they learn the material. Maximize Technology: PARCC assessments in most grades will be computer based. Cross-State Comparability: States in PARCC will adopt common assessments and common performance standards.

40. …new assessments with PARCC Provide longitudinal data to identify if students are on track and help teachers improve instruction and school climate.

41. While we are still at it… Curriculum models may be developed differently than in the past… F.Y.I. Curriculums are NOT just the standards! NYS will issue a RFP to develop P-12 curriculum model. Required??? Yes, for some, maybe… Model will be Sequenced Content-specific Spiraled Include sample tasks Developed spring of 2011, available spring 2012

42. Assessment System Design: Distributed Summative Assessment Start of the School Year X-------------25%-------------50%---------------75%--------------X--------90%--X End of School Year Through Through Through Through Course 1 Course 2 Course 3 Course 4 Key components: Three through-course components distributed throughout the year in ELA and mathematics, grades 3-11. One Speaking/Listening assessment administered after students complete the third through course component in ELA: required but not part of the summative score-could be used for course grades. One end – of – year assessment.

43. Assessment System Design: Distributed Summative Assessment Start of the School Year X-------------25%-------------50%---------------75%--------------X--------90%--X End of School Year Through Through Through Through Course 1 Course 2 Course 3 Course 4 End of Year EOY: Comprehensive, computer-scored assessment that includes a range of item types, including innovative, technology-enhanced items. Enables quick turnaround of student scores A Student’s summative score-used for accountability purposes –will include his/her performance on Through –Courses 1,2 and 3 as well as the End –of-Year assessment.

44. Not covered… How teachers should teach All that can be taught Advanced work Types of support All that is essential for CCR…

45. Contact info: Jane Suddaby-Assnt Supt –Oswego County BOCES jsuddaby@oswegoboces.org 963-4248 Latest information: http://www.p12.nysed.gov/ciai/common_core_standards/home.html

46. Questions/Information www.p12.nysed.gov/ciai/common_core_standards/home.html 315-963-4248 jsuddaby@oswegoboces.org

48. Up close and comfy with the CCS! What are you noticing? What questions do you have? What support do you need? What conversations need to happen?