Transcript Slide 1

Kentucky Leadership Networks
Common Core State Standards Overview
for Building Administrators
September 2010
Tom Shelton
Vicki Riley
Kristin Atwell
April Benningfield
Jennifer Higdon
Julie Clark
Dane Ferguson
Amy Shutt
Tony Sparks
Bring Knowledge Back to District
½ Day, 4 times During the Year
Staff Developer and 1 Teacher from Each Building
for Math and ELA
KLA Integrated During Administrators’ Meeting
District Leadership Team Scales Up Work in Every School/Classroom
FOV Planning Team + Administrators PLC s+ Leadership Network Core Team
Vicki Riley, Julie Clark, Jana Beth Francis, Matthew Constant, Robin
Jana Beth
Kyle Brown
Laura Cecil
Robin Nalley
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
Learning Targets
Common 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.
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
How are the Standards organized?
Common Core State Standards for
English/Language Arts
Standards for English
Language Arts
Standards for Literacy in
History/Social Studies,
Science, and Technical
College and Career Readiness Standards (CCR)
English Language Arts
Literacy in History/Social Studies,
Science, and Technical Subjects
Reading (20 total)
Informational (10)
Reading (10)
Literary (10)
Writing (10)
Speaking & Listening
Language (6)
Writing (10)
Standards do … Standards do not …
Establish what students Dictate how teachers should teach.
need to learn.
Instead, schools and teachers will
decide how best to help students reach
the standards.
Attempt to focus on
Describe all that can or should be
what is most essential. taught. A great deal is left to the
discretion of teachers and curriculum
Set grade-level
Define the intervention methods or
materials necessary to support students
who are below or above grade-level
What else do I need to know about these standards?
A Design Summary
 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
A: Supplementary materials and glossary
B: Text exemplars, text complexity, and
sample performance tasks
C: Annotated writing samples at various
grade levels
Standards Progression
• Find the one page technology
standards page.
• Highlight differences in the
descriptors by grade level.
• Share out with group.
Comparing CCSS to CCA
1. Read College & Career Readiness Anchor
Standard for Reading number 6 on page 3 of
the green handout.
2. On the chart paper provided, track the
progression of this standard from grades K12 by making notes about what each
standard requires at each grade level.
3. Compare to Core Content sample (yellow
handout). What conclusions can you draw?
The Important Book
Written by
Margaret Wise
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.
The Important Book
As 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_________________.
CCSS for Math
Learning 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.
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
Each state chooses to adopt, NOT led by
federal government.
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
By what criteria were the standards
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
 Are informed by standards in other top performing
countries, and
 Are evidence-based.
Key Points In Mathematics:
 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
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
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
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)
Standards for Mathematical Content
Pg 6
• 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
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?
What should my teachers be doing
right now with the standards?
How should I support my