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Kentucky Leadership Networks Common Core State Standards Overview for Building Administrators September 2010 Tom Shelton Vicki Riley Kristin Atwell April Benningfield Jennifer Higdon Jennifer Humphrey 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 Bush Jana Beth Francis 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 standards. 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 Subjects 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 (6) 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 developers. Set grade-level Define the intervention methods or standards. materials necessary to support students who are below or above grade-level expectations. 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 Appendices A: Supplementary materials and glossary B: Text exemplars, text complexity, and sample performance tasks C: Annotated writing samples at various grade levels Visit: www.corestandards.org 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 Brown 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 standards 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 developed? 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 standards; Are informed by standards in other top performing countries, and Are evidence-based. Key Points In Mathematics: Elementary 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 1. 2. 3. 4. 5. 6. 7. 8. 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 Comparison • 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 teachers?