Common Core Standards

RCSD Curriculum Writing TeamSeptember 17, 2010

Presented byDebbie Godsen DePalma

What is the plan for NYS and the CCS? What are the CCS? FAQ What are the benefits? What are the models of curriculum NYS is

looking to build?

Common Core Standards

July 2009 NYS adopted the CCS

NOW- public review of Standards

Revise additional standards up to 15%

January 2011 PD occurs

September 2011 implementation RRT TIMELINE

NYS and the Common Core Standards

The English language arts and mathematics standards represent a set of expectations for student knowledge and skills that high school graduates need to master to succeed in college and careers.

To develop these standards, CCSSO and the NGA Center worked with representatives from

participating states, a wide range of educators, content experts, researchers, national organizations, and community groups.

What are the Common Core Standards?

Aligned with college and work expectations; Include rigorous content and application of

knowledge through high-order skills; Build upon strengths and lessons of current

state standards; Informed by top-performing countries, so

that all students are prepared to succeed in our global economy and society; and, Evidence and/or research-based.

Criteria

The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school.

The K–5 standards include expectations for reading, writing, speaking, listening, and language applicable to a range of subjects, including but not limited to ELA.

The grades 6–12 standards are divided into two sections, one for ELA and the other for history/social studies, science, and technical subjects.

Criteria

Refer to the Frequently Asked Questions handout in your folder

Read and choose one idea you think is important for people to know about these new standards

Be prepared to share with group

Frequently Asked Questions

The Standards define what all students are expected to know and be able to do, not how teachers should teach.

The Standards must therefore be complemented by a well-developed, content-rich curriculum consistent with the expectations described in the CCS document.

While the Standards focus on what is most essential, they do not describe all that can or should be taught.

Caution/Considerations

The Standards do not define the nature of advanced work for students who meet the Standards prior to the end of high school.

The Standards set grade-specific standards but do not define the intervention methods or materials necessary to support students who are well below or well above grade-level expectations.

Caution/Considerations

Reading

• Literature• Informational Text• Foundational Skills

Writing

SpeakingListening

Language

Document Walkthrough

College and Career

Standards

Review of Reading Read through the standards for reading What types of professional development do

you feel your school might need?

Brainstorm in small groups, be prepared to share with whole group

Online Resources

Grade-by-grade student expectations (standards and performance indicators), including the knowledge, skills, and understandings that students are expected to achieve at each grade

Grade-level learning examples, which include developmentally appropriate instructional strategies and sample tasks to demonstrate how students can achieve standards, including resources for teachers of students with disabilities and English language learners

An appendix of recommended authors and lexile-normed reading at each grade level to inform local curriculum development

Formative assessment tools at each grade level to permit teachers to measure ongoing student grade-level achievement

Alignment tools to analyze existing programs and resources against newlearning expectations

Supplemental curriculum guidance for teachers of English language learnersand students with disabilities.

Models of Curriculum