NYS COMMON CORE LEARNING NYS COMMON CORE LEARNING STANDARDS: STANDARDS:

THE NEXT GENERATION OF THE NEXT GENERATION OF EDUCATIONAL STANDARDSEDUCATIONAL STANDARDS

Holy Angels Catholic AcademyHoly Angels Catholic AcademyApril 17, 2013April 17, 2013

Mr. Anthony BiscioneMr. Anthony Biscione

R. C. Diocese of BrooklynR. C. Diocese of Brooklyn

Deputy Superintendent of SchoolsDeputy Superintendent of Schools

As we begin….As we begin….

How has education How has education changed?changed?

Something to think about…Something to think about…

““Are we preparing students Are we preparing students for their future or our past?”for their future or our past?”

David ThornburgDavid Thornburg

Standards: The Next GenerationStandards: The Next Generation

Why the Common Core?Why the Common Core? Where can I find the Common Core Where can I find the Common Core

State Standards?State Standards? What will shift and what will be What will shift and what will be

different in 2012?different in 2012?

Overarching QuestionOverarching Question

Why do we have Why do we have Common Core State Common Core State Standards?Standards?

It is all about….It is all about….

College and Career College and Career ReadinessReadiness

UniformityUniformityGlobalizationGlobalization

Common Core State Standards Common Core State Standards InitiativeInitiative

Preparing America’s Students for Preparing America’s Students for College College and Career Readinessand Career Readiness in the in the 2121stst Century Century

Led by the Council of Chief State Officers Led by the Council of Chief State Officers (CCSSO) and the National Governors (CCSSO) and the National Governors Association (NGA). Association (NGA).

Focus on Focus on English Language Arts English Language Arts and and MathematicsMathematics linking Social Studies, linking Social Studies, Science and the Technology.Science and the Technology.

Supported by national teacher Supported by national teacher professional organizations.professional organizations.

Studied NAEP results and high performing Studied NAEP results and high performing countries.countries.

Core Standards MovementCore Standards Movement• Movement towards greater Movement towards greater focusfocus

and and coherencecoherence• Movement toward Movement toward “fewer “fewer

standards”standards” and more and more “focused “focused standards”standards”

• Movement toward Movement toward “clarity”“clarity” and and “specificity”“specificity”

Criticism of the Current Criticism of the Current

Curriculum…Curriculum…

““A mile wide and an inch deep”A mile wide and an inch deep”

Important to note…Important to note…

““No set of grade-specific standards can No set of grade-specific standards can truly reflect the great variety in abilities, truly reflect the great variety in abilities, needs, learning rates and achievement needs, learning rates and achievement levels of students in any given levels of students in any given classroom. However, the Common Core classroom. However, the Common Core Standards do provide clear signposts Standards do provide clear signposts along the way to the goal of along the way to the goal of college and college and career readinesscareer readiness for all students.” for all students.”

Introduction to Common Core State StandardsIntroduction to Common Core State Standards

CURRICULUMCURRICULUM

…….every learning activity that a child .every learning activity that a child takes part in – in and out of school.takes part in – in and out of school.

……includes all the resources that are includes all the resources that are used.used.

…….includes the tools of technology. .includes the tools of technology.

More importantly….More importantly….

The Common Core State Standards The Common Core State Standards are not new names for old ways of are not new names for old ways of doing business. They are a call to doing business. They are a call to take the next step…..take the next step…..

…………the next generation!the next generation!

The standards represent an evolution – that are the starting point, they are not

an endpoint!

HISTORICAL DEVELOPMENTHISTORICAL DEVELOPMENT Standards movement 1990’sStandards movement 1990’s

Resulted in the NYS Learning Standards Resulted in the NYS Learning Standards and the New York State Testing program and the New York State Testing program

Movement toward application Movement toward application Listening Listening DBQ’sDBQ’s Science StationScience Station Applying andApplying and Communicating Mathematical Communicating Mathematical

Concepts and SkillsConcepts and Skills

Let’s take a look……Let’s take a look……

ELA Grades PreK - 5ELA Grades PreK - 5 ANCHORSANCHORS

Reading for Information and LiteratureReading for Information and Literature Key Ideas and DetailsKey Ideas and Details Craft and StructureCraft and Structure Integration of Knowledge and IdeasIntegration of Knowledge and Ideas Range of Reading and Text ComplexityRange of Reading and Text Complexity Foundational Skills Foundational Skills

WritingWriting Text Types and PurposeText Types and Purpose Production and Distribution of WritingProduction and Distribution of Writing Research to Build and Present KnowledgeResearch to Build and Present Knowledge Range of WritingRange of Writing

Speaking and ListeningSpeaking and Listening Comprehension and CollaborationComprehension and Collaboration Presentation of Knowledge and IdeasPresentation of Knowledge and Ideas

LanguageLanguage Conventions of Standard EnglishConventions of Standard English Knowledge of LanguageKnowledge of Language Acquisition of Academic VocabularyAcquisition of Academic Vocabulary

ELA Grades 6 - 12ELA Grades 6 - 12 Connections to Science, Social Studies and Connections to Science, Social Studies and

Technical Subjects Technical Subjects Supplement the contentSupplement the content Every teacher is a reading/language arts Every teacher is a reading/language arts

teacherteacher

Shifts in ELA and LiteracyShifts in ELA and Literacy

1.1. Balancing Informational and Literary Balancing Informational and Literary TextText

2.2. Building Knowledge in the DisciplineBuilding Knowledge in the Discipline

3.3. Staircase of ComplexityStaircase of Complexity

4.4. Text-Based AnswersText-Based Answers

5.5. Writing From SourcesWriting From Sources

6.6. Academic VocabularyAcademic Vocabulary

““Our students need to read like Our students need to read like detectives and write like detectives and write like

investigativeinvestigativereporters.”reporters.”

Authors of the Common CoreAuthors of the Common Core

1818

STANDARDS FOR MATHEMATICAL PRACTICESTANDARDS FOR MATHEMATICAL PRACTICEK - 12K - 12

1.1. Make sense of Make sense of problemsproblems and and perseverepersevere in in solvingsolving them. them.

2.2. ReasonReason abstractly and quantitatively. abstractly and quantitatively.3.3. ConstructConstruct viable viable argumentsarguments and critique and critique

the reasoning of others.the reasoning of others.4.4. ModelModel with mathematics with mathematics5.5. Use Use appropriate tools appropriate tools strategically.strategically.6.6. Attend to Attend to precisionprecision..7.7. LookLook for and make for and make use of structureuse of structure..8.8. Look Look for and express for and express regularity regularity in in

repeated reasoning.repeated reasoning.

DOMAINSDOMAINS K – 5 DomainsK – 5 Domains

CC = Counting and CC = Counting and Cardinality (K)Cardinality (K)

OA = Operations and OA = Operations and Algebraic ThinkingAlgebraic Thinking

NBT = Number Operations NBT = Number Operations in Base Tenin Base Ten

NF = Number and NF = Number and Operations – Fractions (3-5)Operations – Fractions (3-5)

MD = Measurement and MD = Measurement and DataData

G = GeometryG = Geometry

6 – 8 Domains6 – 8 Domains RR = Ratios and RR = Ratios and

Proportional Proportional Relationships (6-7)Relationships (6-7)

NS = The Number NS = The Number SystemSystem

EE = Expressions and EE = Expressions and EquationsEquations

F = Functions (8)F = Functions (8) G = Geometry G = Geometry SP = Statistics and SP = Statistics and

ProbabilityProbability

Priorities in MathPriorities in Math

Grade

Priorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding

K–2Addition and subtraction, measurement using whole number quantities

3–5Multiplication and division of whole numbers and fractions

6Ratios and proportional reasoning; early expressions and equations

7Ratios and proportional reasoning; arithmetic of rational numbers

8 Linear algebra

21

Shifts in MathematicsShifts in Mathematics

1.1. FocusFocus

2.2. CoherenceCoherence

3.3. FluencyFluency

4.4. Deep UnderstandingDeep Understanding

5.5. ApplicationsApplications

6.6. Dual IntensityDual Intensity

Essence of mathematics….Essence of mathematics….““The standards stress not only The standards stress not only procedural procedural skillskill but also but also conceptual understandingconceptual understanding, , to to make sure students are learning and make sure students are learning and absorbing the critical information they need absorbing the critical information they need to succeed at higher levels - rather than the to succeed at higher levels - rather than the current practices by which many students current practices by which many students learn enough to get by on the next test, but learn enough to get by on the next test, but forget it shortly thereafter, only to review forget it shortly thereafter, only to review again the following year.” again the following year.”

Introduction to the Common Core State StandardsIntroduction to the Common Core State Standards

The common core is calling The common core is calling us to greater...us to greater...

DEPTHDEPTH

RELEVANCERELEVANCE

RIGORRIGOR

Bloom’s TaxonomyBloom’s Taxonomy EvaluationEvaluation

SynthesisSynthesis

AnalysisAnalysis

ApplicationApplication

ComprehensionComprehension

KnowledgeKnowledge

CreatingCreating

EvaluatingEvaluating

AnalyzingAnalyzing

ApplyingApplying

UnderstandingUnderstanding

RememberingRemembering

What does the future hold?What does the future hold?““If students don’t develop the If students don’t develop the habit of critical, analytical habit of critical, analytical thinking, they will never achieve thinking, they will never achieve meaningful understanding. A meaningful understanding. A head full of scientific facts and head full of scientific facts and ideas is not enough: The ability to ideas is not enough: The ability to think critically gives these ideas think critically gives these ideas meaning and allows them to meaning and allows them to flourish and grow.”flourish and grow.”

Science Class MagazineScience Class Magazine

Referencing the foundation of the next generation Referencing the foundation of the next generation

What will change? What What will change? What will stay the same?will stay the same?

Attendance Attendance at school is, and remains, an at school is, and remains, an important indicator of academic success.important indicator of academic success.

HomeworkHomework may look different. may look different. InstructionInstruction should be more student should be more student

centeredcentered AssessmentsAssessments will look different. will look different. Life Long Learning Life Long Learning will be required – for will be required – for

everyone! everyone!

““Nothing will change unless attitudes Nothing will change unless attitudes change.”change.”

Shifts in Questions to Ask Your ChildrenShift from questions that do not foster critical thinking –

What did you get on the test today? What did you get for an answer? How did your teacher tell you to do it?

To questions that promote reasoning and understanding – What questions did you ask at school today? Can you explain your reasoning? Can you think of another way to do it? What does this make you think about? How do you know that? Can you show me what you mean? When did we do something like this? Who did you learn that from?

What will be required…What will be required…

““Any thing that can be done with Any thing that can be done with technology, will be done with technology, will be done with

technology.technology.

Jobs of the future will require people Jobs of the future will require people that can think creatively, ask the big that can think creatively, ask the big questions - the new questions - and questions - the new questions - and

think outside the box.” think outside the box.” Howard Gardner Howard Gardner

For more information, go to:For more information, go to:

www.p12.nysed.gov/ciai/common_core_standards/www.p12.nysed.gov/ciai/common_core_standards/

ororwww.corestandards.org/

ororwww.engageny.org

oror

www.parcconline.orgwww.parcconline.org

Contact information:Contact information:

Anthony BiscioneAnthony BiscioneDeputy Superintendent Deputy Superintendent

abiscione@rcdob.orgabiscione@rcdob.org