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Common Core Standards
RCSD Curriculum Writing TeamSeptember 17, 2010
Presented byDebbie Godsen DePalma
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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
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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
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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?
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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
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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
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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
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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
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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
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Reading
• Literature• Informational Text• Foundational Skills
Writing
SpeakingListening
Language
Document Walkthrough
College and Career
Standards
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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
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Online Resources
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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
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