1. Welcome to Implementing the Common Core State Standards Making the Common Core work for you

2. NORMS for Working Together Begin & End on Time Be Present in the Session(s) Be willing to participate (i.e. be ready to laugh at our BAD JOKES) Share Floor Time (i.e. be mindful of others wanting to share/express ideas/ask questions/concerns) Side-bar Conversations Cell Phone Use Personal Needs

3. PURPOSE for Working Together Schools/Districts send teams to learn about & plan their own PD around Common Core Day 1: Overview & Introduction to CCSS in all areas Model Activities & Strategies Day 2: Team Planning Time Introduction to Toolkit & Discuss Team Strategies Planning Time

4. Career & College Ready Standards for Mathematics and English Language Arts & Literacy In History/Social Studies, Science and Technical Subjects 4

5. Process The Common Core State Standards Initiative is a state-led effort, launched more than a year ago by state leaders, including governors and state commissioners of education from 48 states, 2 territories and the District of Columbia, through their membership in the National Governors Association Center for Best Practices (NGA Center) and Council of Chief State School Officers (CCSSO).48 states, 2 territories and the District of Columbia 5

6. 6 Think about it – COME BACK – What do you already know about the CCSS? – What do you want to know about the CCSS?

7. 7 Intentional Design Limitations What is not covered by the Standards The Standards do…..The Standards do not…. set grade level standards.define the intervention methods or materials allow for the widest possible range of students to participate fully permitting appropriate Accommodations. define the full range of supports appropriate for English learners and students with special needs define general, cross disciplinary Literacy expectations define the whole of college and career readiness

8. 8 What is not covered by the Standards The Standards do….The Standards do not…. define what all students are expected to know and be able to do define how teachers should teach focus on what is most essentialdescribe all that can or should be taught establish a baseline for advanced learners define the nature of advanced work

9. 9 Common Core State Standards (CCSS) Road to Implementation Getting to Know the CCSS 2010-2011 Transition and Implementation School Years 2011-2014 Full implementation Instruction and assessment based on CCSS 2014-2015

10. MEAP/MME Assessment 2011-12 – MEAP & MME will remain the same, based on GLCEs & HSCEs 2012 and 2013 – Items that are common to the GLCEs & HSCEs AND the CCSS will be assessed. Piloted items for CCSS will start. 2014 -2015– spring 2015 – CCSS assessments begin.

11. Let’s Get to know each other!

12. Mathematics 12

13. CCSS Overview, from the Teaching Channel Sit Back. Take Notes. Preview.

14. The mathematics standards have been divided into two categories : – The Standards for Mathematical Practice – The Standards for Mathematical Content 14

15. CCSS Domain Progression K12345678HS Counting & Cardinality Number and Operations in Base Ten Ratios and Proportional Relationships Number & Quantity Number and Operations – Fractions The Number System Operations and Algebraic Thinking Expressions and EquationsAlgebra Functions Geometry Measurement and DataStatistics and Probability Statistics & Probability

16. Standards for Mathematical Practice Adapted from William McCallum Standards for Mathematical Practice Tucson, April, 2011 1. Make Sense of problems and persevere in solving them. 6. Attend to precision. 2.Reason abstractly and quantitatively. 3.Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 7.Look for and make use of structure. 8.Look for and express regularity in repeated reasoning Reasoning and explaining Modeling and using tools Seeing structure and generalizing

17. English Language Arts 17

18. CCSS Overview, from the Teaching Channel Sit Back. Take Notes. Preview.

19. K-5 Literacy standards are organized by grade level and strand and define literacy across content areas.

20. 20

21. Appendices Appendix A – Research and supplementary material on reading, writing, speaking, listening, and language as well as a glossary of key terms Appendix B – Text exemplars illustrating text complexity and quality and range for reading and accompanying sample performance tasks Appendix C – Annotated samples of student writing at each grade level 21

22. Reading, Writing, Speaking & Listening, Language READING – students will establish a “staircase” of increasing complexity, progressive development of reading comprehension WRITING – students will write based on text types – ARGUMENT (MI) focus based on substantive claims, sound reasoning, and relevant evidence SPEAKING & LISTENING – students will gain, evaluate, and present increasingly complex information, ideas, and evidence LANGUAGE – students will grow their vocabularies through a mix of conversations, direct instruction, and reading.

23. 23 Argument K-12 Progression – for content areas K Compose opinion pieces State an opinion or preference 1 – 2 Write opinion pieces Introduce topic, opinion, reason, closure 3 – 5 Write opinion pieces on topics Support point of view with reasons and information 6 – 8 Write arguments to support claims Clear reasons and relevant evidence 9–12 Write arguments to support claims in an analysis of substantive topics or texts Valid reasoning, relevant and sufficient evidence

24. ACTIVITY: Compare & Contrast What We Have Learned About Math & ELA

25. 25 LET’S WORK ON A DOUBLE-BUBBLE How are the standards alike? ELAMath How are the standards different? USE DESCRIPTIVE WORDS to explain the similarities & differences

26. Content Area Reading & Writing 26

27. STANDARDS for READING in Content Areas: Reading standards are intended to be taught in concert with the content – not replace the content – In Social Studies, students are expected to EVALUATE, SYNTHESIZE, and follow detailed DESCRIPTIONS of concepts in primary and secondary sources – In Science, students are expected to ELABORATE diagrams and DATA, CONVEY information and ILLUSTRATE concepts – Tasks should model what students will be expected to replicate and expand upon in college; they show progression, or scaffold skills based on grade level - CCSS, p. 60

28. IMPLICATIONS FOR READING in Content Areas: We MUST SEE ourselves as Content Reading Teachers

29. STANDARDS for WRITING in Content Areas: Writing must be a natural extension of what students do as they ASSERT CLAIMS, SHOW what they know about a subject, and CONVEY what they thought or experienced. – Must consider TASK, PURPOSE and AUDIENCE – Must know how to CHOOSE WORDS, STRUCTURES and FORMATS carefully – Must have FLEXIBILITY, CONCENTRATION and FLUENCY to produce high-quality FIRST DRAFTS under a DEADLINE

30. IMPLICATIONS FOR WRITING in Content Areas: We MUST SEE ourselves as Content Writing Teachers

31. 31 Benefits of the CCSS 31  Internationally benchmarked  Expectations clear to students, parents, teachers, and the general public  Allow for collaboration with other states on best practices, instructional materials, and professional development  Costs to the state reduced  Consistent expectations for all—not dependent on a zip code

32. 32 More information and updates can be found for Common Core State Standards can be found on: MDE website : www.michigan.gov/mde www.michigan.gov/mde Common Core State Standards: www.corestandards.org www.corestandards.org Smarter Balanced Consortia: www.k12.wa.us/smarter/ www.k12.wa.us/smarter/

33. We Can Do This! 33