1. CSDCDecember 8, 2010

2. “More questions than answers.” CSDC December 8, 2010

3. Key Network Team Deliverables  2011-12  Training on implementation of the Common Core Standards for ELA and Math  Training on implementation of curriculum models aligned with the Common Core Standards  Training on implementing the new performance evaluations for teachers and principals in core course areas  Training on the use of formative assessments aligned with Common Core  2012-2013  Training on access and use of Early Warning Data Systems  Implementation and training of the school-based inquiry teams  Training on accessing and using the Instructional Reporting System to improve instruction  Training on implementing new Annual Professional Performance Review for all remaining teachers and principals  2013-2014  Training for implementing the PARCC summative assessments in ELA and math  Training on implementing performance evaluations for all teachers and principals utilizing the State-developed value-added growth model CSDC December 8, 2010

4. DELIVERABLE: Training on implementation of the Common Core Standards (CCSS) for ELA and Math THEORY OF ACTION: when fully implemented, the common core standards will drive a more rigorous, skill-based curriculum which requires students to demonstrate mastery of particular knowledge and skills needed to succeed in college and career. DELIVERY EVIDENCE (Network teams) IMPLEMENTATION EVIDENCE (School) IMPACT EVIDENCE (Teacher) 1.Survey results from teachers and school administrators reveal that ___% of teachers and administrators have received training from the Network Teams on CCSS; that said training was effective in that it allowed for easy transfer into school-based planning. 1.CCSS are adopted and are included as an element in the district’s PDP and other strategic planning documents (e.g.: goals documents) 2.Instructional "inspections" of sample schools demonstrate penetration into the instructional core (as evidenced in curriculum maps) 3.Survey results of principals reflect increased teacher effectiveness in implementation of the CCSS 4.CCSS are included in criteria for evaluation of lesson plans by administration 1.CCSS are used as a basis for lesson plans 2.Student work samples reflect agreed upon key elements of the CCSS LEADING INDICATORS: CCSS is delivered to schools and teachers with 100% saturation CCSS is adopted by districts and included in strategic academic plans for a district/school CCSS is included as a basis for lesson planning by teachers Student work is reflective of instruction based in the CCSS Deliverable Metrics

5. School year Implications 2010-2011  Student achievement expectations are based on the 2005 ELA and Mathematics Learning Standards and Core Curricula.  Districts begin developing curricula aligned to CCSS (Jan. 2011) with a goal of implementing the new state curricula in Sept. 2012. 2011-2012  Student achievement expectations are based on the 2005 ELA and Mathematics Learning Standards.  Districts continue to develop curricula and begin implementing instruction aligned to CCSS.  The 3-8 Testing program and Regents examinations in ELA and Mathematics are aligned to the 2005 ELA and Mathematics Learning Standards. 2012-2013  Student achievement expectations are based on CCSS and state standards as added.  CCSS Interim Assessments are administered.  Curriculum models will be available for schools.  Partnership for Assessment of Readiness for College and Careers (PARCC) field testing will occur. 2013-2014  Student achievement expectations are based on CCSS and state standards as added. 2014-15  CCSS PARCC assessments are operational.

9. March PLC Planning Option 1: – 25 groups Pre-K through 6 by grade level – Pre-K – K – I, etc. 7/8 Content Groups 9-12 Content Groups Approximately 20-30 people per group Option 2: – 22 groups Pre-K through 6 by content – Pre-K – 6 Reading – Pre-K – 6 Writing – Pre-K – 6 Math, etc. 7/8 Content Groups 9-12 Content Groups Approximately 20-30 people per group Common agenda template featuring sharing of resources, methods, strategies, technology, grading? Teacher-leader facilitators Administrator assigned to each group Facilitator training offered at BOCES on February 16, 2010 CSDC December 8, 2010

11. What are the CCSS? State-led effort coordinated by the National Governors Association and Council of Chief State School Officers Informed by effective models in the US and nationally Collaborative effort of teachers, school administrators, and other experts CSDC December 8, 2010

12. Goals of the CCSS Provide a clear and consistent framework to prepare all children for college and the workforce Provide teachers and parents with a common understanding of what all students across the country are expected to learn. CSDC December 8, 2010

13. PROCESS WRITING ACROSS CONTENT How do I read the CCSS? The CCSS are broken into 2 categories:  Math Practices Domains Standards Skills  ELA and Literacy in History/Social Studies, Sciences, and Technical Subjects Anchors Strands Standards CSDC December 8, 2010

14. CCSS for Math Grade-Level Standards K-8 grade-by-grade standards organized by domain 9-12 high school standards organized by conceptual categories Standards for Mathematical Practice Describe mathematical “habits of mind” Standards for mathematical proficiency: reasoning, problem solving, modeling, decision making, and engagement Connect with content standards in each grade CSDCDecember 8, 2010

15. CCSS for ELA (and the rest) Grade-Level Standards in English Language Arts K-8, grade-by-grade 9-10 and 11-12 grade bands for high school Four strands: Reading, Writing, Speaking and Listening, and Language Standards for Literacy Standards are embedded at grades K-5 Content-specific literacy standards are provided for grades 6-8, 9-10, and 11-12 CSDC December 8, 2010

16. CCSS for History/Social Studies, Science, and Technical Subjects Reading Knowledge of domain-specific vocabulary Analyze, evaluate, and differentiate primary and secondary sources Synthesize quantitative and technical information, including facts presented in maps, timelines, flowcharts, or diagrams Writing Write arguments on discipline-specific content and informative/explanatory texts Use of data, evidence, and reason to support arguments and claims Use of domain-specific vocabulary CSDC December 8, 2010

17. How are they different?  What do you notice?  What questions emerge? CSDC December 8, 2010

18. Now what? Who will do the realignment work and develop assessments? What steps will be taken to align, implement, and assess? Why use the [forthcoming] state/consortia curricula? How will this effect classrooms, assessments, adoption of resources, differentiation, etc.? who what how when why When should you change, considering the assessment schedule? From CCSS website CSDC December 8, 2010

19. Why is it so difficult to tackle this topic? CSDC December 8, 2010

20. What is the difference between… students that earn A’s and B’s and students that earn D’s and F’s? CSDC December 8, 2010

21. The following grades were recorded for a given student: C, C, MA, D, C, B, MA, MA, B, A CSDC December 8, 2010 What is the student’s grade?

22. 10,000 Teachers Can’t Be Wrong, Right? A CSDC December 8, 2010