1.  Common Core catches up with the International Baccalaureate

2. IB & CCSS Objective Identify how the IB curricular and instructional frameworks support the Common Core State Standards Agenda  What’s the Shift?  Kate Gerson speaks on CCSS  Note the instructional shifts  Analyze levels of complexity (K-12)  Reflect on IB subject specific aims & objectives  Illustrate parallels between IB and CCSS  Teaching and learning in an IB classroom

3. Paradigm Shifts  Shift: A set of transformations that needs to happen in each classroom.

4. Identify the Shifts - ELA

5. Identify the Shifts - Math

6. Processing the Shifts Identify a shift you will focus on Why is this shift necessary? Instructional Opportunities Instructional Challenges ELA #2

7. Kate Gerson  What is a “ shift”? Examples?  http://www.engageny.org/resource/quick-explanation-of- the-shifts-by-kate-gerson http://www.engageny.org/resource/quick-explanation-of- the-shifts-by-kate-gerson

8. Processing the Shifts Identify a shift you will focus on Why is this shift necessary? Instructional Opportunities Instructional Challenges ELA #2 Math #3

9. CCSS Shifts Discussion  Reflect on the shifts you took notes on.  In your table groups, discuss a shift and its opportunities and challenges. Why is this instructional shift significant?

10. Unpacking the CCSS  Literacy strands  Look at grades K through 12  How do they evolve (become more complex) through the grade levels?

11. Unpacking the CCSS Reading for Key Ideas & Details Literature K-5  K- With prompting and support, ask and answer questions about key details in a text.  1 st - Ask and answer questions about key details in a text.  2 nd -Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.  3 rd -Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.  4 th - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.  5 th -Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

12. Unpacking the CCSS Reading for Key Ideas & Details Reading Informational Text K-5  K-With prompting and support, ask and answer questions about key details in a text.  1 st -Ask and answer questions about key details in a text.  2 nd -Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.  3 rd -Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.  4 th - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.  5 th -Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

13. Unpacking the CCSS Reading for Key Ideas & Details Reading Standards for Literature 6–12  6 th -Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.  7 th -- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.  8 th --Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.  9 th -10 th -Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.  11-12 th - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

14. Unpacking the CCSS Reading for Key Ideas & Details Reading Informational Text 6 th – 12 th  6th-Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.  7th-Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.  8th-Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.  9-10 th- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.  11-12 th -Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

15. Four Corners CCSS Summary One Literacy/Math StandardKey verbs (IB command term) Key nounsSo what? What now? How would you teach this standard? How would this be applied in your subject area?

16. Comparing CCSS Literacy Standards with Subject-specific IB Aims and Objectives  Read the new IB Subject Guides  Identify instances where IB objectives align and/or build on the CCSS.

17. Identifying the IB and CC Parallels  Aims and Objectives  Create a visual to showcase your group’s understanding of the parallels between your content area’s Aims and Objectives and the assigned Common Core strand.  Common Core Strand  Present your image to the group and explain how this visual illustrates both IB & CCSS.

18. An Analysis of Teaching and learning in an IB classroom  Select a video on the ibo.org website that provides a model of the teaching and learning in an IB classroom.  What instructional shifts occur to ensure that students meet or exceed IB and/or CCSS expectations?  What are the students doing?  What is the teacher doing?  What is the expected outcome?