1. Welcome to our Leighton Parent Curriculum Night Thank you for coming!

2. Evening Goals I can list several reasons for the shift to the new curriculum. I can explain some of the key shifts for the new standards. I can share with my child the “big ideas” in his/her grade level curriculum for Math and Language Arts. I can utilize the resources presented tonight and those that will be available on the Aurora City Schools website to assist my child (academically successful & less stress).

3. Why did Ohio shift to the new Common Core standards? In a word- RIGOR

4. Why the change in rigor. Present Conditions + Future Challenges

5. Why did Ohio shift to the new Common Core standards? College and Career Ready 40% of the students in the U.S. need to take a remedial class to attend college. HS Dropout rate is too high. Current Curriculum is too broad (Deep vs. Wide) The former curriculum had double the number of standards as the common core. The emphasis was on skills and knowledge; shifts to an emphasis on higher order thinking skills. Global Competition (Internationally Benchmarked) US ranking on international tests is flat or falling.

6. Jobs Require More Education & Training NO COLLEGE REQUIRED COLLEGE REQUIRED Source: Georgetown Center on Education and the Workforce, 2010.

7. Are Ohio Students Ready for College? Percent of Ohio Students Ready For: College Biology: College Algebra: College Social Studies: College English Composition: 35% 49% 58% 71% Source: ACT, “The Conditions of College & Career Readiness, Class of 2011: Ohio.”

8. Are Ohio Students Ready for College? Only 28% of Ohio students are ready in all four content areas Source: ACT, “The Conditions of College & Career Readiness, Class of 2011: Ohio.”

9. ACT Composite Mean-AHS

10. Total AP Exams 2000-2013

11. # AP Exams Passed 2000-2013

12. How will the changes affect instruction? The Common Core standards define what all students are expected to know and be able to do, and it aligns in it progressions or scaffolds. Lessons will be designed to allow students more time to practice and explore new knowledge/skills (less breadth/more depth). Students will have opportunities to apply their knowledge to “real-world” problems.

13. Math

14. Balanced Math Framework Fact Fluency All students are expected to be fluent in addition and subtraction by the end of second and fluent in multiplication and division by the end of third grade. Computational Fluency Efficient, flexible, mathematical thinking when solving problems (Promotes student thinking and use of The Practice Standard). Ex. 57 x 19 = Core Instruction Specific Learning Target for each lesson based on our adopted Common Core Standards

15. Common Core Increased Rigor - Application More Depth –longer on topics K-2 Heavy in Number Sense 3-5 Heavy Application

16. Common Core Practices Standards (RIGOR/APPLICATION) The perimeter of the rectangular state park shown is 42 miles. A ranger estimates that there are 9 deer in each square mile of the park. If this estimate is correct, how many total deer are in the park? Explain your answer using numbers, symbols, and words.

17. Common Research Findings From Math Instruction Studies All children can learn Increase in confidence Students sharing promoted development of more efficient strategies Lecture less – Learn more Students create strategies Students know more facts Students that were not doing well start to succeed

18. Food for Thought WE LEARN 10% read 20% hear 30% see 50% see/hear 70% discussed 80% experienced 95% what we teach

19. English Language Arts “In an ideal literacy program, children are constantly reading, writing, listening, and speaking. They are engaged learners who are constantly expected to apply what they are learning to new contexts.” ~ Michael F. Optiz

20. Our Balanced Literacy Framework Shared Reading Students read with the teacher- teacher provides high level of support Guided Reading Students read all of the text independently while the teacher coaches/supports Word Study (Phonics, Spelling and Vocabulary) Students have opportunities to investigate and understand the patterns in words. Writing Workshop Students build fluency in writing through continuous, repeated exposure to the process of writing.

21. Close Reading Among the highest of priorities of the CCSS is that students are able to read closely and gain knowledge from the text. Students must begin to think and argue through and with texts by constantly being directed to find evidence in what they read.

22. Ten Guiding Principles for ELA Common Core Instruction: 1.Makes close reading of the texts central to the lesson. 2.Structures majority of instruction so all students read grade level complex texts. 3.Emphasizes informational texts from earliest grades on (exposure and access). 4.Provide scaffolding that does not replace text. 5.Ask text-dependent questions.

23. Ten Guiding Principles for ELA CC Instruction: 6.Provides extensive research and writing opportunities. 7.Offers regular opportunities for students to share ideas, evidence, and research. 8.Offers systematic instruction in vocabulary. 9.Provides explicit instruction in grammar and conventions. 10.Cultivates students’ independence. Sue Pimente, ODE

24. What can parents do to help? L ook for new books and authors that your child may enjoy. O rganize an area dedicated to reading and writing tools. V isit the library frequently. E ncourage your child to talk about what he/she has read. T alk to your child, sprinkle interesting words into your conversation O ffer a variety of books to read. R ead and write with your child every day. E xpand your home library to include non-fiction. A sk questions as your child is reading to promote thinking. D ecide to raise a reader! Let your child see you reading and writing.

25. Classroom Presenters English/Language ArtsMath Maria GoodmanDan Clapper Ro RyanDana McNally Stephanie TutkovicsNancy Petru Stacey GareauLori Flynn Gina VoinovichKeri Stoyle Paula WillShannon Gagel Lisa Roberto

26. Breakout Sessions 3 rd Grade Math (Last Name A-L) Room 10 Language Arts (Last Name M-Z) Room 3 4 th Grade Math (Last Name A-L) Room 16 Language Arts (Last Name M-Z) Room 21 5 th Grade Math (Last Name A-L) Room 27 Language Arts (Last Name M-Z) Room 34