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CCSS PARENT WORKSHOP NOVEMBER 6, 2014 An Introduction to Common Core State Standards

Ron Martorelli, Assistant Principal for Academics

CCSS Implementation at OLMA Understanding Curriculum Alignments & Shifts

Lisa Harrison, Principal

Demonstration Of Transition to CCSS - Algebra Anthony Fochetta, Math Department Chair

Instructional Technology & CCSS at OLMA

Ron Martorelli, Assistant Principal for Academics

CCSS PARENT WORKSHOP NOVEMBER 6, 2014

An Introduction to Common Core State Standards Ron Martorelli, Assistant Principal for Academics

AN INTRODUCTION TO THE COMMON CORE STATE STANDARDS

What they mean for you and your children

TONIGHT’S OBJECTIVES

Help parents understand what college readiness is and why it matters.

Introduce parents to the new standards and help them understand what to look for and how to help their children at home.

Inform parents as to how Our Lady of Mercy Academy envisions CCSS as part of our curriculum.

COLLEGE AND CAREER READINESS

The new standards will get students ready for success in college and the workforce.

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…but what does that mean?

COLLEGE READINESS

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College readiness means that graduates have the skills they need to do well in college.

“College” doesn’t just mean a four-year degree. It can mean any program that leads to a degree or certificate.

Being “ready” means that students graduate from high schools with key skills in English and mathematics.

At OLMA, College Readiness also means preparing our students academically for acceptance at college of choice

CAREER READINESS

Career readiness means that high school graduates are qualified for and able to do well in long-term careers.

“Career” doesn’t just mean a job. It means a profession that lets graduates succeed at a job they enjoy and earn a competitive wage.

At OMLA, “Career” also means providing our students with opportunities for leadership, service, mentoring, and interaction with successful women from a variety of fields and professions.

What are the Common Core Standards?

A single set of clear standards for English language arts and mathematics

A tool to help students and parents set clear and realistic goals for success

A first step in providing young people with the high-quality education that will prepare them for success in college and careers

AT THE CORE….

Students should learn by thinking, practicing, making errors, discussion, debate, experimentation…..

Learning should be broad and deep rather than narrow and shallow…..

Learn in context – understand and retain information like dates and names in the context of their relevancy rather than by memorization…..

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PARENT SUPPORT CAN HELP STUDENTS SUCCEED

By staying involved, informed and engaged, parents can help students be successful

There are many ways to help: Encourage reading Discuss their homework Communicate with their teachers Attend meetings or workshops to learn more Learn about the standards and how they affect your

child’s education and school

WHAT YOU SHOULD SEE AT HOME

Real-world examples that makes what they’re learning in English and math make more sense

Math homework that asks students to write out how they got their answer

Writing assignments that require students to use evidence instead of opinion

Books that are both fiction and non-fiction

Math homework that ask students to use different methods to solve the same problem

CCS AND NYS REGENTS EXAMS

TRANSITION TO NY CCSS REGENTS EXAMS

OLMA

TRANSITION TO NY CCSS REGENTS EXAMS

OLMA

OLMA

OLMA

OLMA

WHAT IS PARCC?

The Partnership for Assessment of Readiness for College and Careers (PARCC) is a group of states working together to develop a set of assessments that measure whether students are on track to be successful in college and their

careers. These high quality, computer-based K–12 assessments in Mathematics and English Language Arts/Literacy give teachers, schools, students, and parents better information whether students are on track in their learning and for success after high school, and tools to help teachers customize

learning to meet student needs. The PARCC assessments will be ready for states to administer during the 2014-15 school year.

COLLEGE BOARD & COMMON CORE From the College Board: How do revisions to the AP U.S. History course and exam align with Common Core State Standards? The redesigned AP U.S. History course emphasizes developing students’ ability to analyze historical texts and to support their written responses using valid reasoning and relevant evidence. This emphasis dovetails with the Common Core State Standards for reading and writing literacy in history.

RESOURCES FOR PARENTS

www.engageny.org

CCSS PARENT WORKSHOP NOVEMBER 6, 2014

CCSS Implementation at OLMA Understanding Curriculum Alignments & Shifts

Lisa Harrison, Principal

MOVING TOWARD COMMON CORE THROUGH PROFESSIONAL DEVELOPMENT:

What We’re Doing: All Disciplines on Board with Common Core: Everyone is an ELA teacher

Incorporating Relevant Standards into All Course Outlines

Professional Goals and Action Plans to Enhance the Educational Experience Data-Driven Departmental Strategic Plans to Increase Student Achievement Assessing Ourselves:

reflecting on our direction and progress designing and implementing formative and summative teacher evaluations designing and implementing student course feedback forms

RE-ENVISIONING THE LESSON PLANNING PROCESS: Creating Aims that are knowledge and skills-based, not content-centered

Experimenting with Instructional Methodologies Moving from Content to Student-Centered Instruction Differentiating Instruction to Meet the Needs of All Learners

Designing Activities that are:

diverse, student-centered, hands-on, experiential, inquiry-based, and designed to engage and inspire students

directly linked to the lesson’s aim and carefully designed to enable aim attainment

reflect an appropriate integration of traditional and progressive styles

RE-ENVISIONING THE LESSON PLANNING PROCESS: Experimenting with Instructional Methodologies (continued) scaffolding, according to Bloom’s

Taxonomy: hierarchical classification of

thinking skills 6 cognitive levels; least to

most complex

RE-ENVISIONING THE LESSON PLANNING PROCESS: Experimenting with Instructional Methodologies (continued)

limited and appropriate lecture and activities designed to communicate information, to assess knowledge and comprehension, and to demonstrate application

more learning activities that focus on higher-order thinking skills – analysis, synthesis, evaluation

emphasize critical thinking with the use of evidence to support ideas, opinions, and answers

Redesigning Formative Assessments

to Mirror Common Core to be varied and diverse to measure aim attainment

What’s different in the new standards?

CCSS PARENT WORKSHOP NOVEMBER 6, 2014

Common Core Math Demonstration Of Transition to CCSS - Algebra

Anthony Fochetta, Math Department Chair

What’s different in the new standards?

AMERICA'S DECLINE IN MATH, SCIENCE AND TECHNOLOGY

From the STEM Symposium on Capitol Hill, November 2013:

For both students and up-and-coming professionals, tests and studies continue to confirm that the U.S. is losing its competitive edge when it comes to math, technology and science. According to the Organization for Economic Cooperation and Development, which surveyed more than 150,000 people aged 16 to 65 in 24 different countries, America's results for literacy were disappointing, but mathematics and problem solving proved to be especially embarrassing for a nation that has formerly reigned as a leader of innovation and technology. The U.S. ranked 21 out of 23 countries in math and 17 out of 19 countries in problem solving in the October study.

THE GOAL: PROFICIENCY RATHER THAN EXPOSURE

Research studies have demonstrated that the more limited curricula approach used by high-performing countries in teaching mathematics is superior to instructional approaches used in most American classrooms.

Researchers concluded that the biggest problem of many of the state curricula is that they required coverage of so many different mathematical topics that students had no time to really master them.

The goal is to eliminate “teaching to the test” by altering the way that the questions will be asked from exam to exam. As a result, the students must be able to adjust accordingly and apply their knowledge of the concepts.

THE PLAN

No longer can our approach to instruction be

“A mile wide and an inch deep.”

Critical Thinking

And

Analytical Problem Solving

must be the focus in all classrooms.

MATH TEST QUESTION: PRE-COMMON CORE

Test Question: Solve for x and y:

𝒙𝒙𝟐𝟐 + 𝒚𝒚𝟐𝟐 = 𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐 𝒙𝒙𝟐𝟐 + (𝒚𝒚 − 𝟑𝟑𝟐𝟐)𝟐𝟐 = 𝟏𝟏𝟏𝟏𝟐𝟐𝟐𝟐

(𝒙𝒙 − 𝟑𝟑𝟐𝟐)𝟐𝟐 + (𝒚𝒚 − 𝟏𝟏𝟏𝟏)𝟐𝟐 = 𝟏𝟏𝟏𝟏𝟏𝟏 Answer: x = 40 y = 30

MATH TEST QUESTION: COMMON CORE Scaffolding Questions: Can a person be easily located using one cellular tower? Why/Why not? If law enforcement only knew the distance a caller was from two cellular

towers, what is the maximum number of locations they would have to search to find the caller?

----------------------------------------------------------------------------- Test Question: A person using a cell phone can be located with respect to three cellular towers. In a coordinate system where one unit represents one mile, the location of the caller is determined to be 50 miles from the tower at the origin. The person is also 40 miles from a tower at (0, 30) and 13 miles from a tower at (35, 18). Where is the caller? Answer: The person with the cell phone is located 40 miles east and 30 miles north of the tower at the origin.

THE PROMISE

Our Administration and Faculty Are Committed to Making Available To Our Students

The Best Possible Education. ---------------------------------------------------

Our Administration is Pro-Active And they have Empowered the Faculty to Develop the Highest Quality Instruction.

CCSS PARENT WORKSHOP NOVEMBER 6, 2014 Instructional Technology & CCSS at OLMA

Ron Martorelli, Assistant Principal for Academics

Infrastructure

•upgrade hardware systems for improved internet access, reliability, and back up

instructional hardware and software

computer science initiative

•introduce a requirement for students to take one full credit of computer science courses

•upgrade classroom technology •empower teachers with technology •empower students with technology

Objective

•Interactive whiteboards and projector systems

Target Completion Date

•December 2014

•2015-16

Objective

•Tablets for Teachers

Target Completion Date

•December 2014

Q & A