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Pierce county WAVA - CCSS - Gohen
 

Pierce county WAVA - CCSS - Gohen

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CCSS PPT from Annual PCWAVA Conference.

CCSS PPT from Annual PCWAVA Conference.

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  • This is an opportunity to align statewide professional development efforts and structures to support implementation of the CCSS. Collaboration One of the most important collaborators is with Parents. They need to be at the table and part of the discussionsDistrict and building levels – through focused and intentional learning teams; building collaborative teacher leadership and ownership around the “how” for realizing the standards in practiceRegional levels – through ESDs and through regional school district partnerships/collaborativesAt the state level – statewide partnerships, collaboration among programs, professional development organization2. Coordination – includes CommunicationOf presentations, communications, organizational structures, At all levels 3. CommitmentShared vision for statewide student learningShared commitment for the foundational components of system-focused professional development at every level (learning communities, leadership, resources, use of data, learning designs, implementation and outcomes) Commitment to realize our state learning goals and embed them throughout CCSS implementation
  • The CCSS initiative focuses only on the ELA and Math subjects areas. The CCSS provide a base of academic standards with the goal of the essential content that students should learn throughout their K-12 experience. FOCUS on Career and College ReadinessWA State Learning Goals are a foundation:Read with comprehension, write effectively, and communicate successfully in a variety of ways and settings and with a variety of audiences;Know and apply the core concepts and principles of mathematics; social, physical, and life sciences; civics and history, including different cultures and participation in representative government; geography; arts; and health and fitness;Think analytically, logically, and creatively, and to integrate technology literacy and fluency as well as different experiences and knowledge to form reasoned judgments and solve problems; andUnderstand the importance of work and finance and how performance, effort, and decisions directly affect future career and educational opportunities.The standards are the foundation, the CCSS do not dictate instructional materials, or pedagogy.CCSS have an intentional emphasis toward career and college readiness – unlike many states’ standards.Common Standards in other subject areas:Achieve and the National Research Council have partnered to develop a set of “Next Generation Science Standards” for states to consider adopting. The Framework for the NGSS will be issued in July 2011. Draft standards soon to follow. Final NGSS anticipated in Spring 2012.
  • This presentation provides:an overview of the Common Core State Standards in MathematicsSupports currently available to support districts hoping to begin transitions and an overview of additional resources for the futureVideo:http://www.youtube.com/user/TheHuntInstitute#p/search/0/JDzTOyxRGLI
  • Speaking and listening will be intentionally embedded throughout. Here take a look at the table of contents of the ELA document. You can nicely see the progression of how the standards are organized and presented. Teaching and learning are seamlessly blended. No instructional silos.
  • Take a minute to read these focus points. Page 7These are what our end goals for all kids are… what they will demonstrate, and how they will navigate their literacy experiences. The missing component from these words is in the quality– what does this look like? The CCSS promotes a strong and somewhat brisk progression from K to 12… it is a lift that must be taken by all adults in a child’s life, as well as the child What is your favorite big idea? Share with an elbow partner. Why is it your favorite?  only if timeStrongest MessagesShift to higher-level thinking skillsIncreased focus on Informational text in all subject areasRigor regarding depth and focus, quality over quantityWriting using texts and evidenceThe move toward “career and college readiness”…CCSS add grades 11 and 12Greater focus on increasing text complexity, argumentative writing, research skills from early grades
  • ------------------Through line– this is an acknowledgement– a recalibration honoring what actually happens in the HS English classroom, and even bigger, across a high school in general. In every class in your buildings, students read, write, think, listen (well, hopefully listen), and engage in academic discourse. Every class. *consider your own use of academic discourse in your classroom…-----The CCSS are divided into Reading, Writing, Speaking and Listening, and Language for conceptual clarity (in other words, it makes sense for how the book is laid out), however the learning processes are closely intertwined throughout the document. Research and media skills and understandings are embedded throughout the Standards, rather than treated in a separate section.Conceptually, this is a big move from “silos” to a comprehensive English Language Arts plan. There is much positive feedback from the teachers, “this is what we already do/want to do”] thinking in new ways about ELA instruction; supporting and honoring great thinking and great efforts in the past. The CCSS is changing the way a lot of us do business with literacy. For some teachers, this is a moot switch—they’ve already been working this way. For others, this will be a big shift. This isn’t “every teacher is a reading teacher”—this is “every teacher is responsible for supporting kids’ critical and analytical thinking, reading, speaking, and listening” Literacy skills are the levers and tools that provide access into the worlds of literature, of science, of math, of CTE—this is a sentiment that isn’t new, but we’re making it official.
  • The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school. The K-5 standards include expectations for reading, writing, speaking, listening, and language applicable to a range of subjects, including but not limited to ELA. The grades 6-12 standards are divided into two sections, one for ELA and the other for history/social studies, science, and technical subjects. This division reflects the unique, time-honored place of ELA teachers in developing student’s literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well.The Common Core Standards offer literacy standards for the content areas, not content standards. Secondly, the literacy standards are embedded in the K-5 ELA standards, but they are separate documents for 6-12 content-area teachers.
  • SLIDE 3 – LITERACY STANDARDS FOR ALLMore than likely, you’ve heard the phrase “reading across the curriculum” or “writing across the curriculum.” This gives the false sense that the reading and writing that teachers should be teaching is similar enough to be extended across courses. The Common Core Standards take a disciplinary literacy approach. The bullets on the left provide a brief overview of this approach. First, content-area teachers are not being asked to be English teachers. Secondly, each discipline requires unique forms of reading and writing. This means that the way knowledge is acquired, developed, and shared in a given field often requires discipline-specific skills.  The graphic on the right demonstrates that students must acquire basic literacy skills. From there, educators must provide reading and writing instruction specific to their discipline. The way that a chemist reads a scholarly journal is often quite different from the way that a student of literature approaches a poem. In every discipline, there are unique reading and writing tasks that require explicit instruction so that students are best prepared for the demands of college and careers.
  • Literacy is a focus within content areas in grades 6-12. Content area instructors prepare lessons and deliver instruction fostering use of domain-specific texts and writing information and arguments. Content area teachers and English Language Arts instructors share the responsibility of students’ literacy development.
  • In additional to being able to write about a real or imagined experience,students need to be able to write logical arguments based on evidence and know how to research, analyze and present new information.  In grades 9-12 the focus is primarily on writing information and arguments through use of evidence. Writing prompts should be tied to texts and writing for research should not be a once a year event. Short research projects should be included in every unit of study and occur throughout the year with a particular focus on written arguments that respond to ideas, events, facts, and arguments presented in texts.David Coleman (2011), one author of the Common Core ELA Standards, gave an writing example in his video. He explained a typical writing prompt for students after reading Martin Luther King’s “Letter from a Birmingham Jail” might ask students to discuss the idea of freedom and what it means to her/him. However, a “writing to sources” assignment would be: What does freedom mean to the author? How does the author define freedom? In this assignment students cannot answer the question without having read and analyzed the textand used evidence from it to support his/her conclusion.
  • Students need opportunities to participate in collaborative conversations that enable them to understand and problem-solve. Teachers will train students how to connect to other texts, synthesize information and develop higher level thinking skills. Teachers structure questions so that students will have read and analyzed the texts in order to answer. This information may be interpreted as how to argue initially, but students need practice in supporting their point of view. Students will develop habits for making evidentiary argumentsboth in conversation, as well as in writing to assess comprehension of a text.
  • Students learn vocabulary through reading, conversations and direct instruction. Formal academic language is required to be successful in college and in careers. The ideas is to have a working vocabulary to access grade-level, complex texts with a focus on pivotal, commonly found words. Teachers will empower students with strategies to access new vocabulary in both writing and reading. Each content area has domain specific vocabulary and must be taught explicitly. On page 33 of Appendix A of the Common Core document tier words are explained.
  • Finally, research and media skills are integrated throughout the English Language Arts Standards. Critically consuming,compiling, understanding, synthesizing and producing research are skills needed by students at the present time. Technology is used by students to enhance their literacy. The Common Core authors explain that students currently search for information using technology and can synthesize that new information with what they learn offline. Students also know what uses of technology fit their purposes to convey information and know the strengths and disadvantages of using a particular form of digital media.A note in the Common Core Standards document regarding range and content of student speaking an listening reads:“…New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. Digital texts confront students with the potential for continually updated content and dynamically changing combinations of words, graphics, images, hyperlinks, and embedded video and audio.”
  • This presentation provides:an overview of the Common Core State Standards in MathematicsSupports currently available to support districts hoping to begin transitions and an overview of additional resources for the futureVideo:http://www.youtube.com/user/TheHuntInstitute#p/search/1/BNP5MdDDFPY
  • Doing mathematics means following the rules laid down by the teacher.• Knowing mathematics means remembering and applying the correct rule when the teacher asks a question.• Mathematical truth is determined when the answer is ratified by the teacher.Students who have understood the mathematics they have studied will be able to solve any assigned problem in five minutes or less.Ordinary students cannot expect to understand mathematics: they expect simply to memorize it and apply what they have learned mechanically and without understanding.

Pierce county WAVA - CCSS - Gohen Pierce county WAVA - CCSS - Gohen Presentation Transcript

  • Start the Transition to the CCSS by Setting the Course!
  • At the end of the day…. What do we believe? Every public school student will graduate from high school globally competitive for work and postsecondary education and prepared for life in the 21st century. And…EACH of US has a role in achieving this goal! Moira, GA: Class of 2023 Lorelai, GA: Class of 2025 Hannah, WA: Class of 2021 2
  • Career and College Readiness (CCR) for EVERY Student What is YOUR vision for career and college readiness? What role do student learning standards and associated assessments serve in reaching this vision? What actions are you and your teams taking to prepare for CCR standards and assessments? 3
  • We will fully implement the Common Core State Standards in 2014-2015 We will take the new national test with Common Core Standards in Spring of 2015
  • Our guiding beliefs and approach for CCR Standards Implementation in WA 2-Prongs: 1. The What: Content Shifts (for students and educators) Belief that past standards implementation efforts have provided a strong foundation on which to build; HOWEVER there are shifts that need to be attended to in the content. 2. The How: System “Remodeling” Belief that successful implementation will not take place top down or bottom up – it must be “both, and…” Belief that districts across the state have the conditions and commitment present to engage wholly in this work. Professional learning systems are critical CCR Systems Webinar Pt.1.9-16-13 5
  • CCSS and NGSS Washington’s Implementation Phases and Timelines 2011-12 2012-13 Phase 1: CCSS and NGSS Exploration Phase 2:Build Awareness & Begin Building Statewide Capacity Phase 3:Build Statewide Capacity and Classroom Transitions Phase 4:Statewide Application and Assessment Ongoing: Statewide Coordination and Collaboration to Support CTE Preconference 2013 6 2013-14 2014-15 2015-16 2016-17
  • Today is about: Processing and Reflecting on Professional learning Educators develop the knowledge, skills, practices, and dispositions they need to help students perform at higher levels. Something most teachers and educators do everyday, as we reflect on our professional practice, work together and share ideas, and strive to improve student outcomes. The kind of change that builds teacher capacity and professional culture Takes place at several levels: the individual the workplace the organization
  • We believe this can only occur through… Collaboration Coordination Commitment “From the school house to the state house…”
  • Essential Question How will you, as the instructional leader, bring CCSS back to your staff? What are some resources you need?
  • Common Core State Standards Awareness, Transition, Implementation Plan Understanding CCSS Standards ELA and Math Assessment Instructional Shifts
  • Transition and Leadership Plan LEADER FOCUS
  • Standards for Professional Learning Communities of learners • Share goals aligned with the school and school system, and state priorities. Learning Communities • Committed to o continuous improvement o collective responsibility o goal alignment.. Learning forward
  • • Model effective professional learning • Shape the conditions it which it exists Leadership • Develop capacity, advocate, and create support systems • Analyze available resources assessing how they are used Resources • Realign resources to support high-priority areas • Requires prioritizing, monitoring, and coordinating resources for educator learning. Learning forward
  • • Uses a variety of sources and types DATA • Use to plan, assess, and evaluate effectiveness of professional learning • Transfer knowledge to practice Learning Designs • Continuous cycle: o examine data o set goals and identify learning foci o engage in learning o implement and analyze results o evaluate learning process o repeat cycle again multiple times in a single year Learning forward
  • How does your district determine whether students have grown in their learning?
  • Defining Key Terms Student Achievement: The status of subject-matter knowledge, understandings, and skills at one point in time. Student Growth (Learning): The growth in subjectmatter knowledge, understandings, and skill over time. It is student growth, not student achievement, that is relevant in demonstrating impacts teachers and principals have on students. 16
  • Student Growth Data Means… Formal Tests in Core Subjects Only Knowledge and Learning That Can Be Measured All Classroom Learning 17
  • Student GrowthTheory of Action If state leaders allocate student growth funds and provide a viable structure for setting, monitori ng, and evaluating student learning goals… Then teachers and principals will set meaningful learning targets and monitor growth for all students… Then district leaders will present a vision for student learning that starts with the students, data, a nd standards… (3.1, 6.1,8.1) 18 And specific outcomes for students will result in all students reaching their full learning potential. (3.2, 6.2)
  • Using District, School, and Classroom-Based Data (Teachers) RCW 28A.405.100 Five Student Growth Criteria 3.1 Establish Student Growth Goals Re: individual or subgroups of students (achievement/opportunity gap) 3.2 Achievement of Student Growth Goals Re: individual or subgroups of students (achievement/opportunity gap) 6.1Establish Student Growth Goals using Multiple Student Data Elements Re: whole class based on grade-level standards and aligned to school and district goals 6.2 Achievement of Student Growth Goals Re: whole class based on grade-level standards and aligned to school and district goals 8.1 Establish Team Student Growth Goals Re: Teacher as part of a grade-level, content area, or other school/district team 19
  • Using the Rubrics In a practical sense, we want growth goals to not be too large, not be too small, but just right (think Goldilocks and the three bears). Not too broad, not too narrow, but just right. Another way to think of the three student growth criteria is analogous to ‘nesting dolls,’ moving from large to small (8 to 6 to 3) or small to large (3 to 6 to 8) 20
  • Example of “Nested” Goals 3.1 Establish Student Growth Goals (individual or subgroups of students) Between September and May, all ELL Students will improve their ability to provide text-based evidence to support prediction, inference, and opinion. They will use supports such as differentiated text, a scaffold frame, or an oral reader and uses texts appropriate to their reading level. At least 80% of the students will improve at least one level in two of the three skills, as measured by a four-point rubric. 8.1 Establish Team Student Growth Goals (teacher as part of a grade-level, content area, or other school/district team) Between September and May, all 8thgrade students will improve their ability to provide text-based evidence to support prediction, inference, and opinion as measured bye a four-point rubric. At least 70% of the students will improve at least one level in each of the three skills, as measured bye a four-point rubric. The 8th grade team will meet every six weeks through the year to examine student work and calibrate expectations. 6.1 Establish Student Growth Goals Using Multiple Student Data Elements (whole class based on grade-level standards and aligned to school and district goals) Between September and May, students will improve their ability to provide text-based evidence to support prediction, inference, and opinion. At least 90% of the students will improve at least one level in each of the three skills, as measured by a four-point rubric. 21
  • Goldilocks Approach: Example Goals STUDENT GROWTH GOAL Literacy: Informational Text Writing K-5 Too Narrow 6.1 Whole Group JUST RIGHT Too Broad All students (with 100% accuracy) will determine the meaning of the root word when the affix ‘un’ is added. In the 2013-2014 year students in my science class will accurately identify, define, and use vocabulary appropriate to the rocks and minerals content area. Tier II word use will transfer to other subject areas, e.g., observation, properties. This will be measured through a pre-test, formative assessment, think~write~pair~share, reflective writing, and a post-test. All of my students will understand and apply grade level vocabulary to content areas. 22
  • A Data Pyramid for Washington Educators End of course exam (EOC), MSP, ACT, SAT, A SVAB, PSAT, IB tests, AP tests, WELPA Benchmark assessments, MAP (ELL), district finals 2-4 times (Measure of Academic Process), DIBELS, music performances,) a year finals/mid-terms, common assessments, RBA (ELA), fit-n-fun day Unit test, project/exam = summative Quarterly or demonstration, practice MSP portfolio, grade-level common assessments, oral exams, skills end of unit performance test, collaborative with classroom teachers - 6 trait writing: transferable learning, PB exams, RCBM, Performance tasks Unit test/project, common formative assessment, essays 1-4 times (all content areas), literature circles, writing groups presentation and projects with rubric criteria, peer assessments, quizzes, writing a month samples, student self assessment, timed writing probes, weekly mathfact fluency, writers workshop writing samples, AIMS (reading/math assessment), running records Annually Daily/ weekly Entry/exit slips, quiz, homework, quick checks, focus task, summary task, think-pairshare, student reflection, note check, student dialogue/discourse/demonstration, student white boards, conferring with students, diagram labeled with words (ELL), student interviews, hand votes, written responses, science lab, math practice 23
  • • Routine practices • Constructive feedback Implementation • Apply research on change • Sustain support for long-term change. • Align outcome with educator performance and student curriculum standards Outcomes Learning forward
  • Professional Learning System Readiness Assessment: Implementation of the Common Core State Standards • Complete Readiness Tool with your Team • Assess members of the community in their knowledge on the CCSS “Building Capacity for the Work” • Develop an Plan for professional learning which supports implementation of the CCSS • What is your role as a Director to create the conditions that will facilitate the transition and support to all educators?
  • Relationship Professional Learning and student results 1. Standardsbased professional learning 4. Changes in student results Standards for Professional Learning Quick Reference Guide …learning forward 2. Changes in educator knowledge, skills, and dispositions 3. Changes in educator practice
  • Metrics: Clear goals, picture of progress, and a commitment to monitor and adjust Consider: Teacher knowledge and practice Instructional materials and resources Student work- evidence of shifts, demonstrate understanding
  • Implementing the Common Core/ Getting to Measureable, Meaningful Metrics Table Discussion Share out What does successful implementation look like?
  • Understanding the Standards • WHAT ARE THEY? • WHAT ARE THE PRACTICES? TEACHER FOCUS
  • What are the Common Core State Standards? …describe/define the knowledge and skills in the areas of English language arts and mathematics that students will need throughout their K-12 education careers so they graduate high school able to succeed in careers and college, whatever their choice of college or career. 30
  • Each section of the CCSS document is divided into strands (ELA) and domains ( Math) which are: ELA: Math:  Reading (Literature/ Information Text)  Number and Operations  Writing  Operations and Algebraic Thinking  Speaking and Listening  Language  Functions  Literacy for Science and Social Studies  Measurement and Data  Geometry  The Number System
  • Implications on your work… Considering the standards… Which are you teaching explicitly? (You may have an equivalency) Which are you supporting through application and practice? 33
  • What about the Academy curriculum and the CCSS? State Learning Standards (CCSS – ELA/M) • What ALL students need to know and be able to do • ELA, Math Practices • Habits of Mind • 21st Century Skills (Career Ready practices 35 Academy curriculum •Industryspecific •Focused for academy theme
  • New 21st Century Framework Standards and Competencies Standard/Unit: M O D E L Total Learning Hours for Unit: Competencies Standards and Competencies Standard/Unit: Propagate plants S A M P L E Competencies Total Learning Hours for Unit: 20 • Identify propagating and growing facilities and structures • Prepare propagation media • Select and collect propagation materials • Demonstrate propagation by sexual and asexual methods • Demonstrate environmental controls for propagation materials (e.g., moisture, temperature, light) • Transplant rooted propagation materials • Identify asexual and sexual plant propagation methods • Apply knowledge in a production greenhouse setting as part of a management team
  • New 21st Century Framework COMPONENTS AND ASSESSMENTS M O D E L Performance Assessments: List assessment used to evaluate competencies Leadership Alignment: List leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, locally developed leadership project or activity) COMPONENTS AND ASSESSMENTS S A M P L E Performance Assessments: • Students practice and perform multiple types of plant propagation • Students develop a lesson to teach to 4th grade elementary students. Leadership Alignment: • Sell the resulting plant material at annual FFA plant sale. (2C, 3A, 9A,10A, 10B) • In pairs, students teach lesson to 4th grade elementary students. (1A, 1B, 3A,3B, 11A,
  • New 21st Century Framework Unit: Propogate Plants Aligned Washington State and Common Core Standards SL1 Speaking & Listening M O D E L S A M P L E Educational Technology Reading Science Writing Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. 1.2.1 Communicate and collaborate to learn with others. 1.3.1 Identify and define authentic problems and significant questions for investigation and plan strategies to guide inquiry. 1.3.2 Locate and organize information from a variety of sources and media. 1.3.3 Analyze, synthesize and ethically use information to develop a solution, make informed decisions and report results. RI7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. RST1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. RST4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–12 texts and topics. RST7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. 9-11 LS1H Genes are carried on chromosomes. Animal cells contain two copies of each chromosome with genetic information that regulate body structure and functions. Cells divide by a process called mitosis, in which the genetic information is copied so that each new cell contains exact copies of the original chromosomes. 9-11 LS1I Egg and sperm cells are formed by a process called meiosis in which each resulting cell contains only one representative chromosome from each pair found in the original cell. … WHST2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience WHST6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. WHST8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
  • Common Core State Standards The Big Ideas in English language arts 39
  • Current Standards Reading Communication (includes Speaking and Listening) Writing Common Core ELA Standards – Grades K-12 Media & Tech Language 40
  • TheBigIdeas ELA Practices Capacities of a Literate Person: introduction, page 7 Demonstrate independence Build strong content knowledge Respond to the varying demands of audience, task, purpose, and discipline Comprehend as well as critique Value evidence Use technology and digital media strategically and capably Come to understand other perspectives and cultures CTE Preconference 2013 41
  • Instruction Changes Approach to Teaching • Teaching changes from giving students the answer to having students apply knowledge to real world situations • Students must find the answer and explain • From… Content knowledge primarily from teacherled lecture • To…. Content knowledge from a balance of reading, writing, lecture, and hands on experience
  • Some ELA CCSS Vocabulary ! Strands – are the big categories found in the ELA standards: "Reading "Writing "Speaking & Listening "Language ! Anchor Standards – are the subcategories in each strand that anchor all standards across all grades. Here are specific anchor standard subcategories for writing: "Text Types and Purposes "Production and Distribution of Writing "Research to Build and Present Knowledge "Range of Writing
  • College and Career Readiness Anchor Standards for ELA College and Career Readiness (CCR) Standards – Overarching standards for each of four ELA strands that are further defined by grade-specific standards  Reading – 10 standards  Writing – 10 standards  Speaking and Listening – 6 standards  Language – 6 standards
  • ELA Coding System Each strand is abbreviated in the standards Grades K-5 Grades 6-12 Reading Foundational (RF) Reading Literature (RL) Reading for Informational (RI) Writing (W) Speaking and Listening (SL) Language (L) Reading Literature (RL) Reading Informational (RI) Reading for History (RH) Reading Standards for Science and Technical Subjects (RST) Writing for History, Science and Technical Subjects.(WHST) Speaking and Listening (SL) Language (L)
  • Shifting to comprehensive literacy K 1 2 3 4 5 6 7 8 9-10 11-12 Foundational Skills Print concepts and alphabetic principle Phonological awareness Phonics and word recognition Fluency Although foundational skills are addressed prior to grade 6, students who struggle in these areas will need further support. Reading Literature and Informational Texts Focus on teaching students reading skills to engage with rigorous texts across a broad spectrum of content; balance the types of texts students read. *Percentages represent comprehensive use (teaching, learning, and student production) across a school year. Balance grades K-5 = 50%* literature; 50%* informational text Balance grade 6-8 = 45%* literature; 55%* informational text Balance grades 9-12 = 30%* literature; 70%* informational text Literacy (Reading and Writing) in History/Social Studies, Science, and Other Technical Subjects Focus on teaching key ideas, details, using evidence from text to support conclusions, contextual vocabulary acquisition, and point of view. Writing Standards Focus on teaching the processes of writing, including a balance of text types and the role of argument in History/ social studies, and science *Percentages represent comprehensive use (teaching, learning, and student production) across a school year. Balance of writing types, including writing in the content areas By grade 4—opinion =30%; information = 35%; narrative =35% Balance of writing types, including writing in the content areas Grade 8 – argument = 35%; information = 35%; narrative = 30% Grade 12 – argument = 40%; information = 40%; narrative = 20% Speaking & Listening Standards Focus on teaching comprehension and collaboration, presentation of knowledge and ideas, and evaluating speaker’s point of vie w. Language Standards Focus on teaching conventions of standard English, knowledge of language in different contexts, and vocabulary acquisition. CTE Preconference 2013 48
  • PROGRESSION ACTIVITY
  • Shared responsibility across ALL educators! Literacy Standards for All Content Areas Embedded expectations for grades K-5 Separate documents for grades 6-12
  • Technical Subjects
  • Three Shifts in English Language Arts Building content knowledge through content-rich nonfiction Reading, writing, and speaking grounded in evidence from text, both literary and informational Regular practice with complex text and its academic language 52
  • Content Area Literacy Content area teachers emphasize reading and writing in planning and delivery Content area teachers and literacy teachers share responsibility of students’ literacy development Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License
  • Writing to Argue or Explain  Writing to sources and writing an argument based on evidence and conveying complex information should be part of instruction.  Writing prompts should be tied to texts.  Students should be writing arguments/taking stances and using evidence from sources to support their positions. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License
  • Academic Discussion Teachers will….  Foster rich discussions dependent on common text  Focus on higher- level questioning  Focus on connections to text  Develop habits for making arguments in discussion and writing Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License
  • Academic Vocabulary  Tier One Words- Consist of basic words and rarely require instructional attention in school and highly frequent in life: clock, baby, ball, happy, walk, run.  Tier Two Words - High frequency use for mature language users and found across a variety of knowledge domains: coincidence, absurd, industrious, fortunate.  Tier Three Words - Low frequency use and limited to specific knowledge domains: isotope, lathe, peninsula, refinery,etc. Best learned when teaching specific content lessons such as geography, science. Beck, I.L., McKeown, M.G., &Kucan, L. (2002). Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License
  • Integration of Research and Media Skills Critically read print and digital media Critically consume and synthesize research Know uses of technology to fit purpose National Governors Association/Chief State School Officers (2010) Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License
  • Administrative Implications for Professional Learning Provide professional development and collaborative planning opportunities around • use of literacy nonfiction and information text in instruction • content-area literacy • argumentation, informational, and narrative writing • encouraging the scaffolding of complex texts across a period of time • content-specific strategies vs. a generic list of strategies Provide professional development and classroom resources for short focused, research projects Provide professional development to teachers on strategically choosing vocabulary – 3 Tiers, with understanding of academic vs domain specific
  • Common Core State Standards The Big ideas in Mathematics 59 WAVA Spring Conference 2012 03/13/12
  • Traditional U.S. Approach K 12 Number and Operations Measurement and Geometry Algebra and Functions Statistics and Probability OSPI CCSS Mathematics Webinar Part 1 9/18/2012
  • Common Core State Standards Two Types of Standards: • Mathematical Practice (recurring throughout the grades) • Mathematical Content (different at each grade level)  Both aim to balance mathematical understanding and procedural skill
  • Standards for Mathematical Practice Describe ways students should engage with math as they grow:  Make sense of problems and persevere in solving them  Reason abstractly and quantitatively  Construct viable arguments and critique the reasoning of others  Model with mathematics  Use appropriate tools strategically  Attend to precision  Look for and make use of structure  Look for and express regularity in repeated reasoning CTE Preconference 2013 62
  • The 3 Shifts in CCSSM • Focus strongly where the standards focus • Coherence: Think across grades and link to major topics within grades • Rigor: In major topics, pursue with equal intensity: – Conceptual understanding – Procedural skill and fluency – Application 63
  • CCSSM Vocabulary Organization of the document Standards define what students should understand and be able to do. Clusterssummarize groups of related standards. Domainsare larger groups of related standards. **Standards from different domains and clusters may sometimes be closely related. 64
  • Design and Organization High School    Content standards define what students should understand and be able to do Clusters are groups of related standards Domains are larger groups that progress across grades Domain Cluster Standard Source: MDE- Math Common Core Power Point
  • High School Conceptual Categories Number & Quantity Domains Algebra Functions Modeling The Real Number System Seeing Structure in Expressions Interpreting Functions Quantities Arithmetic with Polynomials & Rational Expressions Building Functions The Complex Number System Creating Equations Linear, Quadratic and Exponential Models Vector and Matrix Quantities Reasoning with Equations and Inequalities Trigonometric Functions Modeling is best interpreted not as a collection of isolated topics but rather in relation to other standards. Making mathematical models is a Standard for Mathematical Practice, and specific modeling standards appear throughout the high school standards indicated by a star symbol (★). Geometry Statistics & Probability Congruence Interpreting Categorical and Quantitative Data Similarity, Right Triangles, and Trigonometry Making Inferences and Justifying Conclusions Circles Conditional Probability and the Rules of Probability Expressing Geometric Properties with Equations Using Probability to Make Decisions Geometric Measurement and Dimension Modeling with Geometry
  • FOCUS CTE Preconference 2013 67
  • Shift Two: Coherence Think across grades, and link to major topics within grades Carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years. Begin to count on solid conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning. CTE Preconference 2013 68
  • Shift Three: RigorEqual intensity in conceptual understanding, procedural skill/fluency, and application The CCSSM require: Solid conceptual understanding Procedural skill and fluency Application of skills in problem solving situations In the major work of the grade, this requires equal intensity in time, activities, and resources in pursuit of all three CTE Preconference 2013 69
  • INSTRUCTIONAL CHANGES • MORE INTENTIONAL INSTRUCTION? • TEACHER PRACTICES? TEACHER FOCUS
  • Instruction changes to: Teach deep, not broad! Teach learners to use complex cognitive skills to analyze complex problems students face in the 21st century Understanding and applying to real-world problems
  • Instruction Changes From giving students the answer to having students apply knowledge to real world situations • Students must find the answer and explain • From… Content knowledge primarily from teacher-led lecture • To…. Content knowledge from a balance of reading, writing, lecture, and hands on experience
  • Essential Question How will you as the instructional leader, bring CCSS back to your staff? What are some of the resources you need? For Math? For ELA? Other subject areas?
  • What changes would you make to create conditions for high quality professional learning in implementing the instructional changes of the common core state standards?
  • Which Assessment am I using? Should I use? Formative? Summative? Performance Task?
  • “When the cook tastes the soup, that’s formative assessment; when the customer tastes the soup, that’s summative assessment.” Paul Black
  • Formative Assessments Assessment FOR learning • Process in which evidence of student learning used to adjust and adapt instructional practice ie, concept map to represent understanding, submit one or two sentence summary, turn in research proposal for early feedback Summative Assessments - AssessmentOFlearning • Evaluate student learning at end of an instructional unit by comparing it against a standard or benchmark ie, midterm exam, final project, a paper
  • Performance Tasks – Answer the question, how well can you use what you know? • Requires students to create answers or products which demonstrate his/her knowledge or skills • Demonstrate their ability to apply their knowledge and skills to real-world situations
  • 7 ways Common Core will change the classroom 1. Depth not width— 2. Nonfiction, not fiction 3. Evidence is required 4. Speaking and listening 5. Technology is part of most/all standards 6. 21st century skills are emphasized across subject area 7. An increase in rigor
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