Connecting the Dots CCSS, NWEA, DI…Help! An Overview of CERCA
Today• Opportunities and Challenges of Supporting the  Common Core State Standards Implementation AND  Staying Focused Gro...
―If you can’t see it the classroom, it’s not        there‖―There are only three ways to improve studentlearning at scale: ...
―Ya Know‖ vs. Purposeful Academic Language Development
CCSS-AlignedFrom Common Core State Standards for English Language Arts & Literacy inHistory/Social Studies, Science, and T...
Real-Life Social Activity            Test or No TestDebate-oriented discussion is afavorite, real-life social activity.   ...
What is cerca?• Education for Thinking• A school-wide/district-wide common language and coreset of leveled and adaptable t...
Research-Based• The new Common Core State Standards focus on closereading and evidence-based argumentation as the key toac...
claim• Answers a specific question given in a prompt or asserts anindependent claim generated by the student.• Claim state...
evidence• Quotations from the text (Word for Word).• Summary of text.• Paraphrased information.• Facts & statistics.• Anyo...
reasoning• The source of the greatest language and cognitivedemands.• This is thinking spelled out.• Answers this question...
counter-claim• Bring it on! The counter-claim challenges students toconsider other viewpoints by asking them to state anop...
audience-appropriate language• Academic Language Learners (ALLs) and English LanguageLearners (ELLs) struggle with the pow...
Skill Development• Standards and Skills-Aligned Task Templates andRubrics• Color-Coding System and Sentence Template-suppo...
Personalized Learning Delivered
Multi-Modal, Multi-Media Text/Tasks
Personalized & CollaborativeDifferentiation made simple. 4 levels of texts. 4 levels of tasks.
Pre-K Practice Example• Bashi the Baby Elephant image• Pre-K Read-aloud: What evidence  from the picture might make people...
2nd Grade: What evidence does the author give us that help usunderstand her claim that elephants are social? Use exact wor...
Assessing DescartesCERCA Prompt: What evidence and reasoning doesthe author provide to support his claim that elephantsare...
Descartes as CCSSGrade 4, Standard 2: Determine the main idea of a textand explain how it is supported by key details; sum...
Descartes as College Readiness Standards (Assessed on EPAS)What evidence and reasoning does theauthor provide to support h...
NWEA-EXPLORE Correlation              NWEA-EXPLORE Correlation: Reading                         Total 8th Graders in Persh...
Discussion around data movement                                  School A  Principals demand for grade & classroom data   ...
Ambitious Instruction in English
Sample (Before)  Grade 4 Reading/ELA Sample: What is the main idea of “Elephants  Cooperate, Proving How Smart They Really...
Sample (After)  Grade 4 Reading/ELA Sample: “Elephants Cooperate, Proving How Smart  They Really Are” by Charles Q. Choi.T...
After ContinuedSome people might argue that other animals worktogether too, but an elephant will keep going for a verylong...
Rubric Component     1                                        2   3                                          4    5      C...
Sample Rubric      CCSS                Score Earned   Weight   Revision Priority Level 1-5   Notes and SuggestionsRL.10, R...
Why Debatify? Why Write?• Real, timely, trackable, and actionable data.• Valued across disciplines and pedagogical styles....
What’s In It For Me?• School LeadersA complete set of tools to help the entire team strategically orchestrateefforts aroun...
Additional ResourcesAnderson, Lorin W., David R. Krathwohl, Benjamin Samuel Bloom, and Benjamin Samuel    Bloom. A Taxonom...
Connect With Us• Register at www.thinkcerca.com to begin using onlinecerca System for personalizing CCSS Literacy Instruct...
Eileen Murphy Buckley     773-255-1928info@thinkcerca.com     @thinkcerca
Additional Research of Interest
ENGLISH     READINGMATHEMATICS   SCIENCE
Impact of Reading Achievement & Achievement in Other Areas
Connecting the Dots: CCSS, DI, NWEA, Help!
Connecting the Dots: CCSS, DI, NWEA, Help!
Connecting the Dots: CCSS, DI, NWEA, Help!
Connecting the Dots: CCSS, DI, NWEA, Help!
Connecting the Dots: CCSS, DI, NWEA, Help!
Upcoming SlideShare
Loading in …5
×

Connecting the Dots: CCSS, DI, NWEA, Help!

876 views

Published on

Connecting the Dots: CCSS, DI, NWEA, Help!
Eileen Murphy Buckley, NCTE author and Consultant, Chicago Public Schools, IL
Fusion 2012, the NWEA summer conference in Portland, Oregon

Participants will learn about how adopting the practices of close reading and evidence based argumentation emphasized in the Common Core State Standards can work seamlessly within a differentiated literacy program called CERCA. Through centers that promote engagement, independence, and rigor, students develop critical thinking skills, academic language skills, and practice the strategies and skills found throughout Descartes Continuum of Learning. As students move through centers designed to promote accountability for one's own learning and growth, teachers can strategically address individual and small group support and enrichment needs on a daily basis. The session is especially relevant for literacy in grades 5-8.

Learning outcome:
- Participants will understand the role of close reading and argumentation in increasing rigor and growth.
- Participants will understand the benefits of using a common language and shared practices for literacy in a system or school.
- Participants will understand how centers-based instruction can help teachers differentiate instruction on a regular basis.

Audience:
-Experienced data user

I have recently left Chicago Public Schools where I was the Director of Curriculum and Instruction for the AMPS Office (the office of Autonomous Schools.) The AMPS team brought the pilot of NWEA to CPS who has now adopted it system-wide. As part of the same team, we then led the Pershing Network within CPS. I helped schools evaluate, develop, and implement curriculum and instruction and professional development plans to help teachers help students meet growth targets and begin the implementation of CCSS through an evidence-based argumentation framework which 50 school grades 3-12 adopted.


Published in: Education, Technology
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
876
On SlideShare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
17
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide
  • Principals saw the difference between two schools; discussion on grade levels and asked to provide insight into alignment between data and teaching practices!
  • We know some of our kids will not be at benchmark. However, increasing EXPLORE scores by 2 points in math has a greater relative impact on the trajectory to college readiness than being at benchmark in 8th grade.
  • It is clear from these results that major improvements in academic skillsneed to occur before grade 8. The study examined the effect of each enhancement separately. Several of these enhancements together would likely result in a largerincrease. These results should not beinterpreted to mean that high school-level enhancements have little or no benefit for students. Rather, of the factors studied, modest increases in students’ level of academic achievement by the eighth grade andbeing on target for college and career readiness in the eighth gradehad the greatest relative impact on college and career readiness ingrade 11 or 12. ANY QUESTIONS???
  • As CCSS suggests, this data shows Reading is important and different from content area to another and thus requires attention all disciplines.
  • Connecting the Dots: CCSS, DI, NWEA, Help!

    1. 1. Connecting the Dots CCSS, NWEA, DI…Help! An Overview of CERCA
    2. 2. Today• Opportunities and Challenges of Supporting the Common Core State Standards Implementation AND Staying Focused Growth• Understanding how a set of Common Core State Standard-Aligned critical literacy practices can help teachers Differentiate Instruction for Growth on NWEA
    3. 3. ―If you can’t see it the classroom, it’s not there‖―There are only three ways to improve studentlearning at scale: • You can raise the level of the content that students are taught. • You can increase the skill and knowledge that teachers bring to the teaching of that content. • And you can increase the level of students’ active learning of the content.That’s it. Everything else is instrumental.‖ —Richard Elmore ―The Instructional Core‖Gregory R.Anrig Professor of Educational Leadership, Harvard Graduate School of Education
    4. 4. ―Ya Know‖ vs. Purposeful Academic Language Development
    5. 5. CCSS-AlignedFrom Common Core State Standards for English Language Arts & Literacy inHistory/Social Studies, Science, and Technical SubjectsAppendix A: Research Supporting Key Elements of the Standards...the Standards put particular emphasis on students’ ability to writesound arguments on substantive topics and issues, as this ability iscritical to college and career readiness. English and educationprofessor Gerald Graff (2003) writes that ―argument literacy‖isfundamental to being educated.The university is largely an―argument culture,‖ Graff contends....He claims that becauseargument is not standard in most school curricula, only 20 percentof those who enter college are prepared in this respect....Whenteachers ask students to consider two or more perspectives on atopic or issue, something far beyond surface knowledge isrequired: students must think critically and deeply, assess thevalidity of their own thinking, and anticipate counterclaims inopposition to their own assertions.
    6. 6. Real-Life Social Activity Test or No TestDebate-oriented discussion is afavorite, real-life social activity. Do you ever go a day without one?
    7. 7. What is cerca?• Education for Thinking• A school-wide/district-wide common language and coreset of leveled and adaptable tools and practices fordeveloping critical literacy across all disciplines.• A streamlined system for coordinating and differentiatinginstruction, centered on exploring essential questionsthrough the common practices of academic discussion andclaim-making in traditional academic writing, as well as inmultimedia formats.• An approach for debatifying content in service ofdeveloping skills and improving rigor and engagement fortrue cognitive growth and college & career readiness.
    8. 8. Research-Based• The new Common Core State Standards focus on closereading and evidence-based argumentation as the key toacademic literacy, career readiness, and rigorous thought.• Using the cerca lens challenges students to read closelyand critically with authentic motivation to move beyondcomprehension into critical analysis, making instruction morerigorous so all students grow.• Debate-centered, cerca is naturally social andparticipatory.• Whole faculties can collaborate strategically around skilldevelopment, providing individualized support, regardless ofteaching styles. *See ―Additional Resources‖ on page 25.
    9. 9. claim• Answers a specific question given in a prompt or asserts anindependent claim generated by the student.• Claim statement often suggests/addresses an audience.• Tells readers why the issue is significant*. Providing keywords as part of an essential question unit often helpsstudents express this significance and their reasoning. Forexample, in discussions of Facebook and teens, ―privacy,‖―freedom,‖ and ―safety‖ are key terms students will need.*CCSS
    10. 10. evidence• Quotations from the text (Word for Word).• Summary of text.• Paraphrased information.• Facts & statistics.• Anyone engaged in the argument can find this and use it.
    11. 11. reasoning• The source of the greatest language and cognitivedemands.• This is thinking spelled out.• Answers this question: ―How does that evidence helpprove the claim?‖• Where rigor and learning reside.
    12. 12. counter-claim• Bring it on! The counter-claim challenges students toconsider other viewpoints by asking them to state anopponent’s argument and to develop a rebuttal from ashared value.• A natural and serious game, debate is animated bycounter- argument. Responsiveness to another argumentmakes the counter-claim in writing, play, discussion, orcreation the most engaging aspect of cerca.• Exploring opposing viewpoints is a strong threadthroughout all academic standards, from the CollegeReadiness Standards to the Common Core Standards. It isalso a skill featured prominently in Advanced Placementassessments across disciplines.
    13. 13. audience-appropriate language• Academic Language Learners (ALLs) and English LanguageLearners (ELLs) struggle with the power of their own ideas becausethey often lack the language or the confidence to express theabstract concepts and complex ideas that are the basis of reason-giving in all forms of argumentation.• Academic terms, discipline-specific sentence frames, andarguespeak can be provided to scaffold these challenges.• In reading, students can begin to see arguments with a kind of X-ray vision when they are given this support, providing more supportand practice for challenging reading.• Students can be taught about correct usage, punctuation, oreven the aptness of a word choice, when we pay regularattention to these details within a systematic program.
    14. 14. Skill Development• Standards and Skills-Aligned Task Templates andRubrics• Color-Coding System and Sentence Template-supported, systematic academic skill and languagedevelopment for ALLs and ELLs• Authentically Differentiated and Growth-Focused
    15. 15. Personalized Learning Delivered
    16. 16. Multi-Modal, Multi-Media Text/Tasks
    17. 17. Personalized & CollaborativeDifferentiation made simple. 4 levels of texts. 4 levels of tasks.
    18. 18. Pre-K Practice Example• Bashi the Baby Elephant image• Pre-K Read-aloud: What evidence from the picture might make people think that elephants are like people? Who is the big elephant? Who might the little elephants be?
    19. 19. 2nd Grade: What evidence does the author give us that help usunderstand her claim that elephants are social? Use exact words fromthe text?Locates information in short passages (1 to 3 sentences) ofinformational text containing simple sentence construction (RiT 171-180)
    20. 20. Assessing DescartesCERCA Prompt: What evidence and reasoning doesthe author provide to support his claim that elephantsare smart? Do you agree or disagree with thisposition?• ―Identifies the supporting details in short (3 to 8 sentences) passages of informational text.‖ containing one or more compound sentences ‖• ―Paraphrases information found in complex informational text.‖• ―Locates and paraphrases information in informational text (5-6 paragraphs)‖ (Norm: Rit199.8 BOY 4th grade 2011)
    21. 21. Descartes as CCSSGrade 4, Standard 2: Determine the main idea of a textand explain how it is supported by key details; summarizethe text.• CERCA Prompt Level 1: What is the main idea of ________, and how does the author support this main idea with key details?• CERCA Prompt Level 4: What evidence and reasoning does the author provide to support his argument that ________? Do you agree or disagree with this position?• CERCA Sentence Starter Stem: The main idea of _______ by _____ is ____. The author supports this claim with key details such as _____, ____, and _____ in order to prove that _____.
    22. 22. Descartes as College Readiness Standards (Assessed on EPAS)What evidence and reasoning does theauthor provide to support his argumentthat ________? Do you agree or disagreewith this position?• Locate important details in uncomplicated passages• Make simple inferences about how details are used in passages
    23. 23. NWEA-EXPLORE Correlation NWEA-EXPLORE Correlation: Reading Total 8th Graders in Pershing: RIT Score Percentile % Probability of Meeting # Pershing 1400 (Spring) (Spring) College Readiness Benchmark StudentsMinimum 225 57% 45% 217Minimum 230 70% 64% 191Minimum 235 80% 82% 102Minimum 240 88% 96% 67Minimum 245 93% 100% 30*College readiness EXPLORE Benchmark in Reading: 15*RIT Scores: NWEA-ACT Linking Study*Percentile: 2011 Norm Study NWEA-EXPLORE Correlation: MATH RIT Score Percentile % Probability of Meeting # Pershing (Spring) (Spring) College Readiness Benchmark Students Minimum 240 62% 53% 196 Minimum 245 72% 70% 139 Minimum 250 81% 85% 96 Minimum 255 88% 93% 61 Minimum 260 92% 99% 53 Minimum 265 95% 100% 45 *College readiness EXPLORE Benchmark in Math: 17 *RIT Scores: NWEA-ACT Linking Study *Percentile: 2011 Norm Study
    24. 24. Discussion around data movement School A Principals demand for grade & classroom data School B by Spring 12!
    25. 25. Ambitious Instruction in English
    26. 26. Sample (Before) Grade 4 Reading/ELA Sample: What is the main idea of “Elephants Cooperate, Proving How Smart They Really Are” by Charles Q. Choi and what key details does he use to support it? The main idea of Elephants Cooperate, Proving How Smart TheyReally Are is elephants may be smarter than we think. First off an elephant can see itself in a mirrors, only some animalscan do tis (humans apes and dolphins). Elephants also will help each other for example, the elephantswork together to get a bucket of corn. Finally an elephant will stay with their mate, unlike crows, hyenas. After that I think that elephants are very intelligent.
    27. 27. Sample (After) Grade 4 Reading/ELA Sample: “Elephants Cooperate, Proving How Smart They Really Are” by Charles Q. Choi.The main idea of ―Elephants Cooperate, Proving How Smart They ReallyAre,‖ by Charles Q. Choi is that elephants are pretty smart. The authorsupports this claim with key details such as the fact that they can seethemselves in mirrors, work together, the help each other. That only goesfor a couple of other animals, which are dolphins, apes, and humans.Choi begins the summary of his research telling us that people used tothink that elephants were not as smart as them. He starts giving usreasons. He gives the test results to persuade us. The elephants wouldwork together to get corn. ―They had to coordinate their efforts so thateach could get a tasty bucket of corn.‖ This shows that the elephants willcooperate to get the corn. Most animals such as lions will fight eachother to get the food, but elephants will work together to make sure theyboth get the food.
    28. 28. After ContinuedSome people might argue that other animals worktogether too, but an elephant will keep going for a verylong time, but others don’t. ―Elephant behavior is flexible.‖If they grew up learning how to do something they will doit, but other animals don’t change. Elephants are smartenough. They can start a community. Some animals canbuild a structure like a nest. It is a structure. It is built by aliving thing. When you build something, it is not like you arejust taking over something that is built for you. Choi provesto us that elephants are smart by telling us about the testresults, which show that the elephants are not evolved orsmart enough to build a structure but they will worktogether to help themselves. That’s pretty smart becausethey can learn and change.
    29. 29. Rubric Component 1 2 3 4 5 Claim The writer clearly stated their claim, Writer states a claim but does not Writer states an unclear claim or explaining the underlying develop the claim’s significance. does not state a claim at all. significance of the issue. Evidence Writer uses sufficient, valid, and Writer uses some valid or relevant Writer uses insufficient, invalid, relevant evidence from another evidence from another source to and irrelevant evidence to source to support claim through support claim through summary, support claim through summary, direct quotation (word-for-word) paraphrase, or direct quotation paraphrase, or direct quotation and summary and paraphrase as (word-for-word), but evidence is not (word-for- word). necessary. sufficient to prove claim. Reasoning Writer effectively explains exactly Writer explains how evidence from Writer fails to explain or fails to how or why the evidence supports the text supports the claim of the explain clearly how evidence the claim of the paragraph(s). paragraph but too much of the from the text supports the claim of thinking behind the argument is left the paragraph. unstated. Conclusion Writing contains an effective Writing contains a concluding Writing contains an unclear Claim concluding statement that follows statement that follows from and concluding statement, one that from and supports the argument supports the argument presented, does not clearly follow from or presented, making the significance but may be mechanical or simply support the argument presented, of the issue and reasoning behind repetitious. or no concluding statement at all. the argument clear. Appropriate Writing demonstrates skillful use of Choice of words and/or Writing is difficult to understand Language words and phrases that would development of sentences and and ineffective in communicating appeal to the audience to make phrases make it difficult for the writer the reasoning or the relationships an effective argument in which the to make an effective argument in that link the evidence to the claim is explicitly supported by which the claim is explicitly claim. evidence and sound reasoning. supported by evidence and sound The paragraph flows like one piece reasoning. of writing as opposed to separate parts stitched together. Conventions Writing contains no errors in X. Writing contains less than 3 errors in X Writing contains more than 4of Usage and errors in X. Punctuation
    30. 30. Sample Rubric CCSS Score Earned Weight Revision Priority Level 1-5 Notes and SuggestionsRL.10, RI.10, W.1a 3W.1 6W.1 7W.1 1L.6,W.1 1Additional Requirements 2
    31. 31. Why Debatify? Why Write?• Real, timely, trackable, and actionable data.• Valued across disciplines and pedagogical styles.• Common & meaningfully repeatable tasks withdifferentiated texts and skills focus helps teachers addressthe practical challenges of differentiatedinstruction/personalized learning.• Given accessible texts and a good reason to argue,students can and do get what it says, what it means, andwhy it matters.• Parents can finally understand our language.
    32. 32. What’s In It For Me?• School LeadersA complete set of tools to help the entire team strategically orchestrateefforts around student skill development.• TeachersStudents gain a better understanding of content, produce better writing,and engage with each other productively.Collaborative focus allows for shared practices among teachers, makingthe whole team’s focus clear to students and mutually reinforcing.• StudentsActually understand what we mean when we are talking about literacyskills. Develop intellectual values and refine powerful thinking, reading,writing, listening and speaking skills that apply to all areas of their lives. Seethe explicit connections between real life and school life.• ParentsShare a vocabulary that gives them a way to understand what students aresupposed to know and be able to do and how teachers are strategicallyorchestrating efforts to help them achieve.
    33. 33. Additional ResourcesAnderson, Lorin W., David R. Krathwohl, Benjamin Samuel Bloom, and Benjamin Samuel Bloom. A Taxonomy for Learning, Teaching, and Assessing: a Revision of Bloom’s Taxonomy of Educational Objectives : Complete Edition. New York: Longman, 2001. Print.―Common Core State Standards Initiative | The Standards | English Language Arts Standards.‖ Common Core State Standards Initiative | Home. Web. 02 July 2011. <http://www.corestandards.org/the-standards/english-language-arts-standards>.Graff, Gerald, and Cathy Birkenstein.―A Progressive Case for Educational Standardization.‖ Academe 94.3 (2008): 16–20.Hillocks, George. Teaching Argument Writing, Grades 6-12: Supporting Claims with Relevant Evidence and Clear Reasoning. Portsmouth, NH: Heinemann, 2011. PrintKozulin, Alex. Vygotsky’s Educational Theory in Cultural Context. UK: Cambridge UP, 2003. Print.Kuhn, Deanna. Education for Thinking. Cambridge, MA: Harvard UP, 2008. Print. Reeves,Douglas B. ―The 90/90/90 Schools Study | The Leadership and Learning Center.‖ http://www.leadandlearn.com/90-90-90Wormeli, Rick. Fair Isn’t Always Equal: Assessing & Grading in the Differentiated Classroom. Portland, Me.: Stenhouse, 2006. Print.
    34. 34. Connect With Us• Register at www.thinkcerca.com to begin using onlinecerca System for personalizing CCSS Literacy Instruction thisfall• Contact Us for District Implementation Planning &Professional Development!www.thinkcerca.com
    35. 35. Eileen Murphy Buckley 773-255-1928info@thinkcerca.com @thinkcerca
    36. 36. Additional Research of Interest
    37. 37. ENGLISH READINGMATHEMATICS SCIENCE
    38. 38. Impact of Reading Achievement & Achievement in Other Areas

    ×