College and Career
Ready Standards
Vision:
• Every Child a Graduate-Every Graduate
Prepared for College, Work, Adulthood in the
21st Century
• New diploma op...
Implementation
4 Phases
1. Awareness

2. Initiation
3. Follow up support
4. Evaluation and accountability
Productively Struggle:
• Allow the Students to Productively Struggle.
• Introduce students to difficult texts--challenge
t...
Scaffolds = Strategies
• Use scaffolds (strategies)
within the class to allow the
students to feel success.

• There is a ...
Standards:
• The lessons must be directly teaching the
standards.
• The lesson plans should show what standard the
student...
Text
• Text is the center of the lesson. It is the “MEAT”.
• Text can be anything from an article, a comic
strip, a pictur...
Texts
Math
• Students must use discourse.
• Mathematical classroom discourse is about whole-class discussions in
which students ...
Tri-State Rubric Math
• This tool is used to ensure that the materials and
lessons align with the CCRS standards.
Tri-Stat...
Tri-State Rubric English
• This is used to ensure that the lessons align with the CCRS
standard in English Language Arts.
Lessons
• You do not have to trash all of the lessons you
already teach just update them.
• All you must do is add the lit...
ALEX Insight Tool
• http://alex.state.al.us/ccrs/node/191

• Lesson Plans are available that align to the
specific standar...
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Ccrs

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Ccrs

  1. 1. College and Career Ready Standards
  2. 2. Vision: • Every Child a Graduate-Every Graduate Prepared for College, Work, Adulthood in the 21st Century • New diploma options with multiple pathways for success • Teach to the standards- not the test • Equip all kids
  3. 3. Implementation 4 Phases 1. Awareness 2. Initiation 3. Follow up support 4. Evaluation and accountability
  4. 4. Productively Struggle: • Allow the Students to Productively Struggle. • Introduce students to difficult texts--challenge them. • Teach them how to analyze them. They must be exposed to the text and able to think these things through. • The students must have regular practice with difficult texts and it’s academic vocabulary.
  5. 5. Scaffolds = Strategies • Use scaffolds (strategies) within the class to allow the students to feel success. • There is a handout with many great scaffolds listed and explained. • • • • • • • • • • Academic Vocabulary Knowledge in the Disciplines Staircase of Complexity Text-based Answers Writing from Sources Balancing Informational and Literary Text Close Reading Scaffolding Authentic Learning Targeted Instruction
  6. 6. Standards: • The lessons must be directly teaching the standards. • The lesson plans should show what standard the students are learning. • Assessments should be made to direct instruction. • Formative • Summative • http://alex.state.al.us/browseStand.php
  7. 7. Text • Text is the center of the lesson. It is the “MEAT”. • Text can be anything from an article, a comic strip, a picture, a poster, a video, or anything that the students have to analyze to get meaning. • Students need to be able to use textual evidence or bring the information from the text as evidence in their writing. • http://youtu.be/KC5lgdf0-W8
  8. 8. Texts
  9. 9. Math • Students must use discourse. • Mathematical classroom discourse is about whole-class discussions in which students talk about mathematics in such a way that they reveal their understanding of concepts. Students also learn to engage in mathematical reasoning and debate. • Discourse involves asking strategic questions that elicit from students both how a problem was solved and why a particular method was chosen. Students learn to critique their own and others' ideas and seek out efficient mathematical solutions. • Students can talk to partners about math—as long as they are productively learning. • Use scaffolds (strategies) within the lessons.
  10. 10. Tri-State Rubric Math • This tool is used to ensure that the materials and lessons align with the CCRS standards. Tri-State Quality Review Rubric for Lessons & Units: Mathematics – Version 4.2 Grade: Mathematics Lesson/Unit Title: I. Alignment to the Rigor of the CCSS The lesson/unit aligns with the letter and spirit of the CCSS: Overall Rating: I. Alignment to the Rigor of the CCSS The lesson/unit reflects evidence of key shifts that are reflected in the CCSS: Observations and Comments: Coherence: Makes connections and provides opportunities for students to transfer knowledge and skills within and across domains and learning progressions. Rigor: Requires students to engage with and demonstrate challenging mathematics in the following ways: Application: Provides opportunities for students to independently apply mathematical concepts in real-world situations and problem solve with persistence, choosing and applying an appropriate model or strategy to new situations. Conceptual Understanding: Requires students to demonstrate conceptual understanding through complex problem solving, in addition to writing and speaking about their understanding. Procedural Skill and Fluency: Expects, supports, and provides guidelines for procedural skill and fluency with core calculations and mathematical procedures (when called for in the standards for the grade) to be performed quickly and accurately. Suggestions for Improvement: Presents a balance of mathematical procedures and deeper conceptual understanding inherent in the CCSS. Rating: 3 2 1 0 II. Key Areas of Focus in the CCSS Observations and Comments: Focus: Centers on the concepts, foundational knowledge, and level of rigor that are prioritized in the standards. ** Targets a set of grade level mathematics standard(s) at the level of rigor in the CCSS for teaching and learning. ** Standards for Mathematical Practice that are central to the lesson are identified, handled in a gradeappropriate way, and well connected to the content being addressed.** II. Key Areas of Focus in the CCSS Rating: 3 2 1 0 Rating Scale for Each Dimension: 3: Meets all “must have” criteria (**) and most of the other criteria in the dimension. 2: Meets many of the “must have” criteria and many of the other criteria in the dimension. 1: Meets some of the criteria in the dimension. 0: Does not meet the criteria in the dimension. Rating: 3 2 1 0 Suggestions for Improvement: Rating: 3 2 1 0 Overall Rating for the Lesson/Unit: E: Exemplar Lesson/Unit - meets all the “must have” criteria (**) and most of the other criteria in all four dimensions (mainly 3’s). E/I: Exemplar if Improved - needs some improvement in one or more dimensions (mainly 3’s and 2’s). R: Needs Revision - is a “work in progress” and requires significant revision in one or more dimensions (mainly 2’s and 1’s). N: Not Recommended - does not meet the criteria in the dimensions (mainly 1’s and 0’s). N/R: Not ready to review – use rubric to revise and organize lesson/unit then resubmit for a quality review. Quality Rubric developed by Tri-State Collaborative (MA, NY, RI – facilitated by Achieve): 7/6/2012. View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt. If modified, please attribute Tri-State and re-title.
  11. 11. Tri-State Rubric English • This is used to ensure that the lessons align with the CCRS standard in English Language Arts.
  12. 12. Lessons • You do not have to trash all of the lessons you already teach just update them. • All you must do is add the literacy component and strategies to them to make them fit the CCRS goal. • http://www.definingthecore.com/index.php
  13. 13. ALEX Insight Tool • http://alex.state.al.us/ccrs/node/191 • Lesson Plans are available that align to the specific standards. • https://www.dropbox.com/sh/niainvzpap0klc8 /FI83XkBUDa • http://vimeo.com/46694757

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