Common Core MSSAA 2013


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  • The students need to be able to understand what the text says before they can do textual analysis.Listen to fluency. Fluency is one of the strongest indicators of comprehension.The goal is to move students up the ladder of text complexity.
  • Writing Across Content Areas:Emphasize the importance of writing with teachersWork with the school literacy group to develop a schoolwide approachWork with school leadership team to develop a definition of student engagement. Create and Learn vs. Sit and GetBell to Bell: communicate expectation of bell to bell instruction. How can you increase instructional time beyond the classroom.
  • Analyze assessments to determine the degree to which students are asked to engage in close reading and to construct responses that refer to evidence.Conduct annual daignostic literary assessment of all studentsAnalyze assessment data to identify expected reading comprehensionAnalyze books used
  • “80-90% of questions teachers ask should be text-based”Adopt school-wide rubric and work with feeder schoolsAdopt grade-level expectations for amount and type of formal/informal writingIncrease time spent writingAsk students to respond in complete sentences in every classroom
  • Common Core MSSAA 2013

    1. 1. Common Core for AdministratorsMaureen CohenAssistant PrincipalGrafton High SchoolMarch
    2. 2. How much do you know about the new ELA standards?Activator----Raise your fingers 5,3,1,0 5---I have a thorough understanding 3--- I have some understanding 1-- I know very little 0--I don’t know anything
    3. 3. Students need to be college ready… not just complete high school  Demonstrate independence  Build strong content knowledge  Respond to varying demands of audience, task purpose, and discipline  Comprehend and critique  Value evidence  Use technology strategically  Understand other perspectives
    4. 4. A Fast Timeline Implementation is NOW! 2014-2015 Dec 2011 CCSS June 2010 Assessments 46 Adopted CCSS Formal Release March 2010 of K-12 CCSS K-12 Draft Released forJune 2009 PublicBeginning Commentof CCSSInitiative
    5. 5. 2 Types of PARCC Assessments Performance-Based End of Year Assessment Assessment (90% of the school year) (75% of the school year)1. Research Simulation 1. Include 4-5 texts, both literary and informational2. Literary Analysis (including social3. Narrative task science/scientific/technical)4. ---Read one or more texts, 2. Short-answer answer short comprehension and vocab comprehension/vocab questions questions, and write an essay to draw evidence.
    6. 6. Number of Testing Sessions PBA EOY 5 Sessions  4 Sessions 3 ELA/Literacy  2 ELA/Literacy 2 Math  2 Math 20 Days to administer  20 Days to administer Min requirement: 1 device  Min requirement: 1 device for every two students for every two students
    7. 7. Length of Tests
    8. 8. Table Talk: What are the Key ELA Shifts Key Shifts….
    9. 9. Key ELA ShiftsSix Instructional Shifts in ELA/Literacy1. Balancing Informational and Literacy Texts…Increase in Informational Texts2. Building Knowledge in the Disciplines…Content Area teachers also responsible for CC instruction3. Staircase of ComplexityMoving students towards college level texts4. Text-Based AnswersEvidence drawn from the text5. Writing from SourcesArgumentative writing, multiple perspectives, less personalnarrative6. Academic VocabularyFocus on commonly found words and less esoteric literaryterms
    10. 10. ELA Standards Design and Organization ReadingLanguage ELA Writing Speaking and Listening
    11. 11. Reading StrandCritical Reading….is a way of looking at abook and ANALYZING what the author issaying and THE METHODS the AUTHOR(and illustrator) are using to communicatea MESSAGE or IDEA.Your analysis is complete when you haveformed YOUR OWN INTERPRETATIONS ofthe author’s intentions.”
    12. 12. Writing Strand 80% of student writing by Nonfiction writing: short senior year—argument, and more substantialinformational/explanatory formal writing projects text Value—growing analytical thinkers and critical consumers
    13. 13. Increase Focus on Argumentative Writing Claims Evidence Logic Critical Thinking Multiple Viewpoints
    14. 14. Increased Focus on Informational Writing Craftsmanship Evidence Synthesizing Details Critical Thinking Organized Structure
    15. 15. Speaking/Listening Strand Student proficiency asComprehension Evaluate Presentation of using media and Speaker’s Point knowledge and and visual collaboration of View ideas display to enhance understanding
    16. 16. BIG CHANGES Teachers have to teach differently, therefore principals have to lead differently
    17. 17. Kotter’s 8 Steps to Leading Change
    18. 18. Partners---Obstacles to Change
    19. 19. Start Today with School Culture Frequent conversations focused on learning Collaborative culture— centered on student learning and reflective inquiry Build trust—shared decision- making, frequent visits to classrooms Grow leaders—many tasks…require many leaders
    20. 20. School Leader’s To Do List  Assess Readiness for PARCC (tech)  Create CC Committees of Teacher Leaders  Unpack standards  Alignment of Curriculum  Create and communicate vision for change (both short- term and long-term)  Build Capacity with PD  Evaluate Progress
    21. 21. Assessing AlignmentContent Alignment Rigor• Compare state standards • Are the state standards at with the Common Core the same level of rigor as Common Core Progression • Do the state standards address the Common Core at the same grade level
    22. 22. Step 2: School-wide Changes Close ReadingWriting across Literacy and Text-BasedContent Areas Initiatives ResponseText Complexity/ Student Informational Bell-to-Bell Texts Engagement
    23. 23. Instructional Strategies: Reading Vocab Introduce Vocabulary Active Reading Acquisition Strategies to Teach active reading Text Complexity teachers strategies to teachers and students. Expose students to increasing text complexity— Annotation Skills. compare/contrast/analyze. Primary sources.
    24. 24. Instructional Strategies: Writing Increase short and long research Teach students to assignments use textual across disciplines Use of Common evidence to Writing Rubric supportIncrease argumentsinformationalwriting in everydiscipline atevery grade level.
    25. 25. Instructional Strategies: Speaking Use of mutli-modal Authentic Experiences and presentation tools and Audiences--infused with technology Speaking Skills Variety of opportunities— School-wide use of informal discussions and speaking rubric formal presentations
    26. 26. Classroom Observations: What to look for?  Engaged Students  Close Reading and Writing  Higher-Order Thinking and Questions  Real-World Applications  Writing Across All Disciplines  Student Centered Classrooms  Use of Evidence  Demonstration of Speaking Skills  Multiple Viewpoints
    27. 27. Your Plan of Action