fall 2013 missouri learning standards continued learning implementation checkup agenda & goals:...
TRANSCRIPT
Fall 2013 Missouri Learning Standards
Continued Learning Implementation CheckupAgenda & Goals:1. Continued Learning…• Missouri Learning Standards (MLS)• Origin, Purpose, Concerns• Appendix• Shifts • SBAC Test (Michele Hedges)2. Where are you with CCSS implementation?3. What is your next step? How will you assign
leadership positions to make this happen?
The Missouri Learning Standards include the Common Core State Standards for English language arts and math.
Developed by educators across the country, including Missouri, the CommonCore State Standards provide a clear, consistent road map for what students areexpected to learn at every grade level. Learning outcomes improve when students,parents and teachers are on the same page, working toward shared goals.The standards help ensure students learn basic and higher-order skills, includingproblem solving and critical thinking. The standards are relevant to the real worldand reflect the knowledge and skills students need to know to achieve their goals.
The Common Core State Standards:• Build upon the strengths of Missouri’s existing state standards.• Are research- and evidence-based.• Are designed to prepare students to live and work in today’s global society.
The standards do not require schools to use specific curriculum or teachingmethods – those decisions will continue to be made at the local level by schoolboards, superintendents, principals and teachers.
Adopted by the Missouri State Board of Education in 2010, the standards will gointo effect with the 2014-2015 school year.
BackgroundOrigin, Purpose, Concerns
Key Reasons for change to CCSS• Competition in Global market• College and Career readiness
7 Whys• Equity• Results• Efficiency• Cost Effectiveness• Consistency• Collaboration• Innovation
• See Frequently Asked Questions
Criteria and Considerations for the Development of the Common Core Standards
The common Core State Standards are:Designed to be fewer and clearerAligned with college and work expectationsInclusive of rigorous content and application
of knowledge through higher-order skillsEvidence and/or research-basedInformed by top-performing countries
CCSS AppendicesELA Appendix A• Research Supporting• Key Elements of Standards• GlossaryELA Appendix B• Text exemplars• Sample Performance tasksELA Appendix C• Samples of Student Writing
Math Appendix• Designing High School Mathematics Courses based on CCSS
ELA Shifts1. Content Rich NonfictionAll teachers must emphasize literacy
2. Increased Text Complexity• Requires close and careful reading of complex texts• Provides support to make the central text accessible to ALL students• Builds academic vocabulary to access grade level complex texts
3. Reading & Writing Grounded in Evidence from TextStudents make arguments based on a common, complex text,both in conversations and writing to assess their comprehensionof a text.
Grade Literary Informational
4 50% 50%
8 45% 55%
12 30% 70%
How are these Shifts reflected in
your Pacing Guides?
Resources?
Math Shifts1. Focus – Deeper and Narrower• Grade Level Critical Areas of Focus• Mathematical Practices
2. Coherence – Making Math Make Sense• Linking from one grade to the next• Linking secondary topics to the major focus of the grade
3. Rigor – Content Rigor and Instructional Rigor• Conceptual Understanding• Procedural Skill & Fluency• Applications
How are these Shifts reflected in your Pacing
Guides? Resources?
Mathematical Practice Standards1. Make sense of problems & persevere in solving
them. 2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the
reasoning of others. 4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision. 7. Look for and make use of structure.8. Look for and express regularity in repeated
reasoning.
How are these Practices
reflected in your Pacing Guides?
Resources?
SBAC TestSmarter Balanced Assessment Consortium
Online Asessment Viewing Guidehttp://www.sbac.portal.airast.org/practice-test/
PRACTICE ITEMS Directions:
*Divide into small groups*Each member of the group gets online and goes to sbac.portal.airast.org/practice-test*Each member decides on a focus area, or item within the area, he/she will focus on while taking the practice test*Each member takes his/her grade-appropriate practice test, taking notes on focus area*Each member reports back to the group*Each group reports back to their building administrator
Please complete by end of first semester
DOK SBAC Text Viewing Guide
DOK Levels Tally NotesLevel 1 – Recall: recall of a fact, term, principle, concept, or perform a routine procedure
Level 2 – Skill/Concept: use of information, select appropriate procedure for a task, two or more steps with decision points along the way, organize/display data, interpret/use simple graphs
Level 3 – Strategic Thinking: requires reasoning, develop a plan or sequence of steps to approach problem, requires some decision making and justification, abstract and complex problems, often more than one possible answer
Level 4 – Extended Thinking: investigation or application to the real world, research, process multiple conditions of the problem or task, non-routine manipulations, across disciplines/content areas/multiple sources
This viewing guide should be turned in by the end of the first semester.
Math Practices SBAC Text Viewing Guide
Shifts in Mathematics Tally Notes
Focus – Deeper and Narrower•Grade Level Critical Areas of Focus•Mathematical PracticesMake sense of problems and persevere in solving themReason abstractly and quantitativelyConstruct viable arguments and critique the reasoning of othersModel with mathematicsUse appropriate tools strategicallyAttend to precisionLook for and make use of structureLook for and express regularity in repeated reasoning
Coherence – Making Math Make Sense•Linking from one grade to the next NA for viewing•Linking secondary topics to the major focus of the grade
Rigor – Content Rigor and Instructional Rigor•Conceptual Understanding•Procedural Skill & Fluency•Applications
This viewing guide should be turned in by the end of the first semester.
ELA Shifts SBAC Text Viewing Guide
Shifts in ELA Tally NotesContent Rich Nonfiction (Balancing information & literary text)All teachers must emphasize literacy
Nonfiction
Fiction
Increased Text Complexity•Requires close and careful reading of complex texts•Provides support to make the central text accessible to ALL students•Builds academic vocabulary to access grade level complex texts
Reading and Writing Grounded in Evidence from Text•Students make arguments based on a common, complex text, both in conversations and writing, to assess their comprehensionof a text.•Text-based answers•Writing from sources
Other:
This viewing guide should be turned in by the end of the first semester.
Technology SBAC Text Viewing Guide
Technology NotesGeneral directions for moving within the test:•Arrows•Save•Drag•Undrag•Buttons to Click•Function Keys (undo/redo)•Highlighting•Other:
Vocabulary for technological directions, list…
Content specific technology tools:•calculator•Thesaurus•otherOther:
This viewing guide should be turned in by the end of the first semester.
Correlation to Course Content SBAC Text Viewing Guide
Content My Course
This viewing guide should be turned in by the end of the first semester.
4 Stages of MLS ImplementationAwareness•background and overview of the CCSS•know the Shifts in CCSS•understand the impact the CCSS have on our work
Application and Experimentation•try CCSS Strategies (5’s & 6’s)•try resources tied to CCSS
Ownership•able to judge available resources•apply our understanding to integrate the standards into our practice.
Advocacy & Innovation•support the development of our colleagues•go beyond judging resources to actually creating tools and resources
Lebanon R-III MLS Implementation Plan Check-Up Fall 2013
Awareness Application & Experimentation
Ownership Advocacy & Innovation
Origin
Purpose
Concerns
Appendices
Shifts
SBAC Test
What is the timeline for completion of the training needed for implementation?
Stage of Implementation
Currriculum Key Considerations Pacing Guide
Assessments Maps/Calendars
Units
Analyze the CCSS standards to determine targets.Identify CCSS alignment with current curriculum. Decide what to change and what to keep.Develop pacing guides.Map (re-map) curriculum. Establish a sequence for and a clustering of CCSS standards. Create (modify) units.
Assessment Key ConsiderationsAlign current district assessments.Compare rigor of CCSS with current assessments, address discrepancies, including proficiency standards.Design and implement quality formative assessments (including pretests). Develop & administer summative/post assessments.Establish progress monitoring.Implement Data Teams.
Instruction Key ConsiderationsFocus on clearly defined standards.Use research-based strategies for effective teaching.Consider technology capacity and current instructional use.Design instruction for student engagement.Design differentiated instructional components and interventions for all sub-groups. (ELL, IEP, gifted)Incorporate effective instructional feedback practices.Implement research-based grading practices.
EVIDENCE OF IMPLEMENTATION
Lebanon R-III MLS Implementation Plan Check-Up Fall 2013
How can we tell that CCSS are being implemented? What stage of implementation is your PLC?
Grade Level/Content Experts Needed for Full Implementation of CCSS (MLS)
• Awareness/Overview• Understanding CCSS in depth• Inclusion of CCSS (including Mathematical Practices in Math) in Pacing Guides (Pacing Guides = Our Curriculum)• Map Curriculum• Create/Modify Units aligned to CCSS (MLS)• Familiarity with SBAC Testing
– Content Specifications/Test Blueprint– Achievement Level Descriptors– Samples Items– DOK– Scoring Guides– Technology
• Vocabulary - 3 Tiers identified in Pacing Guides• Creation/Alignment of Assessment to CCSS (MLS)• Alignment of Resources to CCSS (MLS)• Alignment of Instruction to CCSS (MLS)• Complex Text used with ALL students• Mathematical Practices are a part of instruction and assessment
The Carol’s will work with the experts to prepare the training.
Lebanon R-III MLS Implementation Plan Fall 2013
What are your NEXT steps?
Who will be your
leader(s)?
When will it happen?
What resources are
needed?
Notes
Where does each PLC need to start as we work toward full implementation?What will our timeline be? Specifically….What is the “minimum” implementation levels for each identified category by the end of May 2014.
The End
OR….The Beginning
CCSS ELA Categories
Reading: Foundation (RF) •Print Concepts (K-1)•Phonological Awareness (K-1)•Phonics/Word Recognition (K-5)•Fluency (K-5)
Reading: Literature (RL) and Informational Text (RI)•Key Ideas and Details•Craft and Structure•Integration of Knowledge•Range of Reading & Level of Text Complexity
Writing (W)•Text Types and Purposes•Production and Distribution•Research to Build and Present Knowledge•Range of Writing
Language Standards (L)•Conventions•Knowledge of Language (2-12)•Vocabulary
Speaking and Listening (SL)•Comprehension and Collaboration•Presentation of Knowledge and Ideas
DOMAIN K 1 2 3 4 5 6 7 8
Counting & Cardinality
Operations & Algebraic Thinking
#s & Operations in Base 10
#s & Operations—Fractions
Measurement & Data
Geometry
Ratios & Proportional Relationships
The # System
Expressions & Equations
Statistics & Probability
Functions
Common Core StandardsMATH Conceptual Categories 9-12
N - Number and Quantity (9-12)
A – Algebra (9-12)
F - Functions (8-12)
G - Geometry (K-8)
SP Statistics and Probability (6-12)
Modeling, (No CCSS coded to Modeling, it is embedded in the other 9-12 Conceptual Categories)
• Check DOK Quote re: 3 & 4 vs coding in Reading series many 1s & 2s
• Consider some chart organized by CCSS to determine implementation/emphasis, etc. find missing CCSS, etc.
Parents, Staff, Public
• Principal newsletters to parents• RE-Emphasis on critical thinking, therefore
test scores may decline, • Use Rationale for CCSS & Principles for CCSS &
7 Whys• Maybe use in weekly communication to all
staff.
Resources to Consider• From Cheryl Dunkle, St. Louis Conference Reflecting Actions to Implement
CCSS ELA & math handouts saved in Presentations 2013-14 folder• TED Video Simon Sinek, Start with Why • Itunes—cartoon to use with parents Achieve the Core???
• States—Massachusetts, FL, NC, Mass., KY, CO, KY, Denver Public Schools, KS for writing
• Think about accountability—tell what you will do, do it, look at results. • engageNY• SBAC& PARCC • PARCC has good ELA/Literacy & Math Shifts info• Subscription to Marshal Memo—summaries week’s most relevant articles• Download CRESST Report 823• Cherl Dunkle’s powerpoint—leadership implications of the shifts????• AchievetheCore.org
MLS Awareness/BackgroundOrigin/Purpose/Concerns-criticisms/Katie’s article activity MLS based ShiftsMLS for your grade, organizational schema Appendix and what it coversMath Critical Areas of Focus for your grade3 Tiers of MLS Vocabulary—Academic vocabWhat is going away, what is new???Intro & Appendix Info????
High School SBAC Text Viewing Guide by CourseThis viewing guide should be turned in by the end of the first semester.
Lebanon R-III MLS Implementation Plan Check-Up Fall 2013
Awareness Application & Experimentation
Ownership Advocacy & Innovation
Origin
Purpose
Concerns
Appendices
Shifts
SBAC Test
What is the timeline for completion of the training needed for implementation?
Stage of Implementation
Currriculum Key Considerations Pacing Guide
Assessments Maps/Calendars
Units
Analyze the CCSS standards to determine targets.Identify CCSS alignment with current curriculum. Decide what to change and what to keep.Develop pacing guides.Map (re-map) curriculum. Establish a sequence for and a clustering of CCSS standards. Create (modify) units.
Assessment Key ConsiderationsAlign current district assessments.Compare rigor of CCSS with current assessments, address discrepancies, including proficiency standards.Design and implement quality formative assessments (including pretests). Develop & administer summative/post assessments.Establish progress monitoring.Implement Data Teams.
Instruction Key ConsiderationsFocus on clearly defined standards.Use research-based strategies for effective teaching.Consider technology capacity and current instructional use.Design instruction for student engagement.Design differentiated instructional components and interventions for all sub-groups. (ELL, IEP, gifted)Incorporate effective instructional feedback practices.Implement research-based grading practices.
EVIDENCE OF IMPLEMENTATION
Lebanon R-III MLS Implementation Plan Check-Up Fall 2013
Grade Level/Content Experts Needed for Full Implementation of CCSS (MLS)
• Awareness/Overview• Understanding CCSS in depth• Inclusion of CCSS in Pacing Guides (Pacing Guides = Our Curriculum)• Map Curriculum• Create/Modify Units aligned to CCSS (MLS)• Familiarity with SBAC Testing
– Content Specifications/Test Blueprint– Achievement Level Descriptors– Samples Items– DOK– Scoring Guides– Technology
• Vocabulary - 3 Tiers identified in Pacing Guides• Creation/Alignment of Assessment to CCSS (MLS)• Alignment of Resources to CCSS (MLS)• Alignment of Instruction to CCSS (MLS)• Complex Text used with ALL students• Mathematical Practices are a part of instruction and assessment