Kansas College and Career Readiness Standards

Kansas College and Career Readiness StandardsKCCRSWhy all the hpye with KCCRS?Its a new way of learning and processing information.Need for Change in the Educational SystemPredominantly school are still designed as they were for the industrial periodTurning out mass workforce for high intensity laborFundamental switch from manual labor to thinking laborSchools need to change to accommodate the new information and technology era.How much information do we have?The study has, for the first time, used "terabytes" as a common standard of measurement to compare the size of information in all media, linking and interpreting research reports from industry and academia. One terabyte equals a million megabytes or the text content of a million books. The United States produces 35 percent of all print material, 40 percent of the images and more than half of the digitally stored material. (University of California at Berkley study.)How Much information?The directly accessible "surface" Web consists of about 2.5 billion documents and is growing at a rate of 7.3 million pages per day. Counting the "surface" Web with the "deep" Web of connected databases, intranet sites and dynamic pages, there are about 550 billion documents, and 95 percent is publicly accessible. A white-collar worker receives about 40 e-mail messages daily at the office. (University of California at Berkley study.)

InfoPrint accounts for such a miniscule amount of the total information storage.Vast amount of unique information stored and also created by individuals.Original documents created by office workers represent nearly 90 percent of all original paper documents, while 56 percent of magnetic storage is in single-user desktop computers. Ordinary people not only have access to huge amounts of data, but are also able to create gigabytes of data themselvesPredominance of digital information is because digital information is potentially accessible anywhere on the Internet and is a "universal" medium(University of California at Berkley study.)

What does this mean for the workforce?Need for postsecondary education and trainingUse of higher order thinking skillsUse of technologyContinual changePeople who can think about thinkingCreative, analytical mindsA New Generation of Standards for College and Career ReadinessAdvance instruction shift focus from AYP to CCRCultivate habits of mind approaches to learning that are intellectual, practical, and spur student successFacilitate collaboration among students, among disciplines, among states

These standards are our renewed opportunities to:Content 2.1: The Big Ideas:Advance instruction(to improve on what we have done in the past, but shift from satisfying AYP to meeting CCR expectations)Cultivate habits of mind (Curiosity, Openness, Engagement, Creativity, Persistence, Responsibility, Flexibility, Metacognitionfrom the Framework for Success in Postsecondary Writing)Facilitate collaboration(within the classroom, interdisciplinary, inter-state) (authentic example slides with instructional examples are from New York )821st Century Learner/Teacher/Principal Considerations:Habits of MindRefer to handout on HOM depending on the sequence of your modules, adjust the amount of time you need to spend here and on the next slide. Note that the 21st Century unit includes the learner/teacher/principal.916 Habits of Minddrawn from research on human effectiveness, descriptions of remarkable performers, and analyses of the characteristics of efficacious peoplePersistingManaging ImpulsivityListening with Understanding and EmpathyThinking FlexiblyThinking About Thinking (Metacognition)Striving for AccuracyQuestioning and Posing ProblemsApplying Past Knowledge to New Situations

Thinking and Communicating with Clarity and PrecisionGathering Data Through All SensesCreating, Imagining, InnovatingResponding with Wonderment and AweTaking Responsible RisksFinding HumorThinking InterdependentlyRemaining Open to Continuous Learning

from Costa, A.L. & B. Kallick. Learning and Leading with Habits of Mind: 16 Essential Characteristics for Success. ASCD, 2008.http://www.ascd.org/publications/books/108008/chapters/Describing-the-Habits-of-Mind.aspx Refer to link if needed.10

Making the Shift Pre-KCCRS to Post-KCCRSCommon Core Shifts ELA & Content Literacy 13Balancing informational and literary textELA Shift 1Shift 1Use a variety of textsUse informational texts, fictional and nonfictional textsInclude other types of texts like articles, internet, speeches.Building Knowledge in the Disciplines

ELA Shift 2Shift 2Reading across the disciplinesUse content areas to further readingReading can be taught in ALL content areasSHIFT 1

Balancing Informational and Literary Texts

SHIFT 2(Link to 6-12)Building Knowledge in the Disciplines

Paired Texts:

The Human BodyFourth-Sixth Grade

Post-CCSS: Here we see a sampling of texts of varying complexity and can be used and paired with other texts for this unit18Increase complexity of text at each grade levelELA Shift 3Shift 3Read and rereadBe persistent; read challenging materialsLeveled readers for struggling readersScaffoldingBuild in a joy of read by high interest texts at appropriate reading level for the student.Use all parts of the text, glossary, table of contents, picture captions, etcStaircase of complexitySHIFT 3Appendix B:

Text Exemplars and Sample Performance TasksExpectation of proficiency and independence in reading grade level text

Consider Understanding Text Characteristics (F&P) and the sample text levels in Appendix B. Pg 42 of Standards document (pyramid). Appendix A: pgs. 4-16

Steady decline in K-12 reading difficulty and sophistication of textCollege and workplace reading demands have held steady or increased, creating a gap which hinders students ability to read at or above grade level and with little to no assistance

21SHIFT 3

Staircase of Complexity

Pre-ccSsK-5Thank you for hands and feet that keep a beat,for ears that hear,and eyes that see.Thank you for each bendy knee.

Pre-CCSS: Again, consider the text you currently use22SHIFT 3

Staircase of Complexity

Post-ccSsK-5When you eat fresh fruitsand vegetables and proteinfoods like meat, milk, andbeans you are giving your body the things it needs togrow.

Pre-CCSS: Again, consider the text you currently use23Text Based AnswersELA Shift 4Shift 4Questions tied directly to the text, but extend beyond the literalStudents must cite text to support answersPersonal opinions, experiences, and connections to the text are minimized in favor of what the text actually says or doesnt sayAnswers to questions are found in the text and student gives evidence from text to support their answers.

SHIFT 4

Text-based Answers

Pre-CCSS2nd 3rd GradePost-CCSSPre-CCSS: Students would not necessarily need to read a specific text in order to answer these questions. Currently posed, students answers would be based on prior knowledge and experiences. The CCSS requires students to base answers upon what a text says or doesnt say. Personal connections and prior knowledge are acceptable as long as the text under study remains the focus of their analysis.

Post-CCSS: Questions are planned with the text in mind, requiring students to go beyond the literal to more in-depth analysis of the text under discussion while building knowledge in the content. Questions are explicitly written from the standards.

26Writing from SourcesELA Shift 5Shift 5 Fewer personal narrativesArgumentative takes center stage as preferred writing genreUse multiple sourcesAnalyze and synthesize informationDevelop own voice for writingWriting from sourcesSHIFT 5Appendix C: Samples of Student WritingArgumentative writing is especially prominent in the CCSS

Writing from sources can be directly connected to text-based answers in that students will need to examine texts closely in order to respond in writing to those texts. The CCSS support three specific writing genres (although others are not specified, there is room for teacher discretion on the inclusion of relevant writing tasks) with Argument taking center stage. There is a heavy emphasis on students being able to construct sound arguments across the disciplines using multiple sources, relevant evidence, and balanced analyses. Writing tasks should range from short on-demand tasks to longer research-type writing assignments. 29SHIFT 5

Writing from Sources

Pre-CCSS4th 5th GradePost-CCSSPre-CCSS: Students would not necessarily need to read a specific text in order to answer this question. Currently posed, students answers would be based on prior knowledge and experiences. The CCLS requires students to base answers upon what a text says or doesnt say. Personal connections and prior knowledge are acceptable as long as the text under study remains the focus of their analysis.

Post-CCSS: Questions are planned with the text in mind, requiring students to go beyond the literal to more in-depth analysis of the text under discussion while building knowledge in the content. Questions are explicitly written from the standards.

30Academic VocabularyELA Shift 6Academic vocabularySHIFT 6Ramp up instruction of Tier Two words

Vocabulary is one area of instruction where the research is clear on what students need in order to be successful readers and writers. Explicit instruction of Tier 2 and Tier 3 words is crucial for students to engage fully with grade level text. Tier 2 words are emphasized in the CCSS for direct instruction for the reasons defined in the slide. They are the gateway for many of the complex texts students will be required to access proficiently and independently. An example of a Tier Two word might be determined. This word has high-utility across content areas, not specific to one domain, and is generally not defined in context. An example of a Tier Three word might be mass production. This word is domain specific (SS), will most likely be defined within the context of the course content or heavily scaffolded via pictures, graphs, bolded within the text, or defined within a glossary.32SHIFT 6

Academic Vocabulary

Tier 3K-5Pre-CCSS: Vocabulary selections for the the human body would focus specifically on Tier 3 words with little to no direct instruction of Tier 2 words.

Tier 3 (domain specific) vocabulary are often well-supported instructionally as they are the key concepts and/or terms students need to access the content. Hence, class time is dedicated to the direct instruction of such words. Due to other factors (mostly a lack of time and uncertainty of which words to select), many Tier 2 words (those non-domain specific words, not well-defined through context) are not adequately identified for direct instruction. Students, therefore, are left to figure these words out on their own often minimizing their understanding of the text.

33SHIFT 6

Academic Vocabulary

K-5Post-CCSS: Continuing with the human body unit, an increase in attention to the direct instruction of Tier 2 words (in addition to Tier 3 words) is expected.

With a shift in the text expectations, so too comes a shift in the vocabulary instruction students must receive. Text selections from primary sources or authentic texts often do not demonstrate a level of text cohesion one might find in a heavily scaffolded textbook. As a result, equal attention to those words exhibiting the characteristics of Tier 2 Words is required so that students can better access i.e., understand and attend to the increased demands of the text. 34MathAreas for Emphasis for Mathematics Focus strongly where the Standards focus, using the Critical Areas Coherence: Think across grades, and link to major topics within grades Rigor: In major topics, pursue conceptual understanding, application, and procedural skill and fluencyMathematical Practices and 6 Shifts - Considerations This information draws the participants attention to key concepts about CCSS for Math.36Mathematical Practices (pages 6-7 of the document)1. Make sense of problems and persevere insolving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critiquethe 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 repeatedreasoning.These concepts have links to HOM. This set of 8 Mathematical Practices appears in each grade level. Return to the language found in the Mathematical Practices in a recursive manner. This is important.37FocusMathematics Shift 1 Set priorities38Priorities in Math

GradePriorities in Support of Rich Instruction and Expectations of Fluency and Conceptual UnderstandingK2Addition and subtraction, measurement using whole number quantities35Multiplication and division of whole numbers and fractions6Ratios and proportional reasoning; early expressions and equations7Ratios and proportional reasoning; arithmetic of rational numbers8Linear algebra39Focus on the math that matters mostFocusing on far fewer topics and treat them with much better care and detail.As shown by the TIMMS study, in the high performing countries there is a relentless focus on specific areas of mathematics i.e.. addition and subtraction and the quantities they measure at the K-2 level.For the first time, we will model these countries by having fewer topics learned more deeply. These core masteries will lead much fuller level of understanding. In middle and high school, students with this mastery can move on to do work in data and statistics and applying their knowledge to fields such as Algebra, Trigonometry and Calculus. It will also enable them to engage in rich work in modeling multiple representation to other fields such as economics.

39Coherence

Mathematics Shift 2:40Shift 2 CoherenceBuild from year to yearScope and sequenceVertical Alignment of curriculum is crucial

Fluency

Mathematics Shift 3:42Key FluenciesGradeRequired FluencyKAdd/subtract within 51Add/subtract within 102Add/subtract within 20Add/subtract within 100 (pencil and paper)3Multiply/divide within 100Add/subtract within 10004Add/subtract within 1,000,0005Multi-digit multiplication6Multi-digit divisionMulti-digit decimal operations7Solve px+q=r, p(x+q)=r8Solve simple 22 systems by inspection43Make these a fun project; create contests around these fluencies43Deep Understanding

Mathematics Shift 4:Shift 4 Deep UnderstandingThe assumption here is that students who have deep conceptual understanding can: Find answers through a number of different routes (More than one way to solve a problem.)Articulate their mathematical reasoning (Explain how they got the answer.)Be fluent in the necessary baseline functions in math, so that they are able to spend their thinking and processing time unpacking mathematical facts and make meaning out of them. (Has automaticity of computation skills.)Rely on their teachers deep conceptual understanding and intimacy with the math concepts (Teachers have clear understanding of math.)

ApplicationMathematics Shift 5: 46Shift 5 ApplicationApply math in other content areas and situations, as relevantChoose the right math concept to solve a problem when not necessarily prompted to do soApply math including areas where its not directly required (i.e. in science)Provide students with real world experiences and opportunities to apply what they have learned

Dual IntensityMathematics Shift 6: 48Shift 6 Dual IntensityPractice for fluencyPractice for understanding and applicationApply both.Must be able to do both computation and concepts well. (Focus is no longer one or the other depending on grade level.)DLM-KAAQualifying Criteria-To qualify for the Dynamic Learning Maps and KAA assessment, students must qualify for both sections below.

Section 1You must answer Yes to all three questions to qualify.1. The student has a significant cognitive disability 2. The student is learning content standards linked to (derived from) the Kansas College and Career Ready Standards 3. The student requires extensive direct instruction and substantial modifications and supports to achieve measureable gains in the grade- and age-appropriate curriculum. Section 2 All answers must be No to qualifyQuestion- Did you make the decision based on: A disability category or labelPoor attendance or extended absencesNative language/social/cultural or economic differenceExpected poor performance on the general education assessmentServices student receivesEducational environment or instructional settingPercent of time receiving special education8. English Language Learner (ELL) status9. Low reading level/achievement level10. Anticipated students disruptive behavior11. Impact of student scores on accountability system12. Administrator decision13. Anticipated students emotional duress

1% of tested populationDLM eligibilityChoosing indicatorsIndicators are chosen from the appropriate grade level of the DLM-EE (Dynamic Learning MapsEssential Elements)We are still telling everyone to put the indicators on their checklists Write a separate goal and checklist for each content area.NO KAMM!Students who have taken the Kamm in the past will now take the General Education with AccommodationsGeneral Ed. Test with AccommodationsAccomodations must be listed on the IEPMust be specificShortened assignment; shortened by 50%Extended timeTime plus Frequent breaksMovement, stretch, break every 15 minutesRead aloudAt least 50% of all assignments read aloud. All tests read aloud. (KCA recording)Must be provided also in General Ed. ClassroomTesting coordinator will report accomodations to state when ordering tests.Questions?Thank you!