pierce county wava - ccss - gohen
DESCRIPTION
CCSS PPT from Annual PCWAVA Conference.TRANSCRIPT
Start the Transition to the CCSS by Setting
the Course!
2
Moira, GA: Class of 2023Lorelai, GA: Class of 2025
Hannah, WA: Class of 2021
At the end of the day….What do we believe?
Every public school student will graduate
from high school globally competitive for
work and postsecondary
education and prepared for life in the 21st
century.
And…EACH of US has a role in achieving this goal!
3
Career and College Readiness (CCR) for EVERY Student
What is YOUR vision for career and college readiness? What role do student learning standards and associated
assessments serve in reaching this vision? What actions are you and your teams taking to prepare for CCR
standards and assessments?
We will fully implement the Common Core State Standards
in 2014-2015
We will take the new national test with Common Core
Standards in Spring of 2015
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Our guiding beliefs and approach for CCR Standards
Implementation in WA
CCR Systems Webinar Pt.1.9-16-13
2-Prongs:1. The What: Content Shifts (for students and
educators) Belief that past standards implementation efforts have
provided a strong foundation on which to build; HOWEVER there are shifts that need to be attended to in the content.
2. The How: System “Remodeling” Belief that successful implementation will not take place
top down or bottom up – it must be “both, and…” Belief that districts across the state have the conditions
and commitment present to engage wholly in this work. Professional learning systems are critical
6CTE Preconference 2013
CCSS and NGSSWashington’s Implementation Phases and Timelines
2011-12 2012-13 2013-14 2014-15 2015-16 2016-17
Phase 1: CCSS and NGSSExploration
Phase 2: Build Awareness & Begin Building Statewide Capacity
Phase 3: Build Statewide Capacity and Classroom Transitions
Phase 4: Statewide Application and Assessment
Ongoing: Statewide Coordination and Collaboration to Support
Processing and Reflecting on Professional learning
Educators develop the knowledge, skills, practices, and dispositions they need to help students perform at higher levels.
Something most teachers and educators do everyday, as we reflect on our professional practice, work together and share ideas, and strive to improve student outcomes.
The kind of change that builds teacher capacity and professional culture
Takes place at several levels: the individual the workplace the organization
Today is about:
CollaborationCoordinationCommitment
“From the school house to the state house…”
We believe this can only occur through…
How will you, as the instructional leader, bring CCSS back to your staff?
What are some resources you need?
Essential Question
Common Core State Standards
Awareness, Transition, Implementation
Plan
UnderstandingCCSS Standards
ELA and Math
Instructional Shifts
Assessment
Transition and Leadership Plan
LEADER FOCUS
Learning Communities
Learning forward
Standards for Professional Learning
Communities of learners• Share goals aligned with the school
and school system, and state priorities.
• Committed to o continuous improvement
o collective responsibility
o goal alignment..
Leadership
Resources
Learning forward
• Model effective professional learning
• Shape the conditions it which it exists
• Develop capacity, advocate, and create support systems
• Analyze available resources assessing how they are used
• Realign resources to support high-priority areas
• Requires prioritizing, monitoring, and coordinating resources for educator learning.
Learning
Designs
Learning forward
DATA
• Uses a variety of sources and types
• Use to plan, assess, and evaluate effectiveness of professional learning
• Transfer knowledge to practice
• Continuous cycle: o examine datao set goals and identify learning focio engage in learningo implement and analyze resultso evaluate learning processo repeat cycle again multiple times in a single
year
How does your district determine whether students have grown in their learning?
Student GrowthStu
dent
Growth
Student Achievement: The status of subject-matter knowledge, understandings, and skills at one point in time.
Student Growth (Learning): The growth in subject-matter knowledge, understandings, and skill over time.
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Defining Key Terms
It is student growth, not student achievement, that is relevant in
demonstrating impacts teachers and principals have on students.
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Student Growth Data Means…
State-Based
Tools
District and School-Based Tools
Class
room
-Bas
ed
Tool
s
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Student Growth Theory of Action
Five Student Growth Criteria 3.1 Establish Student Growth Goals
Re: individual or subgroups of students (achievement/opportunity gap) 3.2 Achievement of Student Growth Goals
Re: individual or subgroups of students (achievement/opportunity gap) 6.1Establish Student Growth Goals using Multiple Student
Data ElementsRe: whole class based on grade-level standards and aligned to school and district goals
6.2 Achievement of Student Growth GoalsRe: whole class based on grade-level standards and aligned to school and district goals
8.1 Establish Team Student Growth GoalsRe: Teacher as part of a grade-level, content area, or other school/district team
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Using District, School, and Classroom-Based Data (Teachers)
G!RCW 28A.405.100
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In a practical sense, we want growth goals to not be too large, not be too small, but just right (think Goldilocks and the three bears). Not too broad, not too narrow, but just right.
Another way to think of the three student growth criteria is analogous to ‘nesting dolls,’ moving from large to small (8 to 6 to 3) or small to large (3 to 6 to 8)
Using the Rubrics
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3.1 Establish Student Growth Goals (individual or subgroups of students)Between September and May, all ELL Students will improve their ability to provide text-based evidence to support prediction, inference, and opinion. They will use supports such as differentiated text, a scaffold frame, or an oral reader and uses texts appropriate to their reading level. At least 80% of the students will improve at least one level in two of the three skills, as measured by a four-point rubric. 6.1 Establish Student Growth Goals Using Multiple Student Data Elements (whole class based on grade-level standards and aligned to school and district goals)Between September and May, students will improve their ability to provide text-based evidence to support prediction, inference, and opinion. At least 90% of the students will improve at least one level in each of the three skills, as measured by a four-point rubric.
8.1 Establish Team Student Growth Goals (teacher as part of a grade-level, content area, or other school/district team)Between September and May, all 8thgrade students will improve their ability to provide text-based evidence to support prediction, inference, and opinion as measured bye a four-point rubric. At least 70% of the students will improve at least one level in each of the three skills, as measured bye a four-point rubric. The 8th grade team will meet every six weeks through the year to examine student work and calibrate expectations.
Example of “Nested” Goalsg
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Goldilocks Approach: Example Goals
STUDENT GROWTH GOALLiteracy: Informational Text Writing K-5
Too Narrow JUST RIGHT Too Broad
6.1Whole Group
All students (with 100% accuracy) will determine the meaning of the root word when the affix ‘un’ is added.
In the 2013-2014 year students in my science class will accurately identify, define, and use vocabulary appropriate to the rocks and minerals content area. Tier II word use will transfer to other subject areas, e.g., observation, properties. This will be measured through a pre-test, formative assessment, think~write~pair~share, reflective writing, and a post-test.
All of my students will understand and apply grade level vocabulary to content areas.
g
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A Data Pyramid for Washington Educators
Annually
2-4 times a year
Quarterly or
end of unit
1-4 times a month
Daily/weekly
Outcomes
Learning forward
Implementation
• Routine practices
• Constructive feedback
• Apply research on change
• Sustain support for long-term change.
• Align outcome with educator performance and student curriculum standards
Professional Learning System Readiness Assessment:Implementation of the Common Core State Standards
• Complete Readiness Tool with your Team
• Assess members of the community in their knowledge on the CCSS
“Building Capacity for the Work”
• Develop an Plan for professional learning which supports implementation of the CCSS
• What is your role as a Director to create the conditions that will facilitate the transition and support to all educators?
1. Standards-
based professional learning
2. Changes
in educator knowledge, skills,
and dispositio
ns
4. Changes
in student results
3. Changes
in educator practice
Relationship Professional Learning and student results
Standards for Professional Learning Quick Reference Guide …learning forward
Consider:Teacher knowledge and practiceInstructional materials and
resourcesStudent work- evidence of shifts,
demonstrate understanding
Metrics: Clear goals, picture of progress, and a commitment to
monitor and adjust
Implementing the Common Core/Getting to Measureable,
Meaningful MetricsTable Discussion
Share out What does successful implementation
look like?
Understanding the Standards
• WHAT ARE THEY?
• WHAT ARE THE PRACTICES?
TEACHER FOCUS
What are the Common Core State Standards?
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…describe/define the knowledge and skills in the areas of English language arts and mathematics that students will need throughout their K-12 education careers so they graduate high school able to succeed in careers and college, whatever their choice of college or career.
Focus is on the foundational knowledge and skills to prepare all students for the outcome of College and Career Readiness
Each section of the CCSS document is divided into strands (ELA) and domains ( Math) which
are:ELA: Math: Reading
(Literature/ Information Text)
Number and Operations
Writing Operations and Algebraic Thinking
Speaking and Listening
Functions
Language Measurement and Data
Literacy for Science and Social Studies
Geometry
The Number System
33
Considering the standards…
Which are you teaching explicitly? (You may have an equivalency)
Which are you supporting through application and practice?
Implications on your work…
Putting the Common Core in Context for CTE
35
What about the Academy curriculum and the CCSS?
• ELA, Math Practices
• Habits of Mind
• 21st Century Skills (Career
Ready practices
New 21st Century Framework
SAMPLE
MODEL
Standards and CompetenciesStandard/Unit:
Competencies Total Learning Hours for Unit:
Standards and Competencies
Standard/Unit: Propagate plants
Competencies Total Learning Hours for Unit: 20
• Identify propagating and growing facilities and structures• Prepare propagation media• Select and collect propagation materials• Demonstrate propagation by sexual and asexual methods• Demonstrate environmental controls for propagation materials (e.g., moisture,
temperature, light)• Transplant rooted propagation materials• Identify asexual and sexual plant propagation methods• Apply knowledge in a production greenhouse setting as part of a management team
New 21st Century Framework
COMPONENTS AND ASSESSMENTS
Performance Assessments: List assessment used to evaluate competencies
Leadership Alignment: List leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, locally developed leadership project or activity)
COMPONENTS AND ASSESSMENTS
Performance Assessments: • Students practice and perform multiple types of plant
propagation• Students develop a lesson to teach to 4th grade elementary
students.Leadership Alignment: • Sell the resulting plant material at annual FFA plant sale. (2C, 3A, 9A,10A, 10B)• In pairs, students teach lesson to 4th grade elementary
students. (1A, 1B, 3A, 3B, 11A,
SAMPLE
MODEL
New 21st Century Framework
SAMPLE
MODEL
Aligned Washington State and Common Core Standards
Speaking & ListeningSL1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Educational Technology
1.2.1 Communicate and collaborate to learn with others.1.3.1 Identify and define authentic problems and significant questions for investigation and plan
strategies to guide inquiry.1.3.2 Locate and organize information from a variety of sources and media.
1.3.3 Analyze, synthesize and ethically use information to develop a solution, make informed
decisions and report results.
Reading
RI7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
RST1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
RST4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–12 texts and topics.
RST7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
Science
9-11 LS1H Genes are carried on chromosomes. Animal cells contain two copies of each chromosome with genetic information that regulate body structure and functions. Cells divide by a process called mitosis, in which the genetic information is copied so that each new cell contains exact copies of the original chromosomes.
9-11 LS1I Egg and sperm cells are formed by a process called meiosis in which each resulting cell
contains only one representative chromosome from each pair found in the original cell. …
Writing
WHST2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
WHST6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
WHST8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Unit: Propogate Plants
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Common Core State Standards The Big Ideas in English language
arts
Current Standards
Common Core ELA Standards – Grades K-12
40
ReadingWriting
Communication
(includes Speaking and
Listening)
Language
Media & Tech
Demonstrate independence Build strong content knowledge Respond to the varying demands of audience,
task, purpose, and discipline Comprehend as well as critique Value evidence Use technology and digital media strategically
and capably Come to understand other perspectives and
culturesCTE Preconference 2013 41
The Big Ideas ELA PracticesCapacities of a Literate Person: introduction,
page 7
Approach to Teaching• Teaching changes from giving students the
answer to having students apply knowledge to real world situations
• Students must find the answer and explain
• From… Content knowledge primarily from teacher-led lecture
• To…. Content knowledge from a balance of reading, writing, lecture, and hands on experience
Instruction Changes
College and Career Readiness Anchor Standards for ELA
College and Career Readiness (CCR) Standards – Overarching standards for each of four ELA strands that are further defined by grade-specific standards
Reading – 10 standards
Writing – 10 standards
Speaking and Listening – 6 standards
Language – 6 standards
ELA Coding SystemEach strand is abbreviated in the standards
Grades K-5
Reading Foundational (RF)
Reading Literature (RL) Reading for Informational
(RI) Writing (W) Speaking and Listening
(SL) Language (L)
Grades 6-12
Reading Literature (RL) Reading Informational (RI) Reading for History (RH) Reading Standards for Science
and Technical Subjects (RST) Writing for History, Science and
Technical Subjects.(WHST) Speaking and Listening (SL) Language (L)
CTE Preconference 2013 48
K 1 2 3 4 5 6 7 8 9-10 11-12
Foundational Skills
Print concepts and alphabetic principle Phonological awareness Phonics and word recognition Fluency
Although foundational skills are addressed prior to grade 6, students who struggle in these areas will need further support.
Reading Literature and Informational Texts
Focus on teaching students reading skills to engage with rigorous texts across a broad spectrum of content; balance the types of texts students read.*Percentages represent comprehensive use (teaching, learning, and student production) across a school year.
Balance grades K-5 = 50%* literature; 50%* informational text Balance grade 6-8 = 45%* literature; 55%* informational text
Balance grades 9-12 = 30%* literature; 70%* informational text
Literacy (Reading and Writing) in History/Social Studies, Science, and Other Technical Subjects
Focus on teaching key ideas, details, using evidence from text to support conclusions, contextual vocabulary acquisition, and point of view.
Writing Standards
Focus on teaching the processes of writing, including a balance of text types and the role of argument in History/ social studies, and science*Percentages represent comprehensive use (teaching, learning, and student production) across a school year.
Balance of writing types, including writing in the content areasBy grade 4—opinion =30%; information = 35%; narrative =35%
Balance of writing types, including writing in the content areasGrade 8 – argument = 35%; information = 35%; narrative = 30%Grade 12 – argument = 40%; information = 40%; narrative = 20%
Speaking & Listening Standards
Focus on teaching comprehension and collaboration, presentation of knowledge and ideas, and evaluating speaker’s point of view.
Language Standards
Focus on teaching conventions of standard English, knowledge of language in different contexts, and vocabulary acquisition.
Shifting to comprehensive literacy
PROGRESSION ACTIVITY
Shared responsibility across ALL educators! Literacy Standards for All Content Areas
Embedded expectations for grades K-5Separate documents for grades 6-12
Technical
Subjects
Three Shifts in English Language Arts
52
Building content knowledge through content-rich nonfiction
Reading, writing, and speaking grounded in evidence from text, both literary and informational
Regular practice with complex text and its academic language
Content area teachers emphasize reading and writing in planning and delivery
Content area teachers and literacy teachers share responsibility of students’ literacy development
Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License
Content Area Literacy
Writing to sources and writing an argument based on evidence and conveying complex information should be part of instruction.
Writing prompts should be tied to texts.
Students should be writing arguments/taking stances and using evidence from sources to support their positions.
Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License
Writing to Argue or Explain
Teachers will….
Foster rich discussions dependent on common text
Focus on higher- level questioning
Focus on connections to text
Develop habits for making arguments in discussion and writing
Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License
Academic Discussion
Tier One Words- Consist of basic words and rarely require instructional attention in school and highly frequent in life: clock, baby, ball, happy, walk, run.
Tier Two Words - High frequency use for mature language users and found across a variety of knowledge domains: coincidence, absurd, industrious, fortunate.
Tier Three Words - Low frequency use and limited to specific knowledge domains: isotope, lathe, peninsula, refinery, etc. Best learned when teaching specific content lessons such as geography, science.
Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License
Academic Vocabulary
Critically read print and digital media Critically consume and synthesize research Know uses of technology to fit purpose
National Governors Association/Chief State School Officers (2010)
Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License
Integration of Research and Media Skills
Administrative Implications for Professional Learning
Provide professional development and collaborative planning opportunities around
• use of literacy nonfiction and information text in instruction
• content-area literacy• argumentation, informational, and narrative writing• encouraging the scaffolding of complex texts across
a period of time• content-specific strategies vs. a generic list of
strategies
Provide professional development and classroom resources for short focused, research projects Provide professional development to teachers on strategically choosing vocabulary – 3 Tiers, with understanding of academic vs domain specific
03/13/12WAVA Spring Conference 2012
59
Common Core State Standards The Big ideas in Mathematics
OSPI CCSS Mathematics Webinar Part 1
K 12
Number and Operations
Measurement and Geometry
Algebra and Functions
Statistics and Probability
Traditional U.S. Approach
9/18/2012
Two Types of Standards:• Mathematical Practice (recurring
throughout the grades)
• Mathematical Content (different at each grade level)
Both aim to balance mathematical understanding and procedural skill
Common Core State Standards
CTE Preconference 2013
Standards for Mathematical Practice
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of
others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
62
Describe ways students should engage with math
as they grow:
The 3 Shifts in CCSSM
63
• Focus strongly where the standards focus
• Coherence: Think across grades and link to major topics within grades
• Rigor: In major topics, pursue with equal intensity:– Conceptual understanding– Procedural skill and
fluency– Application
Organization of the document Standards define what students should
understand and be able to do. Clusters summarize groups of related standards. Domains are larger groups of related standards.
**Standards from different domains and clusters may sometimes be closely related.
64
CCSSM Vocabulary
Design and OrganizationHigh School
Content standards define what students should understand and be able to do
Clusters are groups of related standards Domains are larger groups that progress across
grades Domain
Cluster
Standard
Source: MDE- Math Common Core Power Point
Number &
Quantity
Algebra
Functions
Modeling
Geometry
Statistics &
Probability
The Real Number System
Seeing Structure
in Expressio
ns
Interpreting Functions
Modeling is best interpreted not as a collection of isolatedtopics but rather in relation to other standards. Making mathematical models isa Standard for Mathematical Practice, and specific modeling standards appearthroughout the high school standards indicated by a star symbol (★).
Congruence
Interpreting Categorical
and Quantitative
Data
Quantities
Arithmetic with
Polynomials &
Rational Expressio
ns
Building Functions
Similarity, Right
Triangles, and
Trigonometry
Making Inferences
and Justifying Conclusions
The Complex Number System
Creating Equations
Linear, Quadratic
and Exponential
Models
Circles
Conditional Probability
and the Rules of Probability
Vector and Matrix
Quantities
Reasoning with
Equations and
Inequalities
Trigonometric Functions
Expressing Geometric Properties
with Equations
Using Probability to
Make Decisions
Geometric Measuremen
t and Dimension
Modeling with
Geometry
High School Conceptual Categories
Domains
CTE Preconference 2013
FOCUS
67
CTE Preconference 2013
Shift Two: Coherence Think across grades, and link to major topics within
grades
Carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years.
Begin to count on solid conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning.68
CTE Preconference 2013
The CCSSM require: Solid conceptual understanding Procedural skill and fluency Application of skills in problem solving situations
In the major work of the grade, this requires equal intensity in time, activities, and resources in pursuit of all three
69
Shift Three: Rigor Equal intensity in conceptual understanding, procedural skill/fluency, and application
INSTRUCTIONAL CHANGES
• MORE INTENTIONAL INSTRUCTION?
• TEACHER PRACTICES?
TEACHER FOCUS
Teach deep, not broad!
Teach learners to use complex cognitive skills to analyze complex problems students face in the 21st century
Understanding and applying to real-world problems
Instruction changes to:
From giving students the answer to having students apply knowledge to real world situations
• Students must find the answer and explain
• From… Content knowledge primarily from teacher-led lecture
• To…. Content knowledge from a balance of reading, writing, lecture, and hands on experience
Instruction Changes
How will you as the instructional leader, bring CCSS back to your staff?
What are some of the resources you need? For Math? For ELA? Other subject areas?
Essential Question
What changes would you make to create conditions for high quality professional learning in implementing the instructional changes of the common core state standards?
Which Assessment am I using?
Should I use?
Formative?
Summative?
Performance Task?
“When the cook tastes the
soup, that’s formative
assessment;
when the customer tastes
the soup, that’s summative
assessment.” Paul Black
Formative Assessments - Assessment FOR learning
• Process in which evidence of student learning used to adjust and adapt instructional practice
ie, concept map to represent understanding, submit one or two sentence summary, turn in research proposal for early feedback
Summative Assessments - Assessment OF learning
• Evaluate student learning at end of an instructional unit by comparing it against a standard or benchmark
ie, midterm exam, final project, a paper
Performance Tasks –
Answer the question, how well can you use what you know?
• Requires students to create answers or products which demonstrate his/herknowledge or skills
• Demonstrate their ability to apply their knowledge and skills to real-world situations
7 ways Common Core will change the classroom1.Depth not width—
2.Nonfiction, not fiction
3.Evidence is required
4.Speaking and listening
5.Technology is part of most/all standards
6.21st century skills are emphasized across subject area
7.An increase in rigor
THANK YOU