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The Role and Implications of the New Standards

Building Leadership Team TrainingFebruary 2011

WHAT DO WE WANT STUDENTS TO LEARN?

Group NormsRESPECTRejoin whole group when signaledEveryone participateSide conversations to a minimum Prepared for meetingExpect to be here and present in the workCell phone and other electronics etiquetteTwo feet rule

Phase ThreeNew Standards: Curriculum

Implications Feb 2011-July 2011

Phase TwoNew Standards: Analysis November-Feb 2011

Phase One

New Standards: Orientation/Awareness October-November 2010

The Role and Implications of the New Standards

State Network Team Representatives

Principals/Building Leadership Teams Building Staff

The Role and Implications of the New Standards

Information Flow

The Role and Implications of the New Standards

Get familiar with the standards documents including the introductory sections and appendices.

Plan how to best deliver the Standards Orientation/Awareness to others in your respective schools

Emphasize that the process of implementing the new standards is complex and that we will approach it in phases.

Walkaways from Last Meeting…

The Role and Implications of the New Standards

FLASHBACKS

The Role and Implications of the New Standards

Why new standards and other changes now?

If you were a legislator and saw the following, what might you assume or conclude?

ACT data for KY students 40% met college ready expectations for reading 16% met college readiness for science Less than 21% met readiness for college-level algebra

The number of students needing non-credit remedial courses in college has increased over the past decade. The number of students who cannot use their KEES money in the second year of college has been around 50% for a few years. They cannot use the KEES because they cannot maintain the g.p.a. required.

As Principals and Leaders in your buildings, what can you conclude from the following statistics?

In Oldham County, Kentucky:774 Graduates441 met ACT benchmarks for college readiness

That means 57% of our students are considered to be “college ready.”

Why should we be concerned?

The Role and Implications of the New Standards

Why new standards and other changes now?

Readiness is a major concern. Not just for college…for career, too.

The Role and Implications of the New Standards

The Future…Vision: Critical and Directional

When he or she graduates from OCS, what knowledge, skills, understandings and dispositions should we have equipped him or her with?

The Future…Vision: Critical and DirectionalGraduates of Oldham County Schools pursue a life of continuous learning, contribute to their community, participate thoughtfully in the American democracy, and compete successfully in the local, national and international economy.

Media and Technology Skills Society in the 21st Century is saturated with an abundance of information. Graduates of Oldham County Schools will be prepared to utilize vital information through a variety of media and technology tools in the workplace and at home.

Critical Thinking and Problem Solving To compete in a global economy, graduates of Oldham County Schools will possess thinking skills and problem solving strategies that equip them to excel as workers and maneuver through life’s challenges.

Communication Skills Graduates of Oldham County Schools will possess reading, writing, speaking and listening skills that enable them to be successful in a complex and competitive society.

Creativity and Innovation Graduates of Oldham County Schools will be successful in the conceptual age because they will have experienced many opportunities to use their knowledge in ways that allow them to discover, design, and invent concepts and products.

Leadership Graduates of Oldham County Schools will have experienced ongoing opportunities to grow as leaders who are capable of serving at various levels in society.

The Future…Vision: Critical and Directional

DISTRICT, SCHOOL, AND CLASSROOM COMMITMENTSTeachers in every Oldham County classroom provide an instructional program based on the five essential areas listed below:

Rigorous Curriculum--What do students need to learn?

Student Engagement in Learning--How will we engage them so they learn best?

Continuous Assessment --How will we know when they have learned?

Intervention--What will we do when they have not learned?

Enrichment and Acceleration--What will we do when they have already learned?

The Role and Implications of the New Standards

Remember it’s about the child in the chair, not the checklist of standards!!

Group together in threes (each person with a different color)

Each person in the group reviews with his/her team members key points of what concept is on their sheet.

Pink-CCR/Anchor Standards (What does CCR stand for? Why are they considered anchor standards?)

Green-ELA Strands (What are the strands for ELA teachers? Strands for SS/Science Teachers?)

Blue-Labeling (What does the labeling represent? What is in the appendices?)

Warm Up Activity

Roadmap for Today

POS/CCA 4.1 to KCAS

The Elephant’s Name-Grammar

The Complexity Issue

The List- Lewis or Wrecking Ball?

Wrap Up

The Role and Implications of the New Standards

The Past…

Program

of

StudiesKY Core Content 4.1D

The Present…

As specified by CCSSO and NGA, the Standards are1) Research and evidence based2) Aligned with college and work expectations3) Rigorous4) Intentionally benchmarked

The K-12 grade-specific standards define end-of-year expectations and a cumulative progression designed to enable students to meet college and career readiness expectations no later than the end of high school. KCAS- Introduction

KCAS

The Role and Implications of the New Standards

The Past… The PresentThe Comparison

Program of Studies/Core Content 4.1

and the Kentucky Core Academic

Standards

The Role and Implications of the New Standards

The Past… The PresentThe Comparison

Program of Studies/Core Content 4.1

and the Kentucky Core Academic

Standards

Highlight your noticings of the language and expectations for the progression of the standard.

The Role and Implications of the New Standards

The Past… The PresentThe Comparison

Program of Studies/Core Content 4.1

and the Kentucky Core Academic

Standards

Highlight your noticings of the language and expectations for the progression of the new standard.

The Role and Implications of the New Standards

The Past… The PresentThe Comparison

Program of Studies/Core Content 4.1

and the Kentucky Core Academic

Standards

Standards CurriculumOCS

Writing Plan

The Good News!!

Portfolio transformation to OCS Writing PlanWriting across the curriculum for various PURPOSES

and AUDIENCES, using various FORMS…as a more NATURAL extension of teaching

Recognition that writing can be a COLLABORATIVE activity

Recognition that REFLECTION in writing is a crucial tool for student understanding

Preservation of CHOICE as one important component of progress in student writing development

A Flashback…

“Celebrate what you want to see more of.” ~Thomas J. Peters

“Celebrate what you want to see more of.” ~Thomas J. Peters

…that of which you want to see more??…more of which you want to see??…what you see and wish for more??

The Role and Implications of the New Standards

Grammar

MechanicsVocabulary

LANGUAGE

The Role and Implications of the New Standards

A Tale of Two Teachers:Ms. Correctness Police

Wields her red pen with swiftness and delights in unearthing the split infinitive! GOTCHA!

Ms. FreeforallFigures kids are probably

learning most of that grammar stuff through osmosis…right??

Balance?

“It was the best of times……it was the worst of times.”

What’s our purpose?

WHY is this such a layered, complex issue?Learning curve

Are all teachers comfortable with the content?Methods

Best practice? “Do unto others…what was done unto me!”

Blame game“Didn’t your ________ grade teacher teach you

ANYTHING about ________???Social politics

Correctness as a separator. Us vs. them.

Context—Staring down the elephant

Mechanical practice vs. meaningful practiceDrills vs. game

DOL vs. editing in context of a draft

What research tells us

“Learning with understanding is more likely to promote transfer than simply memorizing information from a text or a lecture. Many classroom activities…focus on facts and details rather than larger themes of causes and consequences of events.” (How People Learn 236)

MEANINGWhat does it mean?

USEWhen/why is it used?

FORMHow is it formed?

“The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, knowledge of language, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.”

“Grammar and usage development in children and in adults rarely follows a linear path. Native speakers and language learners often begin making new errors and seem to lose their mastery of particular grammatical structures or print conventions as they learn new, more complex grammatical structures or new usages of English…Thus, students will often need to return to the same grammar topic in greater complexity as they move through K-12 schooling and as they increase the range and complexity of the texts and communicative contexts in which they read and write.” ~CCS Appendix A

Figure 17: Example of Subject-Verb Agreement Progression across Grades

Progressive…but recursive

Instead of…

…we find

What does text complexity mean?

The inherent difficulty of reading and comprehending a text independently

How is text complexity determined?

Read the text provided at your table and determine the level of text complexity

How is Text Complexity Measured?Qualitative Factors

Meaning/PurposeStructureLanguage conventionality

and clarityBackground knowledge

How is Text Complexity Measured?Quantitative Factors

LexilesWord frequencySentence lengthWord choice

How is Text Complexity is Measured?Reader and Task Considerations

Cognitive capabilities of readerMotivation of readerBackground knowledgeTask related variables

Reread the text provided with a different lensUsing

Qualitative FactorsQuantitative FactorsReader/Task Considerations

What is the level of text complexity now?

The Grapes of Wrath Grades 9-10

Lexile Alignment to CCR

Text Complexity DemandsSee Handout

The Progression of Reading Standard 10

Text Complexity . . .

Why is it important?

Why? Reading gap is widening College and workplace

informational text complexity

increasing in difficulty

Complexity level of texts

used in school decreasing in

difficulty

Why? Expectations are differentElementary & secondary teachers give support and coaching to help students gain success on difficult reading tasks.

College teachers expect students to glean the information from text assignments on their own.

Why? Standards, Curriculum & Instructional Practices

Why? College Preparedness

In 2006, ACT, Inc. reports that only 51% of the 500,000 test takers in 2004-05 met the benchmark score of 21 in the reading section.

75% chance of earning a C or better in US history or psychology

50% chance of earning a B or better in such a course

ACT data for Grade 11 in Oldham County 2008 21.2 2009 21.2 2010 21.3

The bottom line . . . We want all of our

students to be better prepared for future

success!

“The (new) reading standards place equal emphasis on the sophistication

of what students read and the skill with which they read.”

CCSS Document Introduction

What is being done to close this gap?

New Standards Aligned with NAEP

Distribution of Literary and Informational Passages by Grade inthe 2009 NAEP Reading Framework

Grade Literary Informational4 50% 50%8 45% 55%

12 30% 70%

Source: National Assessment Governing Board. (2008). Reading framework for the 2009 National Assessment of Educational Progress. Washington, DC: U.S. Government Printing Office.

So . . . what are the implications?Take a moment to reflect . . .

Appendix B

“The List”

What is a Text Exemplar?

Webster’s Definition:

Exemplar: A person or thing regarded as worthy of imitation

“The List”Will it be a Lewis . . .

. . . or a wrecking ball?

“The List”

Don’t worry! Be happy!

Roadmap for Today

POS/CCA 4.1 to KCAS

The Elephant’s Name-Grammar

The Complexity Issue

The List- Lewis or Wrecking Ball?

Wrap Up

The Role and Implications of the New Standards

Some FYI’s…

~Resources used today will be posted on the K drive as well as the district website. (K drive folder “New Standards- Teacher Resources)

~Copies of the PowerPoint are available today.

The Role and Implications of the New StandardsAdvice from the Team to Take to Your Team

1. Remember- the fear that comes from change is inevitable, but the suffering is optional.

2. Be patient with yourself and others and remember it’s a marathon not a sprint.

3. Pre-assess…pre-assess…pre-assess.4. Maintain great strides in writing.5. Use the text exemplars wisely.6. Balance…balance…balance.7. Be cognizant that the standards are the goals

for students, that is, what they should be able to do independently.

8. Let it go…don’t try to retrofit.9. Be willing to be disturbed.10. Realize that we are moving away from “mile

wide inch-deep” approach.

The Role and Implications of the New Standards

Remember it’s about the child in the chair, not the checklist of standards!!

The Role and Implications of the New Standards

Phase Three- New OCS Curriculum Frameworks Reflective of Vision and New Standards

When: This summer

How: Teams will meet for three days to study curriculum design and review the new frameworks

Who: Secondary math and ELA teachers, elementary teachers, ECS staff, principals and assistant principals

Why: To build shared knowledge

The Role and Implications of the New Standards

Plan with rest of the leadership team about how best to deliver information to your colleagues

Study the standards and have conversations about the Language strand and text complexity

Become familiar with the appendices for ELA

Walkaways…

The Role and Implications of the New Standards

Remember- The fear that comes from change is inevitable, but the suffering is optional.