Supporting Participating Teachers Through the Supporting Participating Teachers Through the CCSS TransitionCCSS Transition

BTSA Advisory Board MeetingOctober 25, 2013

Revised BTSA Seminars

NCBTP continues to focus on the Induction Standards

And…

NCBTP is integrating the Common Core State Standards into the monthly seminars.

Profile of 21st Century Learners

• Demonstrate independence

• Build strong content knowledge

• Respond to the varying demands of audience, task, purpose and discipline

• Value evidence

• Comprehend and articulate their learning

• Collaborate on ideas and develop problem solving skills

Integrated Purpose• CCSS purpose is to propel

change in instructional practices in order to improve student performance, higher level thinking, creativity, collaboration and communication

And…• NCBTP’s purpose is to

model effective instructional practices, increase teacher performance, increase higher level thinking, collaboration and creativity

Common Core State Standards ….• Intended to ensure all students are

college and career ready• Provide a clear, consistent

statewide understanding of what students should know and be able to do

And…

• NCBTP’s goal is to ensure a competent and highly qualified teacher for every child .

What is different about the Common Core State Standards?

English Language Arts Mathematics

CCSS What does this mean for teachers?

• Analysis, evaluation, critical thinking embedded in all instruction

• Strategies on reading informational text taught across disciplines using literacy standards

• Increased knowledge of mathematical thinking

• Application of what students learn to real world

• Emphasis on performance instead of just knowing content

Partner Discussion

Turn to an elbow partner and discuss:

• What does this mean for 21st century teachers ?

• What does this mean for NCBTP ?

Conversational Roundtable Foldable

• Take a page, fold into quadrants.

– Then fold inner corner in about the length of your thumb.

– Open it up and trace the lines.

– Label: My Notes, _______ at the top of each square.

9

Conversational Roundtable

Your Notes: #1 Name _______and Notes:

#2 Name_______ #3 Name:________

Summarize

Conversation Round Table Directions

• In the “Your Notes” quadrant, list activities that your district or IHE are using to implement the CCSS. Also note how BTSA can support these implementation activities.

• When you are finished, get up and find another person. Introduce yourself and share what you wrote. Then take notes in another quadrant.

• Add to your “ Need it” column.

• “

NCBTP Integration of CCSS

• Backward Design

• Collaborative Conversations

• Writing Standards

• Language Standards 4,5,6 (Vocabulary)

• Cognitive Rigor Matrix (Bloom’s and DOK)

• Technology

• Performance Based Assessments

APTRA: Inquiry Process

BTSA Lesson Planning

*Backward Design Theory

*Linked lessons

Comprehension and CollaborationComprehension and Collaboration

CCSS# 1. Prepare for and participate in collaborations

with diverse partners, building on each others’ ideas and expressing their own clearly and persuasively.

CCSS# 1. Prepare for and participate in collaborations

with diverse partners, building on each others’ ideas and expressing their own clearly and persuasively.

Increase Rigor

Bloom’s TaxonomyDepth of Knowledge

Cognitive Rigor Matrix

Depth of Knowledge

18

DOK Level Title of Level Possible Products

1 Recall and ReproductionQuiz TestLabel ListOutline Highlighting

2 Skills and Concepts IllustrationPresentation InterviewPerformance Journal

3 Short-term Strategic Thinking

Graph ReportChecklist ChartSurvey Database

4 Extended Thinking

Film Story Project PlanNew Game SongNewspaperMedia Product

Example Grade 8

During the task, the student assumes the role of an architect who

is responsible for designing the best plan for a park with area and

financial restraints. The student completes tasks in which he/she

compares the costs of different bids, determines what facilities

should be given priority in the park, and then develops a scale

drawing of the best design for the park and an explanation of the

choices made. This investigation is done in class using a

calculator, an applet to construct the scale drawing, and a

spreadsheet.

Purpose of the Cognitive Rigor Matrix

• Develop a shared understanding of rigor

•  Analysis of instructional tasks & classroom assessments

• Aids in classroom discourse; peer coaching

• Lesson planning & unit design

•  Lastly, the Smarter Balanced Assessment Consortium is using this matrix to develop items/tasks that align with the assessment targets.

Evidence-Centered Design

What is a claim?

“Claims” are the broad statements of the assessment system’s learning outcomes, each of which requires evidence that articulates the types of data/observations that will support interpretations of competence towards achievement of the claims

The Smarter Balanced Assessment Consortium English Language Arts Content

Specifications• Claim 1: Students can read closely and analytically to

comprehend a range of increasingly complex literary and informational texts. Reading, literary and informational text.

• Claim 2: Students can produce effective and well grounded writing for a range of purpose and audiences.

• Claim 3: Students can employ effective speaking and listening skills for a range of purposes and audiences.

• Claim 4: Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information.

A Balanced Assessment System

School Year Last 12 weeks of the year*

DIGITAL LIBRARY of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools.

ELA/Literacy and Mathematics, Grades 3-8 and High School

Computer AdaptiveAssessment and

Performance Tasks

Computer AdaptiveAssessment and

Performance Tasks

Scope, sequence, number and timing of interim assessments locally determined

*Time windows may be adjusted based on results from the research agenda and final implementation decisions.

Performance Tasks

•ELA/literacy•Mathematics

Computer Adaptive

Assessment•ELA/literacy•Mathematics

Optional InterimAssessment

Optional InterimAssessment

Re-take option available

Summative Assessment for Accountability

Assessment Is a Process, Not an Event

The Feedback Loop

International Center for Leadership in Education

NCBTP Seminars

• CCSS aligned lesson design & study

• Studying student work

• Collaborative projects

• Instructional based

• Instructional coaching

• Performance based tasks

• Technology

NCBTP Sustaining Systemic Change in Instruction

The Essence of Induction :

•Time

•Coaching/Support

•Reflection

The Products of Induction:

•Deeper understanding of Common Core State Standards

•Improved Teaching

•Clear Credential

BTSA Induction

The mind is not a vessel to be filled, but a fire to be kindled