AACIA/AASCDSpring Drive-In Conference

DR. LAURA BEDNARAPRIL 27, 2012

HOT SPRINGS CONVENTION CENTER

Statewide Reinforcement

Lessons Learned

So What – Now What

“AHA” Moments

Information from ICCS Meeting

State Collaborative

PARCC Resources

The Arkansas Guide for Professional Development Planning for Implementation of the CCSS

*includes attention to communications; curriculum; assessment; instructional leadership; professional development; policy; and critically aligning the system to ensure consistency of vision, mission, and message across the state in light of the many pieces of work moving simultaneously. Classroom, school, district, regional, partner and state roles are defined for each strategic area, along with desired outcomes:

http://ideas.aetn.org/commoncore/strategic-plan

Resources Specific to Arkansas

Have you shared your vision of CCSS implementation with all teachers?

Have you identified an ELA and Math lead to receive CCSS information?

What process have you implemented to relay information to all teachers?

What efforts have been made to engage the community in awareness of CCSS?

STRATEGIC ACTION AREA 1: COMMUNICATION

Does every teacher have a copy or access to the CCSS ELA and Math documents?

Do all teachers have access to www.arkansasideas.org/commoncore? How much time have all teachers been allocated to work in PLCs to

focus on student learning and implementation of CCSS? How are PLCs reporting implementation to school leadership? What evidence do you see that technology is being utilized as a tool for

teaching and for learning? What efforts are being made to involve SPED, ALE, ELL, and other

content areas into conversation about CORE instruction in ELA and Math?

Have teachers utilized the “Checklists of Criteria for Selecting Resources Specific to ELA and Math”? http://www.arkansasideas.org/commoncore/strategic-plan

STRATEGIC ACTION AREA 2: CURRICULUM

Does every teacher know and understand the role of assessments as noted in the district assessment plan?

Do all teachers utilize formative assessment to guide daily instruction?

STRATEGIC ACTION AREA 3: ASSESSMENT

Through PLC reports and classroom observations, are evidence of research-based instructional practices increasing over time, such as higher-level questioning, more rigorous student-centered learning opportunities? Have teachers been given the opportunity to take leadership roles in supporting colleagues with regard to CCSS implementation? Does leadership have a common vision of what sustained change in teaching and student learning should look like when CCSS is fully implemented? Is there a school and/or district plan for the implementation of CCSS?

STRATEGIC ACTION AREA 4: INSTRUCTIONAL LEADERSHIP

Have teachers developed professional growth plans that target specific areas for professional growth aligned with CCSS?

Is the school utilizing its internal capacity of staff to support colleagues?

STRATEGIC ACTION AREA 5: PROFESSIONAL DEVELOPMENT

How are teachers in PLCs integral to identifying policies that present barriers to the implementation of CCSS?

Do policies reflect how all staff feel that our school should conduct business?

STRATEGIC ACTION AREA 6: POLICY

How are data being utilized to make decisions regarding the implementation of CCSS?

How are educator voices being heard within the building, district, and state?

STRATEGIC ACTION AREA 7: ALIGNED SYSTEM

Shifts in ELA Building knowledge through content-rich nonfiction and

informational texts in addition to literature Reading and writing grounded in evidence from the text Regular practice with complex text and its academic vocabulary

These apply to content area (social studies, science, and technical subject) teachers as well as to English teachers.

Shifts in Mathematics Focus: 2-3 topics focused on deeply in each grade Coherence: Concepts logically connected from one grade to the

next and linked to other major topics within the grade Rigor: Fluency with arithmetic, application of knowledge to real

world situations, and deep understanding of mathematical concepts

Common Core ELA and Math Shifts

Math Common Core State Standards

Grade 4 Operations and Algebraic Thinking (OA) Domain

4.OA Clusters:•Use the four operations with whole numbers to solve problems.•Gain familiarity with factors and multiples.•Generate and analyze patterns.

Mathematical Practices:4. Model with mathematics.

Math Sample Item

4th Grade Assessment Item from PARCC Invitation to Negotiate (ITN)

A Plate of CookiesThere were 28 cookies on a plate.Five children each ate one cookie.Two children ate 3 cookies.One child at 5 cookies.The rest of the children each ate two cookies. Then the plate was empty.

How many children ate two cookies? Show your work.

ELA Sample Unit

Grade and Course:

11-12, Economics Course

Teaching task:

What combination of market and command systems do you believe creates an ideal mixed economy? After reading informational and opinion texts, write an essay that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views.

Reading texts:

John Edwards and Edward Tanner, “Should the U.S. have a National Healthcare System?” (Article) David Kestenbaum, “Denmark Thrives Despite High Taxes” (Transcript of Broadcast) William Booth “As Cuba gives Capitalism a try, Experts Ponder Future” (Article) Paul Krugman and John Tierney, “Wal-Mart: Good or Evil” (Article) “The World’s Best Countries” (interactive infographic)

Lesson author: Kathy Thiebes, Social Studies Teacher, Gresham, OregonSource: Literacy Design Collaborative http://www.mygroupgenius.org/literacy

ELA Sample Unit

Corresponding Common Core State Standards for Literacy in History/Social Studies

Integration of Knowledge and Ideas•RH.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.•RH.11-12.8. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information. •RH.11-12.9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Range of Reading and Level of Text Complexity•RH.11-12.10. By the end of grade 12, read and comprehend history/social studies texts in the grades 11–CCR text complexity band independently and proficiently.

Professional DevelopmentCommon Core State

Standards Students

Educators

English language arts (ELA) Help teachers incorporate text-dependent questions into

instruction Integrate more non-fiction and complex texts into

curriculum Writing to inform and structure an argument School wide literacy initiative in secondary school

Mathematics Focus instruction on a few key topics emphasized in each

grade in the standards Emphasize problem-solving and real-world application

Ideas for phasing in CCSS next school year

Our CCSS Strategic Plan has an action to capture best practices for teaching to the depth and rigor of CCSS and house them in a database easily accessible to all state educators.

Thank you for the opportunity to visit with you today.

Laura Bednar

laura.bednar@arkansas.gov

501-683-4800 (office)

501-352-6529 (cell)