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Common Core Common Core Preparation: LiteracyPreparation: Literacy
New Leader for New SchoolsNew Leader for New SchoolsSpring Foundations 2012Spring Foundations 2012
Claire Fisher, Cohort 9Claire Fisher, Cohort 9
[email protected]@ousd.k12.ca.us
Do Now: Self AssessmentDo Now: Self Assessment
Use the self assessment to guide you Use the self assessment to guide you through reflecting on where your current through reflecting on where your current
site is in regards to implementing site is in regards to implementing Common Core standards for ELA.Common Core standards for ELA.
Decide your position on the statement:Decide your position on the statement:
My site is currently highly My site is currently highly prepared to implement the prepared to implement the Common Core standards.Common Core standards.
(strongly agree, agree, disagree, strongly disagree)(strongly agree, agree, disagree, strongly disagree)
Learning Targets Learning Targets Residents will be able to assess how well they are Residents will be able to assess how well they are
addressing Common Core skills at their current addressing Common Core skills at their current site and decide action steps to improve their site and decide action steps to improve their literacy programs.literacy programs.
Residents will be able to use an observation tool Residents will be able to use an observation tool that gives feedback to how well classrooms are that gives feedback to how well classrooms are implementing Common Core.implementing Common Core.
Residents will be able to identify leadership Residents will be able to identify leadership moves they can make to improve the school’s moves they can make to improve the school’s literacy plan specifically around addressing literacy plan specifically around addressing Common Core skills.Common Core skills.
Edna Brewer MS: Case StudyEdna Brewer MS: Case Study
EBMS in a nut shell:EBMS in a nut shell: 817 students grades 6-8817 students grades 6-8th th gradegrade
Demographics: 35% AA, 30% Asian, 20% Latino, Demographics: 35% AA, 30% Asian, 20% Latino, 5% White, 10% undeclared, 60% free and reduce 5% White, 10% undeclared, 60% free and reduce lunchlunch
ELA test scores: ELA test scores: 3% FBB, 6% BB, 22% B, 29% Pro, 23% Ad3% FBB, 6% BB, 22% B, 29% Pro, 23% Ad
About a 30% gap between AA and White/Asian About a 30% gap between AA and White/Asian students in ELAstudents in ELA
Progression of Literacy @ EBMSProgression of Literacy @ EBMS
Last year: Very little collaboration and unity
Currently: Partner planning, common assessments, focused department meetings on argumentative writing
Future: ELA and History departments collaborate, build internal toolkit for Common Core, high expectations for Partner planning
Vision Skills+ + Incentives + Resources + Action Plan = SustainableChange
Skills + Incentives + Resources + Action Plan = Confusion
Vision + Incentives + Resources + Action Plan = Anxiety
Vision Skills+ + Resources + Action Plan = Resistance
Vision Skills+ + Incentives + Action Plan = Frustration
Vision Skills+ + Incentives + Resources = Treadmill
Curriculum Mapping Implementation
Key Questions:Resources -- "Do we have tools, time, and training to map effectively?"Action Plan -- "Over the next three years, do we have attainabletimelines and goals? Who will be the responsible parties forimplementations, monitoring, and feedback?"
Vision -- "Why are we doing this?"Skills -- "How do we build effective maps?"Incentives -- "How will mapping improveteaching and learning?"
Conditions for Successful Implementation
Leadership MovesLeadership Moves
Professional Development (skills)Professional Development (skills)
Time structures (resources)Time structures (resources)
Teacher expectations (action plan)Teacher expectations (action plan)
Observations and feedback: time in Observations and feedback: time in classrooms (resources and skills)classrooms (resources and skills)
Professional DevelopmentProfessional Development
Frame a new skill or strategy Frame a new skill or strategy --have model teachers share lessons, share a video tape of have model teachers share lessons, share a video tape of a lesson, or bring the materials to share (teacher led PD is a lesson, or bring the materials to share (teacher led PD is very powerful!)very powerful!)- give ample collaborative planning time with clear - give ample collaborative planning time with clear expectations for the outcomeexpectations for the outcome- ensure that administration or instructional supports are - ensure that administration or instructional supports are present during the PD in order to be part of the processpresent during the PD in order to be part of the process- plan follow ups for the outcomes that connect the PD days - plan follow ups for the outcomes that connect the PD days (have a best practice share of the artifact they created at (have a best practice share of the artifact they created at the previous PD)the previous PD)- gallery walks or other best practice shares- gallery walks or other best practice shares
Time StructuresTime Structures
Time is worth more than money in Time is worth more than money in schools!schools!
- think about how the teachers prep time is used and - think about how the teachers prep time is used and scheduledscheduled
- ensure that prep time can be used as collaboration time - ensure that prep time can be used as collaboration time between partner planners, department members, lead between partner planners, department members, lead teachers with mentees, and administratorsteachers with mentees, and administrators
- as an administrator, plan on being present during those - as an administrator, plan on being present during those crucial planning times at least 1 time a weekcrucial planning times at least 1 time a week
Teacher ExpectationsTeacher Expectations
BureaucraticBureaucratic- lesson plan turn in- lesson plan turn in
- unit test results- unit test results
- benchmarks and unit assessment results- benchmarks and unit assessment results
- instructional guidelines- instructional guidelines
Non-BureaucraticNon-Bureaucratic- being present at partner planning or department meetings- being present at partner planning or department meetings
- regular data meetings - regular data meetings
Observations and FeedbackObservations and Feedback
ObservationsObservations- make it into classrooms regularly (set a reasonably high - make it into classrooms regularly (set a reasonably high expectation and then stick to it, i.e. one day a week, one expectation and then stick to it, i.e. one day a week, one hour a day)hour a day)
- use the checklist to look for signs of Common Core - use the checklist to look for signs of Common Core implementationimplementation
- Ask students questions, look at work, move around- Ask students questions, look at work, move around
FeedbackFeedback- timely is better than perfect; give the feedback within 24 - timely is better than perfect; give the feedback within 24 hourshours
- focus on only 1-2 growths with really specific steps for - focus on only 1-2 growths with really specific steps for moving forwardmoving forward
Video: Practice Using the toolVideo: Practice Using the tool
Context for the VideoContext for the Video
Overview of the Observation ToolOverview of the Observation Tool
SBAC & PARCCSBAC & PARCC
PARCCPARCC: The : The Partnership for Partnership for Assessment of Assessment of Readiness for College Readiness for College and Careersand Careers
Two national state-based consortia are overseeing development of
assessments for CCSS, with funding from Race to the Top
SBAC: SMARTER Balanced Assessment
Consortium
National Consortium of National Consortium of States for SBACStates for SBAC
• 29 states representing 48% of K-12 students
• 19 governing, 10 advisory states
• Washington state is fiscal agent
Key Elements of a Performance Tasks
Integration of knowledge and skills across multiple
standards/strands
Extended responses, research skills and complex
evidence-based analysis
Real-world tasks and/or scenario-based
problems
Content that is relevant & meaningful to students
Demonstration of knowledge and skills, including 21st century skills such as critically analyzing &
synthesizing media texts
Multiple approaches, points of view and
interpretations
Sample Assessment Dig-In• What do you notice that is similar or different
from how students are currently assessed in state tests?
• What key elements of a Performance Task do you see strongly reflected in this item?
• What reactions and questions come up for you?
Assessment Design Feature #1: ClaimsClaims are BROAD learning goals that group several CCSS standards into a broad statement about something a reader or writer should be able to do. Here’s an example:
W1: Argumentative Writing
W2: Informative/ Explanatory Writing
W4: Produce clear and coherent writing… appropriate to task, purpose, and audience
W3: Narrative Writing
L1 and L2: Command of Conventions
W8 and W9: Using valid evidence
Claim #2: Students can produce effective writing for a range of purposes and audiences.
Summary of Claims & ELA and Literacy CCSS
Claim #1 – Students can read closely & critically to comprehend a range of increasingly complex literary and informational texts.•Literature: RL 1-3, 5-7, & 9•Informational text: RI 1-3, 5-9•Read/ Literacy: 1-3, 5-9 (gr 6–11)
Claim #2 – Students can produce effective writing for a range of purposes and audiences.
• Opinion / Argument (W1), Informational (W2); Narrative (W3), Writing Literacy 1-2 (gr. 6-11)
• Plan / Organize / Edit (W4); Language – Edit (L1, L2)• Writing – Gather evidence (W8) and Draw evidence (W9) (gr
4-11)
Summary of Claims & ELA and Literacy CCSS
Claim #5 – Students can use oral and written language skillfully across range of literacy tasks.•Read Literature (RL4); Info (RI4); Read /Literacy: 4 (6-11)•Language Use: 3,4,5•Speaking / Listening: LS1d,2,3
NOTE: This claim is “bundled with the other claims” in the assessment design, i.e. it is not assessed in isolation but in the context of reading, writing, listening and speaking.
1-Recall and Reproduction2-Basic Application of Skills & Concepts
3-Strategic Thinking4-Extended Thinking
Design Feature #2: Depths of Knowledge
ResourcesResources
PARC PARC http://www.parcconline.org/sites/parcc/files/Common_Core_Workbhttp://www.parcconline.org/sites/parcc/files/Common_Core_Workbook.pdfook.pdf
Smarter BalanceSmarter Balance
http://www.k12.wa.us/smarter/http://www.k12.wa.us/smarter/
Urban Debate LeagueUrban Debate League
http://www.urbandebate.org/index.shtmlhttp://www.urbandebate.org/index.shtml
Close ReadingClose Reading
http://www.fas.harvard.edu/~wricntr/documents/http://www.fas.harvard.edu/~wricntr/documents/CloseReading.htmlCloseReading.html