Common Core State Standards

Training Session for School Level and Complex Area

Curriculum Leaders

Desired Outcomes:

Increased Understanding of the Major Shifts in the Common Core State Standards

Awareness of Sample Formative Assessment Items for K-2 Reading

Awareness of Resouces to Support the Implementation of the Common Core State Standards

Expectations

• Share and discuss the ideas of the CCSS shifts with the entire staff. Share the K-2 reading assessments with entire K-2 staff.

• It comes from saying no to 1,000 things to make sure we don’t get on the wrong track or try to do too much.- Steve Jobs

The Common Core State Standards Expect Students to:

Read Like a Detective and Write Like a Reporter

-David Coleman- contributing writer, Common Core State Standards

College and Career Ready

Percent of Hawaii DOE GraduatesEnrolled in Remediation-level Courses in the University of Hawaii system*

*Source: Hawaii P-20 Partnerships for Education “College and Career Indicators Report”

All Grade Levels

• Text Complexity

• Writing an Argument

Overview of Text Complexity

Reading Standards include exemplar texts (stories and literature, poetry, andinformational texts) that illustrate appropriate level of complexity by grade Text complexity is defined by:

Qualitative

• Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands

Quantitative• Quantitative measures – readability and other

scores of text complexity

Reader and Task

• Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned

MEASURES MUST BE ALIGNED WITH COLLEGE AND CAREER READINESS EXPECTATIONS

Text Complexity Bands in the Standards

Old Lexile Range Lexile Range Aligned to CCR expectaions

K-1 N/A N/A

2-3 450-725 450-790

4-5 645-845 770-980

6-8 860-1010 955-1155

9-10 960-1115 1080-1305

11-CCR 1070-1220 1215-1355

Writing- Three Text Types

• Argument

• Informational/Explanatory

• Narrative Writing

Writing-The Special Place of Argument

Among the most important skills expected of incoming students were articulating a clear thesis’ identifying, evaluating, and using evidence to support or challenge the thesis and considering and incorporating counterarguments into their writing.

• (Intersegmental Committee of The Academic Senates of the California Community Colleges, the California State University, and the University of California, 2002)

1. Read Text of Sufficient Complexity and Range2. Read Closely to Analyze, Infer and Give Evidence3. Write to Sources4. Short, Focused Research 5. Written and Spoken Argument6. Academic Vocabulary 7. Shared Responsibility for Literacy Development

Among All Teachers

The English Language Arts Standards Key Changes and Their Evidence

REFLECTION

• THINK ABOUT THE KEY CHANGES AND THEIR RELATED REFLECTION QUESTIONS:

Discuss

• WHERE ARE YOU?

• WHERE IS YOUR SCHOOL?

Facilitator Report Out:

• 1. The shift we are most comfortable or furthest along with is:

• 2. The shift we are least comfortable with or least far along with is:

Spotlight on Successful Classroom Practice

Facilitator Report Out

Watching the classroom episode makes us feel______________

Literacy for Learning

Standards Implementation Process Model

Involve students throughout the process

11 22 33

5566

77

4 4

Common Core Standards Implementation Process ModelModified for Consistency

OCISS will follow-up with electronic surveys in April asking

1.When did grade level articulation/data teams meet to focus on at least one aspect of the Standards Implementation Process Model? For ELA? For Mathematics?

2.What aspect(s) of the Standards Implementation Process Model was/were the focus of the session? For ELA? For Mathematics?

Phase IV Road Show Follow-Up

Identify and ensure shared understanding of relevant standards

11

Guiding Questions

What should students know and be able to do?What are the knowledge,reasoning, performance skills,and products that underpin thestandard?

11

IDEA

Using the work of Jan Chappuis or others workwith teachers to deconstruct a few selectedstandards. Share and discuss the standards andthe process. Use other state’s resources tosupport your discussions. Watch Hunt Instituteand Engage NY resource videos to bring greatercontext to and understanding of the standards.

RESOURCES

• Kentucky DOE • Ohio DOE• Hawaii DOE webinar series: Deconstructing

Standards Process Grades k-12 (10/20/2011)• The Hunt Institute and the CCSSO Common

Core Implementation Videos• Engage NY Video Resources

Determine acceptable evidence and criteria

22

Guiding Questions

What evidence will show the student hasdemonstrated achievement of thestandard?

What will the students be able to do orproduce if they have learned it?

What level of quality is good enough?

22

IDEA

Have teachers review and discuss a few sampleassessments (i.e., DSI, K-2 Hawaii DOE readingassessments or performance tasks inAppendix B of the Common Core StateStandards.) Have teachers collectively discuss thecriteria and acceptable evidence. Agree to giveat least one common formative assessmentbefore the next time they meet.

RESOURCES

• K-2 ASSESSMENTS • Jan Chappuis Training Series• Hawaii DOE webinar series: DSI as a formative

Assessment Tool (9/27/2011)• New York model curriculum unit assessments• CCSS Appendix B sample tasks

Decide what evidence-based learning

experiences will address students needs, interests

and learning styles

33

Guiding Questions

What should students already know and be able todo (prior knowledge) in relation to the standardsand desired outcomes, and what misconceptionsmight they have?

What learning strategies and formative assessmentswill build the necessary understandings to helpstudents meet proficiency? Whataccommodations/differentiation might be needed?

33

IDEA

• Review the standards progressions and discuss the staircase of skills that build towards your selected standards. What were students supposed to learn in earlier grades in relationship to the concepts and skills? View example videos and notice effective strategies. Collaboratively discuss a few strategies that might work well for your selected standard.

RESOURCES

• Hawaii DOE Promising Practices Videos• Teaching Channel Videos• Hawaii DOE webinar series: Academic

Vocabulary (10/25/2011)

• Meta-analyses research combined the results from many studies to determine the average effect of a given technique.

• Classroom Instruction that Works identifies those instructional strategies that have a high probability of enhancing student achievement.

The research

The Effects

Nine Strategies Effect Size

Percentile Gain

Setting objectives and providing feedback .61 23

Questions, cues, and advance organizers .59 22

Nonlinguistic representation .75 27

Summarizing and note taking 1.00 34

Identifying similarities and differences 1.61 45

Generating and testing hypotheses .61 23

Cooperative learning .73 27

Homework and practice .77 28

Reinforcing effort and providing recognition .80 29

Literacy StrategiesThink Alouds Writer’s Workshop

SQRQCQ Goal Setting and Peer Conferences

SQ3R Symbols

Concept Maps World Wide Vocabulary

Jigsaw Directed Reading – Thinking Activity (DR-TA)

Cubing The Pre-Reading Plan (PReP)

KWL Listen-Read-Discuss

Journals Reaction Guides

GIST Discussion Groups

Vocabulary Study Vocabulary Self-Collection Strategy (VSS)

Knowledge Rating Three-Level Study Guides

Teach and collect evidence of student

learning

44

How are the evidence basedstrategies I am using working formy students, what modificationsam I making? How am I effectively gatheringevidence?

44 Guiding Questions

IDEAS

• If possible release teachers so that they might watch each other teach the standard(s) they all will be addressing. These standards are related to the formative assessment task they have collectively decided to give to their students.

• Make time for teachers to collaboratively reflect on the teaching, what was going well, what needed to be modified?

RESOURCES

• Hawaii DOE Promising Practices videos• Teaching Channel Videos• New York Model Curriculum Units

Analyze student work to inform instruction or to provide feedback; focus

for data teams

55

Does the student work show evidence oflearning?What are the common misconceptions?

What are the next steps?

Guiding Questions55

IDEAS

• Adopt a student work analysis protocol. Have teachers spend time collaboratively analyzing and discussing student work and the strategies that may have lead to student learning. Teachers should discuss strategies they can us as they go back to provide support for those who have not demonstrated understanding.

Resources

• Hawaii DOE webinar series:Data Teams Roles and Functions(11/22/2011)

• CCSS Appendix C- writing samples

• New York City annotated student samples

Analyzing Student Work Protocolshttp://www.lasw.org/methods.html

• Art Shack• ATLAS • Learning from Student Work• Charrette• Collaborative Assessment Conference• Consultancy• Describing Students' Work• Slice• Standards in Practice• Success Analysis• Tuning Protocol

Evaluate student work, make judgment and

communicate findings

66

Re-plan, re-teach or repeat the process.

77

OCISS will follow-up with electronic surveys in April asking

1.When did grade level articulation/data teams meet to focus on at least one aspect of the Standards Implementation Process Model? For ELA? For Mathematics?

2.What aspect(s) of the Standards Implementation Process Model was/were the focus of the session? For ELA? For Mathematics?

Phase IV Road Show Follow-Up

THANK YOU

• Petra Schatz, Ph.D. petra_schatz@notes.k12.hi.us• Monique Datta, Ed.D.

monique_datta@notes.k12.hi.us

OCISS Annex 475 22nd Avenue

Honolulu, HI 96816203-5534