pierce county wava - ccss - gohen

Start the Transition to the CCSS by Setting

the Course!

2

Moira, GA: Class of 2023Lorelai, GA: Class of 2025

Hannah, WA: Class of 2021

At the end of the day….What do we believe?

Every public school student will graduate

from high school globally competitive for

work and postsecondary

education and prepared for life in the 21st

century.

And…EACH of US has a role in achieving this goal!

http://www.youtube.com/watch?feature=player_embedded&v=e6ZifjWftc8

http://www.youtube.com/watch?feature=player_embedded&v=e6ZifjWftc8

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Career and College Readiness (CCR) for EVERY Student

What is YOUR vision for career and college readiness? What role do student learning standards and associated

assessments serve in reaching this vision? What actions are you and your teams taking to prepare for CCR

standards and assessments?

We will fully implement the Common Core State Standards

in 2014-2015

We will take the new national test with Common Core

Standards in Spring of 2015

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Our guiding beliefs and approach for CCR Standards

Implementation in WA

CCR Systems Webinar Pt.1.9-16-13

2-Prongs:1. The What: Content Shifts (for students and

educators) Belief that past standards implementation efforts have

provided a strong foundation on which to build; HOWEVER there are shifts that need to be attended to in the content.

2. The How: System “Remodeling” Belief that successful implementation will not take place

top down or bottom up – it must be “both, and…” Belief that districts across the state have the conditions

and commitment present to engage wholly in this work. Professional learning systems are critical

6CTE Preconference 2013

CCSS and NGSSWashington’s Implementation Phases and Timelines

2011-12 2012-13 2013-14 2014-15 2015-16 2016-17

Phase 1: CCSS and NGSSExploration

Phase 2: Build Awareness & Begin Building Statewide Capacity

Phase 3: Build Statewide Capacity and Classroom Transitions

Phase 4: Statewide Application and Assessment

Ongoing: Statewide Coordination and Collaboration to Support

Processing and Reflecting on Professional learning

Educators develop the knowledge, skills, practices, and dispositions they need to help students perform at higher levels.

Something most teachers and educators do everyday, as we reflect on our professional practice, work together and share ideas, and strive to improve student outcomes.

The kind of change that builds teacher capacity and professional culture

Takes place at several levels: the individual the workplace the organization

Today is about:

CollaborationCoordinationCommitment

“From the school house to the state house…”

We believe this can only occur through…

How will you, as the instructional leader, bring CCSS back to your staff?

What are some resources you need?

Essential Question

Common Core State Standards

Awareness, Transition, Implementation

Plan

UnderstandingCCSS Standards

ELA and Math

Instructional Shifts

Assessment

Transition and Leadership Plan

LEADER FOCUS

Learning Communities

Learning forward

Standards for Professional Learning

Communities of learners• Share goals aligned with the school

and school system, and state priorities.

• Committed to o continuous improvement

o collective responsibility

o goal alignment..

Leadership

Resources

Learning forward

• Model effective professional learning

• Shape the conditions it which it exists

• Develop capacity, advocate, and create support systems

• Analyze available resources assessing how they are used

• Realign resources to support high-priority areas

• Requires prioritizing, monitoring, and coordinating resources for educator learning.

Learning

Designs

Learning forward

DATA

• Uses a variety of sources and types

• Use to plan, assess, and evaluate effectiveness of professional learning

• Transfer knowledge to practice

• Continuous cycle: o examine datao set goals and identify learning focio engage in learningo implement and analyze resultso evaluate learning processo repeat cycle again multiple times in a single

year

How does your district determine whether students have grown in their learning?

Student GrowthStu

dent

Growth

Student Achievement: The status of subject-matter knowledge, understandings, and skills at one point in time.

Student Growth (Learning): The growth in subject-matter knowledge, understandings, and skill over time.

16

Defining Key Terms

It is student growth, not student achievement, that is relevant in

demonstrating impacts teachers and principals have on students.

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Student Growth Data Means…

State-Based

Tools

District and School-Based Tools

Class

room

-Bas

ed

Tool

s

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Student Growth Theory of Action

Five Student Growth Criteria 3.1 Establish Student Growth Goals

Re: individual or subgroups of students (achievement/opportunity gap) 3.2 Achievement of Student Growth Goals

Re: individual or subgroups of students (achievement/opportunity gap) 6.1Establish Student Growth Goals using Multiple Student

Data ElementsRe: whole class based on grade-level standards and aligned to school and district goals

6.2 Achievement of Student Growth GoalsRe: whole class based on grade-level standards and aligned to school and district goals

8.1 Establish Team Student Growth GoalsRe: Teacher as part of a grade-level, content area, or other school/district team

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Using District, School, and Classroom-Based Data (Teachers)

G!RCW 28A.405.100

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In a practical sense, we want growth goals to not be too large, not be too small, but just right (think Goldilocks and the three bears). Not too broad, not too narrow, but just right.

Another way to think of the three student growth criteria is analogous to ‘nesting dolls,’ moving from large to small (8 to 6 to 3) or small to large (3 to 6 to 8)

Using the Rubrics

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3.1 Establish Student Growth Goals (individual or subgroups of students)Between September and May, all ELL Students will improve their ability to provide text-based evidence to support prediction, inference, and opinion. They will use supports such as differentiated text, a scaffold frame, or an oral reader and uses texts appropriate to their reading level. At least 80% of the students will improve at least one level in two of the three skills, as measured by a four-point rubric. 6.1 Establish Student Growth Goals Using Multiple Student Data Elements (whole class based on grade-level standards and aligned to school and district goals)Between September and May, students will improve their ability to provide text-based evidence to support prediction, inference, and opinion. At least 90% of the students will improve at least one level in each of the three skills, as measured by a four-point rubric.

8.1 Establish Team Student Growth Goals (teacher as part of a grade-level, content area, or other school/district team)Between September and May, all 8thgrade students will improve their ability to provide text-based evidence to support prediction, inference, and opinion as measured bye a four-point rubric. At least 70% of the students will improve at least one level in each of the three skills, as measured bye a four-point rubric. The 8th grade team will meet every six weeks through the year to examine student work and calibrate expectations.

Example of “Nested” Goalsg

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Goldilocks Approach: Example Goals

STUDENT GROWTH GOALLiteracy: Informational Text Writing K-5

Too Narrow JUST RIGHT Too Broad

6.1Whole Group

All students (with 100% accuracy) will determine the meaning of the root word when the affix ‘un’ is added.

In the 2013-2014 year students in my science class will accurately identify, define, and use vocabulary appropriate to the rocks and minerals content area. Tier II word use will transfer to other subject areas, e.g., observation, properties. This will be measured through a pre-test, formative assessment, think~write~pair~share, reflective writing, and a post-test.

All of my students will understand and apply grade level vocabulary to content areas.

g

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A Data Pyramid for Washington Educators

Annually

2-4 times a year

Quarterly or

end of unit

1-4 times a month

Daily/weekly

Outcomes

Learning forward

Implementation

• Routine practices

• Constructive feedback

• Apply research on change

• Sustain support for long-term change.

• Align outcome with educator performance and student curriculum standards

Professional Learning System Readiness Assessment:Implementation of the Common Core State Standards

• Complete Readiness Tool with your Team

• Assess members of the community in their knowledge on the CCSS

“Building Capacity for the Work”

• Develop an Plan for professional learning which supports implementation of the CCSS

• What is your role as a Director to create the conditions that will facilitate the transition and support to all educators?

1. Standards-

based professional learning

2. Changes

in educator knowledge, skills,

and dispositio

ns

4. Changes

in student results

3. Changes

in educator practice

Relationship Professional Learning and student results

Standards for Professional Learning Quick Reference Guide …learning forward

Consider:Teacher knowledge and practiceInstructional materials and

resourcesStudent work- evidence of shifts,

demonstrate understanding

Metrics: Clear goals, picture of progress, and a commitment to

monitor and adjust

Implementing the Common Core/Getting to Measureable,

Meaningful MetricsTable Discussion

Share out What does successful implementation

look like?

Understanding the Standards

• WHAT ARE THEY?

• WHAT ARE THE PRACTICES?

TEACHER FOCUS

What are the Common Core State Standards?

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…describe/define the knowledge and skills in the areas of English language arts and mathematics that students will need throughout their K-12 education careers so they graduate high school able to succeed in careers and college, whatever their choice of college or career.

http://vimeo.com/51933492

http://vimeo.com/51933492

Focus is on the foundational knowledge and skills to prepare all students for the outcome of College and Career Readiness

Each section of the CCSS document is divided into strands (ELA) and domains ( Math) which

are:ELA: Math: Reading

(Literature/ Information Text)

Number and Operations

Writing Operations and Algebraic Thinking

Speaking and Listening

Functions

Language Measurement and Data

Literacy for Science and Social Studies

Geometry

The Number System

33

Considering the standards…

Which are you teaching explicitly? (You may have an equivalency)

Which are you supporting through application and practice?

Implications on your work…

Putting the Common Core in Context for CTE

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What about the Academy curriculum and the CCSS?

• ELA, Math Practices

• Habits of Mind

• 21st Century Skills (Career

Ready practices

New 21st Century Framework

SAMPLE

MODEL

Standards and CompetenciesStandard/Unit:

Competencies Total Learning Hours for Unit:

Standards and Competencies

Standard/Unit: Propagate plants

Competencies Total Learning Hours for Unit: 20

• Identify propagating and growing facilities and structures• Prepare propagation media• Select and collect propagation materials• Demonstrate propagation by sexual and asexual methods• Demonstrate environmental controls for propagation materials (e.g., moisture,

temperature, light)• Transplant rooted propagation materials• Identify asexual and sexual plant propagation methods• Apply knowledge in a production greenhouse setting as part of a management team


COMPONENTS AND ASSESSMENTS

Performance Assessments: List assessment used to evaluate competencies

Leadership Alignment: List leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, locally developed leadership project or activity)

COMPONENTS AND ASSESSMENTS

Performance Assessments: • Students practice and perform multiple types of plant

propagation• Students develop a lesson to teach to 4th grade elementary

students.Leadership Alignment: • Sell the resulting plant material at annual FFA plant sale. (2C, 3A, 9A,10A, 10B)• In pairs, students teach lesson to 4th grade elementary

students. (1A, 1B, 3A, 3B, 11A,

SAMPLE

MODEL


SAMPLE

MODEL

Aligned Washington State and Common Core Standards

Speaking & ListeningSL1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,

and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Educational Technology

1.2.1 Communicate and collaborate to learn with others.1.3.1 Identify and define authentic problems and significant questions for investigation and plan

strategies to guide inquiry.1.3.2 Locate and organize information from a variety of sources and media.

1.3.3 Analyze, synthesize and ethically use information to develop a solution, make informed

decisions and report results.

Reading

RI7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

RST1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

RST4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–12 texts and topics.

RST7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

Science

9-11 LS1H Genes are carried on chromosomes. Animal cells contain two copies of each chromosome with genetic information that regulate body structure and functions. Cells divide by a process called mitosis, in which the genetic information is copied so that each new cell contains exact copies of the original chromosomes.

9-11 LS1I Egg and sperm cells are formed by a process called meiosis in which each resulting cell

contains only one representative chromosome from each pair found in the original cell. …

Writing

WHST2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

WHST6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

WHST8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

Unit: Propogate Plants

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Common Core State Standards The Big Ideas in English language

arts

Current Standards

Common Core ELA Standards – Grades K-12

40

ReadingWriting

Communication

(includes Speaking and

Listening)

Language

Media & Tech

Demonstrate independence Build strong content knowledge Respond to the varying demands of audience,

task, purpose, and discipline Comprehend as well as critique Value evidence Use technology and digital media strategically

and capably Come to understand other perspectives and

culturesCTE Preconference 2013 41

The Big Ideas ELA PracticesCapacities of a Literate Person: introduction,

page 7

Approach to Teaching• Teaching changes from giving students the

answer to having students apply knowledge to real world situations

• Students must find the answer and explain

• From… Content knowledge primarily from teacher-led lecture

• To…. Content knowledge from a balance of reading, writing, lecture, and hands on experience

Instruction Changes

College and Career Readiness Anchor Standards for ELA

College and Career Readiness (CCR) Standards – Overarching standards for each of four ELA strands that are further defined by grade-specific standards

Reading – 10 standards

Writing – 10 standards

Speaking and Listening – 6 standards

Language – 6 standards

ELA Coding SystemEach strand is abbreviated in the standards

Grades K-5

Reading Foundational (RF)

Reading Literature (RL) Reading for Informational

(RI) Writing (W) Speaking and Listening

(SL) Language (L)

Grades 6-12

Reading Literature (RL) Reading Informational (RI) Reading for History (RH) Reading Standards for Science

and Technical Subjects (RST) Writing for History, Science and

Technical Subjects.(WHST) Speaking and Listening (SL) Language (L)

CTE Preconference 2013 48

K 1 2 3 4 5 6 7 8 9-10 11-12

Foundational Skills

Print concepts and alphabetic principle Phonological awareness Phonics and word recognition Fluency

Although foundational skills are addressed prior to grade 6, students who struggle in these areas will need further support.

Reading Literature and Informational Texts

Focus on teaching students reading skills to engage with rigorous texts across a broad spectrum of content; balance the types of texts students read.*Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Balance grades K-5 = 50%* literature; 50%* informational text Balance grade 6-8 = 45%* literature; 55%* informational text

Balance grades 9-12 = 30%* literature; 70%* informational text

Literacy (Reading and Writing) in History/Social Studies, Science, and Other Technical Subjects

Focus on teaching key ideas, details, using evidence from text to support conclusions, contextual vocabulary acquisition, and point of view.

Writing Standards

Focus on teaching the processes of writing, including a balance of text types and the role of argument in History/ social studies, and science*Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Balance of writing types, including writing in the content areasBy grade 4—opinion =30%; information = 35%; narrative =35%

Balance of writing types, including writing in the content areasGrade 8 – argument = 35%; information = 35%; narrative = 30%Grade 12 – argument = 40%; information = 40%; narrative = 20%

Speaking & Listening Standards

Focus on teaching comprehension and collaboration, presentation of knowledge and ideas, and evaluating speaker’s point of view.

Language Standards

Focus on teaching conventions of standard English, knowledge of language in different contexts, and vocabulary acquisition.

Shifting to comprehensive literacy

PROGRESSION ACTIVITY

Shared responsibility across ALL educators! Literacy Standards for All Content Areas

Embedded expectations for grades K-5Separate documents for grades 6-12

Technical

Subjects

Three Shifts in English Language Arts

52

Building content knowledge through content-rich nonfiction

Reading, writing, and speaking grounded in evidence from text, both literary and informational

Regular practice with complex text and its academic language

Content area teachers emphasize reading and writing in planning and delivery

Content area teachers and literacy teachers share responsibility of students’ literacy development

Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Content Area Literacy

Writing to sources and writing an argument based on evidence and conveying complex information should be part of instruction.

Writing prompts should be tied to texts.

Students should be writing arguments/taking stances and using evidence from sources to support their positions.


Writing to Argue or Explain

Teachers will….

Foster rich discussions dependent on common text

Focus on higher- level questioning

Focus on connections to text

Develop habits for making arguments in discussion and writing


Academic Discussion

Tier One Words- Consist of basic words and rarely require instructional attention in school and highly frequent in life: clock, baby, ball, happy, walk, run.

Tier Two Words - High frequency use for mature language users and found across a variety of knowledge domains: coincidence, absurd, industrious, fortunate.

Tier Three Words - Low frequency use and limited to specific knowledge domains: isotope, lathe, peninsula, refinery, etc. Best learned when teaching specific content lessons such as geography, science.

Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Academic Vocabulary

Critically read print and digital media Critically consume and synthesize research Know uses of technology to fit purpose

National Governors Association/Chief State School Officers (2010)


Integration of Research and Media Skills

Administrative Implications for Professional Learning

Provide professional development and collaborative planning opportunities around

• use of literacy nonfiction and information text in instruction

• content-area literacy• argumentation, informational, and narrative writing• encouraging the scaffolding of complex texts across

a period of time• content-specific strategies vs. a generic list of

strategies

Provide professional development and classroom resources for short focused, research projects Provide professional development to teachers on strategically choosing vocabulary – 3 Tiers, with understanding of academic vs domain specific

03/13/12WAVA Spring Conference 2012

59

Common Core State Standards The Big ideas in Mathematics

OSPI CCSS Mathematics Webinar Part 1

K 12

Number and Operations

Measurement and Geometry

Algebra and Functions

Statistics and Probability

Traditional U.S. Approach

9/18/2012

Two Types of Standards:• Mathematical Practice (recurring

throughout the grades)

• Mathematical Content (different at each grade level)

Both aim to balance mathematical understanding and procedural skill

Common Core State Standards

CTE Preconference 2013

Standards for Mathematical Practice

Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of

others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning

62

Describe ways students should engage with math

as they grow:

The 3 Shifts in CCSSM

63

• Focus strongly where the standards focus

• Coherence: Think across grades and link to major topics within grades

• Rigor: In major topics, pursue with equal intensity:– Conceptual understanding– Procedural skill and

fluency– Application

Organization of the document Standards define what students should

understand and be able to do. Clusters summarize groups of related standards. Domains are larger groups of related standards.

**Standards from different domains and clusters may sometimes be closely related.

64

CCSSM Vocabulary

Design and OrganizationHigh School

Content standards define what students should understand and be able to do

Clusters are groups of related standards Domains are larger groups that progress across

grades Domain

Cluster

Standard

Source: MDE- Math Common Core Power Point

Number &

Quantity

Algebra

Functions

Modeling

Geometry

Statistics &

Probability

The Real Number System

Seeing Structure

in Expressio

ns

Interpreting Functions

Modeling is best interpreted not as a collection of isolatedtopics but rather in relation to other standards. Making mathematical models isa Standard for Mathematical Practice, and specific modeling standards appearthroughout the high school standards indicated by a star symbol (★).

Congruence

Interpreting Categorical

and Quantitative

Data

Quantities

Arithmetic with

Polynomials &

Rational Expressio

ns

Building Functions

Similarity, Right

Triangles, and

Trigonometry

Making Inferences

and Justifying Conclusions

The Complex Number System

Creating Equations

Linear, Quadratic

and Exponential

Models

Circles

Conditional Probability

and the Rules of Probability

Vector and Matrix

Quantities

Reasoning with

Equations and

Inequalities

Trigonometric Functions

Expressing Geometric Properties

with Equations

Using Probability to

Make Decisions

Geometric Measuremen

t and Dimension

Modeling with

Geometry

High School Conceptual Categories

Domains


FOCUS

67


Shift Two: Coherence Think across grades, and link to major topics within

grades

Carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years.

Begin to count on solid conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning.68


The CCSSM require: Solid conceptual understanding Procedural skill and fluency Application of skills in problem solving situations

In the major work of the grade, this requires equal intensity in time, activities, and resources in pursuit of all three

69

Shift Three: Rigor Equal intensity in conceptual understanding, procedural skill/fluency, and application

INSTRUCTIONAL CHANGES

• MORE INTENTIONAL INSTRUCTION?

• TEACHER PRACTICES?

TEACHER FOCUS

Teach deep, not broad!

Teach learners to use complex cognitive skills to analyze complex problems students face in the 21st century

Understanding and applying to real-world problems

Instruction changes to:

From giving students the answer to having students apply knowledge to real world situations

• Students must find the answer and explain

• From… Content knowledge primarily from teacher-led lecture

• To…. Content knowledge from a balance of reading, writing, lecture, and hands on experience

Instruction Changes

How will you as the instructional leader, bring CCSS back to your staff?

What are some of the resources you need? For Math? For ELA? Other subject areas?

Essential Question

What changes would you make to create conditions for high quality professional learning in implementing the instructional changes of the common core state standards?

Which Assessment am I using?

Should I use?

Formative?

Summative?

Performance Task?

“When the cook tastes the

soup, that’s formative

assessment;

when the customer tastes

the soup, that’s summative

assessment.” Paul Black

Formative Assessments - Assessment FOR learning

• Process in which evidence of student learning used to adjust and adapt instructional practice

ie, concept map to represent understanding, submit one or two sentence summary, turn in research proposal for early feedback

Summative Assessments - Assessment OF learning

• Evaluate student learning at end of an instructional unit by comparing it against a standard or benchmark

ie, midterm exam, final project, a paper

Performance Tasks –

Answer the question, how well can you use what you know?

• Requires students to create answers or products which demonstrate his/herknowledge or skills

• Demonstrate their ability to apply their knowledge and skills to real-world situations

7 ways Common Core will change the classroom1.Depth not width—

2.Nonfiction, not fiction

3.Evidence is required

4.Speaking and listening

5.Technology is part of most/all standards

6.21st century skills are emphasized across subject area

7.An increase in rigor

THANK YOU