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Understanding the Core Proficiencies Units

Implementing the CCSS with Fidelity

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Live Tweeting @ NTI• We will be live tweeting throughout the week!

Follow us: @EngageNY @JohnKingNYSED

• Join in the fun and use this hashtag: #NTIny

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Focus for this NTI: Implementation

• What is this curriculum about?• What do teachers need to do to implement it

effectively?• What does it look like when “done well” in

classrooms?• What support do teachers need to do this?• What are some pitfalls and common mistakes

and how can they be avoided?

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Lens: Teachers• What is the process for teaching this skill? • How can I teach this skill with fidelity? • How can I make it work in my classroom, with

my students, and with my curriculum? What changes do I need to make? What can I adopt?

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Lens: NT Members/Coaches

• How can I explain the pieces of this curriculum so that teachers understand the whole?

• Where will teachers need the most support? • What are the critical messages teachers need

to hear?

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Lens: Leaders• What should I see in the classroom with this

curriculum? What evidence should I be looking for?

• What should teachers be doing? What should students be doing?

• What do I need to do meet teachers where they are and lead them to powerful CCSS alignment?

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Purpose of this Session• Participants will be able to

Explain the purpose, origin, and design features of the Core Proficiencies Units

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Welcome• Introduce yourselves: name, school, role• Discuss: What do the following groups of

people need to do to ensure that the CCSS are implemented with fidelity:

Teachers NTI Members/Coaches Principals Others

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Anchor Standard R.1“Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.”

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Talk about it!• What are all the things this standard asks

students to do? • Look at the other anchor standards for

reading: What is the relationship between R.1 and the rest of the standards?

• Assign each person at your table one of the other anchor standard strands. How does this standard relate to the anchor standards for writing, speaking and listening, and language?

www.corestandards.org/ELA-Literacy

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Developing Core Proficiencies Overview

• Individually, read the “Developing Core Proficiencies Grades 6-12 Unit Series Overview”

• At your tables, discuss: How are the ideas you discussed about the

anchor standard R.1 manifested in these units?

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R.1 and the Core Literacy Proficiencies

• Reading Closely for Textual Details• Making Evidence-Based Claims• Researching to Deepen Understanding• Building Evidence-Based Arguments

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Design Features• Adaptability• Standards alignment• Creativity• Collaboration and independence• Engaging complex texts• Multimedia and technology• Support for all learners• Vocabulary development

Core Proficiencies

UnitsCurriculum

Modules

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Q & A

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Discussion and Reflection

• What is the difference between understanding that the standards are interconnected and believing that it’s therefore okay to ignore teaching some of them explicitly?

• What role can you play in helping teachers understand the interconnectedness of R.1 to the other standards?

• What supports exist within the Core Proficiencies units to support their implementation in high school ELA classrooms?