CCSS in the Classroom: How do we know? Linda L. Jordan Senior Implementation Advisor The...

CCSS in the Classroom:How do we know?

Linda L. JordanSenior Implementation Advisor

The International Center for Leadership in Education

Agenda

Relationship BuildingHow would you describe the relationships

in your building between the following groups?

Staff to StaffStaff to Student

Staff to AdministrationStaff to Parent

Staff to CommunityStaff to Student

Learning Outcomes• Define a common voice and expectations for

rigorous, relevant, and engaging instruction.

• Provide standards-aligned, rigorous, and relevant instructional support to instructional leaders.

• Engage in a collaborative process with staff to align lesson planning and delivery to higher standards.

.

OUR FOCUSHaving ONE Voice - Sharing the message/the focusIt’s about Instruction

– Using Common Vocabulary– Talking about Student Learning &

Instruction– Being Collaborative, Not Evaluative

Elements of an Effective Lesson

Elements1. Define2. Plan and Prepare3. Teach4. Reflect

Define•Lesson Title: •Subject: •Grade Level: •Lesson Description: •Lesson Duration: •Outcomes: (enduring understandings, essential questions, or guiding themes)

Lesson Delivery

1. Introduction – Do Now and Opening

2. Lesson Flow – Quad D, Gradual Release, Problem Solving, Close Reading

3. Closing – Reflection and Next Steps

Teach1. Lesson Introduction2. Flow(Teach)

Quad D Format•Multiple short segments of instruction:•Quad D Model:• Investigate-• Justify-• Real World Application-• Checks for Understanding/Feedback:• Differentiation:• Application:3. Lesson Closure•Assessment:• Homework/Extension/Home Connection:

Two Key Areas to Focus On

IntroductionClosing

Introduction• How will you engage students?

• Which instructional strategies will you use?

• What is the vocabulary that will be needed?

• What are your goals?

Closing• How will you end the lesson?

• Last 5 minutes of the lesson

• Reflection/processing to raise rigor and relevance

• Align to standards

• Assessment

Lesson Flow

Many models for lesson design/delivery

4 Examples

Gradual Release I do

We do

You do

Close Reading

Read for general understanding.

SECOND READING

THIRD READING

FIRSTREADING

Dig deeper into language and ideas.

Synthesize information and cite evidence.

Close Reading

.

Teach Academic Vocabulary

Multiple Reading

Text-Based Question/Academic Discussion

Problem SolvingEstablish a purpose.INTRODUCTION

Engage in the problem.

Connect new thinking.

EXPLORATION

SUMMARIZATION

Quadrant D

Investigate

Justify

Real World Application

Collaborative Instructional

Review Process

The Conversation is the Relationship

A Formative Process•Focuses on students•Helps guide the thinking and the work of

instructional planning•Uses the data to inform and guide

professional dialogue•Helps professionals make decisions

about increasing rigor, relevance, and student engagement in lessons

•Collaborative, Not Evaluative

What do you remember about the

Rigor/Relevance Framework?

Rigor/Relevance FrameworkTM

6

5

4

3

2

1

1 2 3 4 5

Rigor/Relevance FrameworkTMK

no

wle

dg

e T

ax

on

om

y

Relevance

Makes Rigor

Happen! Application Model

Evaluation 6

“Judge the Outcome”

Synthesis 5

“Putting Together”

Analysis 4

“Taking Apart”

Application 3

“Making use of Knowledge”

Comprehension 2

“Confirming”

Knowledge 1

“Information Gathering”

1

Knowledge in ????

Discipline

2

Apply Knowledge in ????

Discipline

3

Apply Knowledge Across

Disciplines

4

Apply Knowledge to Real

World Predictable

Situations

5

Apply Knowledge to Real

World Unpredictable

Situations

Assimilation

Students extend and refine their knowledge so they can use it automatically and

routinely to analyze and solve problems and create solutions

Student Thinks

(Relationships Important)

Acquisition

Teacher Works

(Relationship of little Importance)

Students gather and store bits of knowledge and information and are expected to remember or

understand this acquired knowledge.

Application

Student Works

(Relationships Important)

Students use acquired knowledge to solve problems, design solutions, and complete work. The highest level of application is to apply appropriate knowledge to new and

unpredictable situations.

Adaptation

Student Thinks and Works

(Relationships Important)

Students have the competence, that when confronted with perplexing unknowns they are able to use their extensive knowledge base and skills to create unique solutions and take action that further develops their

skills and knowledge.

CONSIDER….

Who is doing the work?

Who is doing the thinking?

Student Roles

Collaborating to Increase Instructional

Effectiveness

80/20 Rule

80% observing/listening to what the

students are doing and saying

20% observing/listening to the instructional design

Rubric Overview

Share out big

ideas/questions/observations

RIGOR

Evidence of RigorBuild effective instruction based on rigorous and relevant expectations (DSEI Teaching Element #1)Plan and provide learning experiences using effective research-based strategies that are embedded with best practices, including the use of technology (DSEI Teaching Element #4)Thoughtful WorkLesson intentionally prepares students to complete a range of high-quality learning tasks.

  1 - Beginning 2 - Developing 3 - Meeting

Student Learning

Students demonstrate their learning by completing tasks that require critical thinking skills such as knowledge/awareness and comprehension.

Most tasks focus on responding to textbooks or content through answering recall-type questions.

Students demonstrate their learning by completing tasks that require application and analysis.

There are opportunities for students to demonstrate mastery through learning tasks that require them to apply knowledge and analyze content.

Students regularly complete learning tasks that demonstrate their ability to analyze, synthesize, and/or evaluate new instructional content.

Tasks include the opportunity for students to respond to content using creativity, originality, and/or adaptation.

Instructional Design

Learning task results in one standard type of work product to represent student thinking.

Learning task includes a one or more work products to represent student thinking.

Learning task provides students with options for self-selection to represent their thinking.

Evidence of RigorBuild effective instruction based on rigorous and relevant expectations (DSEI Teaching Element #1)Plan and provide learning experiences using effective research-based strategies that are embedded with best practices, including the use of technology (DSEI Teaching Element #4)

High-Level QuestioningLesson provides opportunities for students to respond to a range of questions that increase in rigor and levels of thinking.

  1 - Beginning 2 - Developing 3 - Meeting

Student Learning

Students respond to questions that mainly focus on critical thinking skills such as basic recall, retell, and/or comprehension.

Few students ask questions, and most questions asked focus on basic knowledge or comprehension of content.

Students respond to questions that demonstrate a range of levels of thinking, including questions that require application and analysis of information.

Students have opportunities to ask questions during the lesson and most questions are relational or application-based, focusing on why and cause and effect.

Students fully explain and justify their thinking when responding to questions that demonstrate a range of levels of thinking, including questions that require synthesis and evaluation of information.

During the lesson, students generate questions about content that demonstrate rigorous independent thinking.

Instructional Design

Lesson mainly includes questions at the comprehension level, and/or not all students are required to respond to each question.

Lesson includes questions at a range of levels, but not all students are required to respond to each question.

Lesson is designed to carefully support students in moving to higher levels of thinking (such as justifying responses with evidence), ensuring that all students have an opportunity to respond.

Evidence of RigorBuild effective instruction based on rigorous and relevant expectations (DSEI Teaching Element #1)Plan and provide learning experiences using effective research-based strategies that are embedded with best practices, including the use of technology (DSEI Teaching Element #4)Academic Discussion Lesson includes opportunities for students to engage in vocabulary-rich academic conversation with peers.  1 - Beginning 2 - Developing 3 - Meeting

Student Learning

Student conversation mainly remains at the retell level, mostly using everyday language, with little to no evidence of academic or domain-specific vocabulary.

Student conversation focuses on a variety of topics, with each student offering his/her own thinking, without building on thoughts offered by peers.

Student conversation includes a combination of retelling, analysis, and/or stating a claim and defending it with evidence.

Students provide explanations or evidence of their thinking and respond to their peers’ discussions.

Students engage with peers in daily academic conversations focused on analysis, synthesis, and evaluation of content-driven topic, using academic language to express their thinking.

Students support their ideas with concrete explanations and evidence, paraphrasing as appropriate, and build on or challenge the ideas of others.

Instructional Design

Lesson mostly structures discussion as teacher-led, with the majority of conversations as teacher-to-student.

Lesson structures discussion as a mix of teacher-led and peer-to-peer with the teacher facilitating the majority of discussions.

Lesson mostly structures discussion as independent peer-to-peer. The teacher facilitates and redirects the discussion, as needed, while evaluating the quality.

Relevance

Evidence of RelevanceBuild effective instruction based on rigorous and relevant expectations. (DSEI Element #1)Possess and continue to develop content area knowledge to make it relevant to the learner (DSEI Element #3)Plan and provide learning experiences using effective research-based strategies that are embedded with best practices. (DSEI Element #4)Meaningful WorkLesson requires students to complete relevant, real-world tasks that connect to tasks typically completed in related careers.

  1 - Beginning 2 - Developing 3 - Meeting

Student Learning

Student work is procedural and structured, reflecting a basic understanding of information learned during the lesson/unit.

Student work focuses on class-specific content with an emphasis on building skills, developing comprehension, or other foundational skills.

Students think critically about content and apply information learned to address a specific task. Student work demonstrates originality.

Student work requires application of knowledge learned during the lesson/unit.

Students think critically about content and apply information learned to address a range of cross-disciplinary tasks. Student work demonstrates creativity and originality.

Student work requires real-world predictable and/or unpredictable application that has a direct connection to a career in the related field of study.

Instructional Design

Lesson provides students an opportunity to demonstrate foundational understanding of content.

Lesson provides students an opportunity to complete a specific task that requires application of knowledge.

Lesson provides students an opportunity to select from a range of real-world, relevant tasks.

Evidence of RelevanceBuild effective instruction based on rigorous and relevant expectations. (DSEI Element #1)Possess and continue to develop content area knowledge to make it relevant to the learner (DSEI Element #3)Plan and provide learning experiences using effective research-based strategies that are embedded with best practices. (DSEI Element #4)

Authentic ResourcesLesson includes a range of sources of information and requires students to use information from sources with relevant, real-world tasks.  1 - Beginning 2 - Developing 3 - Meeting

Student Learning

Students mainly engage with the textbook as the source of information for the lesson and/or unit.

Students mainly use the textbook to complete classroom tasks focused on knowledge in one discipline.

Students engage with the textbook as a primary source of information for the lesson and/or unit, using supplementary resources to support textbook information.

Students use the textbook and supplementary resources to complete some relevant, real-world tasks.

Students engage with multiple sources of information during a lesson/unit, including primary sources, secondary sources, textbooks, and media resources.

Students use multiple sources of information to conduct comparisons, analysis, argument, research, and other relevant, real-world tasks.

Instructional Design

Lesson relies on the textbook as the main source of information. The unit/lesson is organized around the structure of the textbook.

Lesson is structured around an essential understanding/question and includes opportunities for students to respond to both the textbook and other resources.

Lesson is structured around an essential understanding/question and relies on multiple authentic texts and resources to support student learning.

Evidence of RelevanceBuild effective instruction based on rigorous and relevant expectations. (DSEI Element #1)Possess and continue to develop content area knowledge to make it relevant to the learner (DSEI Element #3)Plan and provide learning experiences using effective research-based strategies that are embedded with best practices. (DSEI Element #4)

Learning ConnectionsLesson includes a variety of opportunities for students to make connections between what they are learning and real-world applications.  1 - Beginning 2 - Developing 3 - Meeting

Student Learning

Students seldom have the opportunity to engage in content that has explicit connection to real-world application.

Some students may attempt to make connections between content learned and real-world application, but these connections are volunteered rather than included as part of the lesson.

Students occasionally engage in content that has explicit connection to real-world application.

Some students begin to articulate the connections between content learned and real-world application.

Students consistently engage in content that has explicit connection to real-world application.

Students clearly articulate the connections between content learned and real-world application.

Instructional Design

Lesson provides appropriate content but does not make explicit connections to real-world application.

Lesson provides some opportunities to connect content learned to real-world application.

Lesson provides multiple explicit opportunities for students to connect content learned to real-world applications.

Learner Engagement

Evidence of Learner EngagementCreate and implement an effective learner environment that is engaging and aligned to learner needs. (DSEI Element #2)Use assessment data to guide and differentiate instruction. (DSEI Element #5)Active ParticipationLesson is designed to maximize engagement of all students throughout the duration of the lesson.

  1 - Beginning 2 - Developing 3 - Meeting

Student Learning

Most student engagement is through hand-raising. Some students are off-task or have disengaged from the lesson and are not redirected.

Led by the teacher, students progress through learning new content with some challenges with productivity.

Students remain focused and on-task during the lesson. Students answer questions when asked, but not all students have the opportunity to respond verbally.

Led by the teacher, students progress through learning new content productively.

Students remain on-task and engaged throughout the lesson. All students are actively involved in routine as designed.

Students lead their own progress through learning new content, working productively and collaboratively.

Instructional Design

Lesson relies mainly on direct instruction with few opportunities for student engagement through application.

Lesson relies on one or two strategies designed to engage students, with the lesson focused more on direct instruction than on student engagement through application.

Lesson provides multiple strategies designed to maximize student engagement, achieving a strong balance of direct instruction and student engagement through application.

Evidence of Learner EngagementCreate and implement an effective learner environment that is engaging and aligned to learner needs. (DSEI Element #2)Use assessment data to guide and differentiate instruction. (DSEI Element #5)

Learning EnvironmentClassroom environment is centered around a culture of respect and commitment to learning.  1 - Beginning 2 - Developing 3 - Meeting

Student Learning

Students rely on peers or teacher for answers to questions. There is a lack of evidence of students being required to persevere in responding to rigorous tasks or questions.

Students demonstrate a lack of respect for peers, teacher, and/or learning environment.

Some evidence that students are beginning to take risks and persevere in learning rigorous content.

Students demonstrate respect for the learning environment, but challenges exist in demonstrating respect for peers.

Students are encouraged to take risks and persevere through productive struggle. Students are praised for demonstrating commitment to learning.

Students consistently demonstrate respect for peers, teacher, and the learning environment.

Instructional Design

Classroom procedures and routines are inconsistently communicated and/or implemented.

Classroom procedures and routines are visible, but are not consistently implemented.

Clear classroom procedures and routines are visible and are consistently implemented.

Evidence of Learner EngagementCreate and implement an effective learner environment that is engaging and aligned to learner needs. (DSEI Element #2)Use assessment data to guide and differentiate instruction. (DSEI Element #5)

Formative Processes and ToolsLesson is tailored to meet the needs of all students, including using results from formative tools and processes to plan for differentiated instruction.  1 - Beginning 2 - Developing 3 - Meeting

Student Learning

Students demonstrate mastery of content by completing infrequent formative assessments. Assessment results indicate that student growth is minimal.

Students are partnered or grouped, but all students receive the same lesson content, process, and product.

Students demonstrate mastery of content by regularly engaging in formative assessments that allow for reciprocal feedback. Assessment results indicate that student growth is progressing.

Students are partnered or grouped and receive some opportunities for differentiated learning based on adjusting content, process, and/or product.

Students demonstrate mastery of content by completing a variety of formative assessments that allow for reciprocal feedback. Assessment results indicate that students are achieving expected outcomes and are able to self-reflect and share responsibility for their learning.

Students are regularly and strategically partnered or grouped based on data, and lesson content, process, and/or product is differentiated to support varying student needs.

Instructional Design

Results from formative processes and tools are used to monitor progress.

Results from formative processes and tools are used to plan differentiated instruction and monitor progress.

Results from formative processes and tools are used to immediately adjust instructional pacing, plan differentiated instruction, and monitor progress.

Previewing the Rubrics

Rigor Relevance Engagement

What did we notice?

What questions do we have?

4 Phase Process

Phase 1: Pre-Visit

Phase I: The Pre-Visit Meeting

• Discuss focus of the lesson

• Discuss teacher’s vision

• Reflect on the Rigor, Relevance and Engagement rubrics

• Reflect on the meeting itself

Pre-Visit Questions

RIGOR RELEVANCE ENGAGEMENT

□ Thoughtful Work □ Meaningful Work □ Active Participation

□ High-Level

Questioning□ Authentic Resources □ Learning Environment

□ Academic

Discussion□ Learning Connections

□ Formative Processes

and Tools

Pre-Visit Lesson Reflection FormDirections: Teachers: complete this form and share with the Instructional Leader/Reviewer during the Pre-Visit Meeting.Name:Date of Observation:Lesson Title:1. Why is your lesson plan is the right one for today?2. What are you doing to help students accomplish the goals of the lesson?3. What do you hope to see students do and/or hear students say?4. How will the students capture their thinking and work?5. Are the goals of the lesson aligned to the rubrics? (Check off all that apply.)

Pre-Visit Lesson Reflection FormDirections: Teachers: complete this form and share with the Instructional Leader/Reviewer during the Pre-Visit Meeting.Name:Date of Observation:Lesson Title:1. Why is your lesson plan is the right one for today?2. What are you doing to help students accomplish the goals of the lesson?3. What do you hope to see students do and/or hear students say?4. How will the students capture their thinking and work?5. Are the goals of the lesson aligned to the rubrics? (Check off all that apply.)

Phase I: The Pre-Visit Meeting

•Tell me why your plan is the right one for today.

•What do you hope to see students do/hear students say?

•What are you doing to help them get there?

•How will the students capture their thinking and work?

Phase II: The Visit

0 Visits 200+ Visits

Phase III: The Debrief

Phase III: The Debrief

•Ask effective questions•Reflect on the rubric•Share notes •Give the final report to the teacher

•Support teacher in action planning

Phase IV: Applying the Action Plan

Reflection

Imagine you are introducing the four-step process to your teachers. Summarize the four phases of the process, including the benefits, to persuade them of its effectiveness.

Modeling Using Evidence

Watch the video and take copious notes.

Use the Rigor Rubric to rate the student work.

Use evidence from the video to support rating.

STEP 1

STEP 1

STEP 2

STEP 2

STEP 3

STEP 3

Reflection on RigorSTEP 1STEP 1

STEP 2STEP 2

STEP 3STEP 3

In Pairs: Share your thinking for Thoughtful Work, High-Level Questioning, and Academic Discussion.

Come to Consensus:Discuss the evidence to support your rating.

Share:At your table, share your rating and explanations.

Collaborating for Relevance

http://vimeo.com/74579104

Relevanceis the purpose of learning.

5. REAL-WORLD UNPREDICTABLE4. REAL-WORLD PREDICTABLE

3. APPLY ACROSS DISCIPLINES

2. APPLY KNOWLEDGE

1. AQUIRE KNOWLEDGE

A Relevant Lesson Answers:

• What am I learning?

• Why am I learning it?

• How will I use it?

Meaningful Work

•Clear that the teacher talk matches the student population

•Clear that the teacher knows the students and uses examples that reflect the student population

•Work is developmentally appropriate•Real-World •Connections to careers

Authentic Resources

•Multiple resources that reflect real world applications (careers)

•Range of cross-disciplinary tasks •Tools include using digital, print, visual, auditory, video, text

•Real manipulatives used when possible

Learning Connections

•Students connect the concepts and skills taught to examples from their lives

•Students can articulate and discuss the concepts and skills

•Students can explain how what they are learning is used in the real world.

Relevance

Reflection on Relevance

STEP 1STEP 1

STEP 2STEP 2

STEP 3STEP 3

In Pairs: Share your thinking on the relevance of the lesson.

Come to Consensus:Discuss the evidence to support your rating.

Calibration Discussion:How does your rating on each indicator compare?

QuickWrite

What feedback would you leave for this teacher

before you leave the

classroom?

Collaborating for Engagement

Engagement

Engagementis the

participation in learning.

Active Participation•Students remain on-task and engaged

throughout the lesson. All students are actively involved in routine as designed.

•Students lead their own progress through learning new content, working productively and collaboratively.

•Lesson provides multiple strategies designed to maximize student engagement, achieving a strong balance of direct instruction and student engagement through application.

Learning Environment•Students are encouraged to take risks and

persevere through productive struggle. Students are praised for demonstrating commitment to learning.

•Students consistently demonstrate respect for peers, teacher, and the learning environment.

•Clear classroom procedures and routines are visible and are consistently implemented.

Formative Tools and Processes• Students demonstrate mastery of content by completing a

variety of formative assessments that allow for reciprocal feedback. Assessment results indicate that students are achieving expected outcomes and are able to self-reflect and share responsibility for their learning.

• Students are regularly and strategically partnered or grouped based on data, and lesson content, process, and/or product is differentiated to support varying student needs.

• Results from formative processes and tools are used to immediately adjust instructional pacing, plan differentiated instruction, and monitor progress.

Formative Assessment Strategies(Black, Wiliam,1998; Sadler, 1998; Stiggins, 2007;Heritage, 2007)

•Pre-assessing students•Sharing Learning goals with students

•Co-creating classroom discourse & questioning

•Rich & challenging tasks elicit student response

•Identifying gaps

Formative Assessment Strategies(Black, Wiliam,1998; Sadler, 1998; Stiggins, 2007;Heritage, 2007)

•Providing feedback/how to improve

•Self-assessments•Peer- assessments•Opportunities to close the gap•Celebrations

Feedback

Structured Routines

•Choral Response•Pick and Point •Thumbs Up/Thumbs Down•Idea Wave

What Else?

Hattie & Timperley

Formative assessment system:

–Where am I going? (feed-up)–How am I doing? (feedback)–Where am I going next? (feed-

forward)

Communicating Evidence-Based Feedback

Effective Communication•Active listening•Verbal and

Nonverbal Communication

•Evidence-based•Starts with a

positive•Direct and focused

feedback•Actionable

•Other?

Verbal Formative Feedback

INSTEAD OF… TRY…

I liked your idea a lot! I liked the way you got students to think outside the box. Is it possible to make this even more rigorous by using different verbs?

What does this mean? Can you explain this part to me in different words? Is there a way to word this to make it clearer to the student?

I don’t think this will work. My students might have trouble with this unless I made sure to include _____ or say _____.

Providing Effective FeedbackFeedback on Rigor Feedback on

RelevanceFeedback on Engagement

The questions you asked students were about basic recall of facts, a question to ask them is to compare and contrast the two characters in the text.

The textbook was the only resource I saw students using, you could also include a graphic or article from the web to provide more context.

The learning environment could use more structure when transitioning from one activity to the next, try assigning roles to students.

Formative FeedbackIneffective

You did a nice job on your analysis. The section on learning targets was strong. I like the topic for your activity. Students will really like this.

You did a nice job on your analysis. The section on learning targets was strong. I like the topic for your activity. Students will really like this.

Effective

Learning Outcomes• Define a common voice and expectations for

rigorous, relevant, and engaging instruction.

• Provide standards-aligned, rigorous, and relevant instructional support to instructional leaders.

• Engage in a collaborative process with staff to align lesson planning and delivery to higher standards.

.

Take-Aways About the Rubrics Two to Note, One We Wrote

Takeaways about Using the Rubrics:

1.

2.

One idea to add is…

1. Note two major take-aways.

2. Add one idea or suggestion.

3. Share!

Linda L. Jordan

ljordan@leadered.com518-703-0114

ICLE 518-399-2776www.leadered.com