View
213
Download
0
Category
Preview:
Citation preview
Welcome!
Please sign in and be seated where you find your name tent.
Common Core Steering TeamMarch 29, 2012
CCSS Steering Team Purpose
•Advise district leaders on implementation of CCSS - time lines, systems planning, professional development, assessment, etc.
•Represent a range of grade levels, content areas, schools, and programs within Kent SD, but
•Work on behalf of all district education community members to develop the best plan possible
•Serve as a communications liaison with designated curriculum or personnel groups
Today’s ObjectivesDevelop a shared orientation to the work and each other.
•Recognize the structure of the Common Core State Standards (CCSS) in English Language Arts and Mathematics
•Understand the shifts represented in the CCSS and Next Generation Science Standards (NGSS)
•Recognize assessment changes coming•Develop Team Norms•Explore implications and contribute to
implementation plans for KSD
Today’s Agenda
•Introductions & Purpose•CCSS Exploration – Standards & Shifts•NGSS Overview•Team Norms•The big picture•Implementation Planning & Feedback
Cause for Concern?
___% of high school graduates lack the literacy skills employers seek (National Governor’s Association).
Lack of basic skills costs universities and businesses as much as $ _____ annually. (Greene, 2000)
Only one out of ____ twelfth-grade students is a proficient writer. (Salahya-Din, Persky, & Miller, 2008)
CCSS: An Introduction
http://www.youtube.com/user/TheHuntInstitute#p/a/u/1/jxefsLG2eps
Cause for Concern?
40% of high school graduates lack the literacy skills employers seek (National Governor’s Association).
Lack of basic skills costs universities and businesses as much as $ 16 billion annually. (Greene, 2000)
Only one out of 4 twelfth-grade students is a proficient writer. (Salahya-Din, Persky, & Miller, 2008)
Getting on the same page: CCSS Exploration
ELA all: Introduction, pp. 4 – 8• ELA K - 5• ELA 6 - 12• ELA History/SS, Science & Technical Subjects• ELA Appendices
Math all: Introduction, Standards for Math Practices• K - 5• 6-8• High School and Appendix A
Looking into the Standards
•How are the standards structured?•Why does it appear to be structured this
way?•What, if anything, do the standards
suggest will be different than our current focus?
•What, if any, might be the implications for instruction?
English Language Arts (ELA)K-5 ELA Strands
Reading
oFoundational
Skills
Writing
Speaking and
Listening
Language
6-12 ELA Strands
Reading
Writing
Speaking and
Listening
Language
Literacy in
History/Social
Studies, Science, and
Technical SubjectsAppendices A, B, C
Sub-headings For Each ELA Strand
Reading, K-5 and 6-12, andLiteracy in History/Social Studies, Science and Technical Subjects 6-12
Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity
Reading Foundational Skills (K-5 only) Understanding concepts of print Phonological awareness Phonics and word recognition Fluency
Sub-headings Continued
Writing K-5 and 6-12, and Literacy in History/Social Studies, Science and Technical Subjects 6-12
Text types and Purposes Production and Distribution of Writing Research to Build and Present Knowledge
Speaking and Listening Comprehension and Collaboration Presentation of Knowledge and Ideas
Language Conventions of Standard English Knowledge of Language Vocabulary Acquisition and Use
Anchor Standards for ELAOverarching 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
Three ELA AppendicesAppendix A: Research and evidence; glossary of key terms, overview of each strand; text complexity; conventions grade-level chart
Appendix B: Reading text exemplars with sample performance tasks
Appendix C: Annotated student writing samples, K-12
ELA: The 6 Major Shifts
Balance of Literary and Informational
Texts
Literacy in the Content Areas
Increased Complexity of Text
Text-dependent Questions and Answers
Writing Using Evidence
Academic Vocabulary
Balance of Reading Texts Types
Grade Level Literary Informational
4 50% 50%
8 45% 55%
12 30% 70%
Balance of Writing Text TypesGrade Level To Persuade
(Argumentative) To Explain
(Informative) To Convey Experience
(Narrative) 4 30% 35% 35% 8 35% 35% 30%
12 40% 40% 20%
ELA: The 6 Major Shifts
Balance of Literary and Informational
Texts
Literacy in the Content Areas
Increased Complexity of Text
Text-dependent Questions and Answers
Writing Using Evidence
Academic Vocabulary
Mathematics
Standards for Mathematical Practice Carry across all grade levels Describe habits of mind of a mathematically
expert students
Standards for Mathematical Content K-8 standards represented by grade level,
organized into domains that progress over several grades
2-4 Focal points at each grade level High school standards represented by conceptual
themes (Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability)
Content Progressions and Major Shifts
Focus• Fewer big ideas
--- learn more • Learning of
concepts is emphasized
Major Shifts
Coherence• Articulated progressions
of topics and performances that are developmental and connected to other progressions
Application• Being able to
apply concepts and skills to new situations
GradePRIORITIES in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding
K–2 Addition and subtraction, measurement using whole number quantities
3–5 Multiplication and division of whole numbers and fractions
6 Ratios and proportional reasoning; early expressions and equations
7 Ratios and proportional reasoning; arithmetic of rational numbers
8 Linear algebra
Critical Areas in Mathematics
Personal Reflection
•What themes/big ideas are emerging across the CCSS & NGSS standards?
•What are the implications for adult practices so that students master the CCSS and NGSS?
Personal Reflection
•What themes/big ideas are emerging across the CCSS & NGSS standards?
•What are the implications for adult practices so that students master the CCSS and NGSS?
Steering Team Norms: What do you need from this group to do your best work?
• Advise district leaders on implementation of CCSS - time lines, systems planning, professional development, assessment, etc.
• Represent a range of grade levels, content areas, schools, and programs within Kent SD, but
• Work on behalf of all district education community members to develop the best plan possible
• Serve as a communications liaison with designated curriculum or personnel groups
World Cafe
•Two rounds of conversation•20 minutes per round•Different question each round•Each table member contributes to a
representation of the conversation.. Draw, write, doodle, imagine, synthesize…
Debrief- Whole Group
•What themes/big ideas are emerging across the CCSS & NGSS standards?
•What are the implications for adult practices so that students master the CCSS and NGSS?
District Implementation – Initial Steps
• Adopted and implemented secondary math resources that are CCSS-aligned
• Delivered November & December Principal Orientations
• Beginning in January, integrated CCSS work into Curriculum Leader and Cadre work
• Using Mathematical Practices in PD• Considering in K-6 Literacy Review• Selected for OSPI Implementation Network• Initiated CCSS Steering Team• Math support team attending Training
KSD Planning for Math, ELA•Curriculum Guides – Year-at-a-glance; Unit
Guides; Pacing Guides; Pathways; Tiered Intervention
•Assessment Planning – Benchmark Assessments; Unit Assessments; Formative Assessment Support
•PD: Integration with Instructional Practice•Elem Report Card •Define district/school/team/teacher
responsibilities
Next Steps
•March & April: Math support team participating in ESD Training
•April: Release of NGSS 1st public draft•May 15 & 16: ELA support team
participating in ESD Training•May 29 & 30: Central team attends OSPI
Network Training•April & May: CCSS Steering Team Info Share• June 5: CCSS Steering Team Meeting•Summer: KSD Staff Training begins!
Recommended