Opening Task: As you wait for the session to begin, complete the self assessment. Rate yourself using the scale at the bottom of the page.
Digging Deeper: Planning Next Steps in your Standards Rollout Melodie Bernhard, RttT Regional Specialist -SW Sally Levine, RttT Regional Specialist-NE Kathy Nolan, RttT Regional Specialist – SE 3/22/13
Has your Standards’ Rollout addressed the following? • Organization of the standards including anchor statements and mathematical practices • Deconstructing the standards and identifying learning targets • Developing understanding of instructional shifts • Professional development focused on effective instructional practices • Resources, materials , & assessments are rearranged/written to reflect the higher level of rigor and cognitive demand 1 – No, not yet 2 – Just got started 3 – Yes, on our way
Standards Implementation Continuum Begin Build Refresh Sustain Deepen
Beginning the work: • Crosswalk ODE • Comparison Analysis ODE • Local Comparison/Crosswalk LEA
Common Misconception: Full Local Implementation Comparison/Gap of the New Analysis Standards
Purpose: • Deepen your understanding of common instructional shifts and aligned teaching strategies as potential areas of focus for your Year 4 Professional Development Plan • Encourage you to employ a “less is more” philosophy so that new practices are securely developed over time by all teachers in all content areas
Building a deeper understanding: • Instructional shifts • Classroom strategies • Learning targets & assessments • Lesson/unit planning
Instructional Shifts – Literacy* • Building Knowledge through content-rich informational text • Reading, writing and speaking grounded in evidence from text, both literary and informational • Regular practice with complex text and academic vocabulary *Note: Collapsed 6 commonly presented instructional shifts into 3 for the planning purposes
Build knowledge of content through content- rich informational text Source: National Assessment Governing Board. Reading Framework for the 2009 National Assessment of Educational Progress. Washington, D.C.: American Institutes for Research, 2007.
Reading, writing and speaking grounded in evidence from text, both literary and informational Distribution of Communicative Purposes by Grade in the 2011 NAEP Writing Framework Source: National Assessment Governing Board (2007). Writing framework for the 2011 National Assessment of Educational Progress, pre-publication edition. Iowa City, IA. ACT, Inc. It follows that writing assessments aligned with the Standards should adhere to the distribution of writing purpose across grades outlined by NAEP.
Increased Text Complexity Current Common Core Typical text measures Text complexity grade bands (by grade) and associated Lexile ranges
Academic and Domain Specific Vocabulary • Academic vocabulary is the true language of power • Not just memorizing terms but using them to express our understanding of the content • Vocabulary: – Tier 1- Everyday Words (implicit) – Tier 2- Academic Vocabulary – Tier 3 – Domain Specific Words 13
Kindergarten Domain Specific Vocabulary ELA Math • Stanza • Attribute • Preference • Decompose • Punctuation • Decomposition • Collaborate • Composition • Illustrator • Hexagon • Brainstorm • Dimensional • Punctuation • Vertices • Non-fiction • Category IN DOE: PARCC Lead
Instructional Shifts – Mathematics * • Focus: Emphasis to major topics of each grade • Coherence: Think across grades, and link to major topics within grades • Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application with equal intensity *Note: Collapsed 6 commonly presented instructional shifts into 3 for the planning purposes
Mathematical Practices Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments / 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
K – 8 Domain Emphasis Domains K 1 2 3 4 5 6 7 8 Counting and Cardinality Operations and Algebraic Thinking Number and Operations in Base Ten Measurement and Data Geometry Number and Operations - Fractions Ratios and Proportional Relationships The Number System Expressions and Equations Statistics and Probability Functions Source: The Surveys of Enacted Curriculum
Learning Progression Standard: Identify the relative position of simple positive fractions, positive mixed numbers, and positive decimals and be able to evaluate the values based on their position on a number line. Compare fractions, Identify and decimals and locate the Indicate the mixed numbers approximate approximate by identifying location of Locate tenths location of their relative decimals in in decimal form Place halves in thirds, fourths, position on a hundredths on a Locate simple on a number fraction form and fifths on a number line number line whole line on a number number line Draw a basic numbers on a line number line number line from 0 to 10
Applying Knowledge of Instructional Shifts to Practice • Close Reading • Evidentiary Writing • Tiers of Vocabulary • Questioning vs Lecture • Accountable Talk • Socratic Dialogue • Persistence and Productive Struggle • Integration of Technology
Applying Knowledge of Instructional Shifts to Practice • Close Reading • Evidentiary Writing • Tiers of Vocabulary • Questioning vs Lecture • Accountable Talk • Socratic Dialogue • Persistence & Productive Struggle • Integration of Technology
Applying Knowledge of Instructional Shifts to Practice • Close Reading • Evidentiary Writing • Tiers of Vocabulary • Questioning vs Lecture • Accountable Talk • Socratic Dialogue • Persistence & Productive Struggle • Integration of Technology
Reflection • How is this type of learning experience different from current practice? • How did you feel as a learner? • What did you notice about the level of engagement? • What are the implications for the teacher?
Professional Development Plan for 2013-2014: Focus on Instructional Shifts & Strategies Close Reading Socratic Evidentiary Dialogue Writing Integration Tiers of of Vocabulary Technology Persistence Questioning and versus Accountable Lecture Talk
Reflections for Planning PD • How might you introduce and study instructional shifts and strategies? • How do you distribute leadership to ensure practice and fidelity of implementation? • What structures are in place to support the work? How do you create a safe environment while establishing expectations for implementation?
Reflections for Planning PD • As leaders, do you model these practices for your fellow administrators and teachers? • What resources do you use? – video clips from such resources as Teaching Channel.org – Blogs such as Timothy Shanahan or Char Shryock’s , I Teach Bay – Book studies - Pathways to the Common Core, Lucy Calkins • How will you gather information on implementation and impact?
Has your standards rollout addressed the following? • Organization of the standards including anchor statements and mathematical practices • Deconstructing the standards and identifying learning targets • Developing understanding of instructional shifts • Professional development focused on effective instructional practices • Resources, materials, & assessments are rearranged /written to reflect the higher level of rigor and cognitive demand 1 – No, not yet 2 – Just got started 3 – Yes, on our way
Aligning District/Building Resources • Rearrange grade level resources based upon quantitative and qualitative dimensions of text, matching reader to text and task • Engagement of multiple staff including classroom teachers, librarians, media specialists and other support staff • Ensure a focus on meeting higher cognitive demands
Purposeful Lesson and Unit Planning • Ensure teachers have knowledge of instructional shifts • Collaboration time is critical • Exemplars! Do teachers have an example of a lesson that includes strategies that support the instructional shifts?
Common Core Toolbox – Some examples • Silver, H., Dewing, R., Perini, M. (2012). The Core Six Essential Strategies for Achieving Excellence with the Common Core . ASCD. • Calkins, L., Ehrenworth, M., Lehman, C., (2012). Pathways to the Common Core. Heinemann. • Beers, K. & Probst, R., (2013). Notice & Note Strategies for Close Reading. Heinemann. • Fisher, D., Frey, N., Lapp, D., (2012). Text Complexity: Raising rigor in Reading. IRA.
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