Ccss Roll-Out

CCSS ROLL-OUT HSSD 2010-2015 e n s e a h

h What Who Other Notes: P W : 1

E S A 1 H 1 Build understanding: Leaders, Literacy Communication begins: What does it mean to me? How P 0 g 2 n -  Specialists, key teachers will I do it? What will change? What will stay the same?

i Overview content 0 d 1 n  Structure and format Context/Content/Process a 0 t 2 s r  Implications e d

n  Timeline for change U 2 m 1 Curriculum alignment: ELA and Math ACHIEVE implementation workbook: u 0 l 2

u 1. review system capacity -  Identify gaps and overlaps curriculum teams c i 1 r

1 2. organize to implement: the basics; r  Estimate pacing (continuum) 0 u

2 3. getting the message out C

 “experts”*

Plan professional development : 2  Plan instructional changes E S o strategies 4 days each A H

P  Plan skills integration  Cross-check skills with 21st century skills Define roles:  Experts:  Principals as Instructional Leaders:

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PHASE 2: Curriculum semester?) (Everyteacher: leastdelivering oneat CCSS-aligned eachunit Building operational understanding. & pedagogical maximum learning?student Howmight organize forwe thoroughinstruction, ample reporting, and What thearecritical (elementsCCSS?*E-L-R of) 5. 4. 3. 2. 1. Newbenchmarksreporting PowerStandards process approach) Pacing organizefor – sequential planannual instruction; discussionsverticaland connections Summarize/organizefor findings report-back “ Unpacking” CCSSwithStandardsInsightUnpacking”          VERTICAL study 21 Professionalneededdevelopment Resources: needs/location Currentunits ofinstruction Currentassessments Currentbenchmarks Knowledge/skills/understanding Teacher vocabulary st century skills integrationideas ; deep: ; deep    Wiki Experts model StandardsInsight http://commoncoretools.me/2011/07/09/curriculum-analysis-tool/ Semester2 Semester 1 “conversationsworksheet aboutdisciplinary literacy”worksheet CESA points“multiple “implementing of entry” mathematicsdeeperstudy” ofU learning A progressions    developing PS worksheet PowerStandardspreliminary e-l-r;(rubric: What ident. Criteria; are?; Pacingchart (suggested: open format) Summaryreport format (SI)                Continuumexcel docs Marzano re: assessment AuthenticIntellectual Work Planre-write mapsmer2012of curriculum I2012-2013)– who? plans Facilitation Planin-depth sessions Assess and(curriculum, prelim. instr.)andsummer semester “experts” or same group? organizecommon (re-organize: math);assessment another teams group of visioncommunication/staffing plan:casting plan in pacing/shiftforfocus for 2012-2013 review CESA7 curriculum companion align standardsthetocurrent resources unpack the standards introduce teachers (Amanda)CCSS to new leadership of principals shareresourcestostudythe standards studythe standards (investigations study)and deeper plan leadershipTLC/curriculum with Setassessment planning course: (study/research) reformSetgrading course: Unpackstandards the o o o experts establish vocabulary)common LiteracySpecialists: shifts(literaryliteracy vs. informative – have to Amanda/CESA math offerings How to this?share How to …instructional

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1  Professional development: content, strategies Sample maps: commoncore.org o i 0 t

2  c Larger/universal “training” (more prescribed) - u 2 r  Pace out realistic assessment creation plan/schedule Common Assessment agenda items/tasks: t 1 s 0  Sketch out curriculum changes to be made in Eclipse  Collaborative n 2 I

,  PLCs as a central operation: How are they doing? What are the gaps in your classroom? Who is reflection/assessment for quality t

n progressing?  Cross-reference and confirm e alignment ofwht CCSS ME m  Plan SBAC roll-out & transition s s o Preliminary technology alignment and needs examined documents e

s  Finalize “report card languae” s A

 SLOs (District Assessment Committee)  Math practices integration

3  Screencasts: “shifts”  Self-reflect: use time/activity

E o ELA S rubric (TBD ATW) A o MATH  Identify DOK per item H

P o Applied Literacy  Cross-check and confirm CCSS o SBAC standard (use claims and item . Blooms > DOK (self-study, peer study: lesson design, practices) Common assessment teams: specifications document) identify DOK . Selected/constructed > selected, constructed, highly scaffolded, extended response and  Identify math practices integrated technology enhanced ; item samples, CCSS MAP items (scrolling, manipulating), released items  Standard formatting (label – top) . State and local standards > CCSS + claims (+PRACTICES – math); training in practices, released item o Math review o Grade level . Teacher talk > student talk (60/40) o CCSS standard . Multiple step problems, lower-level DOK (1 & 2), short problems, telling how > multiple step o Unit/lesson – location problems, DOK 3 & 4, technology enhanced Math practices . Horizontal view > vertical view o . Answer giving > struggle o Item list: DOK and KST . Telling how > discovery; all train in frameworks, sustained focus, intensity, stamina identification  Communication to stakeholders  Item samples (web location) tour  New rubric models: AIW/Marzano, universal (CK, DI, EC, VBS)  Claims and item specification tour  Deepening content knowledge  Now/future bridge visual  Literacy in Content Areas  Increased importance of PLCs  PD: frameworks  Develop look-fors: principals per grade/content time of year (progression)  Best practices: universal instruction  Determine materials needs/examine materials  Develop (inquiry) question stems 4

1  Implement skills integration Understanding Phase: Science 0

2  Implement instructional changes

- Change report cards 3  1 update curriculum maps Public education /communication 0 2  inquiry-based - progressoin RtI system to be in place  Professional development: content, strategies  Finalize assessment alignment, curriculum changes Align course descriptions to CCSS? o Move physics to grade 9? Adopt additional instructional 4  Continue to support instructional changes materials for CCSS  “portioned” grade specific SBAC sample items per claim 4/6/2018  Transition accountability and data reporting system Part-time help??  Align teacher preparation, evaluation and licensing Practicum  Public education/communication: Teacher leader team? RESOURCES - CCSS: http://engageny.org/common-core/ doe.k12.de.us Delaware has learning progression organizers by grade level that organize know/do/understand LeadandLearn.com leadandlearn.com/multimedia-resource-center/video-library leadandlearn.com/sites/default/files/articles/1103-asbj-getting-ready-common-standards.pdf (Reeves: getting ready for common standards; Common Standards – from what to how) CESA 7 engageNY www.cfn10.org/home/corestandards/common-core-pd-resources---overview (Digging Deeper workshops NYC schools) engage.org/resource/common-core-video-series/ http://successforeverychild.wordpress.com/tag/ccss/ (blog and resources Pitt county) Hillsborough FL International Center for Leadership in Education

RESOURCES – ASSESSMENT: San Diego Common Core Connection: sdcoe.net/commoncore/assessment.asp Washington - sample items www.k12.wa.us/Reading/Assessment/default.aspx Maine maine.gov/education/lres/ela/ccssspt.html

SIX SHIFTS ELA: balancing informational and literary text; building knowledge in the disciplines; “staircase of complextity” (continuum); text-based answers; writing from sources; academic vocabulary MATH: focus; coherence; fluency; deep understanding; applications; dual intensity (“FIT” w/ AIW – elaborate communication; disciplined inquiry; construction of knowledge - building knowledge in the disciplines (literacy); deep understanding; academic vocabulary; writing from sources; text-based answers; “staircase of complexity”; fluency; dual intensity)

Reeves: curriculum by design vs. curriculum by default

Achieve Implementation workbook

4/6/2018 ACHIEVE implementation workbook: 1. implementation action I:  align materials MATH ENGLISH/LANGUAGE  align units, conduct PD, redesign  data/assessment/accountability, mobilize SwD support ARTS  aspiration: how will CCSS change classroom practice? BH K Olsen MATH  buy-in internal leadership team: defined points of accountability and delineated responsibility for implementation (all stakeholders); those in charge have4 days proper = 20 leverage and relationships (expert teams; Teaching and Learning & principal instructional 1leadership)Gesell days total =  prep for assessment; define key areas of work and milestones to enable tracking monthly or quarterly $3,340 2 Madigan Vanevenhoven  budget: comprehensive budget for CCSS implementation; all sources  identified gap analysis: detailed gap analysis performed to show changes necessary; high-priority3 Chrisman subject areas/grades identified  guiding coalition: 7-10 leaders with consistent understanding and support; consistently works with department communication: clear communication plan; five-year strategies for all stakeholders; audience understands what will be accomplished and how 4 Bunkelman Bunkelman

PRINCIPALS: DEFINE ROLES – expert model; how to make it work at the building level?; instructionalFG K leadership:Adams model the way; differentiation; model “idea” withMATH practical strategies 4 days = 20 1 Verdegan Ely Principal Leadership with CCSS (CESA - PAC) days total = $3,340 Masterful Leader: 2 Perner  contributes to district leadership around CCSS  is very knowledgeable about CCSS 3 Taylor Harrison  inspires, models, and supports teachers as they learn and begin to teach with CCSS  demonstrates commitment and importance of CCSS for all students’ college and career readiness4 Shipley What should principals be doing now for CCSS implementation?  Make the CCSS a continual topic of conversation, studying and planning with teachers.HO K Coel Raymakers MATH  Create a sense of importance and priority with support and understanding. 4 days = 20  Crete a culture where there is a role for all teachers in implementation of core standards.1 Brandt days total =  Talk the talk about instructional planning – unit and lesson planning. Teachers should begin framing lessons round the core standards. $3,340 2 Nachtwey  Work with teacher leaders to design an approach to build parent understanding and involvement with their child’s learning the CCSS.  Prompt conversations about the standards to both observe and encourage content expertise3 withBerg staff.  Gain self-knowledge about the standards and the major shifts expected.  Encourage conversations about “what student work will look like” when students attain these4 standards.Voight Sprangers  Use tools available to guide teacher work – like Investigations Guide activities, Deeper Study activities, or StandardsInsight unpacking.  Have teacher teams work on careful alignment with current resources on a scale that indicates “degree of alignment”.

 Post your expectations re: CCSS; start “working with” them in professional conversation and study

Teachers:  Study and learn the standards  Collaborate about the standards and what they mean  Use the unpacking for further study  Align resources carefully to knowledge, skills and understandings 6  Develop units and resources for gaps  Plan and build teaching of the standards into lessons  BEGIN TO TEACH AND ASSESS THE STANDARDS 4/6/2018 MATH : 148 DAYS = $24,716

Day 1) one grade level

Day 2/3 ) above and below

Day 4: Full team MB K Style Crabb MATH 4 days = 20 days 1 Waldo total = $3,340 2 Klein Blondeau

3 Smith

4 Marique

SU K Hendrickson MATH 4 days = 20 days 1 Nyquist Bemmels total = $3,340 2 Werlein

3 Mikle Mikle

4 Bortz

5 Nicol Ashley MATH 4 days = 16 days total = 6 Anderson Ives $2,672 Walder Larson

Weber Martin

7 Cook MATH 4 days = 16 days total = 8 Gering $2,672

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4/6/2018 9 Hendricks Greene MATH 4 days = 16 days total = 10 Quinn $2,672 11 Sorenson

Roles and responsibilities:

Expert teams:

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4/6/2018 Level One Activities Level Two Activities Level Three Activities Level Four Activities

 Recall elements an details of  Identify and summarize the  Support ideas with details and  Conduct a project that requires story structure, such as sequence major events in a narrative. examples. specifying a proble, designing of events, character, plot and and conducting an experiment, setting  Use context cues to identify the  Use voice appropriate to the analyzing its data, and reporting meaning of unfamiliar wards. purpose and audience. results/solutions.  Conduct basic mathematical calculations  Solve routine multiple-step  Identify research questions and  Apply mathematical model to problems. design investigations for a illuminate a problem or situation.  Label locations on a map scientific problem.  Describe the cause/effect of a  Analyze and synthesize  Represent in words or diagrams a particular event.  Develop a scientific model for a information from multiple scientific concept or relationship complex situation. sources.  Identify patterns in events or  Perform routine procedures like behavior.  Determine the author’s purpose  Describe and illustrate how measuring length or using and describe how it affects the common themes are found  Formulate a routine problem punctuation marks correctly. interpretation of a reading across texts from different given data and conditions. selection. cultures.  Describe the features of a place  Organize, represent and or people.  Apply a concept inn other  Design mathematical model to interpret data. contexts. inform and solve a practical or abstract situation.

Webb, Norman L. and others “web alignment tool” 24 July 2005. Wisconsin Center of Educational Research , University of Wisconsin-Madison, 2 Feb 2006 www.wcer.wisc.edu/WAT/index.aspx

4/6/2018 Lucy Calkins; Pathways to the Common Core, 2012

OVERVIEW OF THE READING STANDARDS

Same skill set throughout

The Common Core, though, has decided that there are a small number of enduring skills that constitute reading for readers at any age, no matter what kind of text a reader holds

Ten standard (nine skills)that readers can carry across texts and up grade levels; all require deep comprehension and high-level thinking

Valued in the CCSS: close, attentive reading; critical reading; reasoning and use of evidence; comprehend/evaluate/synthesize, comprehend and evaluate, understand precisely…question…assess the veracity, cite specific evidence, evaluate other points of view critically, demonstrate understanding of a text, referring explicitly to the text, refer to details and examples in a text, quote accurately from a text, objective summary, determine…describe…explain… compare and contrast…analyze

Deemphasizes reading as a personal act and emphasizes textual analysis (This will be a shift for most teachers/grown-ups); do they veer off into discussions of their own experiences? They’ll need nudging to move to CCSS work (three sides to every story)

Informational skills: read to determine central ideas and analyze authors viewpoints (part to whole)

No more weight to fiction or non-fiction…deep comprehension and interpretive skills of each; implicit sharpening of focus on nonfiction…

4th grade Literary Informational

Literacy is a shared responsibility in content area classrooms as well as ELA classrooms

IMPLEMENTATION IMPLICATIONS 17

4/6/2018  High-level comprehension skills calls for a reversal of NCLB’s focus on decoding andc love-level literacy skills: reading for meaning

 High-level comprehension and analytical reading: many teachers never received any training of practice with these skills

 Explicit instruction in the skills and strategies of high-level comprehension is necessary

 Need to assess the texts re: complexity; need the texts available

 Social studies and science will need PD in reading instruction

OVERVIEW OF WRITING STANDARDS

Three types of writing: arguments, informative/explanatory texts, narratives (not genres; genres can be relayed with all three types)

1. Narrative: personal narrative, fiction, historical fiction, fantasy, narrative memoir, biography, narrative nonfiction

2. Persuasive/opinion/argument writing: persuasive letter, review, personal essay, persuasive essay, literary essay, historical essay, petition, edutorieal, op-ed column

3. Informational and functional/procedural: fact sheet, news article, feature article, blog, website, report, analytic memo, research report, nonfiction book, how to book, directions, recipe, lab report

Staircase of complexity and quality

Writing is a shared responsibility

5th grade: narratives: 35%, information and explanations 35% and opinions 30%

Keyboarding skills absolutely necessary

Volume/rate is important

Extremely high levels of proficiency

Use of the writers workshop/writing process

Writing will need to be treated just as reading and math have been treated in the past

4/6/2018 CCSS ALIGNED ASSESSMENTS FUEL WHOLE SCHOOL REFORM

 Don’t interpret the CCSS as a mandate to shoehorn more stuff into an already overcrowded curriculum

 Choose priorities, drawing on the school’s strengths

 Implement the selected reforms fully and seriously, then learn form that process and extend it to new areas

Writing process

Quality of student writing

Writing as integral even for very young students

Writing across all disciplines and for real purposes

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