Defining the Core: A whole new way of learning Common Core State Standards English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Defining the Core: A whole new way of learning Welcome and introduction ( Possibly go over norms– parking lot– Questions at end) Perhaps do a Marzano Scale 1-5 how familiar with CCSS-ELA are they? Over the course of this session, we will be exploring the process by which the Literacy Department will be rolling out Common Core State Standards-English Language Arts professional learning opportunities. As you note from the slide, this includes reading, language arts, and new literacy standards for the content areas…. History, Social Studies, Science and Technical Subjects. We will review today the District Implementation plan, resources and tools available for district personnel, school based leaders, instructional staff, parents, and the community at large. This is not an overview session of the Common Core. Broward County Public Schools Literacy Department August 6, 2012

Expected Outcomes Enhance knowledge base of the Common Core Standards for ELA and Literacy. 1 Become familiar with the shifts and standards key to the CCSS for Literacy. 2 Understand the District implementation and roll out process. 3 Facilitator Directions: Read the Expected Outcomes for this session. Enhance knowledge base of the Common Core Standards for Mathematics. Become familiar with the structure of the Common Core State Standards for Mathematics. Enhance knowledge of the Common Core Standards for Mathematical Practice. Understand how the critical areas bring focus to key mathematical concepts for students to learn at each grade level. Consider how the learning progressions can be used to inform curriculum and guide instruction. 4 Become familiar with the District professional learning plan, including the communication web site. 5 Listen to your feedback and questions regarding the CCSS Literacy implementation.

CCSS-ELA District Support Team Instruction & Interventions Literacy Department Literacy K-12 Library Media K-12 Social Studies K-12 World Languages K-12 A Whole New Way of Learning Defining the Core Under the District re-organization many Departments have shifted or may have entirely new names. What was formally known as the “Curriculum Division” is now the Division of Instruction and Interventions, under the leadership of Dr. Marie Wright. Within I & I there are 5 Departments. Literacy, STEM, CTACE, CCR and ESOL. The Director of Literacy is Michele Rivera. The Literacy District team is composed of K-12 Literacy Curriculum Supervisors from Reading, Language Arts, Library Media, Social Studies and World Languages. (We’ve provided a handout with our department contact information). Our department, like many others and your schools, has undergone significant cuts. As we develop the CCSS implemention plan for the District, our key focus was how 9 Curriculum Supervisors could help roll out the CCSS-ELA to 17,000 Teachers and Administrators, and additional stakeholders by full implementation in 2014-15. Our goal today is to share that plan with you today.

Goals – CCSS Transition Communicate to key stakeholders the changes in the Standards and the instructional model Build teacher capacity in CCSS and the instructional model Identify performance goals and measure progress Support transition to PARCC Assessments Develop and acquire CCSS aligned curriculum content Align fiscal resources to goals

Broward’s Implementation Timeline This is the Broward timeline for CCSS implementation. This plan Is accelerated one year from the State’s timeline.

Grade 9 Sample CCSS ELA Assessment Student Directions: Part 1 (35 minutes) Your Assignment: You will read a short story and article, watch a video, review research statistics, and then write an argumentative essay about your opinion on virtual schools. Many of you may have spent the summer learning more about CC. Very briefly we’d like to begin by walking you through a sample performance task, similar to what our students might experience on a future PARCC assessment. (These assessment have not yet been released). By working with the end in mind, we can begin to plan the professional learning needed to change instructional practice to meet rigor of the common core state standards. Note… 4 Different sources of information…fiction, informational text, multimedia & statstics 2 different media types (print, video)

Grade 9 Sample CCSS ELA Assessment Steps you will be following: In order to plan and compose your essay you will do all of the following: Read a short story and article, watch a video and review research statistics. Answer three questions about the sources. Plan and write your essay. For the purposes of the presentation we have broken down what a sample assessment may look like.

Grade 9 Sample CCSS ELA Assessment Directions for beginning: You will now read the sources and watch a video. Take notes because you may want to refer back to your notes while writing your essay. You can refer back to your sources as often as you like. (short story) (article 1) (video) (research statistics) You see here that students will be allowed to take notes to help them with their essay. The two key ideas are the emphasis for students to cite and use evidence in their writing. Also key is that students must develop effective note-taking skills.

Grade 9 Sample CCSS ELA Assessment Questions: Use your remaining time to answer your questions below. Your answers to these questions will be scored. Also, they will help you think about the sources that you read and viewed, which should help you write your essay. You may click on the appropriate buttons to refer back to your sources when you think it would be helpful. Answer the questions in the spaces provided below them. Next students then begin to prepare to answer questions. They will need to go back and use information from the short story and article that they read, video that they watched, and research statistics that they previously reviewed. They will be allowed to refer to their notes.

Q U E S T I O N So now let’s take a look at the questions themselves, which individually are very complex. Note question 1- Analyze different opinions between the story they read and the video they watched. Question 2—Students need to interpret the research data and charts and draw conclusions from that data. Question 3 - Students are again synthesizing across multiple sources—the video, the informational article and the research… comparing and contrasting findings. This is just part 1 of the assessment.

P A R T 2 For part 2, student will now begin to plan, draft, and revise an essay based on their work in part 1. While this sample reflects 85 minutes to complete this part, keep in mind that PARCC has not released sample test items and time allotments. You’ll note that in this phase, we see a dramatic departure from how students have been been assessed under FCAT reading and writing. Again, we see the focus of measuring the student’s ability to use evidence and sources to back up claims and to write an argumentative essay. This is not a de-conceptualized prompt. Students are expected to refer back to their sources and notes. However, they can’t change their answer to part 1, because those are scored.

Scoring Information The scorers will be assigning scores for: How your essay will be scored: The scorers will be assigning scores for: Statement of purpose/focus—how well you clearly state your claim on the topic, maintain your focus, and address the alternate and opposing claims Organization—how well your ideas logically flow from the introduction to conclusion using effective transitions, and how well you stay on topic throughout the essay Elaboration of evidence—how well you provide evidence from sources about your opinions and elaborate with specific information Language and Vocabulary—how well you effectively express ideas using precise language that is appropriate for your audience and purpose Conventions—how well you follow the rules of usage, punctuation, capitalization, and spelling To help students focus their writing, the performance task also provides detailed information about the aspects of their writing that will be scored. In this example, five aspects of writing are described including the statement of purpose, organization, elaboration of evidence, language and vocabulary use, and writing conventions. Each of these aspects is associated with one or more assessment targets. You can see that this is significantly different than how students are currently being assessed on FCAT. From our exploration of this prompt we can see the cognitive complexity involved with this type of assessment. While we profiled argumentative writing, there also research writing tasks that mirror the process of reading and reviewing multiple sources, evaluating the sources and drawing conclusions based on textual evidence. Florida DOE’s CPALMS is currently reviewing the cognitive complexity of every CCSS standard. Under SSS and FCAT we had low, moderate and high levels of complexity per Webb’s Depth of Knowledge. With CCSS, we will now see the highest level of complexity-level 4 under Webb’s DOK. This level requires extended time to go through processes of research in order to write and argumentative essay or research report.

CCSS Writing Spiral 9-12 Note the spiral progression in the standard beginning in kindergarten, building to the 9th grade sample previously shown.

CCSS Writing Spiral 6-8 Note the spiral progression in the standard beginning in kindergarten, building to the 9th grade sample previously shown.

CCSS Writing Spiral Note the spiral progression in the standard beginning in kindergarten, building to the 9th grade sample previously shown.

Moving from NGSSS to the Common Core NGSSS/FCAT 2.0 NGSSS LA9.1.7.7 The student will compare and contrast elements in multiple texts. FCAT Grade 9 Released Item: According to the article, what do ___ (two or more elements/persons/events) from the passage have in common? (9th) Moving to the CCSS: RL.CCR.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. RL.910.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical event of the same period as a means of understanding how authors of fiction use or alter history. CCSS Performance Task for ELA Informational Text, Grade 9/10 Students compare George Washington’s Farewell Address to other foreign policy statements, such as the Monroe Doctrine, and analyze how both texts address similar themes and concepts regarding “entangling alliances.” [RI.9–10.9] What we are looking at is a comparison of where we are and where we need to go. The top rectangle shows where we are in regards to NGSSS and FCAT (read through the standard and test item). The bottom half of the slide shows a comparable CCSS standard and an accompanying performance task. Note the elevated level of complexity in the task that a student is expected to accomplish to attain mastery of the standard. Keep in mind that while this is a ninth grade example, the CCSS is built as a staircase with skills building from K up through CCR. Therefore, what we see in ninth grade is actually based on the culmination of skills from all of the previous grade levels.

General Guidelines for Developing Performance Tasks Integrate knowledge and skills Measure understanding, research skills, analysis, and the ability to provide relevant evidence Require student to plan, write, revise, and edit Reflect a real-world task Demonstrate knowledge and skills Allow for multiple points of view Feasible for classroom environment When developing performance tasks there are several guidelines to consider. {+} First, performance tasks are intended to require students to integrate knowledge and skills across multiple assessment targets and claims. Through this integration, performance tasks should measure deep levels of understanding as well as the abilities to apply research skills, perform complex analyses, and provide evidence to support findings and arguments. When measuring students’ writing skills, performance tasks must provide opportunities to plan, write, revise and edit an extended composition or text that is referred to as a “full write.” To the extent possible, performance tasks should require students to work on real-world tasks that are relevant to students and which allow them to demonstrate important knowledge and skills. Performance tasks should also allow for multiple points of view and interpretation. Finally, performance tasks must be feasible for the classroom environment.

Design of Performance Tasks Components of a Performance Task Stimuli (Resources) Readings, Audio clips, Video clips Graphs, charts, other visuals Research topic/issue/ problem Information Processing Research questions Comprehension questions Simulated Internet search Product/ Performance Essay, report, story, script Speech with/without graphics, other media Responses to embedded constructed response questions The design of performance tasks includes three main components: Stimulus, Information Processing, and Product/Performance. For each component of a performance, a variety of elements may be included. {+} As an example, stimulus can be presented in a variety of formats including reading passages, video or audio clips, images, and topics that require research or investigation. Information processing may occur by having students research specific questions or by asking them to think about specific aspects of stimuli to which they were exposed. Products and performances can also take many forms including essays, stories, reports, and speeches. A wide variety of performance tasks may be developed by combining various stimuli, information processing tasks, and products. The number of stimuli to be used for a performance task differs across grade levels, from one or two at grade 3 to as many as five at the high school level. While stimulus materials should include a wide range of informational pieces, heavy emphasis should be placed on material involving science, history, or social studies content or themes that are consistent with the Common Core State Standards.

CCSS Literacy Implementation Plan Who? Students in K-12 Reading, Language Arts, Social Studies, Science, and Technical Subjects What? English Language Arts and Literacy Changes in Instructional Model How? Implementation Strategy Curriculum Resource Development Professional Learning Plan Support Plan Evaluation Where? Anytime, anywhere via a variety of delivery methods When? 2011-2014 It becomes evident that the transition to CCSS will require significant changes in instructional practice. So how will we get there? Our goal is to maximize both human and digital resources to support administrators, teachers, and school communities as they begin to internalize the CCSS. We have been working hard all summer on creating professional learning tools that will be accessible online for planned and “just in time (when needed”) professional learning.

Balancing Informational and Literary Text Knowledge in the Disciplines Staircase of Complexity Academic Vocabulary Writing from Sources Text-based answers The Shifts (Note the animated…. Items with similar colors go “together”… You have click each one to add a piece) Our implementation plan breaks down the 32 ELA CCSS standards K-12 into 6 “chunks” or shifts, versus implementting the standards in isolation. The Department of Literacy will be providing and supporting schools with resources aligned to these specific shifts. You can see by the colors here… that several of the shifts naturally complement each other…i.e. writing from sources and text based answers. CCSS-ELA

In your handouts we have provided you a month by month calendar for the shift that will be the focus for professional learning. Note…this monthly shift focus will apply to K-12.

CCSS Literacy Content Focus Guide Contains links to changes expected in instructional strategies Exemplar lessons Video examples (emulating classroom modeling) Aligned with Marzano Teaching Frameworks Aligned to relevant professional learning opportunities Prompts for indications of progress through observations What you are going to see in a moment is a content focus guide… explain guide… month by month, grade by grade (next slide provides the focus guide for Grade 8 as an example).

CCSS Literacy Content Focus Guide This is a page from the focus guide. Grade level 8. A literacy shift will be addressed monthly/bi-monthly (Keep in mind that this is a rollout plan for professional learning, not an instructional focus calendar). Implementation Strategy: A literacy shift will be addressed monthly/bi-monthly

Professional Learning Plan: Literacy Aligned to the implementation Strategy Focus on a literacy shift and associated strategies Introduction at the beginning of the month via a Webinar Continue the pattern of introductory Webinars each month Workshops via Face to Face, Blended or Online delivery methods Institutes of Learning Targeted Shifts Professional Learning Community Assistance Self-paced learning modules Leadership Training Our professional learning plan is outlined on this slide. In an effort to meet the diverse needs of all stakeholders, our literacy department will offer many opportunities in a variety of mediums to support professional learning on the Common Core State Standards.

Changes in Instructional Model Literacy Examining Elements of Persuasive Speeches English/Language Arts Grade 8 - Speaking and Listening (From: The Teaching Channel) Now let’s take a look into the window of an 8th grade classroom from a CCSS perspective. (Make certain you test the link to the movie)

Support Plan – Literacy and Math Curriculum Resources, Activities and Strategies developed for classroom use Video based exemplars and related lesson plans Modeling of changed strategies Remediation model – build capacity, coaching and modeling Administrator support Outreach to parent and business community Review support plan

Current Status – Literacy and Math What progress has been made since January 2012? Kindergarten teachers have attended professional learning Grades K, 1 and 2 teachers are in the process of attending professional learning Assistant Principals attended CCSS overview training (January 2012) Leadership Week (June 2012) in conjunction with Talent Development Formed a Cadre of Experts in Literacy and Mathematics (K-12) who will assist with the implementation and build capacity for change Completed implementation plan and “working on the work” Review what’s been done so far

Cadre of Experts Build Capacity among teacher-leaders Model Classrooms Support for school-based PLCs Capture best practices via video for sharing Facilitate district virtual PLCs through Discuss Cadre of Experts- We will be drawing upon our cadre of experts initiated last Spring to help us help build capacity. We will capitalize on virtual applications to reach our stakeholders. Adobe Connect

CCSS Steering Committee Key Stakeholders CCSS CCSS Steering Committee Senior Leadership Principals Teachers Students Parents Partners So, whom does our immersion in CCSS impact? EVERYONE has a stake in this initiative if we want to prepare our students to be college and career ready! Again review stakeholders.

District Web Site http://definingthecore.com Note that the Defining the Core website addresses all stakeholders reflected in previous silde. Review ELA links. Click on view more opportunities, resources, videos etc… to demonstrate. Be sure to show resources.

CCSS K-12 Literacy Team Dr. Marie Wright, Executive Director, Instruction and Interventions Michele Rivera, Director, Literacy David Shelley, Curriculum Supervisor, Literacy Margaret Livingston, Curriculum Supervisor, Literacy Teri Acquavita, Curriculum Supervisor, Literacy Alescia Smith, Curriculum Supervisor, Literacy Lynne Oakvik, Library Media, Specialist, Literacy Louise Ball, Curriculum Supervisor, Social Studies Shellie Gory, Curriculum Supervisor, Social Studies Blanca Guerra, Curriculum Supervisor, World Languages Jenna Moniz, ESOL Educational Specialist Close with Lit Supervisors.

Please give us your feedback! http://www.quia.com/sv/586433.html Only three brief questions: 3 Key points you will walk away with Something that squared with you Question you still have swirling around in your head