Year 4 of the Transition AND BEYOND Topic: Common Core Initiative Standards Domain

Objectives 1.Make connections between future expectations and current practice 2.Challenge your assumptions 3.Expand personal and professional vocabulary and skills as we transition from current practice to future success Topic: Common Core Initiative Standards Domain

Objective #1 This session will provide an overview of the instructional demands that must be visible in classrooms as we prepare students for success. Teachers will be able to work individually or in teams to determine current practice and identify current needs (self-assessment).

Objectives for this Session  This session will provide an overview of the instructional demands that must be present in classrooms as we prepare students for success. TOPICS WILL INCLUDE: 1.Common Core via Oklahoma Academic Standards 2.What are the Oklahoma Academic Standards? Why now? 3.Literacy/Learning Strategies 4.21 st Century Learning Skills 5.Key Shifts in Instruction 6.Rigor and Relevance and Cognitive Demands. Topic: Common Core Initiative Standards Domain

Essential Question: Where are you in the CCSS Transition? Where are you as a school in relation to the Year 4 Transition expectations? Where are you as a teacher in relation to the Year 4 Transition expectations? What are the Year 4 expectations? Topic: Common Core Initiative Standards Domain

Where are you in the CCSS Transition? Where are you, as a school, in relation to Year 4 Transition expectations? Where are you, as a teacher, in relation to Year 4 Transition expectations? What are the Year 4 expectations?

Activity Explore and compare OKLAHOMA ACADEMIC STANDARDS to current practice. Questions? What is my current understanding of the impending changes? What is my current level of implementation? What do I need to do NOW?

Essential Elements  Team Approach  Small Steps  Alignment of standards, assessment, curriculum and instruction  Literacy is the essential ingredient for EVERYONE!  Where are you? Gap Analysis

Topic: Common Core Initiative Standards Domain

New Initiatives More work! More time! More meetings! Topic: Common Core Initiative Standards Domain

Why are New Initiatives a Problem? There is never enough time. There is never enough funding. There is never adequate guidance. And now, there are simply too many projects to manage efficiently and effectively. Topic: Common Core Initiative Standards Domain

School Improvement – Random Victoria Bernhardt. Using Data For Continuous School Improvement School Improvement Topic: Common Core Initiative Standards Domain

Vision, Mission, Purpose –Focused Victoria Bernhardt. Using Data For Continuous School Improvement School Improvement Topic: Common Core Initiative Standards Domain

Synergy – Focus Together! School Transformation Topic: Common Core Initiative Standards Domain

Topic: Common Core Initiative Standards Domain

Common Vision A Look at the Future

Synergy occurs… When cooperative interaction creates an enhanced combined effect [resources and/or efforts]. Topic: Common Core Initiative Standards Domain

Data We are all at different learning levels Learning Bell Curve Topic: Common Core Initiative Standards Domain

First Goal of a Team COMMON vocabulary, COMMON purposeCOMMON vision teams mission (purpose) Develop a COMMON vocabulary, COMMON purpose, and COMMON vision to communicate and collaborate efficiently and effectively as highly functioning teams to accomplish the mission (purpose) of the school.

Schools MUST Focus on Learning new benchmark: student learning. To truly reform American education we must abandon the long- standing assumption that the central activity of education is teaching and reorient all policy making and activities around a new benchmark: student learning. - Edward Fiske (1992) Topic: Common Core Initiative Standards Domain

Activity – Elbow Partners Define the “purpose of education”. Use any method you have at your disposal to help in this activity. Computer, iPad, Internet, Smartphone, etc. Be prepared to share your definition with the group.

Fundamental Purpose of Education The fundamental purpose of education is to teach a person to read and write… that is to make him literate in an ever- evolving society – to make a person aware, responsible, earn money, develop social skills, fuel one’s thirst for knowledge – to be career, college, citizen, workforce ready. Topic: Common Core Initiative Standards Domain

Professional and Personal Growth The Power of Vocabulary Topic: Common Core Initiative Standards Domain

Understand/Comprehend to grasp the nature, significance, or meaning of to contain or hold within a total scope, significance, or amount to include by construction or implication to understand the nature or meaning of to grasp with the mind; perceive to take in or embrace; include; comprise Topic: Common Core Initiative Standards Domain

Staircase Image

Scaffolding Graphic Organizers Modeling Checklists Prompts Manipulative s Guided Practice Cue Cards Topic: Common Core Initiative Standards Domain

CurriculumInstruction Standards Assessment Resources Effective Instructional Strategies

CCSS PASS/C 3 ACT/SAT NATIONAL ISTE/NETS (Technology Standards) OAS (Oklahoma Academic Standards)

Formative Summative Diagnostic Benchmark Rubric/Performance Portfolio

OCCT/PARCC ACT/SAT/ASPIRE EXPLORE/PLAN STAR Reading/Math Teacher Quiz/Test Study Island

WorksheetsWorksheets Multiple definitions of curriculum, from Oliva (1997). Curriculum is: That which is taught in schools The content and context A set of subjects. A program of studies. A set of materials A sequence of courses. A set of performance objectives A course of study

Effective Instructional Strategies Building Academic Vocabulary Before-During-After Reading Guides Graphic Organizers Note-taking Formal and Informal Writing Assignments Cooperative Learning

Robert Marzano Harry Wong Great Expectations MAX Teaching Jim Faye – Love&Logic Kagan Model

Standards Assessment Curriculum Instruction

Transition = Move Start where you are and keep going. Topic: Common Core Initiative Standards Domain

Reflective Process Identify 2 or 3 things you believe are important to remember as you move into Year 4 of the transition?

Challenge Assumptions What is OAS? Oklahoma Academic Standards Why now? Topic: Common Core Initiative Standards Domain

Oklahoma Academic Standards 21 st Century Skills Common Core (CCSS) PreK-12 th Grade ELA/Literacy-2010 Mathematics-2010 PASS PreK-12 th Grade (to include CCSS Literacy) Fine Arts Physical Education World Languages Informational Literacy Instructional Technology Technology Education Oklahoma C 3 - Career, College, Citizenship C 3 PASS PreK-12 th Grade (to include CCSS Literacy) Social Studies-2012 Science-Under revision Next Generation Science (NGSS) Literacy Topic: Common Core Initiative Standards Domain

Literacy for ALL “Next Generation Learner” Topic: Common Core Initiative Standards Domain

Instructional Effectiveness Defined The effective integration of literacy and learning strategies. Topic: Common Core Initiative Standards Domain

Elbow Partner Activity What is Literacy? Use any resource available to develop your teams understanding of literacy. Explore the question, “What is literacy?” Topic: Common Core Initiative Standards Domain

Literacy Defined Literacy has always been a collection of communication practices. As society and technology change, so does literacy. Adopted by the NCTE Executive Committee, February 15, 2009 Topic: Common Core Initiative Standards Domain

Twenty-first century readers and writers need to: Develop proficiency with the tools of technology Build relationships with others to pose and solve problems Design and share information Topic: Common Core Initiative Standards Domain

Manage, analyze and synthesize multiple streams of information Create, critique, analyze, and evaluate multi-media texts Attend to the ethical responsibilities required in these complex environments Topic: Common Core Initiative Standards Domain

"The illiterate of the future are not those that cannot read or write. They are those that can not learn, unlearn, relearn." -Alvin Toffler (Futurist/Author)

“It’s not what you know. It’s what you can do with what you know.” -Tony Wagner Vision 2020

Effective Literacy, the practice of reading, writing, spelling, listening and speaking, is embedded in ALL content areas as an explicit learning objective. Displays basic recognition of the importance of literacy as the “bonding agent” for literacy. Topic: Common Core Initiative Standards Domain

Highly Effective …and its definition is expanded to include visual representations, expressions of ideas, making decisions, and solving problems. Leverages as the “bonding agent” for all learning. Topic: Common Core Initiative Standards Domain

Superior …plus the additional components of literacy to include: innovative use of multimedia, computer, information analysis and technology. Topic: Common Core Initiative Standards Domain

What is Learning Strategies Instruction Strategy instruction is a powerful student-centered approach to teaching that is backed by years of quality research. In fact, strategic approaches to learning new concepts and skills are often what separate good learners from poor ones. Topic: Common Core Initiative Standards Domain

Literacy Strategies for Every Content Area Building Academic Vocabulary Before-During-After Reading Guides Graphic Organizers Note-taking Formal and Informal Writing Assignments Cooperative Learning Topic: Common Core Initiative Standards Domain

Elbow Partner Activity Handout – Explore the Instructional Effectiveness - Literacy and Learning Strategies Which strategies are you comfortable using in your classroom? Which strategies are you not comfortable using in your classroom? Topic: Common Core Initiative Standards Domain

Effective Instructional Strategies Brainstorm Cooperative Learning Demonstration Discourse Guided Practice Inquiry Instructional Technology Lecture Memorization Note-taking/Graphic Organizers Presentations/Exhibition Problem-based Learning Project Design Research Simulation/Role-playing Socratic Seminar Teacher Questioning Work-based Learning Topic: Common Core Initiative Standards Domain

Effective Instructional Strategies Building Academic Vocabulary Before-During-After Reading Guides Brainstorm Cooperative Learning Demonstration Discourse Guided Practice Inquiry Instructional Technology Lecture Memorization Note-taking/Graphic Organizers Formal and Informal Writing Presentations/Exhibition Problem-based Learning Project Design Research Simulation/Role-playing Socratic Seminar Teacher Questioning Work-based Learning

Socratic Seminars The Socratic seminar is a formal discussion, based on a text, in which the leader asks open-ended questions. Within the context of the discussion, students listen closely to the comments of others, thinking critically for themselves, and articulate their own thoughts and their responses to the thoughts of others. They learn to work cooperatively and to question intelligently and civilly. - Israel, Elfie. (2002)

Learner Responsibility Topic: Common Core Initiative Standards Domain

Fidelity of Implementation Accountability Trustworthiness Commitment ResponsibilityConsistency Stability Uniformity Topic: Common Core Initiative Standards Domain

21 st Century Skills Preparing Students for THEIR Future Topic: Common Core Initiative Standards Domain

Socialmedia’s Impact This video is very fast. At its conclusion, you will have 1 minute to reflect with your neighbor. Be ready to share your thoughts with the group.

Activity Elbow Partner Brainstorm Characteristics of Graduating Students Topic: Common Core Initiative Standards Domain

Essential 21 st Century Learning Skills Critical thinking and problem solving Creativity and innovation Oral and Written Communication Teamwork and collaboration Accessing and Analyzing Information Media Literacy Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility  Adapted from Topic: Common Core Initiative Standards Domain

7 Survival Skills for the 21 st Century 1.Critical thinking and problem-solving. The ability to ask good questions. 2.Collaborative problem-solving with a deep appreciation of the differences between peers. 3.Innovation 4.Ability to speak and write with voice and reason 5.Ability to question, learn, clarify thinking using research 6.Curiosity, creativity, imagination 7.Sense of initiative Topic: Common Core Initiative Standards Domain

(CCSS and C 3 PASS) Instructional Shifts Standards Domain ELA/Literacy Mathematics 21 st Century Skills Topic: Common Core Initiative

Instructional Shifts Topic: Common Core Initiative Standards Domain The instructional shifts identify the major shifts in curriculum and instruction to align with the Common Core State Standards Initiative (CCSSI).

Instructional Shifts Topic: Common Core Initiative Standards Domain The identified shifts help educators understand the changes in classroom instruction and curricular materials required to effectively implement rigor and relevance.

Instructional Shifts Topic: Common Core Initiative Standards Domain Oregon Department of Education New York Department of Education EngageNY Student Achievement Partners

Topic: Common Core Initiative Standards Domain Major Instructional Shifts Six Instructional Shifts in ELA/LiteracySix Instructional Shifts in Mathematics 1. Increased Reading of Informational Text 1. Focus 2. Literacy Instruction in all Content Areas 2. Coherence 3. Text-based Answers3. Fluency (Procedural) 4. Increased Writing from Sources4. Deep Conceptual Understanding 5. Staircase of (Text) Complexity5. Application (Modeling) 6. Academic Vocabulary6. Dual Intensity (Balanced Emphasis)

Instructional Shifts Topic: Common Core Initiative Standards Domain Oregon Department of Education shifts-math.pdf shifts-ela.pdf

Instructional Shifts Topic: Common Core Initiative Standards Domain New York Department of Education ult.htm EngageNY Student Achievement Partners

Shifts in Mathematics Shift 1FocusTeachers significantly narrow and deepen the scope of how time and energy is spent in the math classroom. They do so in order to focus deeply on only the concepts that are prioritized in the standards. Shift 2CoherencePrincipals and teachers carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years. Shift 3FluencyStudents are expected to have speed and accuracy with simple calculations; teachers structure class time and/or homework time for students to memorize, through repetition, core functions. Shift 4Deep Understanding Students deeply understand and can operate easily within a math concept before moving on. They learn more than the trick to get the answer right. They learn the math. Shift 5ApplicationStudents are expected to use math and choose the appropriate concept for application even when they are not prompted to do so. Shift 6Dual IntensityStudents are practicing and understanding. There is more than a balance between these two things in the classroom – both are occurring with intensity.

Shifts in ELA/Literacy Shift 1Balancing Informational & Literary Text Students read a true balance of informational and literary texts. Shift 2Knowledge in the Disciplines Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities Shift 3Staircase of Complexity Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading. Shift 4Text-based Answers Students engage in rich and rigorous evidence based conversations about text. Shift 5Writing from Sources Writing emphasizes use of evidence from sources to inform or make an argument. Shift 6Academic Vocabulary Students constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts.

Topic: Common Core Initiative Standards Domain Three Instructional Shifts in ELA/Literacy Three Instructional Shifts in Mathematics 1. Building knowledge through content-rich nonfiction 1. Focus strongly where the Standards focus 2. Reading, writing, and speaking grounded in evidence from text, both literary and informational 2. Coherence: Think across grades, and link to major topics within grades 3. Regular practice with complex text and its academic language. 3. Rigor: In major topics pursue conceptual understanding, procedural skill and fluency, and application with equal intensity Condensed Instructional Shifts

Topic: Common Core Initiative Standards Domain Essential Actions for Leaders 1.Know the shifts: Ensure all stakeholders know and understand the mathematics and ELA/Literacy Shifts 2.Support aligned instructional practice: Ensure school or district tools used to guide instructional practice reflect and prioritize the expectations of rigor and relevance. 3.Focus professional development: Ensure dollars and time spent on professional learning deepen educators’ knowledge of and facility learning. 4.Align materials: When reviewing existing materials or purchasing/developing new materials, ensure instructional resources meet the goals and expectations of rigor and relevance. 5.Align assessments: Ensure school or district interim/benchmark assessments accurately reflect the expectations. 6.Involve the community: Engage parents and community members in the district’s work.

Instructional Shifts Activity Instructions Topic: Common Core Initiative Standards Domain 1.Compare and contrast the three shift perspectives (Oregon, New York, Engage Condensed) 2.Discuss implications of the shift topics on current classroom practice 3.Consider the “next steps” that need to be implemented to meet expectations for rigor and relevance 4.Be prepared to share with the group

Topic: Common Core Initiative Standards Domain

Topic: Common Core Initiative Standards Domain

Topic: Common Core Initiative Standards Domain

Create 6 Quadrant C Assimilation DOK 3 ELABORATE/EVALUATE Analyze Data/Draw Conclusions Requires Student to Think In Complex Ways (analyze, compare, create, and evaluate) Quadrant D Adaptation DOK 4 EVALUATE/EXTEND Accept or Reject your Hypothesis Recommendation beyond the experiment Requires Student to Think and Work (student-centered learning: interdisciplinary) Evaluate 5 Analyze 4 Apply 3 Quadrant A Application DOK 1 ENGAGE/EXPLORE Observation/Hypothesis Focus On Teacher Doing The Work Quadrant B Application DOK 2 EXPLAIN/ELABORATE Design and Carry out your Experiment Emphasis on Student Doing Real-World Work (takes time for students to complete work) Understand 2 Remember 1 Adapted from: *Bloom Revised *Webb DOK *Daggett Rigor & Relevance *Trowbridge 5Es Model 1 Knowledge in one discipline 2 Apply knowledge in one discipline 3 Apply knowledge across disciplines 4 Apply knowledge in real-world predictable situations 5 Apply knowledge in real-world unpredictable situations Application PROBLEM SOLVING SKILLS Topic: Common Core Initiative Standards Domain

SUMMARIZATION  This session will provide an overview of the instructional demands that must be present in classrooms as we prepare students for success. TOPICS WILL INCLUDE: 1.Common Core via Oklahoma Academic Standards 2.What are the Oklahoma Academic Standards? Why now? 3.Literacy/Learning Strategies 4.21 st Century Learning Skills 5.Key Shifts in Instruction 6.Rigor and Relevance and Cognitive Demands. Topic: Common Core Initiative Standards Domain

Challenge Forget the Box Video