1. CCSS Instructional Shifts
How do the instructional shifts of the CCSS impact the way we plan for student learning as PLCs?

2. College and Career Ready “A portrait of students who meet the standards”
What do we want for our students? What are we trying to create for the future?
If this is what we want as our end in mind, how will we shift our practices to build this?

3. If we aim to fulfill the promise of College, Career, and Life Readiness for Each and Every Student, how do our practices need to shift?
Why

4. Instructional Shifts: Not Just Another New Thing
These shifts have been identified as the major changes that should become apparent in curriculum and instructional practices in order to meet the demands of the Common Core State Standards, in essence, shifting the instructional load.
Provide participants with the Shifts Handout. Have them read through the description of each shift and work together to begin to complete the graphic organizer regarding the implications for students, teachers and administrators. (2-3 minutes for ELA only at this point)

5. (Purpose: highlight the leverage of the shifts we have prioritized)
You’ve just heard 6 ELA shifts and 6 Math shifts. While all are important, we cannot possibly focus on them all.
This slide shows a graphic representation of the Mathematical Practices, the Literacy Practices and the Science and Engineering Practice. We’ve used a triple Venn Diagram to communicate a specific message about these practices. Discuss at your table why you think we used this graphic and what is being communicated. (2-3 minutes)
There are several practices that all appear in the middle of the venn. These are the practices that transcend all content areas and subjects. This is where we have chosen to focus in order to create leverage for our system. These practices also create the instructional shifts we are trying to create: Students owning their learning through deep understanding and rigor in mathematics and text dependent questions and evidence based discussions in Literacy.
We will explore these more.

6. Why Shift? “I’ve had moments that look like the Common Core.”
-Kate Gerson
What does the Common Core look like?
How do we have more moments that look like the common core?
Refer back to the video with this quote from Kate Gerson.

7. Read the note on range and content of student reading.
What evidence do you see of the shifts?
Elementary: These anchor standards for reading represent the learning we want to occur in K-12 and all content areas. It is important to really think about the implications for our elementary students and their instructional day.

8. This graphic further represents the organization of the Literacy standards. They were purposely organized with reading and writing as the load bearing walls and speaking and listening and language as constant spirals throughout the learning opportunities.
These standards have implications for our K-12 system and all content areas.

9. How are the CCSS for ELA organized?
Reading - 10
Key Ideas & Details (3)
Author’s Message
Craft & Structure (3)
Author’s Techniques / Internal Composition
Literary Text
Informational Text
Integration of Knowledge & Ideas (3)
Expanding Knowledge
As we look closer at the reading strand organization, look back at your copy of the anchor standards.
The standards are grouped in a way to represent the progression of learning that we need to lead and support students through as we engage them with text. It is not enough to just have students read passages and ask them questions. There are questions worth asking that assist in helping student gain knowledge from text in a scaffolded way: first by looking at key ideas and details to determine the author’s message, at the craft and structure of the text to illicit the meaning, and finally through an integration of knowledge and ideas from the text or several texts to ensure deep understanding for our students. This is a way to approach learning from text in any class.
Range of Reading and Complexity of Text
Flexibility

10. Why consider the Literacy Standards?
“Asking a teacher to become a reading teacher is distinctly different from asking a teacher to help students master texts within the teacher’s own field. In fact, subject-area teachers are best qualified to help their students master texts in each course. Subject-area teachers should not be expected to teach basic reading skills, but they can help students develop critical strategies and skills for reading texts in each subject.”
Southern Regional Education Board
We are going to help participants learn about the shift using a literacy standard today. This is important to model for teachers of any content because they each are most capable of helping students learn from text in their subject.
This is a compelling why and also reinforces the transformation and shift we are trying to create.

11. Standard 10 is ultimately the end in mind for ALL reading instruction.
“Read and comprehend complex literary and informational texts independently and proficiently.”
This is what we will ask participants to engage in today, and this is the ultimate goal we have for all students.
Standard 10 is ultimately the end in mind for ALL reading instruction.

12. “If we don’t change our practice this way, we will not create the space, the time, the learning opportunities for our students to achieve the core, period. We must change, we must shift.”
Kate Gerson
As we think about the future we are trying to create for our students, we need to think about all we have to change: we have to think about the content, our instruction in the classroom and even the way we organize the day for student learning. We are looking for a transformation.

13. Integrated Humanities Science Inquiry and Investigations
Every bicycle hits the road with a rider, much like a student, ready to learn and discover the unknown.
Integrated Humanities
ELA Block
Reading Block
(90 Minutes)
Integrated STEM
Science Inquiry and Investigations
Mathematics
Just as a rider balances their bike, teachers provide a balanced approach of both literature and informational text.
Integrated Instructional Model
Meaningful content connections infused within hands on and virtual inquiry opportunities.
Technology are the gears helping to drive the learning.
Literacy provides the framework, an iron support holding the parts of the bike together. Evidence based reading, writing, and speaking help students gain independence and ownership of content.
The wheels constantly turn as the Standards for Mathematical Practice (CCSS) and Practices of Science and Engineering (NGSSS) are woven throughout instruction.
Elementary:
As educators, our goal is to guide our students down a road to achieve their grade level standards. Designing rigorous and relevant learning opportunities that call students to read, write, and speak in order to build content knowledge will allow students to develop, refine, and reflect on their new learning.
To develop these learnings we need to think about the instructional model through the student perspective.
Envision a Pasco County student on the road guiding their bike to college, career, and life readiness. In organizing the elementary instructional day we need to consider the two wheels representing our day into two parts. The front wheel represents integrated humanities and the rear wheel represents integrated STEM. A strong iron framework is necessary to hold these two wheels together. Literacy is our framework holding elements of our bike together.
In looking at the front wheel we need to not only think about it as humanities, but instructional practices in reference to text (inclusive of all types of text) and connections to the framework of our instructional model (science and math). The humanities wheel consists of a 90 minute mandated of the Reading block. When we expand from the 90 minute block we need to think creatively in how writing is incorporated. How do we provide opportunities for writers to respond to text with in listening and speaking throughout the day. As educators we need to be aware of these connections so students can make these connections.
The rear wheel of the bike encompasses the Integrated STEM block: Science, Technology, Engineering and Mathematics. The STEM wheel consists of mathematics and science inquiry and investigations.. Within the integrated STEM block the standards are taught through the standards of mathematical practice and the science and engineering practices. Elements of these practices transcend into the frame of the bike as students engage in literacy practices to deepen their content understanding to transfer to content application. Intentional connections to key ideas across these contents are essential to deepen and extend students understanding.
Just as we shift gears on a bike to accommodate different terrains, as educators we need to be flexible and shift our practices and organizational structure with in our instructional blocks to meet the needs of our students. Just as a cyclist speeds up and slows down our instructional practices and approaches will vary to meet the needs of our diverse student population.
As educators, our goal is to guide our students down a path to achieve their grade level standards. Designing rigorous and relevant learning opportunities that call students to read, write, and speak in order to build content knowledge will allow students to develop, refine, and reflect on their new learning.
College
Career
Life
Ready!

14. Power of the Shifts Know them – both the what and the why
Internalize them
Apply them to your decisions about
Time
Energy
Resources
Assessments
Conversations with parents, students, colleagues

15. Processing the Learning
What about my current practice will stay the same?
What are two concrete actions I will take in order to better support my students meet the demands of the CCSS?
How will I take this back to my PLC/staff to help teachers own their learning?
Students
Teacher
Administration
PLC Facilitator
Who is building the knowledge? Today we are building knowledge in you to build further capacity in your school, in your teachers. This should impact your PLC work as well as the work in your own classroom.
Who owns the learning? At the end of today, you need to own the learning, at the end of a PLC, your teachers should own their learning, and at the end of the day, your students are the ultimate consumer and the most important owner.