1. RCAS Common Core State Standards Secondary BLT November 8, 2011

2. Developing Common Language with Active Expressions

3. The CCSS provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. (www.corestandards.org) Common Core State Standards Mission Statement

4. 1.Participants will develop common language and shared understanding of the CCSS document. 2.Participants will learn to navigate the CCSS template (disaggregating tool). Learning Targets

5. District Priorities

6. Connect the standards to teaching practices and student learning behaviors. (Teaching, Learning, Assessment) Understand the framework and format. Develop common language. Develop an understanding of the actual standards. (Unpacking or Disaggregating) Develop a systematic plan for “chunking” the standards into manageable pieces. (Mapping, Pacing, Guaranteed Curriculum)

7. College and Career Readiness Capacities Demonstrate independence Comprehend and critique Build strong content knowledge Value evidence Respond to varying demands Use technology and digital media Understand other perspectives and cultures

8. Grade Level/Code Anchor Standard: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. (pp. 10, 35, 60) 12 th /RI.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 11 th /RI.11.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 10 th /RI.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 9 th /RI.9.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 8 th /RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 7 th /RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 6 th /RI.6.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 5 th /RI.5.1Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 4 th /RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 3 rd /RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2 nd /RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 1/RI.1.1Ask and answer questions about key details in a text. Kindergarten /RI.K.1 With prompting and support, ask and answer questions about key details in a text. Reading for Informational Text Example: Standard 1

9. 15 Minute Break (Math teachers move to library upstairs)

10. Understand the framework and format. Develop common language.

11. Avoiding Shortcuts in the CCSS Disaggregation Process Isn’t there a shortcut? It is the process of building shared knowledge and the collaborative dialogue about that shared knowledge that builds the capacity of staff. When teams are removed from that process, the likelihood of building capacity is lessened. The effectiveness of others is enhanced when clarity and ongoing support is provided regarding what needs to be done. People do not grow and build capacity when the work is done for them. Richard DuFour and & Robert Marzano, 2011 11

12. Develop an understanding of the actual standards. (Unpacking or Disaggregating)

13. Disaggregating the Standards Disaggregating the Standards Standard 2 Choose grade level and content 12 minutes – Private work time: Relevance and Applications KNOW UNDERSTAND DO Key Vocabulary Share with your table Meet with same content area Collaborate and display your understanding of the standard Complete template down to “Relevance and Applications”

14. Disaggregating the Standards Disaggregating the Standards Reflecting on the Process  What discovery did you make during this process?  What might you take back for your building work?

15. Connecting to the Learning Assessment Process

16. Connect the standards to teaching practices and student learning behaviors. (Teaching, Learning, Assessment) Understand the framework and format. Develop common language. Develop an understanding of the actual standards. (Unpacking or Disaggregating) Develop a systematic plan for “chunking” the standards into manageable pieces. (Mapping, Pacing, Guaranteed Curriculum)

17. 1.A Greater Pool of Resources “When yesterday you might have shared your lesson across the hall, under the CCSS you’ll be able to share lessons with teachers across the country” (Kendall, 2011). 2.Increased Collegiality “A shared language is the essential first step for communication” (DuFour & Eaker, 1998; Kohm & Nance, 2009). The Common Core will provide great opportunity for an unprecedented level of discourse. 3.Increased Professionalism One hallmark of a profession is mastery of a body of knowledge. In education, the greater the challenge is for students, the more crucial it is that teachers have both a mastery of content and an understanding of teaching and learning. Benefits of Implementing the CCSS

18. CCSS Professional Development: Defining Initial Responsibilities: The District District Responsibilities: The district is responsible for providing leadership and professional development to design templates, tools/resources, and processes for staff to develop shared knowledge of the CCSS and to disaggregate/unpack the CCSS. This CCSS work will be integrated within the structure of the Learning-Assessment Process. This work begins to answer the first critical question of What do we want students to learn? 18

19. CCSS Professional Development: Defining Initial Responsibilities: The Building Building Responsibilities: The building is responsible for providing leadership and professional development to regularly meet (a minimum of once each month) and implement processes that build shared knowledge and disaggregate/unpack the CCSS. This CCSS work will be integrated within the structure of the Learning-Assessment Process. This work begins to answer the first critical question of What do we want students to learn? 19

20. 20 District Recommendations for Building-Level Next Steps Provide opportunities for all teachers to develop shared understanding of the CCSS document Model disaggregating a standard Provide guided practice Have each teacher disaggregate reading standards 1-5 (choice of content area and grade level); math teachers disaggregate their focus standards Complete before February BLT Consider or communicate time options Monitor progress Determine and practice accountability