1. Common Core State Standards: What’s the Story? October 15, 2012

2. Today’s Agenda: Morning Session 8:30-8:45Opening Reflections / Prayer 8:50 AM Chapter One Change Leadership: Activity 9:20 AM General Info.: CCSS, Six Shifts, and PARCC 10:00 AM Break 10:15 AM Deconstructing Standards (Stretch break 10:40) 11:00 AM Save the Last Word 11: 30 AM Lunch

3. Today’s Agenda: Afternoon Session 12:15 PM Text-based Questions & Answers/ Close Reading Activity: “ The Golden Touch” and “ So You Want to Be President?”/Gallery Walk 1: 00 PM Break 1: 05 PM Close Reading Video “ The Making of A Scientist” 1: 40 PM Reflection on Close Reading/ Green & Red Flags 2: 00 PM Evaluation (CPDU’s) and Adjourn

4. Context: Need for CCSS Read: Chapter One of Change Leadership Annotate the text as you read using the following symbols: = Something known R= Reminds me L = New learning = Important ? = Question ?? = Confusion ! = Surprising Information

5. “ Reframing the Problem” For reflection: “ How might the information presented by the authors assist you in your efforts in communicating the need for the new CCSS with your faculty?”

6. Skills for a Knowledge Economy “The rigor that matters most for the twenty-first century is demonstrated mastery of the core competencies for work, citizenship and life-long learning. In today’s world it’s not how much you know that matters; it’s what you can do with what you know.” - Tony Wagner The Global Achievement Gap

7. Background Common Core Standards – Coordinated by the National Governors Association (NGA) and the Council of Chief State Officers (CCSSO) – Written by… K-12 teachers Postsecondary faculty State curriculum and assessment experts Discipline Area Researchers National organizations

8. Standards from individual high-performing countries and provinces were used to inform content, structure, and language. Writing teams looked for examples of rigor, coherence and progressions. CCSS: Evidence Based

9. Top Performing Countries Mathematics: 1.Belgium 2.Canada ( Alberta) 3.China English Language Arts 1.Australia ( New South Wales and Victoria) 2.Canada ( Alberta, British Columbia and Ontario) 3.England

10. College and Career Readiness (CCR)Standards What do students need to know to be college and career ready by the end of grade 12?

11. CCR and CCSS: Reading Literature 10 CCR standards for Reading – CCR Standard # 1: 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. – CCSS RL# 1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

12. K-12 ELA CCSS Standards 1.Reading a)Literature RL ( K-12) – 10 standards b)Informational Text RI (K-12)- 10 standards c)Foundational RF (K-5)–4 standards (cross disciplinary) d)Reading in History RH (6-12)- 10 standards e)Reading in Science and Tech. Subjects RST (6-12)-10 standards 2.Writing 3.Speaking and Listening 4.Language

13. Reading: RL, RI, RH*, RST*: Sub- headings Key Ideas and Details: Standards 1-2-3 Craft and Structure: Standards 4-5-6 Integration of Knowledge and Ideas: 7-8-9 Range of Reading and Level of Text Complexity: Standard 10 * Grades 6-12 only

14. Subheadings: Reading: RF ( K-5 only) Understanding Concepts of Print Phonological Awareness Phonics and Word Recognition Fluency

15. Grade Progressions Standard 1.RL.1 : Ask and answer questions about key details in a text. Standard 5.RL.1:Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Standard 8.RL.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.

16. Key Design Considerations: ELA Standards define year-end expectations that lead to college/career readiness. Focus on results rather than means. Focus on an integrated model of literacy. Research and media skills blended into the standards. Focus and coherence in instruction and assessment.

17. What’s not in the Standards How teachers should teach. All that can or should be taught. The nature of advanced work beyond the CCSS. The interventions for students well below grade level. The full range of support for English language learners and students with special needs. Everything needed to be college and career ready.

18. Six Shifts 1.Balance of Literary & Informational Text 2.Literacy in Content Areas 3.Increasing Complexity of Texts 4.Text-based Questions and Answers 5.Writing Using Evidence 6.Academic Vocabulary

19. ELA Major Shifts: Recap Shift to higher level thinking skills. Increasing focus on information passages. Not coverage, but depth and focus: RIGOR. Writing about texts and citing sources.

20. Building Knowledge by Balancing Texts GradeLiteraryInformational 450% 845%55% 1230%70%

21. Text Complexity Bands/Lexile Ranges Text Complexity Grade Bands: CCSS Old Lexile RangesLexile Ranges Aligned to CCR K-1N/A 2-3450-725450-790 4-5645-845770-980 6-8860-1010955-1155 9-10960-11151080-1305 11-CCR1070-12201215-1355

22. Readability Formulas Flesch-Kincaid Grade Level FormulaScore given as a grade level equivalent based on word and sentence length. Dale-Chall Readability FormulaWord frequency and sentence length converted to grade levels. ATOS- Accelerated ReaderWord difficulty ( by grade level), word length, sentence length, and text length. COH-METRIX ( University of Memphis)Factors in the cohesiveness of a text as well as readability factors.

23. Goal of Close Reading The ability to discern and cite evidence from the text to support one’s assertions. Analytic Reading + Analytic Writing = Analytic Thinking!

24. Six Shifts 1.Balance of Literary & Informational Text 2.Literacy in Content Areas 3.Increasing Complexity of Texts 4.Text-based Questions and Answers 5.Writing Using Evidence 6.Academic Vocabulary

25. Three Types of Writing ArgumentativeInformational/Explanatory /Expository Narrative Support a claim Sound reasoning Relevant evidence Increase subject knowledge Explain a process Enhance understanding Conveys experience Tells a story

26. NAEP 2011 Writing Framework GradeTo PersuadeTo ExplainTo Convey Experience 430%35% 8 30% 1240% 20%

27. Reflection on Writing What types of writing are your students doing? Does it meet the standards? What might you need to consider?

28. Rigor Activity Collect assessments/assignments for one week. Collectively sort using Bloom’s Taxonomy: – Evaluation  Creating – Synthesis  Evaluating – Analysis  Analyzing – Application  Applying – Comprehension  Understanding – Knowledge  Remembering

29. Assessments: Spring 2015 # 1 Goal = Create high quality assessments PARCC and Smarter Balance: assessment consortiums PARCC Goal: “ Our intent is not to create another punitive test- but to create a valuable diagnostic that can tell us what is working well and what is not.”

30. Assurances for Assessment Quality Texts Worth Reading Questions Worth Answering Better Standards Demand Better Questions Fidelity to the Standards

31. Assessments focus on the shifts! Complexity of texts and the academic language of texts. Reading and writing grounded in evidence from texts. Building knowledge through content rich nonfiction.

32. Innovations in Item Types Evidence-Based Selected Response (EBSR) Technology-Enhanced Constructed Response (TECR) Range of Prose Constructed Responses (PCR)

33. Grade 3 Sample ERBC Part A What is one main idea of “How Animals Live ?” a.There are many types of animals on the planet. b.Animals need water to live. c.There are different ways to sort animals.* d.Animals begin their life cycles in different forms. Part B Which sentence from the article best supports the answer to Part A? a.“Animals get oxygen from air or water.” b.Animals can be grouped by their traits.”* c.“Worms are invertebrates.” d.“All animals grow and change over time.

34. Grade 6 Sample TECR Drag the words from the word box into the correct locations on the graphic to show the life cycle of a butterfly as described in “How Animals Live.” Words: Pupa Adult Egg Larva

35. PARCC Assessments Moving beyond multiple choice questions as they are hard to write to assess the rigor of the CCSS. Focus on production not just identification to determine mastery. Currently: – 2 PARCC provided assessments in 2014-2015 Summative and near end of year 1= machine scored 1= written responses