middletown public schools a closer look at the ccss (common core state standards) professional...

Middletown Public Schools

A Closer Look at the CCSS (Common Core State Standards)

Professional Development February

17, 2012

Agenda Overview of the CCSS Exploring the CCSS Learning Progressions Lunch Debriefing Middletown’s Transition

Plan? Grade Level Discussions Final Remarks

Did You Know?

source: alpineschools.org

Education in the 21st Century

SKILLS FOR THE 21ST CENTURY

Think Critically, Analytically, and Innovatively

Solve ProblemsWork Collaboratively in Teams

Appreciate DiversityPossess Creativity & Ingenuity

Willing to Go the Extra Mile

What are the CCSS?

A shared set of clear educational standards that define what students should know and be able to do at every level of schooling in LA and mathematics to ensure that students who graduate from high school are prepared to succeed in college and careers in a shifting global economy and society.

Source: CCSSI, 2010a.

Guiding Principles of Development

Clear-Consistent-Rigorous-Relevant

Source: cctmath.org

WE ARE ALL TEACHERS OF

READING, WRITING, SPEAKING AND

LISTENING, AND LANGUAGE

The ELA standards insist that instruction in reading, writing,

speaking and listening, and language be a shared responsibility

within the school. This interdisciplinary approach to literacy is based on extensive

research establishing the need for college-and career-ready students to be proficient in reading complex informational text independently in

a variety of content areas.

Students must have knowledge of domain-specific vocabulary.

By senior year of high school, the ELA standards indicate that 70% of the sum of student reading across the grades should be informational text.

The ability to write logical arguments based on substantive claims, sound reasoning and relevant evidence is a cornerstone of the Writing standards.

Research-both short, focused projects and longer-term, in-depth, inquiry research- is emphasized throughout the standards.

The standards emphasize effective communication practices.

The standards require that students gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media.

An important focus of the Speaking and Listening standards is academic discussion in one-on-one, small-group and whole-class settings. Formal presentations are one important way such talk occurs, but so is the more informal discussion that takes place as students collaborate to answer questions, build understanding and solve problems.

Media and technology are integrated throughout the standards.

Exploring the Standards

"If you try to introduce people to a paradigm shift, they will hear what you have to say and then interpret your words in terms of their old paradigm. What does not fit, they will not hear.

Therefore, a change in paradigm cannot be brought about by talking. People have to experience the change, or at a minimum see other people experiencing it, before they will begin to understand what you are saying."

(Myron Tribus - 2001)

2011 - 2015

CMT and CAPT will remain in place for accountability purposes through 2013-2014.

Connecticut is applying for an NCLB waiver.

School year 2014-2015, SMARTER Balanced Assessment Consortium (SBAC) assessment system operational for students in Grades 3-8 and 11.

Source: Smarter Balanced Assessment Consortium

Next Generation Assessments

More rigorous tests measuring student progress toward “college and career readiness”

Have common, comparable scores across member states, and across consortia

Provide achievement and growth information to help make better educational decisions and professional development opportunities

Assess all students, except those with “significant cognitive disabilities”

Administer online, with timely results Use multiple measures

Source: Federal Register / Vol. 75, No. 68 / Friday, April 9, 2010 pp. 18171-85

Draft Assessment Claims for English Language

Arts/LiteracyReading

Writing

Speaking/Listening

Research/Inquiry

Language Use

(a/o Round 2 – released 9/20/11)


Assessment System Components

• Optional comprehensive and content-cluster assessment to help identify specific needs of each student

• Can be administered throughout the year• Provides clear examples of expected performance on

Common Core standards• Includes a variety of question types: selected response, short

constructed response, extended constructed response, technology enhanced, and performance tasks

• Aligned to and reported on the same scale as the summative assessments

• Fully accessible for instruction and professional development


How CAT Works (Binet’s Test)


Psychological Issues

CAT equalizes the psychological environment of the test across ability levels.

High-ability students will get about 50%

correct. Low-ability students will get about

50% correct.


LEARNING PROGRESSIONS

Learning Progressions and Differentiation

The concept of learning progressions offers one promising approach to developing the knowledge needed to define the “track” students may be on, or should be on. Learning progressions can inform teachers about what to expect from their students. They provide an empirical basis for choices about when to teach what to whom.

Consortium for Policy Research in Education, 2011, p.12

The Learning Progressions within the ELA Common core standards provide an architectural framework that enables teachers to keep learning moving as students demonstrate increasing expertise in the four strands of significant literacy concepts and skills.

Knowing how the standards develop vertically from grade to grade and across strands enables teachers to know what to teach next or where to circle back to bring students forward.

Teachers can use concepts and skills along the Learning Progressions to support student acceleration through the learning progression to enhance, extend, and enrich learning for students who already demonstrate proficiency in the grade-specific standards.

The skilled practitioner using formative assessment practices can determine where and when learning breaks down for individual students, and design instructional adjustments that support getting students back on track for learning within and across grade-level spans.

Making the Shift

What’s New, What’s Old, What Can Go?

What is Most Important?

What is Doable?

Making the Shift - Suggestions Responding to Complex Text

Independently Analyze two or more texts Research Writing Argument Writing Collaborative Conversation Oral and Media Presentations Analysis of Content Write Routinely

GRADE 3

READING Instruction Reteach WRITING

1. How Characters Change. 25 days 5 days 1. Memoir

2. Linking Ideas with Information in Nonfiction

30 days 4 days 2. “How To” and Informational Text

3. Messages and Meaning in Narrative Text 30 days 4 days 3. Narrative Texts: Folktales, Fables and Myths

4. Author’s Message in Nonfiction Text 30 days 4 days 4. Persuading Readers in Writing

5. Author’s Craft: Examining Language in Fiction

20 days 3 days 5. Poetry and Powerful Language

6. Author’s Craft: Examining Language in Nonfiction

20 days 5 days 6.Researching and Presenting Ideas

Middletown Public SchoolsEnglish Language Arts Unit Planning Organizer

Topic Grade

Unit Title

Pacing

Essential Question

Big IdeaPriority and Supporting Common Core State StandardsBold Standards are Priority

Explanations and Examples

ConceptsWhat Students Need to Know

SkillsWhat Students Need to Be Able to Do

Bloom’s Taxonomy Levels

Learning Progressions

Unit Assessments

Common Formative Assessments

Informal Progress Monitoring Checks

Priority and Supporting CCSS

ReadingCC. 4.R.L.1 * Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.CC. 4.R.L.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character ’s thoughts, words, or actions).CC. 4.R.L.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.CC. 4.R.L.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.LanguageCC.4.L.5.a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. as pretty as a picture) in context.FoundationalCC.4.R.F.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Overarching Standards (OS)

ReadingCC.4.R.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.CC.4.RI.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.Speaking and ListeningCC.4.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.Foundational SkillsCC.4.R.F.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.4.R.F.4 Read with sufficient accuracy and fluency to support comprehension.

Subject(s) Reading Language Arts

Grade/Course 3

Unit of Study Unit 5: A Closer Look at Story Elements and Structure in Multiple Genres(Correlates with Unit 5 Writing – Performance, Poetry, and Drama)

Unit Type(s) ❑ Topical Skills-based Thematic❑ ❑

Pacing 24 days (20 days instruction; 4 days reteaching/enrichment)

Connecticut Curriculum Design Unit Planning Organizer

Grade Level/Content Area Breakout Groups

Review the Language Arts Common Core State Standards and Appendix B and C for your grade level or content area.

Highlight the standards that you already address. Circle the standards that are not covered in your current

curriculum.

As a grade level or content area, what would be your plan for implementing some or all of these Language Arts standards during the 2012-2013 school year?

Consider:What standards would have the greatest impact on instruction, what can be integrated with what you are

already doing and what you may be able to eliminate from your current standards.

Middletown’s 20 Mile March

In 2006, 46.7% of 3rd grade students were at GOAL in reading…

In 2011, 54.4% of 3rd grade students were at GOAL in reading.

7.7 point increase of students achieving GOAL


In 2006, 55.8% of 4th grade students were at GOAL in reading…

In 2011, 60.1% of 4th grade students were at GOAL in reading.





17 point increase of students achieving GOAL


In 2006, 42% of Middletown’s Black population were PROFICIENT in reading…

In 2011, 61% of Middletown’s Black population were PROFICIENT in reading.

19 point increase of students achieving

PROFICIENCY


In 2006, 15% of Middletown’s Special Education population were PROFICIENT in reading…

In 2011, 34% of Middletown’s Special Education population were PROFICIENT in reading.

19 point increase of students achieving PROFICIENCY


In 2006, 44% of Middletown’s students receiving free and reduced lunch were PROFICIENT in reading…

In 2011, 63% of Middletown’s students receiving free and reduced lunch were PROFICIENT in reading.

19 point increase of students achieving PROFICIENCY


In 2006, 46.7% of 3rd grade students were at GOAL in reading…

In 2011, this same cohort of students scored 70.7% at GOAL in reading in 8th grade.

24 point increase of students achieving GOAL!

middletown public schools a closer look at the ccss (common core state standards) professional...

Documents

century slide

language slide

writing standards

extra mile slide

ela standards

careerready students

teachers of reading

relevant evidence