supporting participating teachers through the ccss transition
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Supporting Participating Teachers Through the CCSS Transition. BTSA Advisory Board Meeting October 25, 2013. Revised BTSA Seminars. NCBTP continues to focus on the Induction Standards And… NCBTP is integrating the Common Core State Standards into the monthly seminars. - PowerPoint PPT PresentationTRANSCRIPT
Supporting Participating Teachers Through the Supporting Participating Teachers Through the CCSS TransitionCCSS Transition
BTSA Advisory Board MeetingOctober 25, 2013
Revised BTSA Seminars
NCBTP continues to focus on the Induction Standards
And…
NCBTP is integrating the Common Core State Standards into the monthly seminars.
Profile of 21st Century Learners
• Demonstrate independence
• Build strong content knowledge
• Respond to the varying demands of audience, task, purpose and discipline
• Value evidence
• Comprehend and articulate their learning
• Collaborate on ideas and develop problem solving skills
Integrated Purpose• CCSS purpose is to propel
change in instructional practices in order to improve student performance, higher level thinking, creativity, collaboration and communication
And…• NCBTP’s purpose is to
model effective instructional practices, increase teacher performance, increase higher level thinking, collaboration and creativity
Common Core State Standards ….• Intended to ensure all students are
college and career ready• Provide a clear, consistent
statewide understanding of what students should know and be able to do
And…
• NCBTP’s goal is to ensure a competent and highly qualified teacher for every child .
What is different about the Common Core State Standards?
English Language Arts Mathematics
CCSS What does this mean for teachers?
• Analysis, evaluation, critical thinking embedded in all instruction
• Strategies on reading informational text taught across disciplines using literacy standards
• Increased knowledge of mathematical thinking
• Application of what students learn to real world
• Emphasis on performance instead of just knowing content
Partner Discussion
Turn to an elbow partner and discuss:
• What does this mean for 21st century teachers ?
• What does this mean for NCBTP ?
Conversational Roundtable Foldable
• Take a page, fold into quadrants.
– Then fold inner corner in about the length of your thumb.
– Open it up and trace the lines.
– Label: My Notes, _______ at the top of each square.
9
Conversational Roundtable
Your Notes: #1 Name _______and Notes:
#2 Name_______ #3 Name:________
Summarize
Conversation Round Table Directions
• In the “Your Notes” quadrant, list activities that your district or IHE are using to implement the CCSS. Also note how BTSA can support these implementation activities.
• When you are finished, get up and find another person. Introduce yourself and share what you wrote. Then take notes in another quadrant.
• Add to your “ Need it” column.
• “
NCBTP Integration of CCSS
• Backward Design
• Collaborative Conversations
• Writing Standards
• Language Standards 4,5,6 (Vocabulary)
• Cognitive Rigor Matrix (Bloom’s and DOK)
• Technology
• Performance Based Assessments
APTRA: Inquiry Process
BTSA Lesson Planning
*Backward Design Theory
*Linked lessons
Comprehension and CollaborationComprehension and Collaboration
CCSS# 1. Prepare for and participate in collaborations
with diverse partners, building on each others’ ideas and expressing their own clearly and persuasively.
CCSS# 1. Prepare for and participate in collaborations
with diverse partners, building on each others’ ideas and expressing their own clearly and persuasively.
Increase Rigor
Bloom’s TaxonomyDepth of Knowledge
Cognitive Rigor Matrix
Depth of Knowledge
18
DOK Level Title of Level Possible Products
1 Recall and ReproductionQuiz TestLabel ListOutline Highlighting
2 Skills and Concepts IllustrationPresentation InterviewPerformance Journal
3 Short-term Strategic Thinking
Graph ReportChecklist ChartSurvey Database
4 Extended Thinking
Film Story Project PlanNew Game SongNewspaperMedia Product
Example Grade 8
During the task, the student assumes the role of an architect who
is responsible for designing the best plan for a park with area and
financial restraints. The student completes tasks in which he/she
compares the costs of different bids, determines what facilities
should be given priority in the park, and then develops a scale
drawing of the best design for the park and an explanation of the
choices made. This investigation is done in class using a
calculator, an applet to construct the scale drawing, and a
spreadsheet.
Purpose of the Cognitive Rigor Matrix
• Develop a shared understanding of rigor
• Analysis of instructional tasks & classroom assessments
• Aids in classroom discourse; peer coaching
• Lesson planning & unit design
• Lastly, the Smarter Balanced Assessment Consortium is using this matrix to develop items/tasks that align with the assessment targets.
Evidence-Centered Design
What is a claim?
“Claims” are the broad statements of the assessment system’s learning outcomes, each of which requires evidence that articulates the types of data/observations that will support interpretations of competence towards achievement of the claims
The Smarter Balanced Assessment Consortium English Language Arts Content
Specifications• Claim 1: Students can read closely and analytically to
comprehend a range of increasingly complex literary and informational texts. Reading, literary and informational text.
• Claim 2: Students can produce effective and well grounded writing for a range of purpose and audiences.
• Claim 3: Students can employ effective speaking and listening skills for a range of purposes and audiences.
• Claim 4: Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information.
A Balanced Assessment System
School Year Last 12 weeks of the year*
DIGITAL LIBRARY of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools.
ELA/Literacy and Mathematics, Grades 3-8 and High School
Computer AdaptiveAssessment and
Performance Tasks
Computer AdaptiveAssessment and
Performance Tasks
Scope, sequence, number and timing of interim assessments locally determined
*Time windows may be adjusted based on results from the research agenda and final implementation decisions.
Performance Tasks
•ELA/literacy•Mathematics
Computer Adaptive
Assessment•ELA/literacy•Mathematics
Optional InterimAssessment
Optional InterimAssessment
Re-take option available
Summative Assessment for Accountability
Assessment Is a Process, Not an Event
The Feedback Loop
International Center for Leadership in Education
NCBTP Seminars
• CCSS aligned lesson design & study
• Studying student work
• Collaborative projects
• Instructional based
• Instructional coaching
• Performance based tasks
• Technology
NCBTP Sustaining Systemic Change in Instruction
The Essence of Induction :
•Time
•Coaching/Support
•Reflection
The Products of Induction:
•Deeper understanding of Common Core State Standards
•Improved Teaching
•Clear Credential
BTSA Induction
The mind is not a vessel to be filled, but a fire to be kindled