Common Core Jim Comegys 6/19/13 These Standards are not intended - - PowerPoint PPT Presentation

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Common Core

Jim Comegys 6/19/13

These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step… It is time to recognize that standards are not just promises to our children, but promises we intend to keep. -CCSS pg. 5

The Background of the CCSS

Initiated by the National Governors Association (NGA) and Council of Chief State School Officers (CCSSO) with the following design principles:

• Result in College and Career Readiness
• Based on solid research and evidence
• Fewer standards, increase rigor and clearer

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What does College and Career Ready mean?

• Demonstrate independence
• Have strong content knowledge
• Are able to respond to an audience or task

with purpose

• Comprehend as well as critique
• Value evidence
• Use technology and digital media

strategically and capably

• Understand others perspectives and cultures

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Slide 3 http://www.corestandards.org/ELA-Literacy/introduction/students-who-are-college-and-career-ready-in-reading-writing-speaking-listening-language

20 80 22 78 39 61 College Ready Not College Ready State District without DMA and Charter With DMA and Charter

Combined SAT Score and Freshman GPA

One Predictor of College Readiness:

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

PD that focused on the Structure of the Standards



ALL ELA and mathematics teachers received PD that focused

• n the instructional shifts



Mathematics PD that focused on Mathematical Practices



Mathematics reviewed and analyzed the crosswalks from GLEs to CCSSM



Middle school ELA PD on academic vocabulary.



Resources were shared with ELA teachers creating more effective questions, effectively facilitating close reads and CCSS-aligned rubric creation



ELA Council PD covered text-dependent questions, close reading and have analyzed how current materials rate against the publishers’ criteria

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Professional Development that has occurred:

Lit PD:

 Literacy-rich classroom environment  Whole Group Instruction  Phonemic Awareness & Phonics

Instruction

 Small Group Instruction  The Power of a Read Aloud  Vocabulary & Fluency Instruction

All Title I K-3 teachers Shortlidge, Richardson Park, and Warner 4th and 5th Grade All district specialists

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Mathematics – Curriculum Guide Updates

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SpringBoard and Holt/McDougal

 Both incorporate multi-media  Both have Writing, Speaking and

Listening components

 Holt/McDougal teachers will receive

• nline access to CCSS-aligned materials

and activities

 SpringBoard is aligned to CCSS.

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Enhanced questions for SF

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Additional CCSS Work:

 All SF benchmark questions have been

rewritten to align to the CCSS

 SBAC rubrics are used to score extended

response questions

 Narrative and opinion/argumentative

writing modules have been created, piloted and revised

 Text-dependent questions and

performance tasks have been created as a supplement to the SF teacher manual

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Beyond Math and ELA:

 Social Studies PD has includes creating

activities, resource identification, read aloud strategies, text-book assessment

 ELA has been a resource for Science PD  PD sessions with Librarians focused on

writing and research

 Unified Arts teachers have had sessions

• n supporting literacy and deepening

their rigor

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Preparing for 2014-15

 Common formative and summative assesment  Math curriculum guide alignment  Professional development in content areas  Pilot Smarter Balance Assessment  Alignment of Technology Plan  Embedding ELL/SWD best practices  2013-14 Professional Development Planning:



Lit PD Pre K – 5



Math PD targeting 4-6th grade



Administrator Trainings



After School Common Core



Professional Development on In-service Days

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Secondary ELA 2013-14 Proposed PD and other tasks

 Sessions on new CCSS aligned map and time to

reflect on it

 Analyze DCAS performance based on which

curricular materials are used

 Argumentative Writing pointers and resources.  KUDs—grade-level groups of teachers

collaborate Text-dependent questions & close reads

 Speaking and Listening Strategies and

resources

 Smarter Balanced deconstruction and

identification of strategies to assist students in honing their skills to face the assessment in 2014-15.

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Smarter Balanced Item:

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Smarter Balanced Practice Test

Smarter Balanced

 Explored Smarter Balanced assessment

with council members

 Shared resources with to raise awareness.  Began work on critical skills so students

are prepared in 2014-15

 Focus on Speaking and Listening standards  Writing using multiple sources including multi-

media

 Develop rigorous, multi-step tasks that

improve students’ endurance and abilities

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CCSS and Technology

 Moving from Document to

Implementation:

 Identify Goals that are Instructional  Connect NETs to CCSS  Embed technology use with instruction  Improving access to technology  Strive to make it easier to use

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“We must integrate technology into our instructional practices so our students succeed”

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Performance Indicator Examples Outcome

• Promote, support, and model creative

and innovative thinking and inventiveness

• Promote student reflection using

collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

• Web 2.0 (Voki, blog,

Go-Animate)  Google Accounts  Wikis  Padlet Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

Speaking and Listening: Presentation of Knowledge and Ideas Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. Standard 1: Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments

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Performance Indicator Examples Outcome

Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity Instructional application of Edline Class Pages Distance Learning Wikis Blogs Twitter IB Program Google Docs Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of

• thers.

Standard 2: Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS·S.

Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Each Red Clay Student Graduates College and/or Career Ready

Standards, plans, documents and assessments will not ensure we reach this goal. It is the hard work of our students, parents, teachers, and administrators that ensure each child in our care is successful in their next endeavor.

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