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Opening Task:

As you wait for the session to begin, complete the self

• assessment. Rate yourself using

the scale at the bottom of the page.

Digging Deeper: Planning Next Steps in your Standards Rollout

Melodie Bernhard, RttT Regional Specialist -SW Sally Levine, RttT Regional Specialist-NE Kathy Nolan, RttT Regional Specialist – SE 3/22/13

Has your Standards’ Rollout addressed the following?

• Organization of the standards including anchor statements

and mathematical practices

• Deconstructing the standards and identifying learning

targets

• Developing understanding of instructional shifts
• Professional development focused on effective instructional

practices

• Resources, materials , & assessments are rearranged/written

to reflect the higher level of rigor and cognitive demand 1 – No, not yet 2 – Just got started 3 – Yes, on our way

Standards Implementation Continuum

Begin Build Deepen Refresh Sustain

Beginning the work:

ODE

• Crosswalk

ODE

• Comparison Analysis

LEA

• Local Comparison/Crosswalk

Common Misconception:

Local Comparison/Gap Analysis Full Implementation

• f the New

Standards

Purpose:

• Deepen your understanding of common

instructional shifts and aligned teaching strategies as potential areas of focus for your Year 4 Professional Development Plan

• Encourage you to employ a “less is more”

philosophy so that new practices are securely developed over time by all teachers in all content areas

Building a deeper understanding:

• Instructional shifts
• Classroom strategies
• Learning targets & assessments
• Lesson/unit planning

Instructional Shifts – Literacy*

• Building Knowledge through content-rich

informational text

• Reading, writing and speaking grounded in

evidence from text, both literary and informational

• Regular practice with complex text and

academic vocabulary

*Note: Collapsed 6 commonly presented instructional shifts into 3 for the planning purposes

Source: National Assessment Governing Board. Reading Framework for the 2009 National Assessment of Educational Progress. Washington, D.C.: American Institutes for Research, 2007.

Build knowledge of content through content- rich informational text

Reading, writing and speaking grounded in evidence from text, both literary and informational

Source: National Assessment Governing Board (2007). Writing framework for the 2011 National Assessment

• f Educational Progress, pre-publication edition. Iowa City, IA. ACT, Inc.

It follows that writing assessments aligned with the Standards should adhere to the distribution of writing purpose across grades outlined by NAEP.

Distribution of Communicative Purposes by Grade in the 2011 NAEP Writing Framework

Increased Text Complexity

Current

Typical text measures (by grade)

Common Core

Text complexity grade bands and associated Lexile ranges

• Academic vocabulary is the true language of power
• Not just memorizing terms but using them to

express our understanding of the content

• Vocabulary:

– Tier 1- Everyday Words (implicit) – Tier 2- Academic Vocabulary – Tier 3 – Domain Specific Words

13

Academic and Domain Specific Vocabulary

Kindergarten Domain Specific Vocabulary

ELA

• Stanza
• Preference
• Punctuation
• Collaborate
• Illustrator
• Brainstorm
• Punctuation
• Non-fiction

Math

• Attribute
• Decompose
• Decomposition
• Composition
• Hexagon
• Dimensional
• Vertices
• Category

IN DOE: PARCC Lead

Instructional Shifts – Mathematics*

• Focus: Emphasis to major topics of each

grade

• Coherence: Think across grades, and link to

major topics within grades

• Rigor: In major topics, pursue conceptual

understanding, procedural skill and fluency, and application with equal intensity

*Note: Collapsed 6 commonly presented instructional shifts into 3 for the planning purposes

Mathematical Practices

Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments / critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning

K – 8 Domain Emphasis

Source: The Surveys of Enacted Curriculum

Domains K 1 2 3 4 5 6 7 8

Counting and Cardinality Operations and Algebraic Thinking Number and Operations in Base Ten Measurement and Data Geometry Number and Operations - Fractions Ratios and Proportional Relationships The Number System Expressions and Equations Statistics and Probability Functions

Learning Progression

Draw a basic number line from 0 to 10 Locate simple whole numbers on a number line Place halves in fraction form

• n a number

line Locate tenths in decimal form

• n a number

line Indicate the approximate location of thirds, fourths, and fifths on a number line Identify and locate the approximate location of decimals in hundredths on a number line Compare fractions, decimals and mixed numbers by identifying their relative position on a number line

Standard: Identify the relative position of simple positive fractions, positive mixed numbers, and positive decimals and be able to evaluate the values based on their position

• n a number line.

Applying Knowledge of Instructional Shifts to Practice

• Close Reading
• Evidentiary Writing
• Tiers of Vocabulary
• Questioning vs Lecture
• Accountable Talk
• Socratic Dialogue
• Persistence and Productive Struggle
• Integration of Technology

Applying Knowledge of Instructional Shifts to Practice

• Close Reading
• Evidentiary Writing
• Tiers of Vocabulary
• Questioning vs Lecture
• Accountable Talk
• Socratic Dialogue
• Persistence & Productive Struggle
• Integration of Technology

Applying Knowledge of Instructional Shifts to Practice

• Close Reading
• Evidentiary Writing
• Tiers of Vocabulary
• Questioning vs Lecture
• Accountable Talk
• Socratic Dialogue
• Persistence & Productive Struggle
• Integration of Technology

Reflection

• How is this type of learning experience different

from current practice?

• How did you feel as a learner?
• What did you notice about the level of

engagement?

• What are the implications for the teacher?

Professional Development Plan for 2013-2014: Focus on Instructional Shifts & Strategies

Close Reading Evidentiary Writing Tiers of Vocabulary Questioning versus Lecture Persistence and Accountable Talk Integration

• f

Technology Socratic Dialogue

Reflections for Planning PD

• How might you introduce and study

instructional shifts and strategies?

• How do you distribute leadership to ensure

practice and fidelity of implementation?

• What structures are in place to support the

work? How do you create a safe environment while establishing expectations for implementation?

Reflections for Planning PD

• As leaders, do you model these practices for your

fellow administrators and teachers?

• What resources do you use?

– video clips from such resources as Teaching Channel.org – Blogs such as Timothy Shanahan or Char Shryock’s, I Teach Bay – Book studies - Pathways to the Common Core, Lucy Calkins

• How will you gather information on implementation

and impact?

Has your standards rollout addressed the following?

• Organization of the standards including anchor statements

and mathematical practices

• Deconstructing the standards and identifying learning

targets

• Developing understanding of instructional shifts
• Professional development focused on effective instructional

practices

• Resources, materials, & assessments are rearranged /written

to reflect the higher level of rigor and cognitive demand 1 – No, not yet 2 – Just got started 3 – Yes, on our way

Aligning District/Building Resources

• Rearrange grade level resources based upon

quantitative and qualitative dimensions of text, matching reader to text and task

• Engagement of multiple staff including classroom

teachers, librarians, media specialists and other support staff

• Ensure a focus on meeting higher cognitive

demands

Purposeful Lesson and Unit Planning

• Ensure teachers have knowledge of

instructional shifts

• Collaboration time is critical
• Exemplars! Do teachers have an example of a

lesson that includes strategies that support the instructional shifts?

Common Core Toolbox – Some examples

• Silver, H., Dewing, R., Perini, M. (2012). The Core Six

Essential Strategies for Achieving Excellence with the Common Core . ASCD.

• Calkins, L., Ehrenworth, M., Lehman, C., (2012).

Pathways to the Common Core. Heinemann.

• Beers, K. & Probst, R., (2013). Notice & Note

Strategies for Close Reading. Heinemann.

• Fisher, D., Frey, N., Lapp, D., (2012). Text Complexity:

Raising rigor in Reading. IRA.

Common Core Toolbox – Some examples

• www.corepedia.org (search under resource library)
• http://engageny.org/ (maintained by NY Dept of Ed)
• www.achievethecore.org (tools & PD modules)
• http://www.ccsstoolbox.com (Univ of TX at AustIn-Dana Center,

mathematics resources)

• http://math.arizona.edu/~ime/progressions/ (Univ of AZ, Math

Progression documents)

• www.teachingchannel.org (search for CC strategies)
• http://www.youtube.com/user/TheHuntInstitute#g/u (Hunt

Institute videos)

• www.fcrr.org/curriculum/SCA_CCSS_index.shtm

(CC K-5 activities from FL Center for Rdg Research)

• www.spellingcity.com (vocabulary)

Common Core Toolbox- Some examples

Blogs:

• http://www.shanahanonliteracy.com/ (Tim Shanahan, Univ of IL at

Chicago professor)

• http://turnonyourbrain.wordpress.com (Medina Curr blog)
• http://Iteacherbay.blogspot.com (Bay Village Schools

Curriculum blog)

• http://commoncoretools.me/ (Bill McCallum, lead writer of

the Common Core Math standards)

Coming attraction – Within Ohio’s IIS and ilearnohio will be links to lesson plans & assessments