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Pennsylvania Core Standards A Good Thing for Armstrong School District.

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1 Pennsylvania Core Standards A Good Thing for Armstrong School District

2 Q: “What are the PA Core Standards?” A:“Our student’s ticket to a successful future!”

3 Why Make the Change?  A new zip code, doesn’t mean an interruption in your child’s learning.  We want our children to think, create, solve problems and understand; not just memorize.  We need to prepare students for jobs that don’t yet exist.  Gives us a framework for what all students should know and be able to do at the end of each grade.

4 What Do Educator’s Think?  77% of English Teachers believe the standards will have a positive impact on Critical Thinking.  8% of teachers report they think core standards will be negative  78% of teachers believe the work will be challenging but worth the effort - June 2013

5 Districts Maintain the Control  We decide what materials to use.  We decide what books to read.  Teachers decide how they deliver instruction.  Districts write their own curriculum

6 What is Expected of Students?  We want students to be able to:  solve problems  persist and not give up  explain how/why things work  read and comprehend informational texts  read and explain narrative stories  write to communicate  research  justify ideas/opinions with facts

7 Who developed the PA Core Standards?  Pennsylvania Teachers  School Administrators  Content Experts from Higher Education  Content Experts from National Education Councils  Pennsylvania Department of Education

8 Experience Them for Yourself 

9 Knowledge alone does not prepare you to be successful. Knowing how to apply that knowledge does.

10 What future employees are we making? 10

11 PA Core Standards

12 Assess your current thoughts and comfort with the PA Core Standards? 12

13 Goals: Understand the instructional shifts required by the PA Core Standards. Locating and explore the Instructional Frameworks on SAS Identify and understand the rigor required for successful implementation of the PA Core Standards

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15 Stages of Implementation Implementation is a process that does not happen all at once; it occurs in discernable stages. The stages are not linear or separate; each appears to impact the others in complex ways. Adapted from Implementation: The Missing Link Between Research and Practice, Dean Fixsen

16 Begin with the End in Mind “To Being with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that they steps you take are always in the right direction.” Stephen Covey

17 The End Long Term Transfer Goals (Math) Students will be able to independently use their learning to : 1.Make sense of and persevere in solving complex and novel mathematical problems. 2.Use effective mathematical reasoning to construct viable arguments and critiques reasoning of others. 3.Communicate precisely when making mathematical statements and express answers with a degree of precision appropriate for the context of the problem/situation. 4.Apply mathematical knowledge to analyze and model situations/relationships using multiple representations and appropriate tools in order to make decisions, solve problems and draw conclusions. 5.Make use of structure and repeated reasoning to gain a mathematical perspective and formulate generalized problem solving strategies. Transfer goals highlight the effective uses of understanding, knowledge, and skills that we seek in the long run; i.e., what we want students to be able to do when they confront new challenges—both in and outside of school.

18 The End Long Term Transfer Goals (ELA) Students will be able to independently use their learning to : 1.Comprehend and evaluate complex texts across a range of types and disciplines. 2.Be a critical consumer of text and other media to recognize, understand, and appreciate multiple perspectives and cultures. 3.Produce writing to address task, purpose, perspective, and intended audience; research and gather evidence to create a clear and coherent message. 4.Communicate effectively for varied purposes and audiences. 5.Listen actively to engage in a range of conversations, to analyze and synthesize idea and positions, and to evaluate accuracy in order to learn, reflect, and respond. Transfer goals highlight the effective uses of understanding, knowledge, and skills that we seek in the long run; i.e., what we want students to be able to do when they confront new challenges—both in and outside of school.

19 Inkblots

20 Begin with the End in Mind The standards are back mapped all the way to Pre-K. Look at one of the reading standards: Anchor standard: 1.2 Reading Informational Text (standard category): Students read, understand and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence.

21 What does this mean for me? You can now coordinate with colleagues across grade-levels and schools to create continuity and cohesion—consistency in instruction You can now create vertically and horizontally aligned learning progression maps for your students.

22 Where are there major grade-level shifts in expectations? Sign in and click TEACHER TOOLS Click : CURRICULUM MAPPING Click: ELA FOCUS AND IMPORTANT STANDARDS Focus Important

23 Focus and Important

24 Focus Focus standards: the standards that are new to a grade level or they represent a significant increase in expectation and rigor. Important standards: the standards that are part of the everyday work of a classroom. They are continuing at the grade-level and may support a previous focus or one that is to come.

25 Why Analyze the Standards Vertically? By looking at a few grade levels above and below the one you teach, helps you find ways to differentiate your instruction. You can decide what has to be retaught and where to go to extend the learning for your high flyers. It helps you to know what prior knowledge to activate when you know the content and skills kids have mastered You can teach to your grade-level’s “sweet spot” or the clear expectations for your grade level The opportunities to extend and push your students’ learning to higher levels are there.

26 What does that mean for me? Students at major transition grades (lots of green!) need really solid skills from all previous grade levels. You can now understand where content and skills are introduced and you can create year-long plans that account for this Coordinate with colleagues in the content areas to create more opportunities for instruction and support.

27 Module Assessments Module assessments were included that are directly related to the Focus Standards incorporate Depth of Knowledge (Webb) levels that align to the rigor of the standards provide formative assessments to guide ongoing instructional practice

28 Grade Band Summaries Copyright ©2010 Commonwealth of Pennsylvania 28 MATH ELA

29 Grade Band Summaries Choose the band most closely aligned with the grade that you teach. Read the summary. Work with a partner to annotate the summary on the large piece of paper provided. Work in silence. Highlight, underline, ask questions, mark places where you agree with a point with an exclamation point. Please respond to your partner’s annotations.

30 Grade Level Summaries Copyright ©2010 Commonwealth of Pennsylvania 30 MATH ELA

31 PA Core Implementation Student Achievement

32 PA Core Refresher Instructional Shifts English Language ArtsMathematics Balancing Informational and Literary Text Focus Building Knowledge in the Disciplines Coherence Staircase of ComplexityFluency Text-Based AnswersDeep Understanding Writing From SourcesApplications Academic VocabularyStandards of Mathematical Practice

33 Instructional Shifts Balancing Informational and literary text Building knowledge in the disciplines Increasing text complexity Text-dependent questions and answers (close reading) Writing from sources Building academic vocabulary

34 Complex Text 34 Measures such as: Word length Word frequency Word difficulty Sentence length Text length Text cohesion Step 1: Quantitative Measures

35 Step 2: Qualitative Measures Measures such as: Layers of meaning Levels of purpose Structure Organization Language conventionality Language clarity Prior knowledge demands Cultural demands Vocabulary Complex Text 35

36 Complex? In general, the cost or other basis is the cost of the property plus purchase commissions and improvements, minus depreciation, amortization, and depletion. If you inherited the property, got it as a gift, or received it in a tax-free exchange or involuntary conversion or in connection with a “wash sale,” you may not be able to use the actual cost as the basis. If you do not use the actual cost, attach an explanation of your basis. You can use the average basis method to determine the basis of shares of stock if the shares are identical to each other, you acquired them at different prices and left them in an account with a custodian or agent. 36

37 Step 3: Reader and Task Considerations such as: Motivation Knowledge and experience Purpose for reading Complexity of task assigned regarding text Complexity of questions asked regarding text Complex Text 37

38 Standards for Mathematical Practice 1.Make sense of problems and persevere in solving them. 2.Reason abstractly and quantitatively. 3.Construct viable arguments and critique the reasoning of others. 4.Model with mathematics. 5.Use appropriate tools strategically. 6.Attend to precision. 7.Look for and make use of structure. 8.Look for and make sense of regularity in repeated reasoning. Jan

39 Quality Instruction Makes A Difference “Good teaching can make a significant difference in student achievement, equal to one effect size (a standard deviation), which is also equivalent to the affect that demographic classifications can have on achievement.” Paraphrase Dr. Heather Hill, University of Michigan

40 Making Sense & Worthwhile Tasks “What are our kids really being asked to do?” How are we keeping up with Cognitive Demand?

41 Cognitive Demand The kind and level of thinking required of students to successfully engage with and solve a task Ways in which students interact with content

42 Depth of Knowledge (DOK) No Child Left Behind (NCLB) requires assessments to “measure the depth and breadth of the state academic content standards for a given grade level”. (U.S. Department of Education, 2003, p. 12)

43 Why Depth of Knowledge? Mechanism to ensure that the intent of the standard and the level of student demonstration required by that standard matches the assessment items (required under NCLB) Provides cognitive processing ceiling (highest level students can be assessed) for item development Designed for use with assessments. 43

44 Why Depth of Knowledge? F o c u s e s o n c o m p l e x i t y o f c o n t e n t s t a n d a r d s i n o r d e r t o s u c c e s s f u l l y c o m p l e t e a n a s s e s s m e n t o r t a s k. T h e o u t c o m e ( p r o d u c t ) i s t h e f o c u s o f t h e d e p t h o f u n d e r s t a n d i n g.

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46 Bloom’s 46

47 Depth of Knowledge (DOK) 47 Webb’s Depth of Knowledge Recall and ReproductionLevel 1 Skills and ConceptsLevel 2 Strategic ThinkingLevel 3 Extended ThinkingLevel 4

48 DOK Level 1 Recall and Reproduction Examples: List animals that survive by eating other animals Locate or recall facts found in text Describe physical features of places Determine the perimeter or area of rectangles given a drawing or labels Identify elements of music using music terminology Identify basic rules for participating in simple games and activities

49 DOK Level 2 Skills/Concepts: Examples Compare desert and tropical environments Identify and summarize the major events, problems, solutions, conflicts in literary text Explain the cause-effect of historical events Predict a logical outcome based on information in a reading selection Explain how good work habits are important at home, school, and on the job Classify plane and three dimensional figures Describe various styles of music

50 DOK Level 3: Strategic Thinking Examples: Compare consumer actions and analyze how these actions impact the environment Analyze or evaluate the effectiveness of literary elements (e.g., characterization, setting, point of view, conflict and resolution, plot structures) Solve a multiple-step problem and provide support with a mathematical explanation that justifies the answer

51 DOK Level 4: Extended Thinking Examples: Gather, analyze, organize, and interpret information from multiple (print and non print) sources to draft a reasoned report Analyzing author’s craft (e.g., style, bias, literary techniques, point of view) Create an exercise plan applying the “FITT (Frequency, Intensity, Time, Type) Principle”

52 Rigor It’s the depth PLUS the verb!!!! 52

53 The alignment between tasks, standards, and assessments allows for cognitive complexity with a deeper understanding. Low DOK

54 Depth of Knowledge (DOK) Questions to Consider… 1.What DOK levels should you be targeting with assessment questions? 2.What would you consider to be an appropriate distribution of the different DOK levels in an assessment? 3.What concerns do you have regarding the different levels of DOK? 4.How might you build DOK Level 4 questions into your unit/lesson/assessment design? 54

55 Building Assessment Teams Working collaboratively to improve assessments to capture rigor, engagement, and relevance Analyzing DOK levels of assessment Analyzing mathematical standards of practice in assessments and assessment tasks Analyzing assessment design to reflect real-world context Using team members as a fidelity check to ensure that assessment questions are written that align to the teacher’s intent of the design of the task 55

56 Building Assessment Teams Use each other as a resource. Writing DOK Levels of 3 or 4 assessment tasks may be different and more difficult than writing DOK Levels 1 or 2. Create assessment questions based upon same Assessment Anchor. Compare with colleagues to review differences in assessment questions. Determine individual assessment areas of strength and areas of need. As assessment teams, understand each other’s strengths and use those strengths when designing assessment items. 56

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