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Supporting Participating Teachers Through the CCSS Transition BTSA Advisory Board Meeting October 25, 2013.

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Presentation on theme: "Supporting Participating Teachers Through the CCSS Transition BTSA Advisory Board Meeting October 25, 2013."— Presentation transcript:

1 Supporting Participating Teachers Through the CCSS Transition BTSA Advisory Board Meeting October 25, 2013

2 Revised BTSA Seminars NCBTP continues to focus on the Induction Standards And… NCBTP is integrating the Common Core State Standards into the monthly seminars.

3 Profile of 21 st 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

4 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

5 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.

6 What is different about the Common Core State Standards? English Language ArtsMathematics

7 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

8 Partner Discussion Turn to an elbow partner and discuss: What does this mean for 21 st century teachers ? What does this mean for NCBTP ?

9 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

10 Conversational Roundtable Your Notes:#1 Name _______and Notes: #2 Name_______ #3 Name:________ Summarize

11 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. “

12 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

13 APTRA: Inquiry Process

14 BTSA Lesson Planning *Backward Design Theory *Linked lessons

15 Comprehension 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.

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17 Increase Rigor Bloom’s Taxonomy Depth of Knowledge Cognitive Rigor Matrix

18 Depth of Knowledge 18 DOK LevelTitle of LevelPossible Products 1 Recall and Reproduction Quiz Test Label List Outline Highlighting 2 Skills and Concepts Illustration Presentation Interview Performance Journal 3 Short-term Strategic Thinking Graph Report Checklist Chart Survey Database 4 Extended Thinking Film Story Project Plan New Game Song Newspaper Media Product

19 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.

20 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.

21 Claim Target Evidence Assessment Results Evidence Assessment Results Target Evidence Assessment Results Evidence Assessment Results Target Evidence Assessment Results Evidence Assessment Results Evidence-Centered Design

22 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

23 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.

24 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 Adaptive Assessment and Performance Tasks Computer Adaptive Assessment 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 Interim Assessment Optional Interim Assessment Re-take option available Summative Assessment for Accountability

25 Goals Instruction Assessment Assessment Is a Process, Not an Event

26 The Feedback Loop Student Work Feedback Student work Feedback Student Proficient Celebrate  International Center for Leadership in Education

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28 NCBTP Seminars CCSS aligned lesson design & study Studying student work Collaborative projects Instructional based Instructional coaching Performance based tasks Technology

29 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

30 BTSA Induction The mind is not a vessel to be filled, but a fire to be kindled


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