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Supporting Participating Teachers Through the CCSS Transition

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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 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 Introductory notes.

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 . BTSA’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 Arts Mathematics Deep Thinking and Multiple Solution Pathways New sample packets for elementary and high school

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 21st 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. TIME: 5 minutes (CONTINUED for Slides 3 to 4) ___________________________________________________________________________________ Have participants locate the CCSS for ELA handout and find the Speaking and Listening Standards for their grade level. Ask participants to call out the first subheading (Comprehension and Collaboration). Ask how many standards are included under that subheading (3). Note for participants the consistency at EVERY grade level. Do the same with the next subheadings (Presentation of Knowledge and Ideas – 3 standards). The statements under the subheadings were pulled from a presentation by Timothy Shanahan, one of the architects of the Common Core State Standards. As participants begin to look at the standards, remind them that every state could add up to 15% to the Common Core State Standards as indicated by the bold and underlined print. HANDOUTS: CCSS for ELA 9 CCSS: Toolkit | Content and Curriculum, K-12 (ELA) | Mini-Module: Collaboration, Research, and Use of Media 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 *Backward Design Theory
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.

16 Speaking and Listening
CCSS Speaking and Listening

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

18 Depth of Knowledge 1 2 3 4 DOK Level Title of Level Possible Products
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. This is a description for a grade 8 performance task that is coded to depth of knowledge level four. This item requires students to use concepts of geometry, numbers and operations, and statistics to determine the best solution to a problem where all constraints cannot be satisfied at the same time. Additionally, the student must provide justifications to support reasoning. Students are expected to engage with the task for an extended period of time, up to 120 minutes.

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 Evidence-Centered Design
Claim Target Evidence Assessment Results As Claims and Targets will be particularly important to us throughout this next process of curriculum mapping, let’s take a final review as to how they fit together. Click: We now know there are two overall claims: one for third through eighth grade and one for high school. We also know that there are four domain-specific claims: reading, writing, speaking/listening and research Click: We know that Smarter Balanced has created Assessment Targets that describe ways in which students may be expected to learn or demonstrate their knowledge. Click: Last, we know that student assessment results will act as our evidence of mastery toward each specific target, which allows us to showcase college and career readiness toward the major or overall claim.

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. The English Language Arts claims are derived from the Common Core State Standards and serve as the basis for the Consortium’s development of items and tasks. Each of the 4 claims has a number of targets and the targets detail the evidence required to support each claim. Now, let’s examine each claim.

24 A Balanced Assessment System
ELA/Literacy and Mathematics, Grades 3-8 and High School 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. Summative Assessment for Accountability Optional Interim Assessment Optional Interim Assessment Performance Tasks ELA/literacy Mathematics Computer Adaptive Assessment ELA/literacy Mathematics Computer Adaptive Assessment and Performance Tasks Computer Adaptive Assessment and Performance Tasks Assessment system that balances summative, interim, and formative components for ELA and mathematics: Summative Assessment (Computer Adaptive) Mandatory comprehensive assessment in grades 3–8 and 11 (testing window within the last 12 weeks of the instructional year) that supports accountability and measures growth Selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks Interim Assessment (Computer Adaptive) Optional comprehensive and content-cluster assessment Learning progressions Available for administration throughout the year Formative Processes and Tools Optional resources for improving instructional learning Assessment literacy Scope, sequence, number and timing of interim assessments locally determined Re-take option available *Time windows may be adjusted based on results from the research agenda and final implementation decisions.

25 Assessment Is a Process,
Not an Event Goals Instruction Assessment Assessment Is a Process, Not an Event Time: 1 minute I have said this before: It’s time that we stop thinking about assessment as the end point and start thinking of assessment as part of the learning continuum. To do that, we need to think about new purposes for assessment.

26 The Feedback Loop Feedback Celebrate Student Work Student work
Student Proficient Celebrate The Feedback Loop Time: 1 minute This graphic shows the plan for assessment FOR learning in a visual way. The student works, then receives feedback—which might be from you, from a peer, or from himself or herself—and adjusts the work accordingly. This continues until the student is deemed proficient, whereupon that achievement is celebrated.  International Center for Leadership in Education


28 NCBTP Seminars CCSS aligned lesson design & study
Studying student work Collaborative projects Instructional based Instructional coaching Performance based tasks Technology Common Core Academy is only one professional development strategy. It provides a foundation for ongoing work in the LEA.

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

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