1. PA Core Deeper Dive into Implementation

2. Digging Deeper What do students need to know and be able to do to gain adequate mastery of the range of skills and applications as demonstrated in the student resources and assessment samples? www.pdesas.org

3. Standards What Student Knows Evidence What Student Does Know and Do

4. Reflection  What do you notice about this work?  What are its qualities?  What differences did you notice about student learning as compared to student work in your classroom/school/district?  What do you think the teacher did differently to push student to produce this kind of work?

5. Similarities and Differences How do the similarities and differences impact instruction in your classes/discipline? PA Core high school cross walk documents: http://static.pdesas.org/content/documents/PA%20C ommon%20Core%20Crosswalks%20- %20Mathematics%20Grades%209-12%205-2013.pdf

6. Group Activity  Read assigned content standard.  Create a graphic representation of the group’s thinking related to the implementation of the standard.

7. Taking a look at “Rigor”  Rigor is creating an environment in which each student is expected to learn at high levels, each student is supported so he or she can learn at high levels, and each student demonstrates learning at high levels. (Blackburn,&2008).

8. Defining Rigor Definition of rigor has a sharp focus on instruction - creating an environment in which: 1. Each student is expected to learn at high levels, 2. Each student is supported so he or she can learn at high levels 3. Each student demonstrates learning at high levels. We are looking at the environment you create. The tri-fold approach to rigor is not limited to the curriculum students are expected to learn. It is more than a specific lesson or instructional strategy.  The most important reason to look at the level of rigor is this: “Rigor is not about giving students more to do, or punishing them with more homework. Rigor is about helping students learn at higher levels”

9. Making Meaning Reading is a process in which information from the text and the knowledge possessed by the reader act together to produce meaning. Anderson, R.C., Hiebert, E.H., Scott, J.A., & Wilkinson, I.A.G. (1985) Becoming a nation of readers: The report of the Commission on Reading Urbana, IL: University of Illinois 9

10. Literacy Priorities – all disciplines Among the highest priorities of the Common Core State Standards is that students must read texts closely and acquire knowledge.  At each grade level, 80 to 90 percent of the reading standards require text-dependent analysis. Questions that expect student responses to be text-dependent and discipline-specific require students to demonstrate that they understand the text details and can provide accurate evidence. 10

11. 1. Quantitative Measures – Readability and other scores of text complexity often best measured by computer software. 2. Qualitative Measures – Levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. 3. Reader and Task Considerations – Background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment. Overview of Text Complexity 11

12. Implications for Instruction  Begin now to bring more informational text into the curriculum and focus on “disciplinary” reading.  Make an effort to “bridge the gap” for students by making up to 20% of classroom reading grade- level texts with necessary levels of scaffolding.  Provide frequent opportunities to work “across” texts. Source: KAREN WIXSON, PHD UNIVERSITY OF MICHIGAN/UNC 12

13. Assessment FORMATIVE SUMMATIVE

14. www.pdesas.org Standards: PA Core Resources Crosswalks – Emphasis Guides Assessments: Keystone Understanding Rigor Descriptors and scoring guides PLDs and Item Samplers Assessment Builder Materials & Resources: Course name Skill of concept