CCRS Quarterly Meeting Literacy standards for Career & technical subjects The groups will most likely be very small. You may choose to show the ppt. on your laptop or just have a round table discuss with the ppt. hard copies. ***In most places, you will be in the same room with science and social studies, but 3 separate presentations will be going on. Explain the change in the content portion of CCRS- table talk specific to content because: Social studies has a new COS, so they are breaking away to introduce the new document. and 2) We had requests to make the discussions as content specific as possible. So, for the last two QMs, we will have a round table discussion format rather than a presentation. http://alex.state.al.us/ccrs/

Outcomes Participants will: Reflect on CCRS personal experiences Review Dimension iv of the EQuIP rubric. Analyze and Assess a CCRS lesson plan using the EQuIP rubric. Examine evidence of CCRS in classroom instruction, and match CCRS literacy standards to student work samples. 5. Prepare to share resources with district LEA team and colleagues. These are our outcomes for today’s session. Please take a minute and read them. What questions do you have at this point?

Prepared Graduate Defined Possesses the knowledge and skills needed to enroll and succeed in credit-bearing, first-year courses at a two- or four-year college, trade school, technical school, without the need for remediation. Possesses the ability to apply core academic skills to real-world situations through collaboration with peers in problem solving, precision, and punctuality in delivery of a product, and has a desire to be a life-long learner. Remember that the Alabama standards are referred to as the College and Career Ready Standards in keeping with the state’s vision in Plan 20/20. This slide comes from Plan 20/20. On the left side of the screen you find the definition of a prepared graduate….not much new here…this side stresses being able to succeed in credit bearing courses at a two-year or four-year colleges, trade schools, or technical schools. On the right side….the focus is different. Once students know something, do they know what to do with it? Can they apply their knowledge? Do they have a “command” of what they know that enables them to apply it to various situations. These are skills that the business community wants in their employees.. The most important thing for us to note is…THIS SIDE DESCRIBES THE TYPE OF INSTRUCTION NECESSARY FOR PREPARING GRADUATES. Notice the words in red name the type of instruction that should be EVIDENT in classrooms by stating what students should be doing. So, if the new literacy standards are firmly in place, then we should see students engaged in collaboration with peers in problem solving, precision, and punctuality in delivery of a product in every classroom, every day. Our common content focus for these CCRS meetings is the Literacy Standards for History/Social Studies, Science and Technical Subjects. The CCR standards provide us with Anchor Standards and Grade Band Literacy Standards. To meet our first outcome of the day, it is important for us to talk about the relationships among these standards and our current content course of study standards. DISTRIBUTE HANOUTS # 2-ANCHOR STANDARDS AND # 3 GRADE BAND LITERACY STANDARDS AND ASK PARTICIPANTS TO TAKE OUT CONTENT COS STANDARDS 1. Anchor Standards represent what the “prepared graduate” is able to do at the end of his/her K-12 experience. Therefore, they are what we are “reaching” for as we teach. In other words, they are the UMBRELLA standards. You might want to write UMBRELLA at the top of your page to remind you of that. Put your anchor standards in front of you to remind you that they are the goal for the end road. [MODEL THIS ] 2. Grade Level Content Standards represent the “what” (PER THE LAW) you are to teach each year. IF participants do NOT have COS with them, ask them to “pretend” that a sheet of paper is their COS. Take your grade level content standards and place them to your right. This is your “right hand man.” [MODEL THIS] 3. Literacy Standards are new. They are to be implemented this school year. They are NOT an extra set of standards; rather, they are meant to supplement your grade level content standards. Take the literacy standards and place them on your left to remind you that they complement your content standards. [MODEL THIS] 4. Well-planned lessons have several common elements. We will be using a rubric today to help us see common elements that lead to effective lessons.

Alabama Quality Teaching Standards 1.4-Designs instructional activities based on state content standards 2.7-Creates learning activities that optimize each individual’s growth and achievement within a supportive environment 5.3-Participates as a teacher leader and professional learning community member to advance school improvement initiatives You are all here today for specific professional learning. Let’s not forget that today’s learning aligns with the Alabama Quality Teaching Standards. You may want to include some of this as part of your Professional Learning Plan for the year. Read them and connect to what we will do today. 1.4-our work today is centered around the content standards. The instructional activities we engage in are designed to meet the literacy standards. 2.7-One purpose of CCRS is to create a supportive environment for us to learn together. 5.3- The main reason you are here today is because you are a teacher leader, and you can influence CCRS implementation in your school.

Outcome # 1- the CCRS and YOU Quick write How have you applied the ccrs standards to your classroom instruction? Consider Successes Challenges Allow participants to turn and talk. Share 2 or 3 whole group.

Outcome # 2-Review dimension iv Assessment for learning Assessment of learning As we think about Dimension IV of the rubric, we must think about assessment in general. Assessment falls into two major categories- formative which are assessments for learning and summative which are assessments of learning. To help us understand these categories, we are going to do a sorting activity and talk about our findings.

Outcome # 3-Analyze and assess a CCRS lesson plan using the EQuIP Rubric Choose a partner to work with Analyze and assess the provided lesson plan using each dimension of the EQuIP rubric Share findings

Outcome #3-Analyze and assess This rubric has driven our CCRS meetings this year. Up to this point, we have discussed the rubric as a planning tool; however, in this last meeting, we want to revisit it and place a large focus on using it to evaluate a lesson plan.

Outcome # 3 –CCRS in instruction Course: Life Connections Standard 16: Determine personal qualities that contribute to healthy relationships with family, friends, and coworkers, including effective communication techniques, conflict resolution techniques, and the importance of good character. Student Question: How can teens resolve conflicts with parents? Participants will complete a CTE task from a student perspective. “You are about to participate in a CTE lesson using actual CTE coursework.”

Share insights and findings How well does this lesson plan work according to the rubric? From what you see on paper, what can you anticipate about how the lesson will actually unfold when taught?

Outcome #4 –Part 1-Examine student work samples Student Question: How can teens resolve conflicts with parents? R-Restate the question or prompt I-Include your ideas and/or opinions S-Support your ideas and/or opinions with evidence from the text C-Conclude your statement Teacher Question: What do these student work samples tell you about the students’ level of content understanding and about next steps for instruction? Choose a partner. Read set of student work samples together. Sort samples according to “met”, “partially met” , or “did not meet standard”

Lunch!!!

Outcome # 4 –Match literacy standards to the sample lesson Which literacy standards are met? Which literacy standards are “introduced”? (which ones do we “touch the hem of the garment”?) What would you need to do to ensure all literacy standards spiral through by the end of the unit? (Example- Writing # 8 –multiple sources) How does this apply to your specific classroom? Look back at the lesson. Answer the questions on the slide.

Practice time Use the sample lesson plan to think through building a lesson.

NEXT STEPS: Use the CTE strategies packet from QM # 3, the CTE COS, CCRS Literacy Standards, and the insight tool to continue implementing ccrs into your instruction.

Outcome # 5- Prepare to share resources With your district team think about your next steps. Record your thoughts on this template and share with the rest of your team when you join them in a few minutes.

Prepared Graduate Defined Possesses the knowledge and skills needed to enroll and succeed in credit-bearing, first-year courses at a two- or four-year college, trade school, technical school, without the need for remediation. Possesses the ability to apply core academic skills to real-world situations through collaboration with peers in problem solving, precision, and punctuality in delivery of a product, and has a desire to be a life-long learner. Remember that the Alabama standards are referred to as the College and Career Ready Standards in keeping with the state’s vision in Plan 20/20. This slide comes from Plan 20/20. On the left side of the screen you find the definition of a prepared graduate….not much new here…this side stresses being able to succeed in credit bearing courses at a two-year or four-year colleges, trade schools, or technical schools. On the right side….the focus is different. Once students know something, do they know what to do with it? Can they apply their knowledge? Do they have a “command” of what they know that enables them to apply it to various situations. These are skills that the business community wants in their employees.. The most important thing for us to note is…THIS SIDE DESCRIBES THE TYPE OF INSTRUCTION NECESSARY FOR PREPARING GRADUATES. Notice the words in red name the type of instruction that should be EVIDENT in classrooms by stating what students should be doing. So, if the new literacy standards are firmly in place, then we should see students engaged in collaboration with peers in problem solving, precision, and punctuality in delivery of a product in every classroom, every day. Our common content focus for these CCRS meetings is the Literacy Standards for History/Social Studies, Science and Technical Subjects. The CCR standards provide us with Anchor Standards and Grade Band Literacy Standards. To meet our first outcome of the day, it is important for us to talk about the relationships among these standards and our current content course of study standards. DISTRIBUTE HANOUTS # 2-ANCHOR STANDARDS AND # 3 GRADE BAND LITERACY STANDARDS AND ASK PARTICIPANTS TO TAKE OUT CONTENT COS STANDARDS 1. Anchor Standards represent what the “prepared graduate” is able to do at the end of his/her K-12 experience. Therefore, they are what we are “reaching” for as we teach. In other words, they are the UMBRELLA standards. You might want to write UMBRELLA at the top of your page to remind you of that. Put your anchor standards in front of you to remind you that they are the goal for the end road. [MODEL THIS ] 2. Grade Level Content Standards represent the “what” (PER THE LAW) you are to teach each year. IF participants do NOT have COS with them, ask them to “pretend” that a sheet of paper is their COS. Take your grade level content standards and place them to your right. This is your “right hand man.” [MODEL THIS] 3. Literacy Standards are new. They are to be implemented this school year. They are NOT an extra set of standards; rather, they are meant to supplement your grade level content standards. Take the literacy standards and place them on your left to remind you that they complement your content standards. [MODEL THIS] 4. Well-planned lessons have several common elements. We will be using a rubric today to help us see common elements that lead to effective lessons.