CCRS Quarterly Meeting Literacy standards for History/Social Studies; science and technical subjects Welcome to College and Career Ready Standards Quarterly Meeting # 1. You have been selected by your school system to attend 4 meetings during this school year. We hope this will be a great learning and networking experience for you. There are a few things that you need to know before we begin. We want to become a learning community over the course of this year, so it is very important that YOU come back each time as your system’s representative. That will give you the big picture of how the standards affect your content. Also, we want to get to know you, so we are going to do our best to make sure you have the same facilitators at each meeting. The content of every session will build upon the previous session, so to help you stay organized, it is a good idea to bring a 3-ring binder to keep all of your materials together. In each session we will be exploring how the new literacy standards support our content standards, so please bring your content course of study to each meeting http://alex.state.al.us/ccrs/

Outcomes Participants will Demonstrate an understanding of the relationships among the CCR anchor standards, literacy standards, and grade level content standards Gain an understanding of the Tri-State Quality Rubric Analyze lessons by using the rubric Enhance lessons to assure implementation of CCR standards Prepare to share resources with district team and colleagues Let’s take a look at what we hope to accomplish during our time together today. Before we begin, we want to see if we need to clarify any of these outcomes. Please get 4 sticky notes from the center of your table. Label the (______color) sticky note # 1, label the (_____color) sticky note # 2, label the (______color) sticky note # 3 and label the (______color) sticky note # 4. 3. Read outcome #1 to yourself. On your (_____color) sticky note, write a question or a comment for this outcome. (If the outcome is clear, you may simply put O.K.) Repeat the process with each outcome. When you finish, post your sticky notes under the corresponding outcomes posted around the room. Facilitators- Tell participants you will clarify for each outcome as it comes up in the presentation. Clarify Outcome # 1 NOW! 10 MINUTES!

Four phases of implementation Awareness Building awareness of CCRS among educators, including the rationale for common standards across the states Initiation & Implementation Going deeper into the standards, & implement significant instructional shifts implicit in the ELA & mathematics standards & to develop lessons & units of study that reflect the CCRS Follow Up Support Focusing on curriculum development/adoption, resources and assessment strategies to ensure success for all students Evaluation & Accountability Evaluating progress and making necessary revisions to the professional development/transition plan to ensure success for all students Remind participants of the 4 phases of implementation. These are taken from A Guide for Professional Development/Transition – Planning for Implementation of the CCRS. This document was given to teams as part of the self assessment done last year in quarterly meeting #3. Last year we were in the awareness phase… This year we are in the implementation phase!

Roles and Responsibilities You are the LINK to all content teachers in your school system! What does this mean? Participate in 4 Quarterly Meetings to learn how the CCRS relate to the content areas. Practice planning and implementing CCRS lessons in your classroom. Provide opportunities to share resources with your colleagues. YOU have been selected by your school system to be the content representative for CCRS Quarterly Meetings. As we said in the introduction, it is important that YOU are the person who participates in all 4 of these meetings. The content of the QMs will follow the same structure each time so that every session builds on the one before it. Part 1 of each session will be a content study. The content will always center around the CCR standards. You ARE the content expert, so our role is NOT to help you deepen your science, social studies, or career tech knowledge; RATHER, it is to help you see how the CCR literacy standards SUPPORT your current course of study. Part 2 will always be a classroom application piece. Last year was about awareness; this year is about practical application for implementation. We will give a classroom assignment following each session, but in addition, we hope you leave each meeting with some new ideas and strategies to try immediately. Part 3 will always be your preparation for sharing with your colleagues. We know that each of you come with a different set of expectations from your school system. Some of you may be expected share this this PD face to face, and some of you may be expected to help your curriculum coordinator plan how these resources are shared. Either way, we will give you what you need. Before we conclude today, we will give you access to our ppt. with explicit facilitator notes if you are sharing this PD face to face. We will also provide you access to a recorded training ppt. as an alternate way to share what you learned. Let’s look closely at this slide again. Through your participation in all 4 meetings, your classroom practice with your students, and the resources we will provide for you, you will be the LINK for your school system.

Three Key Shifts in ELA/Literacy Building knowledge through content-rich nonfiction and informational texts Reading, writing and speaking grounded in evidence from text, both literary and informational Regular practice with complex text and its academic language Now let’s officially begin Part 1 of QM # 1. Let’s delve into the content. Last year, the focus of the QMs was awareness. We talked a lot about the three key shifts in the literacy standards. These shifts define a different way of teaching in which more responsibility for thinking and application is placed on the student. Let’s look at these a little more closely. 1. Building knowledge through content-rich nonfiction and informational texts. The bulk of college and career reading is information rather than literary or fiction. This type of reading is structured differently and calls for a different set of comprehension strategies than literary texts. 2. Reading, writing and speaking grounded in evidence from text, both literary and informational—Text dependent questions The ability to cite textual evidence levels the playing field for students. Background knowledge is very important, but when application is tied directly to the text, ALL students have the same frame of reference from which to work. Of course, reading ability plays a part, but privilege does not. 3. Regular practice with complex text and its academic language-The academic vocabulary. The new standards take into account what makes every content are necessary for college and career readiness. It is necessary that students “read like detectives” and “write like investigative reporters.”

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.

Outcome # 1 Demonstrate an understanding of the relationships among the CCR anchor standards, literacy standards, and grade level content standards

Lesson Planning Relationship? Visual of Anchor Standards, Content COS Standards, and Grade Band Literacy Standards ANCHOR STANDARDS Lesson Planning Here, we intend to show participants how the anchor standards, literacy standards, and content standards work together in lesson planning. Explain slide. LITERACY STANDARDS CONTENT STANDARDS

Real Life Ready? Read the real life application. Talk with your group about how that task can be completed or the problem can be solved. Identify the reading and writing standards that need to be mastered for the task to be accomplished. Share whole group.

Gain an understanding of the Tri-State Quality Rubric OutCome # 2 Gain an understanding of the Tri-State Quality Rubric

EQuIP Tri-State Quality Review Rubric http://commoncore.americaachieves.org/equip Introduce the Tri-State Quality Review Rubric The Tri-State Quality Review was created by a collaborative 3-state initiative. The Tri‐State Quality Review Rubric is designed to analyze: Lessons that include instructional activities and assessments aligned to the CCRS that may extend over a few class periods or days. Units that include integrated and focused lessons aligned to the CCRS that extend over a longer period of time. View YouTube Video “The Value of the Tri-State Rubric” 7 minutes: Educators Evaluating Quality Instructional Products (EQuIP) One way to ensure all shifts are reflected in your lessons is to use the Tri-State rubric to guide your lesson planning

Tri-State Rubric First Read: Scan the document and note its organizational features. Mark the 4 main sections of the document. Highlight the italicized subheadings in each column. Skim the contents of the document. Directions: Scan the document and mark the 4 main sections/columns. (dimensions) Note how each section/column is organized and highlight the italicized subheadings of the two main sections of each column. Quickly skim the contents of each column. Now, let’s notice some things about this document. Columns 1 and 2 are the “what”…and the general ideas. Columns 3 and 4 are the “how”……implementation. In our content sessions, we will focus on one dimension per meeting. So now, let’s look at dimension I.

Tri-State Rubric Second Read: Read dimension I more closely. Put a “?” by the items that raise questions for you. Put an “X” by practices that should occur every day in classrooms. NOTICE: The rubric brings out reading, writing, speaking, and listening at the bottom and says that these are important for longer lessons and units. HOWEVER, THESE ARE THE COMPONENTS OF ACTIVE ENGAGEMENT AND THEY ARE IMPORTANT FOR DAILY LESSONS AS WELL!!!!

Analyzing Lessons Read a content area lesson. With your group, discuss the lesson as it relates to the Tri- State rubric dimension # 1. Determine whether or not the lesson met the specified content standard(s) from your course of study. Identify any grade band literacy standards you find. Now we are going to analyze a content lesson using dimension I of the Tri-state rubric. You are about to receive a lesson plan from you content field. For Career Tech, you will receive a general lesson this time because we did not know which career tech subject you would be coming from, but in subsequent meetings, we will know you and be able to customize. A few things you need to realize about the lesson plan you are about to analyze. These lesson plans come from the ALEX website. Please remember that these lessons were written BEFORE we had literacy standards. So, you may not find literacy standards, and that’s okay. After we analyze these, we will determine what needs to be added. NOW pass out lessons to table groups. Then give directions. DIRECTIONS: Remember your set up. Your content COS standards are you “right hand” man. The new literacy standards are your “supporting standards” so they are at your left. Refer to both as you analyze your lesson plan. 3. Read other directions on the slide.

Lunch!!!

Content Lesson (Write lesson title.) Has… Needs… Welcome back! Take a sheet of chart paper, and make a T-chart like the one you see on the screen. In the “Has” column, list the components from the rubric, content standard(s) and literacy grade band standards you found in your lesson. In the “Needs” column, list the components from the rubric, content standard(s) and literacy grade band standards that may need to be added to your lesson.

Enhancing Lessons Enhance the lesson. Share your suggestions with your group. Now we are going to enhance the lessons you just analyzed. HAND OUT THE ESSENTIAL PLANNING QUESTIONS NOW. You are now receiving a set of questions that go along nicely with the rubric. Take a minute and read through them. Notice that questions # 1 and # 2 align with bullets # 1 and # 2 on the rubric. Also, question # 4 aligns well with bullet # 4. Let’s look a this question more closely because when we introduce these questions, this one needs some extra clarification.

100% Student Engagement Talking means EVERY student generates a piece of writing. Writing means EVERY student generates a piece of writing. Investigating means digging into content. Reading means EVERY student has the opportunity to read the text independently. Listening means students can prove they have been attentive when talking with a peer. Now use notes below to explain slide. Talking –students responding to teacher individually to questions does NOT count as talking; however, if the teacher poses a question and the students discuss the question it DOES count as talking Writing is not copying notes from a ppt.; however, reading and taking margin notes IS writing/ marking a graphic organizer is NOT writing- For example, checking “agree” or “disagree” on an anticipation guide is NOT writing; however, completing a “so what” box at the bottom of a T-chart IS writing. Investigating can be in a lab situation OR it can simply be digging into a text or probing more deeply into a discussion or text by questioning or using technology. Reading – can be silent, aloud, in partners, AS LONG AS 100% of the students have the OPPORTUNITY TO READ. Listening –Students can prove they are listening by explaining what they heard their partner/peer group say during their discussion. HAND OUT THE LESSON PLANNING TEMPLATE NOW – Here is a lesson planning template that some teachers find helpful. You don’t have to use it, but it goes along with the planning questions, so we wanted to provide it for you to see if you like it. You may have a required lesson plan form in your district, so again, this is only if you would like to try using this one.

Enhancing Lessons Enhance the lesson. Share your suggestions with your group. Now we are going to enhance the lessons you just analyzed. HAND OUT THE ESSENTIAL PLANNING QUESTIONS NOW. You are now receiving a set of questions that go along nicely with the rubric. Take a minute and read through them. Notice that questions # 1 and # 2 align with bullets # 1 and # 2 on the rubric. Also, question # 4 aligns well with bullet # 4. Let’s look a this question more closely because when we introduce these questions, this one needs some extra clarification.

Classroom application Analyze and enhance one of your own lessons. Teach it. Bring this lesson plan back to QM # 2. Bring back one (1) copy to share with a partner for feedback. Be prepared to talk about how the lesson went. Compare the teaching of the new lesson the old lesson.

Share Resources Some ideas: 1. Face to face District-wide by content Departmental/grade level meetings 2. Small groups using audio facilitation option

Our Vision Every Child a Graduate – Every Graduate Prepared for College/Work/Adulthood in the 21st Century At every opportunity, we want to remind everyone of the vision. Every child a graduate BUT every graduate prepared for that next phase of life. As you may know, these CCRS IT meetings are an opportunity for us to learn together about what the standards mean and what instruction supports this vision of college and career readiness for all students.