CCRS QUARTERLY MEETING CCRS QUARTERLY MEETING ENGLISH LANGUAGE ARTS GRADES

OUTCOMES Participants will 1.Review and reflect on the awareness phase of CCRS implementation 2.Gain an understanding of the Tri-State Quality Rubric for lessons and units 3.Analyze the components of a high quality lesson using the Tri-State Quality Rubric 4.Determine how a high quality lesson addresses the College- and Career-Ready Standards (CCRS) with specific emphasis on the Speaking and Listening standards for ELA

FOUR PHASES OF IMPLEMENTATION Building awareness of CCRS among educators, including the rationale for common standards across the states Awareness 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 Initiation & Implementation Focusing on curriculum development/adoption, resources and assessment strategies to ensure success for all students Follow Up Support Evaluating progress and making necessary revisions to the professional development/transition plan to ensure success for all students Evaluation & Accountability

PHASE 1 AWARENESS Underline or highlight items that have been shared with your LEA/schools. Circle items that have not been shared.

THREE KEY SHIFTS IN ELA/LITERACY 1. Building knowledge through content-rich nonfiction and informational texts 2. Reading, writing and speaking grounded in evidence from text, both literary and informational 3. Regular practice with complex text and its academic language

EQUIP TRI-STATE QUALITY REVIEW RUBRIC

CLOSE READING OF THE 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 without marking the text.

CLOSE READING OF THE RUBRIC Second Read: Read dimensions I and II more closely.  Underline items that are familiar to you from last year’s learning  Circle items that you may need more information about

CLOSE READING OF THE RUBRIC Third Read: Read chunks of dimensions III and IV more closely.  Carousel Brainstorming Activity using the first six bullets in dimension III and the first three bullets in dimension IV.

IMPORTANT TERMS TO KNOW  Divide into groups of 3-4.  Make a list of important words and phrases from the rubric.  Introduce articles for further research of identified words and phrases.

VIDEO – LEARNING TO THINK: A FOUNDATION FOR ANALYSIS

CONNECTIONS TO RUBRIC Think: What could we add to the charts we just created for the bullets under instructional supports and assessment on the Equip rubric? Pair: Dialogue with your partner about your ideas. Share: Share your ideas with the whole group.

CONNECTIONS TO CCRS SPEAKING AND LISTENING Think: How did the teacher incorporate the Speaking and Listening standards in her lesson? Pair: Dialogue with your partner about your ideas. Share: Share your ideas with the whole group.

LESSON ANALYSIS 1.Read the lesson plan and accompanying text. 2.Using the rubric, determine how the lesson meets the criteria of the three bulleted items in Dimension I. 3.In the blank beneath Dimension I, make notes citing evidence from the lesson plan. 4.Repeat the first three items above for Dimensions II, III, and IV.

CONNECTIONS TO CCRS SPEAKING AND LISTENING Think: Where are the Speaking and Listening standards in the lesson? Pair: Dialogue with your partner about your ideas. Share: Share your ideas with the whole group.

PLANNING NEXT STEPS

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. PREPARED GRADUATE DEFINED 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.