Welcome! Please sign in and be seated at your assigned table. KSD Leadership Team August 9, 2012

Introduction to the Common Core and Kent’s Transition Plans August 2012

Today’s Objectives Develop a shared orientation to the Common Core Stare Standards and our Transition work Recognize the structure of the Common Core State Standards (CCSS) in English Language Arts and Mathematics Understand the shifts represented in the CCSS Recognize assessment changes coming Consider next steps and contribute needs and questions for KSD transition planning

Today’s Agenda Background & Purpose CCSS Exploration – Standards & Shifts Assessment Update Implementation Planning & Feedback

CCSS: An Introduction

Getting on the same page: CCSS Exploration ELA all: Introduction, pp. 4 – 8 1.ELA K ELA ELA History/SS, Science & Technical Subjects 4.ELA Appendices Math all: Introduction, Standards for Math Practices 5.K High School and Appendix A

Looking into the Standards How are the standards structured? Why does it appear to be structured this way? What, if anything, do the standards suggest as implications for instruction?

English Language Arts (ELA) K-5 ELA Strands  Reading o Foundational Skills  Writing  Speaking and Listening  Language 6-12 ELA Strands  Reading  Writing  Speaking and Listening  Language  Literacy in History/Social Studies, Science, and Technical Subjects Appendices A, B, C

Sub-headings For Each ELA Strand Reading, K-5 and 6-12, and Literacy in History/Social Studies, Science and Technical Subjects 6-12  Key Ideas and Details  Craft and Structure  Integration of Knowledge and Ideas  Range of Reading and Level of Text Complexity Reading Foundational Skills (K-5 only)  Understanding concepts of print  Phonological awareness  Phonics and word recognition  Fluency

Sub-headings Continued Writing K-5 and 6-12, and Literacy in History/Social Studies, Science and Technical Subjects 6-12  Text types and Purposes  Production and Distribution of Writing  Research to Build and Present Knowledge Speaking and Listening  Comprehension and Collaboration  Presentation of Knowledge and Ideas Language  Conventions of Standard English  Knowledge of Language  Vocabulary Acquisition and Use

Anchor Standards for ELA Overarching standards for each of four ELA strands that are further defined by grade-specific standards.  Reading – 10 standards  Writing – 10 standards  Speaking and Listening – 6 standards  Language – 6 standards

Three ELA Appendices Appendix A: Research and evidence; glossary of key terms, overview of each strand; text complexity; conventions grade-level chart Appendix B: Reading text exemplars with sample performance tasks Appendix C: Annotated student writing samples, K-12

ELA: 3 Major Shifts 1.Building knowledge through content-rich nonfiction 2.Reading, writing, and speaking grounded in evidence from text, both literary and informational 3.Regular practice with complex text and its academic language

Shift One: Building knowledge through content-rich nonfiction Much of our knowledge base comes from informational text Informational text makes up vast majority of required reading in college/workplace (80%) Students are asked to read very little of it in elementary (7 - 15%) and middle school

Balance of Reading Texts Types Balance of Writing Text Types

Shift Two: Reading, writing & speaking grounded in evidence Most college and workplace writing is evidence-based and expository in nature (not narrative) Ability to cite evidence differentiates student performance on NAEP Standards in writing ask students to respond to evidence- based writing prompts (inform/argue) Standards in speaking and listening require students to prepare for and refer to evidence on ideas under discussion Standards in reading require students to respond to text-dependent questions with evidence-based claims

Shift Three: Regular Practice with Complex Text and its Academic Language Gap between complexity of college and high school texts is huge What students can read, in terms of complexity is greatest predictor of success in college (ACT study) Too many students reading at too low a level (<50% of graduates can read sufficiently complex texts) Standards include a staircase of increasing text complexity from elementary through high school Standards also focus on building vocabulary that is shared across many types of complex texts and many content areas

Looking for evidence of the shifts… Elementary English Language Arts

Mathematics Standards for Mathematical Practice  Listed FIRST  Carry across all grade levels  Describe habits of mind of a mathematically expert students Standards for Mathematical Content  K-8 standards represented by grade level, organized into domains that progress over several grades  “Critical Areas of Focus” at each grade level  High school standards represented by conceptual themes (Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability)

Content Progressions and Major Shifts Focus Fewer big ideas --- learn more Learning of concepts is emphasized Major Shifts Coherence Articulated progressions of topics and performances that are developmental and connected to other progressions Rigor Being able to apply conceptual understanding and procedural skill to new situations

Standards for Mathematical Practice

Shift One: Focus strongly where the Standards focus Significantly narrow the scope of content and deepen how time and energy is spent in the math classroom (although not as noticeable in WA since 2008 Standards revision) Focus deeply only on what is emphasized in the standards, so that students gain strong foundations

Grade PRIORITIES in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding K–2 Addition and subtraction, measurement using whole number quantities 3–5 Multiplication and division of whole numbers and fractions 6 Ratios and proportional reasoning; early expressions and equations 7 Ratios and proportional reasoning; arithmetic of rational numbers 8Linear algebra Critical Areas in Mathematics

Shift Two: Coherence. Think across grades, and link to major topics within grades Carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years. Begin to count on solid conceptual understanding of core content and build on it. o Each standard is not a new event, but an extension of previous learning.

Shift Three: Rigor. In major topics, pursue conceptual understanding, procedural skill and fluency, and application The CCSSM require a balance of: ▫Solid conceptual understanding ▫Procedural skill and fluency ▫Application of skills in problem solving situations This requires equal intensity in time, activities, and resources in pursuit of all three

Looking for evidence of the shifts… Elementary Math

Personal Reflection What themes/big ideas are emerging across the ELA and Mathematics CCSS standards? What are the implications for adult practices so that students master the CCSS?

New Assessment System

Next Generation Assessments Provide more rigorous tests measuring student progress toward college and career readiness Have common, comparable scores across member states and across consortia Provide achievement and growth information for instructional decision-making and professional development planning Assess all students, except those with significant cognitive disabilities Administer online, with timely results Leverage technology-enhanced items (drag-and-drop, interactive items, video clips, limited web interface) Use multiple measures

Sample Grade 5 ELA Performance Task Student Directions: You will watch two videos and read one article, taking notes on these sources and answering three questions about the sources. You will then prepare and deliver an oral presentation about the issue of digital books replacing paper textbooks.

Sample Questions Based on the sources presented, what is the most convincing evidence to change from paper textbooks to digital textbooks? Support your response with information from the videos and article. Article 1 and Video 2 discuss the use of digital textbooks by the U.S. Department of Education, South Korea’s education system, Florida’s high schools, Worldreader’s initiative in Africa, and a middle school. Which school system do you think uses the digital textbook most effectively? Support your opinion with information from the sources.

Presentation Prompt Your principal has done some research about the use of digital textbooks in the classroom and is considering replacing the paper textbooks with digital textbooks next school year. Your principal has not made a final decision and would like to know students’ opinions. Plan, write, and deliver a speech in which you express your view for or against replacing your school’s paper textbooks with digital textbooks. You will write a draft of a speech and create any supplementary materials you may need for your presentation. Support your opinion with details from the sources you have read and viewed.

Personal Reflection What themes/big ideas are emerging as you consider the standards and potential assessment? What are the implications for adult practices so that students master the CCSS?

Considering Implementation

District Implementation Adopted and implemented secondary math resources that are CCSS-aligned Introduced Leadership Team to CCSS Began to integrate CCSS awareness into Curriculum Leader and Cadre work Selected for OSPI Implementation Network Participation Initiated CCSS Steering Team as transition advisory group Attended initial CCSS Training (District staff)

District Implementation Summer 2012 Created, with teacher input, Curriculum/Pacing Guides for initial implementation grades/courses Created Curriculum/Pacing Guide for K-2 Reading Foundations Created, with teacher input, Unit Assessments for initial implementation grades/courses Updated Pathways document with CCSS alignment Prepared for use of OSPI Benchmark Assessments for use in Updated Elementary Report Card Updated Instruction page on Website with CCSS Info for Parents/Community Delivered initial professional development for transitioning grade levels/courses and K-2 Foundations

District Implementation Delivery of yearlong professional development for transitioning grade levels/courses Continued development, with teacher input, of Curriculum/Pacing Guides for and Implementation Continued development, with teacher participation, of Unit Assessments for and Implementation Implementation of OSPI Benchmark Assessments Solicitation of Feedback on Elementary Report Card Initiation of CCSS web page and information/communication site for staff Continuation of CCSS Steering Team Development of HS Plans with Curriculum Leaders

Over three years… Curriculum/Pacing Guides for initial implementation grades/courses Supporting assessment resources Professional development in initial year of implementation Ongoing PD/communication using Cadres and Curriculum Leader groups Ongoing communication and feedback loops … Learning…

Possibilities: What can I/we do now?... Commit to learning about or beginning to develop a shift within the standards Strive to see students are balancing fiction and nonfiction text per the CCSS goals Model and teach students to use evidence, evidence, evidence… in speaking, reading, and writing!

Possibilities: What will we do now?...

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