Outcomes 1. To explore the vertical alignment of the grade-level standards 2. To learn a process that can be used to further explore the standards 2
Parameters for Exploration Attentive listening Open mindset to receive new ideas and information Note-taking 3 Information- Giving Group Work & Recording Open mindset Professional conversations Careful note-taking (for continued study) Deep thinking Recording of questions – to be addressed later
Things to Remember 4 1. This is an extended process toward full implementation. 2. The process should not be rushed – it’s a marathon, not a race. 3. This is one of many sessions on the ELA standards. 4. Our focus today is to learn HOW to explore the ELA standards. 5. We are not exploring all standards today. We will share a process that may be duplicated in your school.
Phase 1 (PD Topics) Components of the Course of Study Strands (Comparison, New Emphases) Vertical Alignment Content Movement Literacy Standards, Grades 6-12 Implications for Special Education Phase 2 Analyzing the Standards Sample Units of Study Sample Lessons/Curriculum Development Differentiated Instruction for RtI Assessment Resources Phase 3 Continuous Support, based on LEA needs and requests Professional Development Plan
6 Timeline for Preparation for the ELA Course of Study
2011-2012 Phase 1 Administrators and Teachers Mega 2011AdministratorsGeneral Overview 2011 Webinars: Jan 10 K-12 Session Administrators and Teachers General Overview of ELA COS Recording available Jan 17 K-5 Session One Administrators and Teachers Organization Vertical Alignment Content Movement K-5 Session Two Administrators and Teachers Standards and Appendices for Reading and Writing
2011-2012 Phase 1 Administrators and Teachers 2011 Webinars: Recording Available Jan. 24 6-12 Session One Administrators and Teachers Vertical Alignment Content Movement Recording available Jan.27 6-12 Session Two Administrators and Teachers Standards and Appendices for Reading and Writing Recording available April 9 6-12 Session Administrators and Content teachers Literacy Standards grades 6-12 2012 Summer Sessions Regional Sessions K-5 Session and 6-12 Session Administrators and Teachers Preparing for Implementation of 2010 ELA COS *Note: 2011 Webinar Sessions are a Prerequisite for Summer Sessions Mega 2012K-5 Session and 6-12 Session Administrators and Teachers Preparing for Implementation of 2010 ELA COS *Note: 2011 Webinar Sessions are a Prerequisite for Summer Sessions
Important Local Decisions Important local decisions include: How students will accomplish these standards? In what sequence teachers will address the standards? How much time will be allotted for instruction of the standards? 10
Prepared Graduate Defined Knowledge and Skills Ability to Apply Learning 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.
Portrait of a Literate Individual Think about each characteristic of a literate individual. Jot down what each characteristic might look like. Discuss your ideas with a partner. Turn to page 7 in the Common Core State Standards (CCSS) document. Read the description of each characteristic. As you read, think of your students. Activity 1 Discuss with your partner how the descriptions compare to your ideas.
Where We Want To Be Students who are college and career ready … Demonstrate independence Build strong content knowledge Respond to varying demands of audience, task, purpose, and discipline Comprehend as well as critique Use technology and digital media strategically and capably Understand other perspectives and cultures Value Evidence
Demands of college, careers, and citizenship on readers have increased over the last 50 years. K-12 reading texts have actually trended downward in difficulty in this same period. Standards, curriculum, and instructional practice have not done enough to foster independent comprehension of complex texts.
Anchor Standards Were Developed For… Reading Writing Speaking and Listening Language
Grade Level Standards Grade level standards define what students should understand and be able to do by the end of each grade. Grade level standards complement the anchor standards. Together they define the skills and understandings that all students must demonstrate in order to be college- and career-ready.
Tracing the Standards Underline key words that show how these standards are related. Read each grade level standard for your assigned number. Circle key words that show how the expectation becomes more rigorous at each grade level. Have some table discussion about your overall impressions.
Explore a Little More! Reading Literature Reading Foundations Writing Speaking and Listening Language Be prepared to share one major finding and the implication for classroom practice.
Determining Implications and Next Steps We have been exploring the standards … Now, what comes next? 28
Feedback The Exit Slip What do you consider the greatest benefits of implementing the new standards? What would you like us to consider as we move into Phase 2 of the professional development plan? 29
Visit the Website http://alex.state.al.us/ccrs For additional information you may contact Pam Higgins – firstname.lastname@example.org@alsde.edu Steve McAliley – email@example.com@alsde.edu 30
Wrapping Up… 1. Please complete the evaluation provided by the Inservice Center. 2. Remember to share your questions with us. 3. Thanks so much for your participation! 31