1. Supporting Participating Teachers Through the CCSS Transition
BTSA Advisory Board Meeting
October 25, 2013

2. Revised BTSA Seminars
NCBTP continues to focus on the Induction Standards And… NCBTP is integrating the Common Core State Standards into the monthly seminars.

3. Profile of 21st Century Learners
Demonstrate independence
Build strong content knowledge
Respond to the varying demands of audience, task, purpose and discipline
Value evidence
Comprehend and articulate their learning
Collaborate on ideas and develop problem solving skills
Introductory notes.

4. Integrated Purpose
CCSS purpose is to propel change in instructional practices in order to improve student performance, higher level thinking, creativity, collaboration and communication
And…
NCBTP’s purpose is to model effective instructional practices, increase teacher performance, increase higher level thinking, collaboration and creativity

5. Common Core State Standards ….
Intended to ensure all students are college and career ready
Provide a clear, consistent statewide understanding of what students should know and be able to do
And…
NCBTP’s goal is to ensure a competent and highly qualified teacher for every child .
BTSA’s goal is to ensure a competent and highly qualified teacher for every child .

6. What is different about the Common Core State Standards?
English Language Arts
Mathematics
Deep Thinking and Multiple Solution Pathways
New sample packets for elementary and high school

7. CCSS What does this mean for teachers?
Analysis, evaluation, critical thinking embedded in all instruction
Strategies on reading informational text taught across disciplines using literacy standards
Increased knowledge of mathematical thinking
Application of what students learn to real world
Emphasis on performance instead of just knowing content

8. Partner Discussion Turn to an elbow partner and discuss:
What does this mean for 21st century teachers ?
What does this mean for NCBTP ?

9. Conversational Roundtable Foldable
Take a page, fold into quadrants.
Then fold inner corner in about the length of your thumb.
Open it up and trace the lines.
Label: My Notes, _______ at the top of each square.
TIME: 5 minutes (CONTINUED for Slides 3 to 4)
___________________________________________________________________________________
Have participants locate the CCSS for ELA handout and find the Speaking and Listening Standards for their grade level.
Ask participants to call out the first subheading (Comprehension and Collaboration). Ask how many standards are included under that subheading (3). Note for participants the consistency at EVERY grade level. Do the same with the next subheadings (Presentation of Knowledge and Ideas – 3 standards).
The statements under the subheadings were pulled from a presentation by Timothy Shanahan, one of the architects of the Common Core State Standards.
As participants begin to look at the standards, remind them that every state could add up to 15% to the Common Core State Standards as indicated by the bold and underlined print.
HANDOUTS:
CCSS for ELA 9
CCSS: Toolkit | Content and Curriculum, K-12 (ELA) | Mini-Module: Collaboration, Research, and Use of Media 9

10. Conversational Roundtable
Your Notes:
#1 Name _______and Notes:
#2 Name_______
#3 Name:________
Summarize

11. Conversation Round Table Directions
In the “Your Notes” quadrant, list activities that your district or IHE are using to implement the CCSS. Also note how BTSA can support these implementation activities.
When you are finished, get up and find another person. Introduce yourself and share what you wrote. Then take notes in another quadrant.
Add to your “ Need it” column. “

12. NCBTP Integration of CCSS
Backward Design
Collaborative Conversations
Writing Standards
Language Standards 4,5,6 (Vocabulary)
Cognitive Rigor Matrix (Bloom’s and DOK)
Technology
Performance Based Assessments

13. APTRA: Inquiry Process

14. *Backward Design Theory
BTSA Lesson Planning
*Backward Design Theory
*Linked lessons

15. Comprehension and Collaboration
CCSS# 1. Prepare for and participate in collaborations with diverse partners, building on each others’ ideas and expressing their own clearly and persuasively.

16. Speaking and Listening
CCSS
Speaking and Listening

17. Cognitive Rigor Matrix
Increase Rigor
Bloom’s Taxonomy
Depth of Knowledge
Cognitive Rigor Matrix

18. Depth of Knowledge 1 2 3 4 DOK Level Title of Level Possible Products
Recall and Reproduction
Quiz Test
Label List
Outline Highlighting 2
Skills and Concepts
Illustration
Presentation Interview
Performance Journal 3
Short-term Strategic Thinking
Graph Report
Checklist Chart
Survey Database 4
Extended Thinking
Film Story Project Plan
New Game Song
Newspaper
Media Product

19. Example Grade 8
During the task, the student assumes the role of an architect who is responsible for designing the best plan for a park with area and financial restraints. The student completes tasks in which he/she compares the costs of different bids, determines what facilities should be given priority in the park, and then develops a scale drawing of the best design for the park and an explanation of the choices made. This investigation is done in class using a calculator, an applet to construct the scale drawing, and a spreadsheet.
This is a description for a grade 8 performance task that is coded to depth of knowledge level four. This item requires students to use concepts of geometry, numbers and operations, and statistics to determine the best solution to a problem where all constraints cannot be satisfied at the same time. Additionally, the student must provide justifications to support reasoning. Students are expected to engage with the task for an extended period of time, up to 120 minutes.

20. Purpose of the Cognitive Rigor Matrix
Develop a shared understanding of rigor
 Analysis of instructional tasks & classroom assessments
Aids in classroom discourse; peer coaching
Lesson planning & unit design
 Lastly, the Smarter Balanced Assessment Consortium is using this matrix to develop items/tasks that align with the assessment targets.

21. Evidence-Centered Design
Claim
Target
Evidence
Assessment Results
As Claims and Targets will be particularly important to us throughout this next process of curriculum mapping, let’s take a final review as to how they fit together.
Click: We now know there are two overall claims: one for third through eighth grade and one for high school.
We also know that there are four domain-specific claims: reading, writing, speaking/listening and research
Click: We know that Smarter Balanced has created Assessment Targets that describe ways in which students may be expected to learn or demonstrate their knowledge.
Click: Last, we know that student assessment results will act as our evidence of mastery toward each specific target, which allows us to showcase college and career readiness toward the major or overall claim.

22. What is a claim?
“Claims” are the broad statements of the assessment system’s learning outcomes, each of which requires evidence that articulates the types of data/observations that will support interpretations of competence towards achievement of the claims

23. The Smarter Balanced Assessment Consortium English Language Arts Content Specifications
Claim 1: Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Reading, literary and informational text.
Claim 2: Students can produce effective and well grounded writing for a range of purpose and audiences.
Claim 3: Students can employ effective speaking and listening skills for a range of purposes and audiences.
Claim 4: Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information.
The English Language Arts claims are derived from the Common Core State Standards and serve as the basis for the Consortium’s development of items and tasks. Each of the 4 claims has a number of targets and the targets detail the evidence required to support each claim. Now, let’s examine each claim.

24. A Balanced Assessment System
ELA/Literacy and Mathematics, Grades 3-8 and High School
School Year
Last 12 weeks of the year*
DIGITAL LIBRARY of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools.
Summative Assessment for Accountability
Optional Interim
Assessment
Optional Interim
Assessment
Performance Tasks
ELA/literacy
Mathematics
Computer Adaptive Assessment
ELA/literacy
Mathematics
Computer Adaptive
Assessment and
Performance Tasks
Computer Adaptive
Assessment and
Performance Tasks
Assessment system that balances summative, interim, and formative components for ELA and mathematics:
Summative Assessment (Computer Adaptive)
Mandatory comprehensive assessment in grades 3–8 and 11 (testing window within the last 12 weeks of the instructional year) that supports accountability and measures growth
Selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks
Interim Assessment (Computer Adaptive)
Optional comprehensive and content-cluster assessment
Learning progressions
Available for administration throughout the year
Formative Processes and Tools
Optional resources for improving instructional learning
Assessment literacy
Scope, sequence, number and timing of interim assessments locally determined
Re-take option available
*Time windows may be adjusted based on results from the research agenda and final implementation decisions.

25. Assessment Is a Process,
Not an Event
Goals
Instruction
Assessment
Assessment Is a Process, Not an Event
Time: 1 minute
I have said this before: It’s time that we stop thinking about assessment as the end point and start thinking of assessment as part of the learning continuum. To do that, we need to think about new purposes for assessment.

26. The Feedback Loop Feedback Celebrate Student Work Student work
Student Proficient
Celebrate
The Feedback Loop
Time: 1 minute
This graphic shows the plan for assessment FOR learning in a visual way. The student works, then receives feedback—which might be from you, from a peer, or from himself or herself—and adjusts the work accordingly. This continues until the student is deemed proficient, whereupon that achievement is celebrated.
 International Center for Leadership in Education

28. NCBTP Seminars CCSS aligned lesson design & study
Studying student work
Collaborative projects
Instructional based
Instructional coaching
Performance based tasks
Technology
Common Core Academy is only one professional development strategy. It provides a foundation for ongoing work in the LEA.

29. NCBTP Sustaining Systemic Change in Instruction
The Essence of Induction :
Time
Coaching/Support
Reflection
The Products of Induction:
Deeper understanding of Common Core State Standards
Improved Teaching
Clear Credential

30. The mind is not a vessel to be filled, but a fire to be kindled
BTSA Induction
The mind is not a vessel to be filled, but a fire to be kindled