1. Common Core State Standards Training Session for School Level and Complex Area Curriculum Leaders

2. Desired Outcomes: Increased Understanding of the Major Shifts in the Common Core State Standards Awareness of Sample Formative Assessment Items for K-2 Reading Awareness of Resouces to Support the Implementation of the Common Core State Standards

3. Expectations Share and discuss the ideas of the CCSS shifts with the entire staff. Share the K-2 reading assessments with entire K-2 staff.

4. It comes from saying no to 1,000 things to make sure we don’t get on the wrong track or try to do too much.- Steve Jobs

5. The Common Core State Standards Expect Students to: Read Like a Detective and Write Like a Reporter -David Coleman- contributing writer, Common Core State Standards

6. College and Career Ready Percent of Hawaii DOE Graduates Enrolled in Remediation- level Courses in the University of Hawaii system* *Source: Hawaii P-20 Partnerships for Education “College and Career Indicators Report”

8. All Grade Levels Text Complexity Writing an Argument

9. Overview of Text Complexity Reading Standards include exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade Text complexity is defined by: Qualitative Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative Quantitative measures – readability and other scores of text complexity Reader and Task Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned

10. MEASURES MUST BE ALIGNED WITH COLLEGE AND CAREER READINESS EXPECTATIONS Text Complexity Bands in the Standards Old Lexile RangeLexile Range Aligned to CCR expectaions K-1N/A 2-3450-725450-790 4-5645-845770-980 6-8860-1010955-1155 9-10960-11151080-1305 11-CCR1070-12201215-1355

11. Writing- Three Text Types Argument Informational/Explanatory Narrative Writing

12. Writing-The Special Place of Argument Among the most important skills expected of incoming students were articulating a clear thesis’ identifying, evaluating, and using evidence to support or challenge the thesis and considering and incorporating counterarguments into their writing. (Intersegmental Committee of The Academic Senates of the California Community Colleges, the California State University, and the University of California, 2002)

13. 1. Read Text of Sufficient Complexity and Range 2. Read Closely to Analyze, Infer and Give Evidence 3. Write to Sources 4. Short, Focused Research 5. Written and Spoken Argument 6. Academic Vocabulary 7. Shared Responsibility for Literacy Development Among All Teachers

14. The English Language Arts Standards Key Changes and Their Evidence

15. REFLECTION THINK ABOUT THE KEY CHANGES AND THEIR RELATED REFLECTION QUESTIONS: Discuss WHERE ARE YOU? WHERE IS YOUR SCHOOL?

16. Facilitator Report Out: 1. The shift we are most comfortable or furthest along with is: 2. The shift we are least comfortable with or least far along with is:

17. Spotlight on Successful Classroom Practice

18. Facilitator Report Out Watching the classroom episode makes us feel______________

19. Literacy for Learning Standards Implementation Process Model Identify relevant standards Determine acceptable evidence and criteria Determine learning experiences Teach and collect evidence of student learning Assess student work to inform instruction or to provide feedback Evaluate student work, make judgment and communicate findings Reteach or repeat process Involve students throughout the process

20. Identify and ensure shared understanding of relevant standards Determine acceptable evidence and criteria Decide what evidence- based learning experiences will address students needs, interests and learning styles Teach and collect evidence of student learning Conduct the assessment, use data to provide feedback and to modify instruction Evaluate student work, make judgment and communicate findings Re-plan, re-teach or repeat the process. 1 1 2 2 3 3 5 5 6 6 7 7 4 4 Common Core Standards Implementation Process Model Modified for Consistency

21. OCISS will follow-up with electronic surveys in April asking 1.When did grade level articulation/data teams meet to focus on at least one aspect of the Standards Implementation Process Model? For ELA? For Mathematics? 2.What aspect(s) of the Standards Implementation Process Model was/were the focus of the session? For ELA? For Mathematics? Phase IV Road Show Follow-Up

22. Identify and ensure shared understanding of relevant standards 1 1

23. Guiding Questions What should students know and be able to do? What are the knowledge, reasoning, performance skills, and products that underpin the standard? 1 1

24. IDEA Using the work of Jan Chappuis or others work with teachers to deconstruct a few selected standards. Share and discuss the standards and the process. Use other state’s resources to support your discussions. Watch Hunt Institute and Engage NY resource videos to bring greater context to and understanding of the standards.

25. RESOURCES Kentucky DOE Ohio DOE Hawaii DOE webinar series: Deconstructing Standards Process Grades k-12 (10/20/2011) The Hunt Institute and the CCSSO Common Core Implementation Videos Engage NY Video Resources

26. Determine acceptable evidence and criteria 2 2

27. Guiding Questions What evidence will show the student has demonstrated achievement of the standard? What will the students be able to do or produce if they have learned it? What level of quality is good enough? 2 2

28. IDEA Have teachers review and discuss a few sample assessments (i.e., DSI, K-2 Hawaii DOE reading assessments or performance tasks in Appendix B of the Common Core State Standards.) Have teachers collectively discuss the criteria and acceptable evidence. Agree to give at least one common formative assessment before the next time they meet.

29. RESOURCES K-2 ASSESSMENTS Jan Chappuis Training Series Hawaii DOE webinar series: DSI as a formative Assessment Tool (9/27/2011) New York model curriculum unit assessments CCSS Appendix B sample tasks

30. Decide what evidence- based learning experiences will address students needs, interests and learning styles 3 3

31. Guiding Questions What should students already know and be able to do (prior knowledge) in relation to the standards and desired outcomes, and what misconceptions might they have? What learning strategies and formative assessments will build the necessary understandings to help students meet proficiency? What accommodations/differentiation might be needed? 3 3

32. IDEA Review the standards progressions and discuss the staircase of skills that build towards your selected standards. What were students supposed to learn in earlier grades in relationship to the concepts and skills? View example videos and notice effective strategies. Collaboratively discuss a few strategies that might work well for your selected standard.

33. RESOURCES Hawaii DOE Promising Practices Videos Teaching Channel Videos Hawaii DOE webinar series: Academic Vocabulary (10/25/2011)

34. Meta-analyses research combined the results from many studies to determine the average effect of a given technique. Classroom Instruction that Works identifies those instructional strategies that have a high probability of enhancing student achievement. The research

35. The Effects Nine StrategiesEffect Size Percentile Gain Setting objectives and providing feedback.6123 Questions, cues, and advance organizers.5922 Nonlinguistic representation.7527 Summarizing and note taking1.0034 Identifying similarities and differences1.6145 Generating and testing hypotheses.6123 Cooperative learning.7327 Homework and practice.7728 Reinforcing effort and providing recognition.8029

36. Literacy Strategies Think AloudsWriter’s Workshop SQRQCQGoal Setting and Peer Conferences SQ3RSymbols Concept MapsWorld Wide Vocabulary JigsawDirected Reading – Thinking Activity (DR-TA) CubingThe Pre-Reading Plan (PReP) KWLListen-Read-Discuss JournalsReaction Guides GISTDiscussion Groups Vocabulary StudyVocabulary Self-Collection Strategy (VSS) Knowledge RatingThree-Level Study Guides

37. Teach and collect evidence of student learning 4 4

38. How are the evidence based strategies I am using working for my students, what modifications am I making? How am I effectively gathering evidence? 4 4 Guiding Questions

39. IDEAS If possible release teachers so that they might watch each other teach the standard(s) they all will be addressing. These standards are related to the formative assessment task they have collectively decided to give to their students. Make time for teachers to collaboratively reflect on the teaching, what was going well, what needed to be modified?

40. RESOURCES Hawaii DOE Promising Practices videos Teaching Channel Videos New York Model Curriculum Units

41. Analyze student work to inform instruction or to provide feedback; focus for data teams 5 5

42. Does the student work show evidence of learning? What are the common misconceptions? What are the next steps? Guiding Questions 5 5

43. IDEAS Adopt a student work analysis protocol. Have teachers spend time collaboratively analyzing and discussing student work and the strategies that may have lead to student learning. Teachers should discuss strategies they can us as they go back to provide support for those who have not demonstrated understanding.

44. Resources Hawaii DOE webinar series: Data Teams Roles and Functions (11/22/2011) CCSS Appendix C- writing samples New York City annotated student samples

45. Analyzing Student Work Protocols http://www.lasw.org/methods.html Art Shack ATLAS Learning from Student Work Charrette Collaborative Assessment Conference Consultancy Describing Students' Work Slice Standards in Practice Success Analysis Tuning Protocol

47. Evaluate student work, make judgment and communicate findings 6 6

48. Re-plan, re-teach or repeat the process. 7 7

49. OCISS will follow-up with electronic surveys in April asking 1.When did grade level articulation/data teams meet to focus on at least one aspect of the Standards Implementation Process Model? For ELA? For Mathematics? 2.What aspect(s) of the Standards Implementation Process Model was/were the focus of the session? For ELA? For Mathematics? Phase IV Road Show Follow-Up

50. THANK YOU Petra Schatz, Ph.D. petra_schatz@notes.k12.hi.us Monique Datta, Ed.D. monique_datta@notes.k12.hi.us OCISS Annex 475 22 nd Avenue Honolulu, HI 96816 203-5534