Transcript Kansas College and Career Readiness Standards

KANSAS COLLEGE
AND CAREER
READINESS
STANDARDS
KCCRS
It’s a new way of learning and processing information.
WHY ALL THE HPYE WITH
KCCRS?
NEED FOR CHANGE IN THE
EDUCATIONAL SYSTEM
 Predominantly school are still designed as they were for the industrial
period
 Turning out mass workforce for high intensity labor
 Fundamental switch from manual labor to “thinking” labor
 Schools need to change to accommodate the new information and
technology era.
HOW MUCH INFORMATION DO WE
HAVE?
 The study has, for the first time, used "terabytes" as a common standard
of measurement to compare the size of information in all media, linking
and interpreting research reports from industry and academia. One
terabyte equals a million megabytes or the text content of a million
books.
 The United States produces 35 percent of all print material, 40 percent
of the images and more than half of the digitally stored material.
 (University of California at Berkley study.)
HOW MUCH INFORMATION?
 The directly accessible "surface" Web consists of about 2.5 billion
documents and is growing at a rate of 7.3 million pages per day.
 Counting the "surface" Web with the "deep" Web of connected
databases, intranet sites and dynamic pages, there are about 550 billion
documents, and 95 percent is publicly accessible.
 A white-collar worker receives about 40 e-mail messages daily at the
office.
 (University of California at Berkley study.)
INFO
 Print accounts for such a miniscule amount of the total information storage.
 Vast amount of unique information stored and also created by individuals.
 Original documents created by office workers represent nearly 90 percent
of all original paper documents, while 56 percent of magnetic storage is in
single-user desktop computers.
 Ordinary people not only have access to huge amounts of data, but are also
able to create gigabytes of data themselves
 Predominance of digital information is because digital information is
potentially accessible anywhere on the Internet and is a "universal" medium
 (University of California at Berkley study.)
WHAT DOES THIS MEAN FOR THE
WORKFORCE?
 Need for postsecondary education and training
 Use of higher order thinking skills
 Use of technology
 Continual change
 People who can think about thinking
 Creative, analytical minds
A NEW GENERATION OF STANDARDS
FOR COLLEGE AND CAREER READINESS
These standards are our renewed opportunities to:
 Advance instruction – shift focus from AYP to CCR
 Cultivate habits of mind – approaches to learning that
are intellectual, practical, and spur student success
 Facilitate collaboration – among students, among
disciplines, among states
21ST CENTURY
LEARNER/TEACHER/PRINCIPAL
CONSIDERATIONS:
Habits of Mind
16 HABITS OF MIND
DRAWN FROM RESEARCH ON HUMAN EFFECTIVENESS,
DESCRIPTIONS OF REMARKABLE PERFORMERS, AND ANALYSES OF
THE CHARACTERISTICS OF EFFICACIOUS PEOPLE
1.
Persisting
9.
Thinking and Communicating with
Clarity and Precision
2.
Managing Impulsivity
3.
Listening with Understanding and
Empathy
10.
Gathering Data Through All Senses
11.
Creating, Imagining, Innovating
4.
Thinking Flexibly
12.
5.
Thinking About Thinking
(Metacognition)
Responding with Wonderment and
Awe
13.
Taking Responsible Risks
6.
Striving for Accuracy
14.
Finding Humor
7.
Questioning and Posing Problems
15.
Thinking Interdependently
8.
Applying Past Knowledge to New
Situations
16.
Remaining Open to Continuous
Learning
from Costa, A.L. & B. Kallick. Learning and Leading with Habits of Mind: 16 Essential
Characteristics for Success. ASCD, 2008.
http://www.ascd.org/publications/books/108008/chapters/Describing-the-Habits-of-Mind.aspx
Pre-KCCRS to Post-KCCRS
MAKING THE SHIFT
COMMON CORE SHIFTS
ELA & CONTENT LITERACY
Balancing Informational & Literary Texts (Grades PK-5)
Knowledge in the Disciplines (Grades 6-12)
Staircase of Complexity
Text-based Answers
Writing from Sources
Academic Vocabulary
ELA Shift 1
BALANCING INFORMATIONAL
AND LITERARY TEXT
SHIFT 1
 Use a variety of texts
 Use informational texts, fictional and nonfictional texts
 Include other types of texts like articles, internet, speeches.
ELA Shift 2
BUILDING KNOWLEDGE IN THE
DISCIPLINES
SHIFT 2
 Reading across the disciplines
 Use content areas to further reading
 Reading can be taught in ALL content areas
PostCCSS
SHIFT 1
Core Texts K-5
Balancing
Informational and
Literary Texts
Paired
Texts:
Kindergarten
First Grade
Second-Third Grade
Fourth-Sixth Grade
The Human
Body
SHIFT 2
(Link to 6-12)
Building
Knowledge in the
Disciplines
ELA Shift 3
INCREASE COMPLEXITY OF TEXT
AT EACH GRADE LEVEL
SHIFT 3
 Read and reread
 Be persistent; read challenging materials
 Leveled readers for struggling readers
 Scaffolding
 Build in a joy of read by high interest texts at appropriate reading level
for the student.
 Use all parts of the text, glossary, table of contents, picture captions, etc
SHIFT 3
STAIRCASE OF COMPLEXITY
Increase in
text
complexity
at each
grade level
Qualitative
Levels of meaning
Structure
Clarity of language
Knowledge demands
Quantitative
Word length
Sentence length
Text cohesion
Reader &
Task
Motivation
Knowledge
Experience
Expectation of
proficiency and
independence in
reading grade
level text
Appendix B:
Text Exemplars
and Sample
Performance
Tasks
SHIFT 3
PRE-CCSS
K-5
Thank you for
hands and feet
that keep a beat,
for ears that hear,
and eyes that see.
Thank you for
each bendy knee.
Staircase of
Complexity
POST-CCSS
When you eat fresh fruits
K-5
and vegetables and protein
foods like meat, milk, and
beans you are giving your
body the things it needs to
grow.
SHIFT 3
Staircase of
Complexity
ELA Shift 4
TEXT BASED ANSWERS
SHIFT 4
 Questions tied directly to the text, but extend beyond the literal
 Students must cite text to support answers
 Personal opinions, experiences, and connections to the text are
minimized in favor of what the text actually says or doesn’t say
 Answers to questions are found in the text and student gives evidence
from text to support their answers.
Pre-CCSS
What are three
ways that food
helps your body?
2nd – 3rd Grade
We have learned that food
keeps you alive, healthy, and
strong. Find three reasons
from the text which support
how this happens.
Post-CCSS
SHIFT 4
Text-based
Answers
ELA Shift 5
WRITING FROM SOURCES
SHIFT 5
 Fewer personal narratives
 Argumentative takes center stage as preferred writing genre
 Use multiple sources
 Analyze and synthesize information
 Develop own voice for writing
SHIFT 5
WRITING FROM SOURCES
Three
Text
Types
Argument
Supporting a claim
with sound
reasoning and
relevant evidence
Informational/Ex
planatory
Writing
Narrative
Writing
Increase subject knowledge
Explain a process
Enhance comprehension
Conveys experience
i.e. fictional stories,
memoirs, anecdotes,
autobiographies
Argumentative
writing is
especially
prominent in
the CCSS
Appendix C:
Samples of
Student Writing
Pre-CCSS
SHIFT 5
Why is it important
to maintain a
healthy diet?
Writing
from
Sources
4th – 5th Grade
Examine and describe the relationship
between proper nutrition and a healthy
lifestyle. Use facts, concrete details,
quotations, and other evidence from the
text to explain how this information
contributes to an understanding of
overall health.
Post-CCSS
ELA Shift 6
ACADEMIC VOCABULARY
SHIFT 6
ACADEMIC VOCABULARY
Tier One
Words
• Words of everyday speech
Tier Two
Words
• Not specific to any one
academic area
• Generally not well-defined by
context or explicitly defined
within a text
• Wide applicability to many
types of reading
Tier
Three
Words
•
•
•
•
Domain specific
Low-frequency
Often explicitly defined
Heavily scaffolded
Ramp up
instruction
of Tier Two
words
Pre-CCSS
vitamins
stomach
digestion
calories
K-5
SHIFT 6
Academic
Vocabulary
K-5
Post-CCSS
Tier 3
Words
Tier 2
Words
vitamins
energy
stomach
detect
digestion
supply
calories
manufacture
SHIFT 6
Academic
Vocabulary
MATH
AREAS FOR EMPHASIS FOR MATHEMATICS
 Focus strongly where the Standards focus, using
the Critical Areas
 Coherence: Think across grades, and link to
major topics within grades
 Rigor: In major topics, pursue conceptual
understanding, application, and procedural
skill and fluency
Mathematical Practices and 6 Shifts - Considerations
MATHEMATICAL PRACTICES
(PAGES 6-7 OF THE
DOCUMENT)
1. MAKE SENSE OF PROBLEMS AND PERSEVERE IN
SOLVING THEM.
2. REASON ABSTRACTLY AND QUANTITATIVELY.
3. CONSTRUCT VIABLE ARGUMENTS AND CRITIQUE
THE REASONING OF OTHERS.
4. MODEL WITH MATHEMATICS.
5. USE APPROPRIATE TOOLS STRATEGICALLY.
6. ATTEND TO PRECISION.
7. LOOK FOR AND MAKE USE OF STRUCTURE.
8. LOOK FOR AND EXPRESS REGULARITY IN REPEATED
REASONING.
Mathematics Shift 1
FOCUS
PRIORITIES IN MATH
Grade
K–2
3–5
6
7
8
Priorities in Support of Rich Instruction and Expectations of
Fluency and Conceptual Understanding
Addition and subtraction, measurement using
whole number quantities
Multiplication and division of whole numbers and
fractions
Ratios and proportional reasoning; early
expressions and equations
Ratios and proportional reasoning; arithmetic of
rational numbers
Linear algebra
39
Mathematics Shift 2:
COHERENCE
SHIFT 2 COHERENCE
 Build from year to year
 Scope and sequence
 Vertical Alignment of curriculum is crucial
Mathematics Shift 3:
FLUENCY
KEY FLUENCIES
Grade
Required Fluency
K
Add/subtract within 5
1
Add/subtract within 10
Add/subtract within 20
2
3
Add/subtract within 100 (pencil and
paper)
Multiply/divide within 100
Add/subtract within 1000
4
Add/subtract within 1,000,000
5
Multi-digit multiplication
6
Multi-digit division
Multi-digit decimal operations
7
Solve px + q = r, p(x + q) = r
8
Solve simple 22 systems by inspection
43
Mathematics Shift 4:
DEEP UNDERSTANDING
SHIFT 4 DEEP UNDERSTANDING
 The assumption here is that students who have deep conceptual
understanding can:
1. Find “answers” through a number of different routes (More than one way
to solve a problem.)
2. Articulate their mathematical reasoning (Explain how they got the answer.)
3. Be fluent in the necessary baseline functions in math, so that they are able
to spend their thinking and processing time unpacking mathematical facts
and make meaning out of them. (Has automaticity of computation skills.)
4. Rely on their teachers’ deep conceptual understanding and intimacy with
the math concepts (Teachers have clear understanding of math.)
Mathematics Shift 5:
APPLICATION
SHIFT 5 APPLICATION
• Apply math in other content areas and situations, as relevant
• Choose the right math concept to solve a problem when not
necessarily prompted to do so
• Apply math including areas where its not directly required (i.e. in
science)
• Provide students with real world experiences and opportunities to
apply what they have learned
Mathematics Shift 6:
DUAL INTENSITY
SHIFT 6 DUAL INTENSITY
 Practice for fluency
 Practice for understanding and application
 Apply both.
 Must be able to do both computation and concepts well. (Focus is no
longer one or the other depending on grade level.)
DLM-KAA
Qualifying Criteria
-To qualify for the Dynamic
Learning Maps and KAA
assessment, students must
qualify for both sections below.
SECTION 1
 You must answer Yes to all three questions to qualify.
1. The student has a significant cognitive disability
2. The student is learning content standards linked to
(derived from) the Kansas College and Career Ready Standards
3. The student requires extensive direct instruction and
substantial modifications and supports to achieve measureable gains in the
grade- and age-appropriate curriculum.
SECTION 2 ALL ANSWERS MUST BE NO
TO QUALIFY
Question- Did you make the
decision based on:
1.
2.
3.
4.
5.
6.
7.
A disability category or label
Poor attendance or extended
absences
Native language/social/cultural or
economic difference
Expected poor performance on the
general education assessment
Services student receives
Educational environment or
instructional setting
Percent of time receiving special
education
8. English Language Learner (ELL)
status
9. Low reading level/
achievement level
10. Anticipated student’s
disruptive behavior
11. Impact of student scores on
accountability system
12. Administrator decision
13. Anticipated student’s emotional
duress
DLM eligibility
1% OF TESTED POPULATION
CHOOSING INDICATORS
 Indicators are chosen from the appropriate grade level of the DLM-EE
(Dynamic Learning Maps—Essential Elements)
 We are still telling everyone to put the indicators on their checklists
 Write a separate goal and checklist for each content area.
Students who have taken the Kamm in the past will now take the General
Education with Accommodations
NO KAMM!
GENERAL ED. TEST WITH
ACCOMMODATIONS
 Accomodations must be listed on the IEP
 Must be specific
 Shortened assignment; shortened by 50%
 Extended time—Time plus ½
 Frequent breaks—Movement, stretch, break every 15 minutes
 Read aloud—At least 50% of all assignments read aloud. All tests read aloud. (KCA
recording)
 Must be provided also in General Ed. Classroom
 Testing coordinator will report accomodations to state when ordering
tests.
Thank you!
QUESTIONS?