Transcript FileNewTemplate

CCSS Institute #4
Learning Progressions
May 10, 2012
Agenda
• Where are we now?
• What are the next steps in our learning?
– Definition of learning progressions
– Using learning progressions for instructional
planning and formative assessment
Common Core State Standards Implementation
Timeline for Arkansas Public Schools
2010-2011
Districts
Develop
Transition Plan
2011-2012
CCSS Grades
K-2
2012-2013
CCSS Grades 38
2013-2014
CCSS Grades 912
2014-2015
CCSS Grades
K-12
http://www.arkansased.org/educators/pdf/curriculum/ccss_timeline_040711.pdf
Arkansas Common Core State
Standards Strategic Plan
http://ideas.aetn.org/commoncore/strategic-plan
STRATEGIC ACTION AREA 1:
COMMUNICATION
• Have you shared your vision of CCSS implementation
with all teachers?
• Have you identified an ELA and Math lead to receive
CCSS information?
• What process have you implemented to relay
information to all teachers?
• What efforts have been made to engage the
community in awareness of CCSS?
STRATEGIC ACTION AREA 2:
CURRICULUM
•
•
•
•
•
•
•
Does every teacher have a copy or access to the CCSS ELA and Math documents?
Do all teachers have access to www.arkansasideas.org/commoncore?
How much time have all teachers been allocated to work in PLCs to focus on
student learning and implementation of CCSS?
How are PLCs reporting implementation to school leadership?
What evidence do you see that technology is being utilized as a tool for teaching
and for learning?
What efforts are being made to involve SPED, ALE, ELL, and other content areas
into conversation about CORE instruction in ELA and Math?
Have teachers utilized the “Checklists of Criteria for Selecting Resources Specific to
ELA and Math”? http://www.arkansasideas.org/commoncore/strategic-plan
STRATEGIC ACTION AREA 3:
ASSESSMENT
• Does every teacher know and understand the
role of assessments as noted in the district
assessment plan?
• Do all teachers utilize formative assessment to
guide daily instruction?
STRATEGIC ACTION AREA 4:
INSTRUCTIONAL LEADERSHIP
• Through PLC reports and classroom observations, are evidence of research-based
instructional practices increasing over time, such as higher-level questioning,
more rigorous student-centered learning opportunities?
• Have teachers been given the opportunity to take leadership roles in supporting
colleagues with regard to CCSS implementation?
• Does leadership have a common vision of what sustained change in teaching and
student learning should look like when CCSS is fully implemented?
• Is there a school and/or district plan for the implementation of CCSS?
STRATEGIC ACTION AREA 5:
PROFESSIONAL DEVELOPMENT
• Have teachers developed professional growth
plans that target specific areas for professional
growth aligned with CCSS?
• Is the school utilizing its internal capacity of staff
to support colleagues?
STRATEGIC ACTION AREA 6:
POLICY
• How are teachers in PLCs integral to identifying
policies that present barriers to the
implementation of CCSS?
• Do policies reflect how all staff feels that our
school should conduct business?
STRATEGIC ACTION AREA 7:
ALIGNED SYSTEM
• How are data being utilized to make decisions
regarding the implementation of CCSS?
• How are educator voices being heard within the
building, district, and state?
A Guide for Professional
Development
Planning for Implementation of the
Common Core State Standards
http://ideas.aetn.org/commoncore/strategic-plan
Phases of Professional Development Planning
• Standards
• Learning
progressions
• Student behaviors
Awareness
Deeper
understanding
• Instruc onal shi s
• Targeted, PD
• Curriculum
• Assessment
Curriculum and
Assessment
Evalua on
• Reflec on and
Ac on
Organization of document
• Phases
– Recommendations
– References/Resources
– For further study
– Reflection
– Parents and Community
SUMMARY of Recommendations:
Phase One: Building awareness of the CCSS among educators, including the rationale for having common standards across states
•All educators will be aware of the CCSS vision and will be familiar with the CCSS documents.
•All educators will understand the CCSS are learning progressions for students with the promise of being college and career ready.
•Educators will identify the student behaviors of learners that are college and career ready.
Phase Two: Going deeper into the standards to identify, understand, and implement significant instructional shifts implicit in the
mathematics and ELA standards
•Educators will identify significant instructional shifts in ELA and mathematics.
•Educators will identify and participate in targeted, professional learning needed to implement CCSS.
Phase Three: Focusing on curriculum development/adoption and accessing the full range of assessment strategies to ensure success for
all students
•All educators will collaborate to develop and adopt curriculum that is aligned to the Common Core State Standards.
•All educators will access the full range of assessment strategies to ensure success for all students.
Phase Four: Evaluating progress and making necessary revisions to the strategic plan to ensure success for all students.
•Educators will continue to meet in professional learning communities (PLC) to reflect on curriculum, instruction and assessment. Strategic
plans will be updated to reflect learning.
Common Core
ELA and Math Shifts
 Shifts in ELA
 Building knowledge through content-rich nonfiction and informational texts in
addition to literature
 Reading and writing grounded in evidence from the text
 Regular practice with complex text and its academic vocabulary
These apply to content area (social studies, science, and technical subject) teachers as
well as to English teachers.
 Shifts in Mathematics
 Focus: 2-3 topics focused on deeply in each grade
 Coherence: Concepts logically connected from one grade to the next and linked to
other major topics within the grade
 Rigor: Fluency with arithmetic, application of knowledge to real world situations,
and deep understanding of mathematical concepts
Big Shifts
Big Shifts in Math Content K-8 (.doc)
Big Shifts in Math Pedagogy K-12 (.doc)
English Language Arts Big Shifts (.doc) Updated: 02-15-2012
Overview of the ELA Big Shifts (.doc) Updated: 02-15-2012
http://ideas.aetn.org/commoncore/strategic-plan
http://www.commoncorearkansas.org/
http://ideas.aetn.org/commoncore
http://www.arkansased.org/
[email protected]
• Are you receiving emails from the CCSS
listserv?
• Message #22 – CCSS Institute #4
https://www.teachingchannel.org/
NE
https://www.teachingchannel.org/videos/strate
W
gies-for-student-centered-discussion
•Sarah Brown Wessling, 2010 National Teacher
of the Year
Agenda
• Where are we now?
• What are the next steps in our learning?
– Definition of learning progressions
– Using learning progressions for instructional
planning and formative assessment
LEARNING PROGRESSIONS:
SUPPORTING INSTRUCTION AND FORMATIVE ASSESSMENT
MARGARET HERITAGE
NATIONAL CENTER FOR RESEARCH ON EVALUATION, STANDARDS, AND
STUDENT TESTING (CRESST)
GRADUATE SCHOOL OF EDUCATION AND INFORMATION STUDIES UNIVERSITY
OF CALIFORNIA, LOS ANGELES
http://www.k12.wa.us/assessment/ClassroomAssessmentIntegration/pubdocs/FASTLearningProgressions.pdf
Progression
• progression |prəˈgre sh ən|
• noun
• a movement or development toward a
destination or a more advanced state, esp.
gradually or in stages : the normal progression
from junior to senior status | their mode of
progression through the forest.
Stages of Reading Development
•
•
•
•
Emergent Stage
Early / Developing Stage
Transitional / Nearly Fluent Stage
Fluent Stage
Developmental Stages of Spelling
(Based on Words Their Way)
1. Emergent (ages 1 to 7) (pre K to Middle of 1st)
2. Letter Name/Alphabetic (ages 4-10) (K to Mid 2nd)
3. Within Word Pattern (ages 6-12) (1st grade to mid
4th)
4. Syllables and Affixes (ages 8-18) (3rd grade to 8th)
5. Derivational Relations (ages 10+) (5th grade to 12th)
The Importance of Math Progressions
http://www.youtube.com/watch?v=a-P9KQdhE0U
http://www.turnonccmath.com/
http://www.cpre.org/images/stories/cpre_pdfs/learning%20trajectories%20in%20math_ccii%20report.pdf
Standards Progression
Learning Progressions
• Clearly articulate the trajectory along which
students are expected to progress.
• Descriptions in words and examples of what it
means to move over time toward more expert
understanding.
• Depict successively more sophisticated ways of
thinking about an idea that might reasonably
follow one another as students learn.
Heritage, M. Formative Assessment and Next-Generation Assessment Systems: Are We Losing an Opportunity. National Center for
Research on Evaluation, Standards, and Student Testing (CRESST).
Learning Progressions
• Clearly articulate the key sub concepts or subs
kills that constitute progress toward the
subcomponent of the standard.
• Developed from a strong research base about
the structure of knowledge in a discipline and
about how learning occurs (ideally).
Heritage, M. Formative assessment: Making It Happen in the Classroom. Corwin, 2010.
Masters & Forster (1997)
• “A description of skills, understanding and
knowledge in the sequence in which they
typically develop: a picture of what it means
to ‘improve’ in an area of learning”.
Wilson & Bertenthal (2005)
• Descriptions of successively more
sophisticated ways of thinking about an idea
that follow one another as student learn: they
lay out in words and examples what it means
to move toward more expert understanding.
Steven et al., (2007)
• They represent not only how knowledge and
understanding develops, but also predict how
knowledge builds over time.
Popham (2007)
• Carefully sequenced set of building blocks that
students master en route to a more distant
curricular aim. The building blocks consist of
sub-skills and bodies of enabling knowledge.
Why do we need to study learning
progressions?
•
•
•
•
Curriculum and instruction
Formative assessment
Identify where a student is on the continuum
How to close the gap between current
learning and desired goals
Five Characteristics of Learning
Trajectories/Progressions
1. Learning trajectories/progressions identify a particular
domain and a goal level of understanding.
2. Learning trajectories/progressions recognize that children
enter instruction with relevant yet diverse experiences
that serve as effective starting points.
3. Learning trajectories/progressions assume a progression
of cognitive states that move from simple to complex.
While not linear, the progression is not random, and can
be sequenced and ordered as “expected tendencies” or
“likely probabilities”.
Adapted from Confrey, J & Maloney, S. Learning Trajectories. Presentation provided to CCSSO FAST SCASS Collaborative. 2010.
Five Characteristics of Learning
Trajectories/Progressions
4. Progress through a learning
trajectory/progression assumes a well-ordered
set of tasks (curriculum), instructional activities,
interactions, tools, and reflection.
5. Learning trajectories/progressions are based on
synthesis of existing research, further research
to complete the sequences, and a validation
method based on empirical study.
Adapted from Confrey, J & Maloney, S. Learning Trajectories. Presentation provided to CCSSO FAST SCASS Collaborative. 2010.
Learning Progressions
Development of Big Ideas
Sub goals
for
Learning
Standards Progressions
Learning Progressions
and Formative Assessment
• Elicit evidence
• Feedback to students
• Involvement of students
Learning Progressions Frameworks Designed for Use with
The Common Core State Standards in English Language Arts &
Literacy K-12
Karin K. Hess, NCIEA, Project Director and Principal Author
Jacqui Kearns, NAAC at UKY, Principal Investigator
December 2011
http://www.naacpartners.org/publications/ELA_LPF_12.2011_final.pdf
Learning Progressions Frameworks Designed for Use with
The Common Core State Standards in Mathematics K-12
Karin K. Hess, NCIEA, Project Director
Jacqui Kearns, NAAC at UKY, NACC Principal Investigator
December 31, 2010 (updated 2/24/2011)
http://www.nciea.org/publications/Math_LPF_KH11.pdf
Constructing Learning Progressions
• Top-down
• Experts in the domain
• Domain and research
knowledge
Empirical evidence
• 1: originating in or based on observation or
experience <empirical data>
• 2: relying on experience or observation alone
often without due regard for system and theory
<an empirical basis for the theory>
• 3: capable of being verified or disproved by
observation or experiment <empirical evidence>
Constructing Learning Progressions
• Bottom-up
• Curriculum content
experts and teachers
• Progression is based on
experience of teaching
students
Bringing Them Together
Structure of disciplinary knowledge
Top-down
Bottom, up
Iterative validation Research
Knowledge of students
In addition to Hess, we will study…
ELA
• Margaret Heritage
• Arkansas committee of
educators
Mathematics
• Jere Confrey
• Richard Lehrer
• Michael Battista
• William McCallum
• Hung-Hsi Wu
RL.3.2 Determine the main idea of a text; recount the key details
and explain how they support the main idea.
Skills
Understanding (Learning
Goal)
Success Criteria
Say the topic that all the
paragraphs address.
All the paragraphs in a text are
about the same topic.
1. I can determine the main
idea of the text.
Explain the specific focus of all
the individual paragraphs.
Within paragraphs there is
2. I can recount the key details
information that goes together from the text and explain how
that is related to the main
they support the main idea.
topic.
Explain how the individual
paragraphs relate to the main
topic.
Within paragraphs the author
has a particular focus that is
related to the main topic.
The Feedback Loop
Source: Margaret Heritage
The Feedback Loop
Source: Margaret Heritage
Feedback Loop
Source: Margaret Heritage
The Feedback Loop
Source: Margaret Heritage
Feedback Loop
Source: Margaret Heritage
Feedback Loop
Source: Margaret Heritage
Feedback Loop
Source: Margaret Heritage
Feedback Loop
Source: Margaret Heritage
Video: Using the CCSS and Formative
Assessment - Literacy
In this video, Olivia Lozano models the
formative assessment process with a
combined first and second grade literacy
classroom using a poetry lesson aligned
to the CCSS in ELA.
The Feedback Loop
Source: Margaret Heritage
CCSS Mathematics #4
• Date: May 16, 2012
• Dr. Linda Griffith
• Mathematics Learning
Progressions/Trajectories
http://ideas.aetn.org/commoncore/mathematics
Diane Sweeney
Student Centered Coaching
Who: All educators
Where and When: 8:30-3:30 at each site
• June 19, 2012 Maumelle High School
• June 20, 2012 Nettleton Performing Arts
Center
• June 21, 2012 Northwest Co-op