Transcript Document
Washington WA Capstone Team Members Name Institutional Affiliation Carla Naccarato-Sinclair Community Colleges of Spokane Wendy Watson Spokane Public Schools Melissa Pettey Spokane Public Schools Ron Dalla Eastern Washington State University Tariq Akmal Washington State University Anne Wolfley Spokane Public Schools Nancy Fair-Szofran Community Colleges of Spokane Sean Agriss Eastern Washington State University Janet Didsbury Spokane Public Schools Andrea Reid Community Colleges of Spokane Michelle Lewis Spokane Public Schools Beth Pipkin Spokane Public Schools Sandy Cooper Washington State University WA Capstone Team Members Name Institutional Affiliation Holly Farnsworth Spokane Public Schools Justin Young Eastern Washington State University Lisa Johnson-Shull Washington State University Rick Biggerstaff Spokane Public Schools Chris Burke Spokane Public Schools Sherry Booth Spokane Public Schools Bev Vredebelt Spokane Falls Community College Jim Brady Spokane Falls Community College Kelly Jahns Spokane Community College Jackie Coomes Eastern Washington State University Barbara Alvin Eastern Washington State University Ron Gentle Eastern Washington State University Hyung Sook Lee Eastern Washington State University Libby Knott Washington State University ENGLISH Focus • Examining how the CCSS change the work faculty and students will participate in across ELA K-16 continuum. • Exploring how ELA faculty currently assess student writing. • Discussing the challenges of developing K-16 writing and text-base assignments. • Observing the CCSS shift responsibility of SWIRL skills (Speaking, Writing, Information Literacy, Reading and Listening) beyond ELA classrooms. ENGLISH Main Findings • ELA instructors need to continue examining both the “trees” (i.e. assignments and feedback) as well as the “forest”: the need for a shared educational vision of literacy. • CCSS provides the framework for sharing literacy across the continuum: embedded in CCSS is the expectation that all disciplinary areas are responsible for teaching literacy. • If all disciplinary areas, not just ELA, take on this responsibility, CCSS will be more likely to succeed. ENGLISH Recommendations • Policy-makers and senior administration must make SWIRL skills (Speaking, Writing, Information Literacy, Reading and Listening) an educational priority across the curriculum if the CCSS are to be successful. • Consistent professional development on SWIRL assignments and assessments must be provided to K-16 instructors to ensure broad and deep CCSS implementation. ENGLISH Next Steps Sustaining Collaboration & Enacting Recommendations • Continue to meet bi-annually in cross-institutional ELA Eastern Washington sectors. • Move the educational discussion at local, regional, and national academic meetings and conferences to the ways that SWIRL skills (speaking, writing, information literacy, reading and listening) must become cross-disciplinary skills for K-16 instructors. MATH Focus (1) How skills/competencies articulated within the new Mathematics Standards differ from earlier standards. (2) We chose a “high priority” cluster that illustrated the differences between previous standards and the new CCSS. Choosing this cluster allowed us to study the focus and coherence of our curricula both within the sequence of instruction in our systems and horizontally among our systems. MATH Main Findings • Inconsistent with content over time. • Distinguished between cognitive complexity and difficulty. • Understood how cognitive complexity and difficulty are addressed in the standards. • Recognized none of the institutions have been intentional about progressions. • Resources can help us better understand the progressions and depth of standards. MATH Recommendations • More conversations about the standards for mathematical practices. • Post-secondary awareness. • Standards cannot be addressed individually. • Educating the community. • Math across the curriculum. • Make connections between critical thinking expectations in Math and ELA. MATH Next Steps Sustaining Collaboration & Enacting Recommendations • • • • • • Start a collaboration with ELA and science. Collaboratively look at and use resources. Discuss curriculum alignment to the CCSS. Address students’ dispositions. Address students’ and faculty/teachers’ perceptions. Establish the Spokane Regional Math Council. POLICY/OVERALL Focus Strengthen connections between K-12 and post-secondary education in order to provide a smooth transition to college and career. POLICY/OVERALL Objectives • Align expectations of K-16 partners. • Consider implications for remediation. • Communicate to key stakeholders regarding the CCSS. Activities • Articulation of outcomes of the CCSS (Student Profile of 2015). • White paper, C3: Communities Collaborating and Communicating. • Brochure “Profile of a College and Career Ready Student”. POLICY/OVERALL Findings • • • • • Both external and internal technical assistance are needed to sustain collaboration. Additional partners are needed to sustain collaboration. Collaboration among the sectors in mathematics is ongoing. Collaboration among the sectors in ELA/Humanities/Social Sciences is in its infancy. This work has demonstrated that Common Core is not so common after all; the understanding of the Common Core at the K-12 level and at the post-secondary level is not the same. POLICY/OVERALL Recommendations • • • • • Continuation of this collaboration is critical. Expand the collaboration to include more K-12 districts in Eastern Washington through the NEW ESD 101 and partners outside of the education sector. Involve relevant Washington State education agencies. Seek funding to continue this work. Consider integrating the Mathematics and ELA/Humanities/Social Sciences groups. POLICY/OVERALL Final Thoughts • The Common Core Standards are not so common after all. “Never doubt that a small group of thoughtful, committed citizens can change the world.” - Maya Angelou