Transcript Middletown Public Schools

Middletown Public Schools
A Closer Look at the CCSS
(Common Core State Standards)
Professional Development
February 17, 2012
Agenda
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Overview of the CCSS
Exploring the CCSS
Learning Progressions
Lunch
Debriefing
Middletown’s Transition Plan?
Grade Level Discussions
Final Remarks
Did You Know?
source: alpineschools.org
Education in the 21st Century
SKILLS FOR THE 21ST CENTURY
Think Critically, Analytically, and
Innovatively
Solve Problems
Work Collaboratively in Teams
Appreciate Diversity
Possess Creativity & Ingenuity
Willing to Go the Extra Mile
What are the CCSS?
A shared set of clear educational standards
that define what students should know and
be able to do at every level of schooling in LA
and mathematics to ensure that students
who graduate from high school are prepared
to succeed in college and careers in a
shifting global economy and society.
Source: CCSSI, 2010a.
Guiding Principles of Development
Clear-Consistent-Rigorous-Relevant
Source: cctmath.org
WE ARE ALL
TEACHERS OF
READING, WRITING,
SPEAKING AND
LISTENING, AND
LANGUAGE
The ELA standards insist that instruction
in reading, writing, speaking and
listening, and language be a shared
responsibility within the school. This
interdisciplinary approach to literacy is
based on extensive research establishing
the need for college-and career-ready
students to be proficient in reading
complex informational text independently
in a variety of content areas.
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Students must have knowledge of domainspecific vocabulary.
By senior year of high school, the ELA
standards indicate that 70% of the sum of
student reading across the grades should be
informational text.
The ability to write logical arguments based
on substantive claims, sound reasoning and
relevant evidence is a cornerstone of the
Writing standards.
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Research-both short, focused projects and
longer-term, in-depth, inquiry research- is
emphasized throughout the standards.
The standards emphasize effective
communication practices.
The standards require that students gain,
evaluate, and present increasingly complex
information, ideas, and evidence through
listening and speaking as well as through
media.
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An important focus of the Speaking and
Listening standards is academic discussion in
one-on-one, small-group and whole-class
settings. Formal presentations are one
important way such talk occurs, but so is the
more informal discussion that takes place as
students collaborate to answer questions,
build understanding and solve problems.
Media and technology are integrated
throughout the standards.
Exploring the Standards
 "If you try to introduce people to a paradigm shift,
they will hear what you have to say and then
interpret your words in terms of their old
paradigm. What does not fit, they will not hear.
 Therefore, a change in paradigm cannot be
brought about by talking. People have to
experience the change, or at a minimum see
other people experiencing it, before they will
begin to understand what you are saying."
(Myron Tribus - 2001)
2011 - 2015
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CMT and CAPT will remain in place for
accountability purposes through 2013-2014.
Connecticut is applying for an NCLB waiver.
School year 2014-2015, SMARTER Balanced
Assessment Consortium (SBAC) assessment system
operational for students in Grades 3-8 and 11.
Source: Smarter Balanced Assessment Consortium
Next Generation Assessments
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More rigorous tests measuring student progress toward
“college and career readiness”
Have common, comparable scores across member
states, and across consortia
Provide achievement and growth information to
help make better educational decisions and professional
development opportunities
Assess all students, except those with “significant
cognitive disabilities”
Administer online, with timely results
Use multiple measures
Source: Federal Register / Vol. 75, No. 68 / Friday, April 9, 2010 pp. 18171-85
Draft Assessment Claims for
English Language Arts/Literacy
(a/o Round 2 – released 9/20/11)
Reading
“Students can read closely and critically to
comprehend a range of increasingly complex literary
and informational texts.”
Writing
“Students can produce effective writing for a range of
purposes and audiences.”
Speaking/Listening
“Students can employ effective speaking and listening
skills for a range of purposes and audiences.”
Research/Inquiry
Language Use
“Students can engage appropriately in collaborative and
independent inquiry to investigate/research topics, pose
questions, and gather and present information.”
“Students can skillfully use and interpret written
language across a range of literacy tasks.”
Source: Smarter Balanced Assessment Consortium
Summative Assessment
(Computer Adaptive)
• Assesses the full range of Common Core in English
language arts and mathematics for students in grades 3–8 and
11 (interim assessments can be used in grades 9 and 10)
• Measures current student achievement and growth
across time, showing progress toward college and career
readiness
• Can be given once or twice a year (mandatory testing
window within the last 12 weeks of the instructional year)
• Includes a variety of question types: selected response,
short constructed response, extended constructed response,
technology enhanced, and performance tasks
Assessment System
Components
Interim Assessment (Computer Adaptive)
• Optional comprehensive and content-cluster assessment to
help identify specific needs of each student
• Can be administered throughout the year
• Provides clear examples of expected performance on
Common Core standards
• Includes a variety of question types: selected response, short
constructed response, extended constructed response,
technology enhanced, and performance tasks
• Aligned to and reported on the same scale as the summative
assessments
• Fully accessible for instruction and professional development
Source: Smarter Balanced Assessment Consortium
How CAT Works (Binet’s Test)
Source: Smarter Balanced Assessment Consortium
Psychological Issues
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CAT equalizes the psychological
environment of the test across ability
levels.
High-ability students will get about 50%
correct.
Low-ability students will get about 50%
correct.
Source: Smarter Balanced Assessment Consortium
LEARNING PROGRESSIONS
Learning Progressions
and Differentiation
The concept of learning progressions offers
one promising approach to developing the
knowledge needed to define the “track”
students may be on, or should be on.
Learning progressions can inform teachers
about what to expect from their students.
They provide an empirical basis for choices
about when to teach what to whom.
Consortium for Policy Research in Education, 2011, p.12
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The Learning Progressions within
the ELA Common core standards provide
an architectural framework that enables
teachers to keep learning moving as
students demonstrate increasing
expertise in the four strands of significant
literacy concepts and skills.
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Knowing how the standards
develop vertically from grade to
grade and across strands enables
teachers to know what to teach next
or where to circle back to
bring students forward.
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Teachers can use concepts and skills
along the Learning Progressions to
support student acceleration
through the learning progression to
enhance, extend, and enrich
learning for students who already
demonstrate proficiency in the gradespecific standards.
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The skilled practitioner using formative
assessment practices can determine
where and when learning breaks down for
individual students, and design
instructional adjustments that support
getting students back on track for learning
within and across grade-level spans.
Making the Shift
What’s New, What’s Old,
What Can Go?
 What is Most Important?
 What is Doable?
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Making the Shift - Suggestions
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Responding to Complex Text Independently
Analyze two or more texts
Research Writing
Argument Writing
Collaborative Conversation
Oral and Media Presentations
Analysis of Content
Write Routinely
GRADE 3
READING
Instruction
Reteach
WRITING
1. How Characters Change.
25 days
5 days
1. Memoir
2. Linking Ideas with Information in
Nonfiction
30 days
4 days
2. “How To” and Informational Text
3. Messages and Meaning in Narrative Text
30 days
4 days
3. Narrative Texts: Folktales, Fables and
Myths
4. Author’s Message in Nonfiction Text
30 days
4 days
4. Persuading Readers in Writing
5. Author’s Craft: Examining Language in
Fiction
20 days
3 days
5. Poetry and Powerful Language
6. Author’s Craft: Examining Language in
Nonfiction
20 days
5 days
6.Researching and Presenting Ideas
Middletown Public Schools
English Language Arts Unit Planning Organizer
Topic
Grade
Unit
Title
Pacing
Essential
Question
Big Idea
Priority and Supporting Common Core State Standards
Bold Standards are Priority
Concepts
What Students Need to Know
Skills
What Students Need to Be Able to Do
Learning Progressions
Unit Assessments
Common Formative Assessments
Informal Progress Monitoring Checks
Explanations and Examples
Bloom’s Taxonomy Levels
Connecticut Curriculum Design Unit Planning Organizer
Subject(s)
Reading Language Arts
Grade/Course
3
Unit of Study
Unit 5: A Closer Look at Story Elements and Structure in Multiple Genres
(Correlates with Unit 5 Writing – Performance, Poetry, and Drama)
Unit Type(s)
❑ Topical
Pacing
24 days (20 days instruction; 4 days reteaching/enrichment)
❑ Skills-based
❑ Thematic
Overarching Standards (OS)
Reading
CC.4.R.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
CC.4.RI.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the
grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Speaking and Listening
CC.4.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4
topics and texts, building on others’ ideas and expressing their own clearly.
Foundational Skills
CC.4.R.F.3 Know and apply grade-level phonics and word analysis skills in decoding words.
CC.4.R.F.4 Read with sufficient accuracy and fluency to support comprehension.
Priority and Supporting CCSS
Reading
CC. 4.R.L.1 * Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CC. 4.R.L.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s
thoughts, words, or actions).
CC. 4.R.L.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse,
rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a
text.
CC. 4.R.L.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version
reflects specific descriptions and directions in the text.
Language
CC.4.L.5.a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. as pretty as a picture) in context.
Foundational
CC.4.R.F.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
Grade Level/Content Area
Breakout Groups
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Review the Language Arts Common Core State Standards and Appendix B
and C for your grade level or content area.
 Highlight the standards that you already address.
 Circle the standards that are not covered in your current curriculum.
As a grade level or content area, what would be your plan for implementing
some or all of these Language Arts standards during the 2012-2013 school
year?
Consider:
What standards would have the greatest impact on instruction,
what can be integrated with what you are already doing and what
you may be able to eliminate from your current standards.
Middletown’s 20 Mile March
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In 2006, 46.7% of 3rd grade students
were at GOAL in reading…
In 2011, 54.4% of 3rd grade students
were at GOAL in reading.
7.7 point increase of
students achieving GOAL
Middletown’s 20 Mile March
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In 2006, 55.8% of 4th grade students
were at GOAL in reading…
In 2011, 60.1% of 4th grade students
were at GOAL in reading.
4.3 point increase of
students achieving GOAL
Middletown’s 20 Mile March
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In 2006, 46.3% of 5th grade students
were at GOAL in reading…
In 2011, 56.2% of 5th grade students
were at GOAL in reading.
9.9 point increase of
students achieving GOAL
Middletown’s 20 Mile March
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In 2006, 48.5% of 6th grade students
were at GOAL in reading…
In 2011, 65.5% of 6th grade students
were at GOAL in reading.
17 point increase of
students achieving GOAL
Middletown’s 20 Mile March
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In 2006, 51.2% of 7th grade students
were at GOAL in reading…
In 2011, 70.1% of 7th grade students
were at GOAL in reading.
18.9 point increase of
students achieving GOAL
Middletown’s 20 Mile March
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In 2006, 43.2% of 8th grade students
were at GOAL in reading…
In 2011, 70.7% of 8th grade students
were at GOAL in reading.
27.5 point increase of
students achieving GOAL
Middletown’s 20 Mile March
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In 2006, 42% of Middletown’s Black population
were PROFICIENT in reading…
In 2011, 61% of Middletown’s Black population
were PROFICIENT in reading.
19 point increase of students
achieving PROFICIENCY
Middletown’s 20 Mile March
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In 2006, 15% of Middletown’s Special Education
population were PROFICIENT in reading…
In 2011, 34% of Middletown’s Special Education
population were PROFICIENT in reading.
19 point increase of students
achieving PROFICIENCY
Middletown’s 20 Mile March
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In 2006, 44% of Middletown’s students receiving
free and reduced lunch were PROFICIENT in
reading…
In 2011, 63% of Middletown’s students receiving
free and reduced lunch were PROFICIENT in
reading.
19 point increase of students
achieving PROFICIENCY
Middletown’s 20 Mile March
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In 2006, 46.7% of 3rd grade students
were at GOAL in reading…
In 2011, this same cohort of students
scored 70.7% at GOAL in reading in
8th grade.
24 point increase of
students achieving GOAL!