OCM BOCES October 17, 2011 NYS INITIATIVES FOR TEACHING AND LEARNING AN OVERVIEW OF THE COMMON CORE STATE STANDARDS SHIFTS, DATA INQUIRY, AND PROFESSIONAL.

OCM BOCES

October 17, 2011

NYS INITIATIVES FOR TEACHING AND LEARNING

AN OVERVIEW OF THE COMMON CORE STATE STANDARDS SHIFTS, DATA INQUIRY, AND

PROFESSIONAL PRACTICE

FacilitatorsRenee M. Burnett ҉ OCM BOCES Network TeamAuddie Mastroleo ҉ OCM BOCES Network Team

Board of Ed

Superintend

ents

Princip

als

Teachers

CCLS

DDI

APPR

The Big Picture

ENGAGENY

http://engageny.org/

READINESS GUIDE

Awareness

Connections

Integration

Awareness:Building Common

Knowledge

•Overview of the CCLS

•6 Shifts for ELA and Math

•Connect to Professional Practice: NYS Teaching Standards

•Connect to Data Driven Instruction

Connections:Connecting the 6 Shifts to Current

Practice

• Develop skills of educators in connecting the CCLS to discrete learning opportunities and tasks in the classroom

Integration:Using the CCLS in

the Design of Classroom Curriculum,

Instruction and Assessment

•District Level: identify Power Standards; write curriculum; develop scope and sequence

•Classroom Level: develop standards-based plans and assessments; identify and implement standards-based teaching practices

READINESS GUIDE

PROFESSIONAL PRACTICE

HEDI

ighly Effective

ffective

eveloping

neffective

THREE PRIORITIES OF PROFESSIONAL PRACTICE

Cognitive Engagement

Constructivism

21st Century Skills

Intellectual involvement with the content is required

Minds-on learning

Simultaneous and continuous throughout the lesson

NOT “time on task”

PRIORITY 1: COGNITIVE ENGAGEMENT

Effective practice requires students to be cognitively engaged.

Highly Effective practice requires cognition, meta-cognition, and student ownership of their learning. Pe

rform

ance

Le

vels

Students making meaning

Students making connections

Relating to outside world

Relating to personal future

PRIORITY 2: CONSTRUCTIVIST LEARNING

Effective and Highly Effective practice must have evidence of learning experiences designed to facilitate students’ construction of knowledge.

Perf

orm

ance

Levels

CollegeCareerCitizenshipCollaborationCommunicationCritical Thinking & Problem Solving Creativity

PRIORITY 3: 21ST CENTURY READINESS

Effective and Highly Effective practice must plan for and have evidence of application of college career-readiness skills and dispositions.

Perf

orm

ance

Levels

POWER PLANNING

Focus

Coherence

Fluency

Deep Understanding

Application

Dual Intensity

COMMON CORE SHIFTS IN MATH

Shift 1

FOCUS

QuantitiesOperation

sWhole

Numbers

Focus on fewer

topics in greater depth

Domain

Cluster

Shift 2

COHERENCE

Each concept in each grade…

builds upon what was…

taught before…

Learning is connected within and across gradesfor deep understanding

With a partner…

Share your initial thinking and

reactions

TURN AND TALK

Shift 3FLUENCY

Speed

Accuracy

Memorization of simple calculationsand core functions.

Shift 4DEEP UNDERSTANDING

Teach more than how to get the answer

Learning can be applied to new situations

With a partner…

Share your initial thinking and

reactions

TURN AND TALK

Shift 5

APPLICATION

Science Business Occupations Opportunities

for real worldapplication of math concepts

Shift 6DUAL INTENSITY

• Purposeful • Automatic• Build

Fluency

Practicing

• Application of math concepts

Understanding

Both occursimultaneously and withintensity

With a partner…

Share your initial thinking and

reactions

TURN AND TALK

QUESTIONS? CONCERNS? NOTICES?

POWER PLANNING

Grade 7 Mathematics ModuleAddition and Subtraction of Rational Numbers

CURRICULUM EXAMPLE

What pops out and why?What looks familiar?What is going to be a stretch?Where do you see evidence of the six shifts?

Where do you see evidence of the three priorities for professional practice?

GUIDING QUESTIONS

QUESTIONS? CONCERNS? NOTICES?

POWER PLANNING

THREE PRIORITIES OF PROFESSIONAL PRACTICE

Cognitive Engagement

Constructivism

21st Century Skills

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

COMMON CORE SHIFTS ELA & CONTENT LITERACY

SHIFT 1

GradesPK-5

BALANCING INFORMATIONAL &

LITERARY TEXTS

Range of Text Types

Literature = Stories, Dramas,

Poetry

Informational = Literary

Nonfiction, Historical,

Scientific, & Technical Texts

50% fiction 50% nonfiction

40% fiction 60% nonfiction

20% fiction 80% nonfiction

4th grade

8th grade

12th grade

Increase in teaching

and learning with non-

fiction text

SHIFT 2

Grades6-12

KNOWLEDGE IN THE DISCIPLINES

Reading & Writing Literacy

Standards

• Complement, not replace content standards

Depending on text rather

than referring to it

• Read a president’s speech & write a response

• Read scientific papers & write an analysis

Think sophisticated

non-fiction

• Analyze and evaluate texts within disciplines

• Gain knowledge from texts that convey complex information through diagrams, charts, evidence, & illustrations

Expectation of rigorous

domain specific literacy

instruction outside of

ELA

With a partner…

Share your initial thinking and

reactions

TURN AND TALK

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

Appendix B:

Text Exemplars

and Sample Performance

Tasks

Expectation of proficiency

and independence

in reading grade level

text

SHIFT 4

TEXT-BASED ANSWERS

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

Questions are purposefully planned &

direct students to

closely examine the

text

With a partner…

Share your initial thinking and

reactions

TURN AND TALK

SHIFT 5

WRITING FROM SOURCES

Three Text Types

Argument

Supporting a claim with sound reasoning and relevant evidenceInformational

/Explanatory Writing

Increase subject knowledge

Explain a process

Enhance comprehension

Narrative Writing

Conveys experience i.e. fictional stories, memoirs, anecdotes, autobiographies

Appendix C: Samples of

Student Writing

Argumentative writing is especially

prominent in the CCLS

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

With a partner…

Share your initial thinking and

reactions

TURN AND TALK

QUESTIONS? CONCERNS? NOTICES?

POWER PLANNING

The Making of a Scientist (Grade 5)Words We Live By: Your Annotated Guide to the Constitution (Grades 6-8)Gettysburg Address (Grades 9-10)Text selections w/ performance tasksWriting examples w/ annotations

CURRICULUM EXAMPLES

What pops out and why?What looks familiar?What is going to be a stretch?Where do you see evidence of the six shifts?

Where do you see evidence of the three priorities for professional practice?

GUIDING QUESTIONS

QUESTIONS? CONCERNS? NOTICES?

POWER PLANNING

Data Inquiry Team

Leadership Team Principal

VP

Instructional Specialists

Curriculum or Data CoordinatorsTeacher Leaders

Other

Interim Assessments that support a common level of rigor across classrooms.

Analysis of Interim Assessments that is quick, user-friendly, and teacher-owned.

Action Planning to address weaknesses in student mastery of the Common Core.

All occurring in a data-driven Culture guided by collaborative leadership.

DATA-DRIVEN INQUIRY PROCESS

Common

4-6 times per year

Starting point

Aligned

Re-assess

DDI: INTERIM ASSESSMENTS

Immediate

User-friendly

Teacher-owned

Test-in-hand

Deep

DDI: ANALYSIS

Plan new lessons

Teacher action plans

Ongoing assessment

Accountability

Engaged students

DDI: ACTION

Leadership team

Professional development (initial and ongoing)

Implementation calendar

Build by borrowing

DDI: CULTURE

POWER PLANNING

Thank you!

CONTACT INFORMATION

rburnett@ocmboces.org

Thank you!

Thank you!

amastroleo@ocmboces.org