Changing Educational Paradigms Common Core State Standards What do we know?

Changing Educational Paradigms

Common Core State Standards

What do we know?

History & Purpose

• A Nation at Risk• Disparate state standards & assessments; this

led to disparate results.• Globalism• College & Career Readiness• Reading, Writing, Speaking & Listening• Creative, Critical, Collaborative & Divergent

Thinking

Interdisciplinary

All teachers are responsible for all students ability to read, write, speak,

listen and to think creatively, critically, collaboratively and

divergently.

• The Common Core Standards define a framework for engagement with the curriculum that is already being taught.

• The VERBS within the Common Core Standards define Higher Order Thinking skills students will need to apply as they explore content in new ways.

What are Higher Order Thinking Skills?...

• The Common Core Standards define College and Career readiness skills to support student success across curriculum, content, and context.

21st Century Skills

• 1. Critical thinking and problem solving• 2. Collaboration and leadership• 3. Agility and adaptability• 4. Effective oral and written communication• 5. Initiative and entrepreneurialism• 6. Analyzing and accessing information• 7. Curiosity and imagination

Learning for the 21st Century

– Learning to learn in order to learn more, and to re-learn several times during one’s lifetime (“information explosion”)

– Flexibility in thinking

– Abstract thinking

– Learning how to live with and work with a new sense of number and new technologies

– Creative and innovative thinking (visualization)

What Are Other Countries Doing?

The European Union designated 2009 as the European Year of Creativity and Innovation, holding conferences on

a. The neuroscience of creativityb. Financing teacher trainingc. Instituting PBL programs—curricula

driven by real-world inquiry—for children/adults.

China is planning to kill the practice of “drill-and-kill” through widespread teacher reform and PD.

Key Focus of the CCSS in Math

• 1. Make sense of problems and persevere in solving them• 2. Reason abstractly & 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 & make use of structure• 8. Look for & express regularity in repeated reasoning ASK “WHAT DO MATHEMATICIANS DO?”

Key Focus of the CCSS in ELA

• Balance of literature and information texts; focus on text complexity.

• Emphasis on argument, informative/ explanatory writing, and research.

• Speaking and listening skills.• Literacy standards for history, science and

technical subjects. (Technical subjects is not defined, so we have infused them into every CG in the building).

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SAT 1,ACT,AP*

* Source of National Test Data: MetaMetrics

Reading Study SummaryInterquartile Ranges Shown (25% - 75%)

Writing is Thinking!

• We will have every teacher in the building implement a writing assignment, which will be assessed, once per week. An open-ended writing assignment will be provided to each student, in each class and be domain or content specific. Students will be graded on each assignment. This will ensure every student is thinking critically, analytically, engaging in the content vocabulary and writing.

We will focus on setting a learning goal or objective for each lesson. At the beginning

of each lesson, it is important to clearly communicate the learning goal for that

class: whether it is written on the board, or verbally communicated. Upon completion

of the lesson, the students should be able to articulate the learning goal. This is

supported by the Danielson Teaching Framework.

PARCC

Partnership for Assessment of Readiness for College and Careers

(PARCC)

Who, what, when, where, why, how?

• All students in grades 9-11.• Four assessments per year: 2 formative assessments which

will be district choice; 2 summative, one of which will be an EOY assessment.

• Two in the fall; two in the spring.• It has not been determined how these will be implemented.• They will be aligned with the CCSS and they will measure

college and career readiness skills.• They will be computer-based assessments.

PARCC

• The ELA portion of the assessments will address the analysis of complex texts (close reading) and writing formal arguments based on textual evidence.

• The PARCC assessments will be more rigorous than was the HSPA; it is expected by those who have knowledge of the assessments, that the relative scores will decline, significantly for some.

Grade 10 Prose Constructed Response—Sample from Literary Analysis Task Student DirectionsUse what you have learned from reading "Daedalus and Icarus“ by Ovid and "To a Friend Whose Work Has Come to Triumph" by Anne Sexton to write an essay that provides an analysis of how Sexton transforms Daedalus and Icarus. As a starting point, you may want to consider what is emphasized, absent, or different in the two texts, but feel free to develop your own focus for analysis. Develop your essay by providing textual evidence from both texts. Be sure to follow the conventions of standard English. Answer:

Passage The passage ‘Ovid’s Metamorphoses: Daedalus and Icarus’ is in the public domain. You may access the poem by clicking on the link below.Ovid's Metamorphoses: Daedalus and IcarusSexton, Anne. "To a Friend Whose Work Has Come to Triumph by Anne Sexton." Hello Poetry. 2009. Web. 31 Jan. 2012. <http://hellopoetry.com/poem/to-a-friend-whose-work-has-come-to-triumph/>.PARCC is committed to using authentic texts. Permissions are pending for the texts associated with this item.

In-house Assessments

We will create assessments to:

• align with the CCSS;• to adjust and inform our instructional practices;• to provide data to measure student growth so as to align with

the teacher evaluation framework;• ensure both formative and summative;• to measure what students know, what they have learned and

what we want them to know;• they are rigorous and demonstrate application and evaluation,

not just memorization.• Created by teacher teams using the PLC framework

Formative AssessmentAssessment FOR Learning

Promote achievement, ongoing student growth, help meet CCSS A process during learning

Insight for closing gaps Learning is achievable

Summative AssessmentAssessment OF Learning

Document mastery of standards An event after learning Certify and promote Threat of punishment, promise of rewards

Formative Teacher Visible, student-friendly classroom targets Build assessments Adjust teaching Descriptive feedback Involve students in assessments

Student Self-assess and keep track Set goals Act on classroom assessments and improve

SUMMATIVETeacher Administer with care Use results to meet standards Interpret results for parents Build assessments for report card grading

Student Study to meet CC Standards Take the test Strive for highest score Avoid failure

Assessment Indicators

• Can explain in their own words/use visuals

• Can apply/use to solve a problem • Can transfer to a new situation or

context • Can create questions about

it/manipulate variables • Can use in a variety of strategies

Assessment Alternatives Choose

Multiple choice, true/false, matching Multiple choice with think clouds or explanations Constructed response (open-ended) Essays, learning logs Observations/Checklist Products, projects, demonstrations, presentations Rubrics Student self-evaluations Portfolios

Construct

1. Knowledge in one discipline2. Application within discipline3. Application across disciplines4. Application to real-world predictable

situations5. Application to real-world

unpredictable situations

Application ModelApplication ModelApplication ModelApplication Model

Charlotte Danielson’s Framework for Teaching

Evaluations

The Danielson Model

• Strong emphasis on collaboration, evaluator training, trust, and professional growth.

• Shifts focus of evaluation from inspection to collaboration.

• Promotes the use of various forms of evidence to monitor pupil progress and to gauge instructor effectiveness.

Four Domains

• Planning and Preparation• Classroom Environment• Instruction• Professional Responsibilities

TeachScape

• Ensures a common language of teaching effectiveness.

• Focused on professional learning.• Classroom observation and professional

development tool.• Data resource.

TeachScape

• Administrator training is web-based and will require 15-20 hours of training on 11 modules.

• Classroom observation training covers domains 2 & 3 as they are that which are observed in the classroom: Classroom Environment and Instruction.

• There is a 7 hour test, taken in two parts, which is provided to ensure credibility and reliability among all evaluators.

TeachScape

• An integrated system for teacher classroom observations, collection of data for use in analysis, to measure teacher and student growth and effectiveness, and to provide focused, on-going and job-embedded professional development.

• Fosters a culture of collaboration.

Professional Learning Communities (PLC’s)

• Fosters culture of collaboration.• Must be monitored and facilitated effectively.• Within disciplines and across disciplines.• Data analysis• Construction of subject-specific assessments:

formative and summative.• Increased opportunities facilitated during school

day, department meetings, staff meetings, delayed openings etc.

Relationships

• Effect size = identifies influence on learning

• Effect size of 1.00 school districts = 2 years of annual growth

• Most variables in schools have effect size +.3 to +.4

Visible Learning

Noteworthy Effect Size Formative evaluation +.90 ~1.7 yrs. Growth

Providing feedback +.73 ~1.44 yrs. Growth

Student-Teacher relationships +.72 ~1.44 yrs. Growth

Prior achievement +.67 ~1.24 yrs. Growth

Socioeconomic status +.57 ~1.14 yrs. Growth

Peer tutoring +.55 ~1.13 yrs. Growth

Teaching test taking +.22

Reducing class size +.21

Charlotte Danielson’s Framework for Teaching

Research-based components of teachingFocused on student success – study

Five key themes revealed1. Leadership2. High Expectations3. Relationships4. Student Opportunities5. Professional Culture