Common Core State Standards Defining the Core: A whole new way of learning Broward County Public Schools Literacy Department August 6, 2012 English Language.

Common Core State Standards

Defining the Core: A whole new way of

learning

Broward County Public SchoolsLiteracy DepartmentAugust 6, 2012

English Language Arts &Literacy in History/Social Studies,Science, and Technical Subjects

• Become familiar with the shifts and standards key to the CCSS for Literacy.

Understand the District implementation and roll out process.

Become familiar with the District professional learning plan, including the communication web site.

Listen to your feedback and questions regarding the CCSS Literacy implementation.

• Enhance knowledge base of the Common Core Standards for ELA and Literacy.

2

Expected Outcomes

CCSS-ELA District Support Team

Defining the CoreA Whole New Way

of Learning

Goals – CCSS Transition

• Communicate to key stakeholders the changes in the Standards and the instructional model

• Build teacher capacity in CCSS and the instructional model

• Identify performance goals and measure progress• Support transition to PARCC Assessments• Develop and acquire CCSS aligned curriculum

content• Align fiscal resources to goals

Broward’s Implementation Timeline

Grade 9 Sample CCSS ELA Assessment

Student Directions: Part 1 (35 minutes)

Your Assignment:You will read a short story and article, watch a video, review research statistics, and then write an argumentative essay about your opinion on virtual schools.

Grade 9 Sample CCSS ELA Assessment

Steps you will be following:In order to plan and compose your essay you will do all of the following:

1)Read a short story and article, watch a video and review research statistics. 2)Answer three questions about the sources. 3)Plan and write your essay.

Grade 9 Sample CCSS ELA Assessment

Directions for beginning: You will now read the sources and watch a video. Take notes because you may want to refer back to your notes while writing your essay. You can refer back to your sources as often as you like. (short story)(article 1)(video)(research statistics)

Grade 9 Sample CCSS ELA Assessment

Questions:Use your remaining time to answer your questions below. Your answers to these questions will be scored. Also, they will help you think about the sources that you read and viewed, which should help you write your essay. You may click on the appropriate buttons to refer back to your sources when you think it would be helpful. Answer the questions in the spaces provided below them.

Scoring InformationHow your essay will be scored:

The scorers will be assigning scores for:

– Statement of purpose/focus—how well you clearly state your claim on the topic, maintain your focus, and address the alternate and opposing claims

– Organization—how well your ideas logically flow from the introduction to conclusion using effective transitions, and how well you stay on topic throughout the essay

– Elaboration of evidence—how well you provide evidence from sources about your opinions and elaborate with specific information

– Language and Vocabulary—how well you effectively express ideas using precise language that is appropriate for your audience and purpose

– Conventions—how well you follow the rules of usage, punctuation, capitalization, and spelling

CCSS Writing Spiral 9-12

CCSS Writing Spiral 6-8

CCSS Writing Spiral

NGSSS/FCAT 2.0NGSSS LA9.1.7.7 The student will compare and contrast elements in multiple texts. FCAT Grade 9 Released Item: According to the article, what do ___ (two or more elements/persons/events) from the passage have in common? (9th)

Moving to the CCSS:RL.CCR.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

RL.910.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical event of the same period as a means of understanding how authors of fiction use or alter history.

CCSS Performance Task for ELA Informational Text, Grade 9/10Students compare George Washington’s Farewell Address to other foreign policy statements, such as the Monroe Doctrine, and analyze how both texts address similar themes and concepts regarding “entangling alliances.” [RI.9–10.9]

Moving from NGSSS to the Common Core

General Guidelines forDeveloping Performance Tasks

• Integrate knowledge and skills • Measure understanding, research skills, analysis,

and the ability to provide relevant evidence• Require student to plan, write, revise, and edit • Reflect a real-world task • Demonstrate knowledge and skills • Allow for multiple points of view • Feasible for classroom environment

Design of Performance TasksComponents of a Performance Task

CCSS Literacy Implementation Plan

The Shifts

CCSS-ELA

CCSS Literacy Content Focus Guide

• Contains links to changes expected in instructional strategies– Exemplar lessons– Video examples (emulating classroom modeling)

• Aligned with Marzano Teaching Frameworks • Aligned to relevant professional learning

opportunities• Prompts for indications of progress through

observations

Implementation Strategy: A literacy shift will be addressed monthly/bi-monthly

CCSS Literacy Content Focus Guide

Professional Learning Plan: Literacy

• Aligned to the implementation Strategy– Focus on a literacy shift and associated strategies– Introduction at the beginning of the month via a Webinar– Continue the pattern of introductory Webinars each

month• Workshops via Face to Face, Blended or Online

delivery methods– Institutes of Learning– Targeted Shifts

• Professional Learning Community Assistance• Self-paced learning modules• Leadership Training

Changes in Instructional Model Literacy

• Examining Elements of Persuasive SpeechesEnglish/Language ArtsGrade 8 - Speaking and Listening

• (From: The Teaching Channel)

Support Plan – Literacy and Math

• Curriculum Resources, Activities and Strategies developed for classroom use

• Video based exemplars and related lesson plans• Modeling of changed strategies• Remediation model – build capacity, coaching

and modeling• Administrator support• Outreach to parent and business community

Current Status – Literacy and Math

• What progress has been made since January 2012?– Kindergarten teachers have attended professional learning– Grades K, 1 and 2 teachers are in the process of attending

professional learning– Assistant Principals attended CCSS overview training (January

2012)– Leadership Week (June 2012) in conjunction with Talent

Development– Formed a Cadre of Experts in Literacy and Mathematics (K-12)

who will assist with the implementation and build capacity for change

– Completed implementation plan and “working on the work”

Cadre of Experts

• Build Capacity among teacher-leaders• Model Classrooms• Support for school-based PLCs• Capture best practices via video for sharing• Facilitate district virtual PLCs through

Adobe Connect

Key Stakeholders

District Web Sitehttp://definingthecore.com

CCSS K-12 Literacy Team• Dr. Marie Wright, Executive Director, Instruction and

Interventions• Michele Rivera, Director, Literacy• David Shelley, Curriculum Supervisor, Literacy• Margaret Livingston, Curriculum Supervisor, Literacy• Teri Acquavita, Curriculum Supervisor, Literacy• Alescia Smith, Curriculum Supervisor, Literacy• Lynne Oakvik, Library Media, Specialist, Literacy• Louise Ball, Curriculum Supervisor, Social Studies• Shellie Gory, Curriculum Supervisor, Social Studies• Blanca Guerra, Curriculum Supervisor, World Languages• Jenna Moniz, ESOL Educational Specialist

Please give us your feedback!

3 Key points you will walk away with

Something that squared with you

Question you still have swirling around in your head

http://www.quia.com/sv/586433.html

Only three brief questions: