Implementing Common Core State Standards - PowerPoint PPT Presentation

Loading...

PPT – Implementing Common Core State Standards PowerPoint presentation | free to view - id: 757ac9-OWQ5Z



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Implementing Common Core State Standards

Description:

Implementing Common Core State Standards Christine Downing, CCSS Consultant NH DOE Patty Ewen, Office of Early Childhood Education, NH DOE * Give out handout on Hunt ... – PowerPoint PPT presentation

Number of Views:141
Avg rating:3.0/5.0
Slides: 63
Provided by: Chris2181
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Implementing Common Core State Standards


1
Implementing Common Core State Standards
  • Christine Downing, CCSS Consultant NH DOE
  • Patty Ewen, Office of Early Childhood Education,
    NH DOE

2
Whos in the Room?
3
Whos in the Room?
  • I am going to ask some questions. Please stand
    if you fit the description. Remain standing
    until I ask the next question. If you fit the
    description remain standing. If you do not
    please sit down. You may stand or sit at any
    time depending on whether you fit the description
    or not.
  • Who in the room is responsible, in some way or
    another, for implementation of the Common Core
    State Standards?
  • Who in the room currently teaches students at
    grades K-12?
  • Who in the room teaches teachers or prepares
    future teachers?
  • Who in the room is a school or district
    administrator?
  • Who in the room is not sure of their exact job
    title?
  • Who in the room has been teaching for 5 or more
    years?
  • Who in the room has been teaching for 15 or more
    years?
  • Who in the room has been teaching for 25 or more
    years?
  • Who in the room has been teaching for 30 or more
    years? (GOD BLESS YOU!)

4
Assessment on CCSS Spring 2015
5
1
What shifts occur with the Common Core?
6
A
Instructional Shifts
7
PK-5, Balancing Informational Literary Texts
1
Students read a true balance of informational and
literary texts. Elementary school classrooms are,
therefore, places where students access the world
science, social studies, the arts and
literature through text. At least 50 of what
students read is informational.
8
2
6-12, Knowledge in the Disciplines
Content area teachers outside of the LA classroom
emphasize literacy experiences in their planning
and instruction. Students learn through domain
specific texts in science and social studies
classrooms rather than referring to the text,
they are expected to learn from what they read.
9
3
Staircase of Complexity
In order to prepare students for the complexity
of college and career ready texts, each grade
level requires a step of growth on the
staircase. Students read the central, grade
appropriate text around which instruction is
centered. Teachers are patient, create more time
and space in the curriculum for this close and
careful reading, and provide appropriate and
necessary scaffolding and supports so that it is
possible for students reading below grade level.
10
4
Text-Based Answers
Students have rich and rigorous conversations
which are dependent on a common text. Teachers
insist that classroom experiences stay deeply
connected to the text on the page and that
students develop habits for making evidentiary
arguments both in conversation, as well as in
writing to assess comprehension of a text.
11
5
Writing from Sources
Writing needs to emphasize use of evidence to
inform or make an argument rather than the
personal narrative and other forms of
de-contextualized prompts. While the narrative
still has an important role, students develop
skills through written arguments that respond to
the ideas, events, facts, and arguments presented
in the texts they read.
12
6
Academic Vocabulary
Students constantly build the vocabulary they
need to access grade level complex texts. By
focusing strategically on comprehension of
pivotal and commonly found words (such as
discourse, generation, theory, and
principled) and less on esoteric literary terms
(such as onomatopoeia or homonym), teachers
constantly build students ability to access more
complex texts across the content areas.
13
1
Focus
Teachers use the power of the eraser and
significantly narrow and deepen the scope of how
time and energy is spent in the math classroom.
They do so in order to focus deeply on only the
concepts that are prioritized in the standards so
that students reach strong foundational knowledge
and deep conceptual understanding and are able to
transfer mathematical skills and understanding
across concepts and grades.
14
2
Coherence
Principals and teachers carefully connect the
learning within and across grades so that, for
example, fractions or multiplication spiral
across grade levels and students can build new
understanding onto foundations built in previous
years. Teachers can begin to count on deep
conceptual understanding of core content and
build on it. Each standard is not a new event,
but an extension of previous learning.
15
3
Fluency
Students are expected to have speed and accuracy
with simple calculations teachers structure
class time and/or homework time for students to
memorize, through repetition, core functions such
as multiplication tables so that they are more
able to understand and manipulate more complex
concepts.
16
4
Deep Understanding
Teachers teach more than how to get the answer
and instead support students ability to access
concepts from a number of perspectives so that
students are able to see math as more than a set
of mnemonics or discrete procedures. Students
demonstrate deep conceptual understanding of core
math concepts by applying them to new situations.
as well as writing and speaking about their
understanding.
17
5
Application
Students are expected to use math and choose the
appropriate concept for application even when
they are not prompted to do so. Teachers provide
opportunities at all grade levels for students to
apply math concepts in real world situations.
Teachers in content areas outside of math,
particularly science, ensure that students are
using math at all grade levels to make
meaning of and access content.
18
6
Dual Intensity
Students are practicing and understanding. There
is more than a balance between these two things
in the classroom both are occurring with
intensity. Teachers create opportunities for
students to participate in drills and make use
of those skills through extended application of
math concepts. The amount of time and energy
spent practicing and understanding learning
environments is driven by the specific
mathematical concept and therefore, varies
throughout the given school year.
19
Criteria for New Standards
  • Fewer, clearer, and higher (Consistent, rigorous,
    and shared aligned with college and work
    expectations)
  • Aligned with college and work expectations
  • Include rigorous content and application of
    knowledge through high-order skills
  • Build upon strengths and lessons of current state
    standards (think DNA of education)
  • Internationally benchmarked, so that all students
    are prepared to succeed in our global economy and
    society
  • Based on evidence and research

20
B
Assessment Shifts
21
(No Transcript)
22
(No Transcript)
23
Below is part of a poem about leaves and a story
about a robin. Read the two texts and think about
how they are similar and then answer the question
that follows. from How the Leaves Came
Down I'll tell you how the leaves came
down. The great Tree to his children
said, "You're getting sleepy, Yellow and
Brown, Yes, very sleepy, little Red It is quite
time you went to bed." "Ah!" begged each silly,
pouting leaf, "Let us a little longer stay Dear
Father Tree, behold our grief, 'Tis such a very
pleasant day We do not want to go away."
24
excerpt from The Little Captive One day Bessies
mother said to her that she must open the cage,
and let the bird fly away. No, no mother! said
Bessie, dont say so. I take such comfort in
him, I cant let him go. But the next moment she
remembered how unhappy it made her to disobey her
mother and, taking down the cage, she opened the
door. tell you that day after day, for two or
three weeks, that little robin made a visit to
Bessies house.
25
ELA Prompt
26
(No Transcript)
27
(No Transcript)
28
2
How do we get from here to there?
29
Activity Break into groups of 3-4 at your table.
You have a stack of cards with discrete tasks on
them. Your mission is to sort these tasks into
two piles (1) already doing and (2) next steps
or future.
Write one or two things you are doing on the
chart paper and post. Please place your district
name in parentheses after the task that you are
doing.
30
Activity Take five minutes in your teams to walk
around the room and notice what other
schools/districts are focusing on.
31
Did you see any pattern in what people are
already doing? Did you find yourself wanting to
start organizing the cards into similar tasks or
in a timeline? Did you comment on doable vs.
not as likely
32
What resources would you want/need to move
forward? What barriers/obstacles might need to
be addressed?
33
  • Three categories of tasks
  • Leadership
  • Curriculum
  • Accountability

34
(No Transcript)
35
(No Transcript)
36
(No Transcript)
37
(No Transcript)
38
(No Transcript)
39
(No Transcript)
40
(No Transcript)
41
(No Transcript)
42
(No Transcript)
43
(No Transcript)
44
(No Transcript)
45
(No Transcript)
46
3
Where to go next?
47
(No Transcript)
48
  • Gap Analysis Tool (Draft)

49
(No Transcript)
50
Using the Implementation Framework
  • Use the Implementation Framework, Cards, Gap
    Analysis Tool, and template to begin your
    strategic planning
  • Discussions are important!
  • Report out your next 3 to 5 steps in Implementing
    CCSS
  • What evidence do you have to suggest these should
    be your focus areas for implementation?

51
4
Who do we need to move?
52
Change ? Transition
53
Change is situational.
54
Transition is psychological.
55
Survey SaysTop Concerns
  • Education Policy Leaders
  • Cost and Feeling Uninformed
  • Superintendents
  • Cost and Readiness
  • Principals
  • Readiness and Teacher Push-back
  • Teachers
  • Misuse of data and availability of support and
    training
  • Source Strategic Communications Research, Heart
    Research Associates, December 2011

56
(No Transcript)
57
5
What are we doing to support you?
58
(No Transcript)
59
(No Transcript)
60
Resources for CCSS capacity and awareness,
strategic planning, and communication
  • Hunt Video Series
  • NH DOE Resources 8 Key Messages
  • Common Core Website General Talking Points
  • Engage NY website
  • CCSSO website
  • SMARTER Balanced Fact Sheets
  • National PTA brochures
  • AchievetheCore.org

61
Conclusion
  1. What shifts occur with CCSS and SBAC? (Capacity
    and Awareness)
  2. How do we get there from here? (Strategic
    Planning)
  3. Where do we go next? (Prioritize)
  4. Who do we need to move? (Stakeholders
    Communication)
  5. What resources are available? (Gap Analysis)

62
Comments? Questions?
  • Thank you!
  • Christine Downing
  • Christine.downing_at_nh.gov
  • Patty Ewen
  • Patricia.Ewen_at_doe.nh.gov
About PowerShow.com