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KYAE Common Core Standards Professional Development Fy 2011-2012

KYAE Common Core Standards Professional Development Fy 2011-2012. Understanding the Standards We Teach. Understanding the Standards We Teach. Developed by KYAE

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KYAE Common Core Standards Professional Development Fy 2011-2012

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  1. KYAE Common Core Standards Professional Development Fy 2011-2012 Understanding the Standards We Teach

  2. Understanding the Standards We Teach Developed by KYAE Based on Standards in Action: Innovations for Standards-Based Education. (November 2009). Produced by U.S. Department of Education Office of Adult and Vocational Education, MPR Associates, Inc, and Susan Pimentel, Inc. Presented by Dawn Hanzel, Collaborative Center for Literacy Development at UK, and Connie Spencer-Ackerman, Adult Education Academy at Morehead State University

  3. Moving Forward This PD effort is part of a statewide, multi-year plan: • To impact all teachers in Kentucky classrooms and in postsecondary teacher education programs • To strengthen instruction at every level of the education system

  4. Impacting Kentucky Post-secondary K-12 Adult Education

  5. How the Four PD Units Fit Together • UNIT 2 • Translating Standards into Curriculum • UNIT 3 • Focus on Assignments • UNIT 1 • Understanding the Standards We Teach • UNIT 4 • Observations Effective Teaching and Learning Practices Then revisit units to respond to indentified professional development needs of staff. Start here and work your way through the units.

  6. Comments Overall, this process has been a unique experience for me. It has helped me expand my knowledge and understanding about standards, as well as improving my teaching style. Each innovation got better and better! I saw the enthusiasm, and I knew what a difference it would make for instruction and ultimately our students. This process motivates us to take the time to look more objectively at what we do and how we, as a team, can be more effective.

  7. AGENDA • Unpacking the Components of Standards • Building Sample Activities Lunch • Aligning Resources to Standards • Developing Materials for Instructional Use • Discussing and Planning Implementation

  8. Anticipated Outcomes for Unit 1 Participants will - • Become active members ofalearning community concerned with the implementation of standards. • Gain a common understanding of the challenges involved in implementing the standards. • Learn toalign curriculum, texts, and other resources to the standards. • Createstandards-based instructional resources designed to engage instructors and students with the most important ideas, questions and skills related to the standards.

  9. Objectives and Activities Develop a consensus with a team implementing a process to… • Unpack the Components of the Standards. • Build Sample Activities. • Align Resources to Standards. • Complete Materials for Instructional Use.

  10. Professional Development Overview Directors • Online Introductory Activities • Directors’ Orientation • Instructional Support Planning Directors and Instructors • Unit 1A Face-to-Face Meeting • Unit 1A Team Activity • Unit 1B Face-to-Face Meeting • Unit 1B Team Activity

  11. Common Core State StandardsMission Statement “The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.” http://www.corestandards.org

  12. Structure of the Standards • CCSS are the Kentucky Core Academic Standards and the KYAE Common Core Standards • www.corestandards.org • KCAS • KYAE Common Core Standards- divided into NRS levels with adult literacy text examples • Standards for Math • Standards for English/LA & Literacy for History/Social Studies, Science and Technical Subjects • E/LA/Literacy Appendices • A: Review of Supporting Research, Glossary • B: Text Exemplars and Sample Performance Tasks • C: Writing Samples

  13. English Language Arts StandardsTop-down Engineering

  14. Structure of the Literacy Standards • Discipline (English/LA, Literacy for History/Social Studies, Science & Technical Subjects) • Content Area (CA) (reading, writing, speaking/listening) • Type of text- Reading (literature, informational, foundational) • College and Career Readiness Standards (CCR) Anchor Standards • NRS levels (1-6) and Grade level (K-12)

  15. Design Principles For English Language Arts Standards • Increased focus on results/mastery of content • Integrated model of literacy with emphasis on communication • Inclusion of research and media skills • Shared responsibility for students’ literacy development

  16. Students who are college and career ready in reading, writing, speaking, listening,and language • Demonstrate independence. • Build strong content knowledge. • Respond to the varying demands of audience, task, purpose, and discipline. • Comprehend as well as critique. • Value evidence. • Use technology and digital media strategically and capably. • Come to understand other perspectives and cultures.

  17. ELAReading for LiteratureGrade 5, standard #4RL5.4 Determine the meaning of words and phrases as they are used in text, including figurative language such as metaphors and similes.(KYAE CCS-P. 12)

  18. Unpacking the Components of the Standards Resource that “unpacks” each standard into its component parts - • Skills • Concepts/Content • Context • Cognitive Demand or Level of Thinking

  19. Bloom’s Taxonomy

  20. Why Unpack the Standards? Help staff address how best to - • Maintainfocuson the right content and skills. • Teach to the appropriate level of complexity. • Plan aligned curriculum/assessments. • Supportcommon expectations for students. FTPS

  21. The Unpacking Process With your team… • Review each standard in Column 1 to identify the skill demands of the standard and write them down in Column 2. • Identify the content or concepts related to each skill contained within each standard and enter them into Column 3. • Identify the context in Column 4. • Use the selected taxonomy to identify the level of thinking/cognitive demand and list in Column 5. (SIA Guide Unit 1-11)

  22. Confirm Unpacking • Cover up the standard in Column 1. Do the phrases listed in Column 2-5 describe the standard? • Do the unpacked skills, concepts (content), and context contain only words actually appearing in the standard? • Is each unpacked skill linked to the appropriate unpacked content or concept? • As you read the content and skills, do they represent what you would expect of a student in meeting this standard? (SIA Unit 1-11&12)

  23. Unpacking Guidelines(Guided Practice) Keep in mind while completing the unpacking process • Review the directions as a group. • If there is a benchmark, consider it as it relates to the overarching standard. • Allow everyone in the group to read the standard silently. Ask one person to read it out loud. • Unpack the standard or benchmark as a group and come to a consensus as a group. • Confirm unpacking as a group • Gather questions /comments for reflection/clarification.

  24. Faster is not better. Key Vocabulary Hare = an animal similar to a rabbit, with longer hind legs and ears Tortoise = a kind of turtle that lives on land, not in water Fable = a fictitious story told to enforce a truth or moral Moral = expressing or teaching about good behavior

  25. Reflections • What was beneficial about the unpacking exercise (process, chart, etc.)? • Challenging?

  26. Building Sample Activities Real-world activity that matches the cognitive and conceptual demands of the standard

  27. Why Build Sample Activities? To show how a particular standard can be addressed in the classroom and … • Target instruction to the right level of complexity. • Help instructors design lessons for students • Articulate the demands across levels and clarify expectations. • Supportshared professional learning and common expectations for students

  28. Building Sample Activities Criteria Build sample activities tied to specific standards that: • Describe a relevant real-life activity. • Attract and hold student interest. • Reflect the right level of complexity given the cognitive demand of the standard. • Result in an end-product that is meaningful to students. • Make connections to other standards, as appropriate. (SIA Guide Unit 1-12)

  29. Building Sample Activities(Guided Practice) • Review directions as a group. • Develop sample activities for standards that you unpacked. • Share sample activities with another group.

  30. Reflections • What was beneficial about the building sample activities exercise (process, charts, etc.)? • Challenging?

  31. Aligning Resources to Standards Determine the alignment of instructional resources to standards. Instructors need to know where the gaps are in their current materials so they can fill them appropriately with other resources.

  32. Why Align Resources to Standards? • Offers a quick way for staff, especially new staff, to become familiar with a resource • Alerts staff to where a resource is tightly, partially, or not aligned with standards • Informs instructors and programs about gaps in coverage so they can be filled

  33. Levels of Alignment Tight Alignment Partial Alignment No Alignment

  34. Resource Alignment Guidelines For each resource - • List specific pages/chapters that support the teaching of each standard. • Determine to what extent the resource is aligned with the standard: • Tight • Partial • Not aligned • Confirm alignment work. Should the resource be retained? Does it need to be supplemented? (SIA Guide Unit 1-14)

  35. Aligning Resources to Standards(Guided Practice) • Examine the standards we have already unpacked and determine where in a resource each standard is addressed. • Determine the tightness of fit (extent of alignment). • Confirm alignment. • Gather questions for reflection/clarification.

  36. Reflections • What was beneficial about the alignment exercise (process, chart, etc.)? • Challenging?

  37. Developing Materials for Instructional Use • Build a reference library: • Completed Unpacking Charts • Completed Alignment to Resource Standards Charts • Review and refine completed charts. • Make charts available to staff. (SIA Guide Unit 1-16)

  38. What is the challenge? All reaching towards the same goal

  39. Building a ladder as we go, we are pioneers in a statewide and nationwide effort to improve student readiness for college and career. We have a team, and we have tools.

  40. Instructional Support Planning • Determine: • Which standards to unpack and align in addition to assigned standards • When and how to meet with team to unpack and which standards will be unpacked and submitted each week • When and how to touch base with coach on a weekly basis • How I will lead and support my team through the process

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