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So, What’s New? 2011-12

So, What’s New? 2011-12

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So, What’s New? 2011-12

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  1. So, What’s New?2011-12 Lincoln Parish Back-To-School August 2011

  2. Acronyms

  3. CCSS Common Core State Standards

  4. CCRS • College Career Readiness Anchor Standards

  5. NGA Next Generation Assessments

  6. Overview Common Core State Standards • Background Information • Louisiana’s Implementation Plan and Timeline • College and Career Readiness Anchor Standards • Content Overview • English Language Arts (ELA) • Mathematics • Sample Next Generation Assessments • Open the Door to the C.O.R.E.

  7. Background Information

  8. State Law and BESE Policy • State Law – R.S. 17:24.4 • Instituted LEAP and required the Louisiana Department of Education to develop and implement curriculum standards • Applies to traditional public schools and charter schools • BESE Policy – Bulletin 741, Section 2301 • Requires each local school district and charter school to adopt and implement curricula aligned with state content standards

  9. Louisiana Content Standards • Statements that define what a student should know and be able to do at the end of a specific time period or grade level in a specific subject area • Current state education policy requires regular review and revision to Louisiana content standards “to maintain rigor and high expectations for teaching and learning” at least once every seven years (BESE Bulletin 741, §2301 C) • Approved by Board of Elementary and Secondary Education (BESE) • 1997-1998: Standards and Benchmarks • 2004: Grade-Level Expectations (GLEs)

  10. The Momentum • Content standards developed by group of states • Development coordinated by National Governors ‘ Association and Council of Chief State School Officers • State-led and developed common core standards for K-12 in English/language arts and mathematics • In collaboration with teachers, school administrators, and experts • States voluntarily chose to adopt • 44 states, the District of Columbia, and two territories have signed on to the Common Core State Standards Initiative • Unveiled in 2010: Common Core State Standards (CCSS) for English language arts (ELA) and mathematics • In Louisiana BESE Adopted the CCSS June 2011 • Focus on full implementation in 2014-2015

  11. Change is Good-You Go First! • State-led initiative • Voluntary in adoption • Intended to ensure all students are college and career ready • Provide a clear, consistent statewide understanding of • what students should know and be able to do

  12. The Importancefor Students, Teachers, and Parents • Prepares students with the knowledge and skills they need to succeed in college and work • Ensures consistent expectations regardless of a student’s zip code • Provides educators, parents, and students with clear, focused guideposts

  13. Criteria for theCommon Core State Standards Fewer Clearer Higher

  14. Adoption • State adopts 100% of the common core K-12 standards in ELA and mathematics (word for word), with option of adding up to an additional15% of standards on top of the core. • A state will have adopted when the standards authorizing body within the state has taken formal action to adopt and implement the common core. • States are responsible for demonstrating that they have adhered to this definition of adoption.

  15. Implementation Plan

  16. National Timeline Common Core State Standards Current State Standards 2011 | 2012 | 2013 | 2014 | 2015 | 2016 INSTRUCTION Current State Tests Next Generation Assessments

  17. Louisiana’s Transition Plan

  18. Currently Underway (2011) • Create crosswalk document between CCSS and current Louisiana standards (completed) • Analyze crosswalk at each grade level (in progress, target completion in summer 2011) • Develop grade-level content comparisons to determine what content will remain the same, be added, or be deleted • Determine which CCSS can be phased in prior to full implementation • Develop and deliver General Awareness Sessions

  19. Key Designand Organization CCRS College Career Readiness Anchor the document, define cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and the workforce ready to succeed. The K-12 grade-specific standards define end-of-year expectations and provide a cumulative progression.

  20. Key Designand Organization CCRS A Shared Responsibility for Students’ Literacy Development The K-5 standards include expectations for reading, writing, speaking, listening, and language applicable across all content areas. The grades 6-12 standards are divided into two sections, one for ELA and the other for history/social studies, science, and technical subjects. The standards in grades 9-12 use two-year grade bands (9-10 and 11-12) to allow schools, districts, and states flexibility in high school course design.

  21. Four Strands • Reading • Writing • Speaking and Listening • Language

  22. Overview of Reading Strand • Reading • Progressive development of reading comprehension; students gain more from what they read • Emphasize the importance of grade-level texts that are of appropriate difficulty and are increasingly sophisticated • Standards for Reading Foundational Skills (K-5) • Reading Standards for Literature (K-12) • Reading Standards for Informational Text (K-12) • Reading Standards for Literacy in History/Social Studies (6-12) • Reading Standards for Literacy in Science and Technical Subjects (6-12)

  23. College and Career Readiness Standards for Reading Craft and Structure 4. Interpretwords and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. K- 5 Page 10 6-12 Page 35 Content Area Page 60 Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

  24. College and Career Readiness Standards for Reading Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. *8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to comparethe approaches the authors take. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently.

  25. Grade-Level Progression Format highlights progression of standards across grades

  26. Example of Grade-Level Progression in Reading CCR Reading Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

  27. The Shift

  28. Overview of Writing Strand Writing • Expect students to compose arguments and opinions, informative/explanatory pieces, and narrative texts • Focus on the use of reason and cite evidence to substantiate an argument or claim • Emphasize ability to conduct research – short projects and sustained inquiry • Require students to incorporate technology as they create, refine, and collaborate on writing • Include student writing samples that illustrate the criteria required to meet the standards (See Appendix C for writing samples)

  29. College and Career Readiness Standards for Writing Assessed by 6 Trait Writing The Writing Process K- 5 Page 18 6-12 Page 41 Content Area Page 63 Text Types and Purposes Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Write informative/explanatorytexts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences. Production and Distribution of Writing Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge Conduct short, as well as more sustained research projects based on questions, demonstrating understanding of the subject under investigation. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. Draw evidence from literary or informational texts to support analysis, reflection, and research.

  30. A New Focus

  31. Overview of Speaking and ListeningStrand • Speaking and Listening • Focus on speaking and listening in a range of settings, both formal and informal – academic, small-group, whole-class discussions • Emphasize effective communication practices • Require interpretation and analysis of message as presented through oral, visual, or multimodal formats

  32. College and Career Readiness Standards for Speaking and Listening K- 5 Page 22 6-12 Page 48 Comprehension and Collaboration 1. Range of conversations and collaborations, diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

  33. Non-Negotiable

  34. College and Career Readiness Standards for Language K- 5 Page 25 6-12 Page 51 Conventions of Standard English When writing or speaking Use capitalization, punctuation, and spelling when writing. Knowledge of Language To comprehend more fully when reading or listening Vocabulary Acquisition and Use 4.Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings 6. Acquire and use accurately a range of general academic and domain-specific words

  35. Building Rigor • Academic Vocabulary Development • Powerful Verbs • W.O.W. (Word of the Week)

  36. Remember there are Four Strands that Anchor the CCSS! • Reading • Writing • Speaking and Listening • Language

  37. English Language Arts

  38. English Language Arts Shift in Instructional Emphasis Current Classroom Focus on literature (fiction) Literary skills (identifying terms and devices like theme) ELA taught inisolation Common Core Classroom Informational texts prepare for college and career Cross-content literacy integration ELA taught in collaboration

  39. Organization for ELA *Prekindergarten Standards Developed by Louisiana educators to align with kindergarten CCSS Three main sections K-5 (cross-disciplinary) Pages 11-33 6-12 English Language Arts Pages 34-58 6-12 Literacy in History/Social Studies, Pages 59-66 Science, and Technical Subjects

  40. Reading Focus Framework based on NAEP 2009 K-5 Sample Pages 11, 13, and 15 Three sections: 1. Literature 2. Informational Text 3. Foundational Skills (K-5)

  41. English Language Arts Text Complexity Appendix B

  42. Writing Focus Framework based on NAEP 2011 Text Types: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences. Appendix C

  43. English Language Arts Grade 4 Standards Examples Similaritiesexist between GLEs and CCSS, but CCSS require higher-level thinking skills (compare/contrast). Reading texts suggested by CCSS are more challenging than those traditionally used.

  44. Organization for ELA Three appendices A: Research and evidence; glossary of key terms B: Reading text exemplars; sample performance tasks C: Annotated student writing samples

  45. Mathematics

  46. Common Core State Standards for Mathematics • Grade-Level Standards • K-8 grade-by-grade standards organized by domain • 9-12 high school standards organized by conceptual categories • Standards for Mathematical Practice • Describe mathematical “habits of mind” • Standards for mathematical proficiency: reasoning, problem solving, modeling, decision making, and engagement • Connect with content standards in each grade

  47. Mathematical “Habits of the Mind” Pages 6-8 Glossary of Terms Pages 85-90 Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning