Agenda 3/27/13

1. Agenda 3/27/13 • 3:30-3:40 Check In/Introductions • 3:40 -3:50 Review Agenda • 3:50- 4:00 District Portion of the Power Point • 4:00 -4:15 When I hear Common Core I Feel…. • 4:15-4:25 Break • 4:25 -4:30 Teacher Laureate perspective of Common Core.(Video) • 4:30- 5:30 Let’s talk about Shifts

2. Remember! • This is just an overview! • Check MLP for more in depth trainings on the meat of the Common Core Coming Soon in April • Text Dependent Questions and Classroom Discussions • Text Complexity

3. Understanding the ELA Common Core Standards for Secondary Teachers 2012-2013 Springfield Public Schools - A Culture of Equity and Proficiency

4. Today’s Meeting Goals • Participants in this workshop will be more aware of and will develop a deeper understanding of: • The goals of the Common Core State Standards and the major shifts teachers must make in planning and instruction to effectively teach ELA at the secondary level; • The guidance documents for planning and implementing effective instructional practices that will be provided by the district; • The importance of increasing rigor and planning with the end in mind to improve student achievement; • The strong link between teacher performance (SEEDS) and student performance (assessments including DBA/Anet/MCAS and others). Springfield Public Schools - A Culture of Equity and Proficiency

5. Do Now Springfield Public Schools - A Culture of Equity and Proficiency

6. How it fits together: The essential pieces to raising student achievement The work Implement a consistent, rigorous curriculum built on common standards with common unit assessments SIF #1,3,4,7 Coach, develop and evaluate educators based on a clear vision of strong instruction SIF #1,2,3,4 • Effective instruction in every class, every day • Shared, high expectations for all students • Students achieve grade level proficiency • Students graduate ready for college and career Strengthen social, emotional and academic safety nets and supports for all students SIF #6 Deploy data that is timely, accurate and accessible to make decisions for students, schools and the district SIF #5,7 Springfield Public Schools - A Culture of Equity and Proficiency

7. Building a common vision of college and career readiness Springfield Public Schools - A Culture of Equity and Proficiency

8. Our Students

9. The Goals of the Common Core State Standards • We need standards to ensure that all students, no matter where they live, are prepared for success in postsecondary education and the workforce. • Common standards will help ensure that students are receiving a high quality education consistently, from school to school and state to state. • Common standards will provide a greater opportunity to share experiences and best practices within and across states that will improve our ability to best serve the needs of students. Springfield Public Schools - A Culture of Equity and Proficiency

10. What are the Common Core State Standards? • Aligned with college and work expectations • Focused and coherent • Include rigorous content and application of knowledge through high-order skills • Build upon strengths and lessons of current state standards • Internationally benchmarked so that all students are prepared to succeed in our global economy and society • Based on evidence and research • State led – coordinated by NGA Center and CCSSO Springfield Public Schools - A Culture of Equity and Proficiency

11. Why are the CCSS important? • Currently, every state has its own set of academic standards, meaning public education students in each state are learning to different levels • All students must be prepared to compete with not only their American peers in the next state, but with students from around the world Springfield Public Schools - A Culture of Equity and Proficiency

12. How many of the 6 ELA Shifts can you name/describe? Working with a partner, list the 6 shifts (in your own words) in ELA outlined in the Common Core State Standards. 1. 2. 3. 4. 5. 6. Springfield Public Schools - A Culture of Equity and Proficiency

13. The 6 ELA/Literacy Shifts Balancing Informational and Literary Text - Students read a true balance of informational and literary texts. Building Knowledge in the Disciplines - Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities. Staircase of Complexity - Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading. Text-based Answers - Students engage in rich and rigorous evidence based conversations about text. Writing from Sources - Writing emphasizes use of evidence from sources to inform or make an argument. Academic Vocabulary - Students constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts. Springfield Public Schools - A Culture of Equity and Proficiency

14. Who’s responsible for the Shifts? • Shift 1&2 • Balancing Informational and Literary Text - Students read a true balance of informational and literary texts. • Building Knowledge in the Disciplines - Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities.

15. Who’s Responsible for the Shifts? cont. Shifts 3&4 • Staircase of Complexity - Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading. • Text-based Answers - Students engage in rich and rigorous evidence based conversations about text.

16. Who’s Responsible for the Shifts? Cont. • Shifts 5&6 Writing from Sources - Writing emphasizes use of evidence from sources to inform or make an argument. Academic Vocabulary - Students constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts.

17. Today we will focus primarily on 2 Shifts Balancing Informational and Literary Text - Students read a true balance of informational and literary texts. Building Knowledge in the Disciplines - Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities. Staircase of Complexity - Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading. Text-based Answers - Students engage in rich and rigorous evidence based conversations about text. Writing from Sources - Writing emphasizes use of evidence from sources to inform or make an argument. Academic Vocabulary - Students constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts. Springfield Public Schools - A Culture of Equity and Proficiency

18. How do we deal with the 1st two shifts? • Disciplinary Literacy: Literacy skills specialized in history, science, mathematics, literature, or some other subject • Intermediate Literacy: Literacy skills common to many task; including generic comprehension strategies, common word meanings, and basic fluency • Basic Literacy: Literacy skills such as decoding and knowledge of high frequency words that underlie virtually all reading tasks

19. Hierarchal World of Reading

20. Changes in Distribution of Literary and Informational Text Distribution of Literary and Informational Passages by Grade inThe 2009 National Assessment of Educational Progress (NAEP) Reading Framework Source: National Assessment Governing Board. (2008). ReadingFramework for 2009 National Assessment of Educational Progress. Washington, DC: U.S. Government Printing Office. Springfield Public Schools - A Culture of Equity and Proficiency

21. Changes in Text Complexity Text Complexity Grade Bands and Associated Lexile Ranges Springfield Public Schools - A Culture of Equity and Proficiency

22. Broadening out definition of Text Complexity What is the qualitative aspect of Text Complexity? Lexile …What is lexile?? Define Reader and Task

23. What is Text Complexity? How is it Measured? Qualitative: How complex are the themes and main ideas in the text that students are reading? Quantitative: What is the lexile level of the text that students are reading? Reader and Task: How is the teacher developing a task that appropriately engages students based on the intersection of the lexile and theme ? For example – Even though the Grapes of Wrath has a grade 2 lexile level, its themes and the questions appropriate for students to discuss make this a text worthy of study in high school. Springfield Public Schools - A Culture of Equity and Proficiency

24. Instructional Videos • Text-based student-to-student instructional strategies • Student centered classrooms • Text Complexity Springfield Public Schools - A Culture of Equity and Proficiency

25. MCAS Transition Plans for ELA 2012-2013: Near full implementation of 2011 MA Framework in schools and districts2013-2014: Full implementation of 2011 MA Framework in schools and districts Springfield Public Schools - A Culture of Equity and Proficiency

26. Investigation the Unit Planning Guide Template Springfield Public Schools - A Culture of Equity and Proficiency

27. Changes in Types and Rigor of Questions on the 2011 MCAS – Grade 10 ELA 2008 Spring Release, English Language Arts - Grade 10, Question 8: Open-ResponseReporting Category: Reading and LiteratureTopic: 13 - Nonfiction 2012 Spring Release, English Language Arts - Grade 10, Question 9: Open-ResponseReporting Category: Reading and LiteratureTopic: 13 - NonfictionStandard: ELA.K-12.R.1.02 - Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Based on the article, describe the challenges faced by the independent inventor seeking to produce a successful toy. Use relevant and specific information from the article to support your answer. Based on the excerpt, explain why brown rats have been able to thrive in urban areas. Support your answer with relevant and specific information from the excerpt. Springfield Public Schools - A Culture of Equity and Proficiency

28. Changes in Types and Rigor of Questions on the 2011 MCAS – Grade 10 ELA 2008 Spring Release, English Language Arts - Grade 10, Question 8: Open-Response 2012 Spring Release, English Language Arts - Grade 10, Question 9: Open-Response 3 The brown rat’s teeth are yellow, the front two incisors being especially long and sharp, like buckteeth. When the brown rat bites, its front two teeth spread apart. When it gnaws, a flap of skin plugs the space behind its incisors. Hence, when the rat gnaws on indigestible materials—concrete or steel, for example—the shavings don’t go down the rat’s throat and kill it. Its incisors grow at a rate of five inches per year. Rats always gnaw, and no one is certain why—there are few modern rat studies. It is sometimes erroneously stated that the rat gnaws solely to limit the length of its incisors, which would otherwise grow out of its head, but this is not the case: the incisors wear down naturally. In terms of hardness, the brown rat’s teeth are stronger than aluminum, copper, lead, and iron. They are comparable to steel. With the alligator-like structure of their jaws, rats can exert a biting pressure of up to seven thousand pounds per square inch. In 1998, as the last yo-yo craze was winding down, a NASA mechanical designer named Rob Thate put a new spin on the old toy by adding a peg and changing two vowels. His invention, the YaYa, was a cross between a yo-yo and a top. You spun it on the ground and controlled it with a string. Thate patented the idea and pitched it to toy- makers. But no one nibbled. Five years later,the YaYa is in production. But like the toy itself, there’s a string attached. Thate has put up the money himself. “It’s been a long road and a real learning experience, but well worth all the effort,” says Thate, who works at Goddard Space Flight Center in Maryland. “In a sense, I’d rather design a toy that millions of people play with than a satellite that no one sees.” Springfield Public Schools - A Culture of Equity and Proficiency

29. Link Between SEEDS & CC Efforts Springfield Public Schools - A Culture of Equity and Proficiency

30. Action Plan Steps I commit to take immediately to continue aligning my teaching to the 2011 MA Curriculum Frameworks incorporating the Common Core State Standards: Springfield Public Schools - A Culture of Equity and Proficiency

31. More information • The 2011 Frameworks and resources: http://www.doe.mass.edu/candi/commoncore • Updates on assessment: http://www.doe.mass.edu/mcas/transition/ http://www.parcconline.org • Literacy resources: www.doe.mass.edu/literacy • MCAS: www.doe.mass.edu/mcas • NAEP: www.nagb.org/naep/naep-index.htm • WIDA standards: www.wida.us/standards/elp.aspx Springfield Public Schools - A Culture of Excellence