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Getting to Know the Next Generation Content Standards RESA #7, West Virginia K-5 Science and Social Studies NGCS. April 17-18, 2013 by B.R. Jones, PhD. Commitment to Interactive Learning . Post-it note on Parking Lot Text Question to 601-410-3448 Email Question to drbrjones@gmail.com
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Getting to Know the Next Generation Content StandardsRESA #7, West VirginiaK-5 Science and Social Studies NGCS April 17-18, 2013 by B.R. Jones, PhD
Commitment to Interactive Learning • Post-it note on Parking Lot • Text Question to 601-410-3448 • Email Question to drbrjones@gmail.com • Twitter @BRJonesPhD
Seminar Objectives • Understand the rationale behind the development of the NGCS. • Develop a solid understanding of the organization of the NGCS. • Leave with the ability to translate the shifts in the NGCS into important implications for instruction. • Determine a focus on critical standards and the implications of these standards on assessment. • Plan for next steps with the NGCS.
Day 1 Agenda • Welcome, Purpose, Scope, Objectives • Why NGCS? • Organization of the Standards • Shifts Required by NGCS • Reading Standards for Science & Social Studies • Writing Standards for Science & Social Studies • Questions and Discussion
Day 2 Agenda • Day 1 Feedback • Appendix A, B, & C • Selecting Critical Standards/Narrowing the Focus • Uncovering the Essentials • Implications for Instruction • Action Planning and Next Steps • Questions and Discussion
Learning Activity #2 – p. 4 Quick Write – “What personal learning goal could you set to make the next two days a valuable personal learning experience?” You will not share this with the group.
Get to Know Our Neighbor…p. 5 • What could be the benefit of having clearly articulated readiness expectations for students? • How could all teachers taking on the responsibility of ensuring student literacy in reading, writing, speaking and listening, and language across content areas have a profound impact on student achievement?
Get to Know Our Neighbor…p. 5 • What is the connection between standards, instruction, and assessment? • Could focusing on fewer concepts and skills, but going deeper, have a positive impact on student learning?
Next Generation Content Standards Mission All Students College & Career Ready
Next Generation Content Standards Mission The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn …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.
Vision of the Next Generation Content Standards • Build on the foundation laid by the state standards • Draw on the most important international models • Represent a synthesis of the best elements of standards-related work to date and an important advance over that previous work (CCSS ELA, 2010, p. 3)
Learning Activity #4 – p. 6 Think/Pair/Share *Consider the mission and vision of the Next Generation Content Standards Standards. Compare and contrast this with the mission and vision of past standards in your state.
The Standards are: • Research and Evidence Based • Aligned with College and Work Expectations • Rigorous • Internationally Benchmarked
Proficiency on the Objectives will allow Students to: • Demonstrate Independence • Build Strong Content Knowledge • Respond to Varying Demands • Comprehend as well as Critique • Value Evidence • Use Technology and Digital Media • Understand Other Perspectives and Cultures
Best Economic Stimulus Package • High school graduate in West Virginia earns $6,134 more each year • Roughly 6,700 students in West Virginia did not graduate from high school in 2011 • The lost lifetime earnings for that class of dropouts alone total $659 million High School Diploma
If just half of West Virginia’s dropouts had graduated • $46 million in increased home sales and $3.4 million in increased annual auto sales • 200 new jobs and a $31 million increase in the gross state product • $2.2 million in increased annual state tax revenue
Challenges This rapid adoption of the CCSS by so many states represents a historic shift away from the nation’s tradition of state-determined standards. This will dramatically impact how:
Challenges • How will veteran educators transition from state standards to more rigorous standards? • Professional development changes to increase educators’ content area expertise • How will extensive standards-based work accomplished over years be merged with CCSS? • How will the state guide and direct districts to implement the CCSS within a timeline?
Learning Activity #5 – p. 7 Think/Pair/Share *Answer the following Questions. Share your answers with your table group. Note any similarities or differences in the responses. Be prepared to discuss your conversation with the whole group.
Benefits • Excellent for mobile population • Consistency of standards—preferable to 50 different state versions of standards • Capacity for sharing resources within and across states • Explicit horizontal and vertical “learning progressions” (Popham, 2007) • Emphasis on interdisciplinary literacy
Mistakes to Avoid: • Analysis Paralysis - Don’t wait for Washington or for “the official answer” to every potential question • Abandon current standards-based teaching and assessment techniques – Don’t revert to a norm-based system • Try to do it all – it was too much 15 years ago and it’s too much now. • Check it off and move on
What Schools Must Do: • Find common ground – identify what does NOT change. Highlight the areas of the Common Core that you already teach and assess • Focus your energy – use the Power Standards Approach (leverage, endurance, essential for next grade) • Embrace common formative assessments now
Learning From the Past • Too many standards, not enough time • Standards and assessment not aligned • Teacher ownership varied from deep and pervasive to non-existent • Superficiality and coverage rather than practice, feedback, depth, and rigor
Learning Activity #6 – p. 7 Give One – Get One (Learning from the Past) *How does the idea of focusing by design resonate with you?
The Thomas B. Fordham Institute is a Washington, D.C.-based, non-profit think tank dedicated to advancing educational excellence in America's K-12 schools. • promote policies that strengthen accountability • examine issues such as the No Child Left Behind Act, school choice, teacher quality, and the common core
Overview Despite a few bright spots, the lack of clarity and specificity in the West Virginia standards impacts not only the document’s readability but also, ultimately, the content and rigor of the standards themselves. In far too many places, it is impossible to determine what students must do or produce to ensure mastery of essential content. (State of State Standards, p. 337)
Clarity and Specificity Some standards are written clearly. More often, however, objectives are vaguely written, poorly organized, and conflate several concepts, thus making it difficult to discern what, precisely, students should know and be able to do.
Overview West Virginia’s standards are well presented and easy to read. In the early grades, however, arithmetic is not given sufficient emphasis and its development has some weaknesses. The high school content is generally well covered and includes much STEM-ready material. (State of State Standards, p. 341)
Grading and Criteria • “Content and Rigor” = 7 points • “Clarity and Specificity” = 3 points • 10 points total
Grading and Criteria • 3 points: Standards are coherent, clear, and well organized. • 2 points: The standards are somewhat lacking in coherence, clarity, or organization. • 1 point: The standards are somewhat coherent, clear, and organized.
Overall Document Organization • The Standards comprise three main sections: • A comprehensive K–5 section and two content area–specific sections for grades 6–12 • Each section is divided into strands. K–5 and 6–12 ELA have Reading, Writing, Speaking and Listening, and Language strands • The 6–12 history/ social studies, science, and technical subjects section focuses on Reading and Writing. • Each strand is headed by a strand-specific set of College and Career Readiness Anchor Standards
Anchor Standards • Strands: • Reading • Writing • Speaking & Listening • Language
Learning Activity #8 – p. 8-12 Anchor Standards With your colleagues consider the following questions on the handout, and record your observations in the graphic organizer provided. Be prepared to discuss whole group.
Learning Activity #9 – p. 13 • Think/Pair/Share • What instructional implications might result from the “stair-casing” coherence explicit within the standards? • How might this facilitate “access” and “acceleration” into the curriculum for students that might be performing “below-grade level” expectations or those that may be performing “above-grade level” expectations?
RI.CCR.1Read 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. ELA.5.R.C1.4 (RI.5.1) Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. ELA.4.R.C1.4 (RI.4.1) Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. ELA.3.R.C1.4 (RI.3.1) Ask and answer questions to demonstrate understanding of a text, referring explicitly to what the text saysas the basis for the answers. ELA.2.R.C1.4 (RI.2.1) Ask and answer such questions aswho, what, where, when, why, and how to demonstrate understanding of key details in a text. ELA.1.R.C1.4 (RI.1.1)Ask and answer questions about key details in a text. ELA.K.R.C1.4 (RI.K.1)With prompting and support, ask and answer questions about key details in a text.
Reading: Text complexity and the growth of comprehension • Places equal emphasis on the sophistication of what students read and the skill with which they read. • Standard 10 defines a grade-by-grade “staircase” of increasing text complexity that rises from beginning reading to the college and career readiness level.
Reading: Text complexity and the growth of comprehension • Students must show: • A steadily growing ability to discern more from and make fuller use of text • Making an increasing number of connections among ideas and between texts • Ability to consider a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.
Three-Part Model of Text Complexity • Qualitative – levels of meaning or purpose • Quantitative – word/sentence length and word frequency • Reader/Task Considerations – motivation, knowledge, and experience. Adapted from CCSS ELA Appendix A, 2010, p. 4
