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The Illinois Standards Incorporating the Common Core Standards. Next Steps to Achieving Implementation Presented by Lori Loving and Jan Leonard . © 2012, Two Rivers Professional Development Center. To Begin…. Make a name tent ( trifold ). On one side put your name and position.

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The Illinois Standards Incorporating the Common Core Standards

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The Illinois Standards Incorporating the Common Core Standards

Next Steps to Achieving Implementation

Presented by

Lori Loving and Jan Leonard

© 2012, Two Rivers Professional Development Center


To Begin…

  • Make a name tent (trifold).

  • On one side put your name and position.

  • On a second side explain what you have done so far in your buildings to implement the Common Core State Standards

  • On the third side write any questions you have.


Targets for this Session

  • Explain the suggested three year implementation plan

  • Define rigor

  • Describe ways to increase rigor in the classroom

  • List resources to support implementation


Three Year Implementation Plan

  • Year One (2011-2012)

    • Curriculum Development

      • Mapping

      • Matching

      • Identify gaps with respect to content knowledge

      • Begin to teach the new standards

    • Examination of and initial enhancement of rigor levels in the classroom

      • Identify/begin to implement professional development based on needs

    • Evaluation of resources, including technology

    • Presentation to the Board about Common Core

    • Initial communication to parents/families


Year Two (2012-2013)

  • Continued enhancement of instructional rigor – professional development where necessary.

  • Teaching of the new standards

  • Review of classroom assessment practices. The goal is to move towards more application based/performance assessments.

  • Integration of technology as relates to the Common Core

  • Purchase of resources

  • Communication at a deeper level with parents/families

  • Consider report card modifications


Year Three (2013-2014)

  • Full implementation

    • Aligned operational curriculum

    • Enhanced instructional rigor

    • Enhanced level of performance assessments

    • Ongoing purchase of resources

    • Use of technology to support standards proficiency

    • Implementation of standards-based report cards


Year One

  • Curriculum Development through Matching

    • Color coding of the standards

      • Green – “I teach this standard to the performance level stated.”

      • Yellow – “I teach this standard, but not to the performance level.”

      • Red – “I don’t teach this standard.”

    • Also identify what is taught that is not in the standards. Should it be kept in the curriculum?

    • Horizontal and vertical discussions


Matching Continued

  • For the standards not currently taught but need to be –

    • What does this standard mean?

      • What are the concepts?

      • What are the performance levels?

    • How should this standard be taught? What resources are available?

    • What assistance do I need?


Resources for Matching

  • The Common Core Standards – www.corestandards.org

  • Alignment Template (included with this presentation)

  • ISBE Gap analysis (www.isbe.net)


Curriculum Mapping

  • 3 columns – content, skills and assessment

  • Add the standards to the skills column

  • Internet based programs

    • Atlas Rubicon

    • Curriculum Mapper

      Resource – Heidi Hayes Jacobs – “Mapping the Big Picture;” Susan Udelhofen – “Keys to Curriculum Mapping”


Rigor

Defined in the Standards themselves


Rigor

  • Deep teacher content knowledge

  • Profile of a literate student (www.corestandards.org )

  • Eight Standards of Mathematical Practice (www.corestandards.org)

  • Increase in text complexity

  • Increase in student use of higher level thinking/reasoning skills

  • Increase in real world unpredictable learning situations (problem-solving, application-based)


Rigor in the Classroom

  • “Creating an environment in which students are expected to learn at high levels

    • Each student is supported so that he or she can learn at high levels

    • Each student demonstrates learning at high levels.”

      Blackburn, Winthrop University


Operational Rigor

  • Implementing learning models - project-based, inquiry-based, and problem-based learning strategies.

  • Use of deep questioning techniques

  • Use of close reading techniques

  • Increasing text complexity

  • Writing to support opinions and arguments with evidence

  • Explicit teaching of reasoning strategies

  • Use of Dr. Willard Daggett’s Rigor and Relevance Framework


Learning Models - Resources

  • Project-based Learning

    • http://pbl-online.org/

    • http://www.bie.org/

  • Inquiry-based Learning

    • http://www.neiu.edu/~middle/Modules/science%20mods/amazon%20components/AmazonComponents2.html

    • http://www.teachnology.com/currenttrends/inquiry/

  • Problem-based Learning

    • http://pbln.imsa.edu/


Deep Questioning Techniques

  • Socratic - http://www.harrison.k12.ms.us/LinkClick.aspx?fileticket=gyVCgxoaEnw%3D&tabid=173&mid=1494

  • Bloom’s Taxonomy – http://www.teachers.ash.org.au/researchskills/dalton.htm ; Revised Bloom’s Taxonomy - http://www.waynecountyschools.org/147210622111220523/lib/147210622111220523/Revised_Blooms_Info.pdf

  • Questioning Toolkit - http://fno.org/nov97/toolkit.html

  • Dense Questioning - http://www.englishcompanion.com/pdfDocs/introdenseq.pdf


Close Reading

  • Deep analysis of a reading passage

  • Resources -

    • http://web.cn.edu/kwheeler/reading_lit.html

    • http://theliterarylink.com/closereading.html

    • http://www.fas.harvard.edu/~wricntr/documents/CloseReading.html


Text Complexity

  • Three part Model

    • Qualitative Dimension – levels of meaning, structure, conventions, etc…

    • Quantitative Dimension – word length, sentence length, etc…

    • Reader and Task – variables specific to the reader , such as motivation, experience.

      Resource: www.corestandards.org, English/Language Arts Appendix A


Writing – Opinions and Arguments

  • Resource – www.corestandards.org (English/Language Arts Appendix C)

    • Opinion writing in lower grades

    • Argument writing in upper grades


Explicit Teaching of Reasoning Skills

Reasoning Skills Common in the Common Core Standards

Resources:

  • Dr. Robert Marzano, Pickering, Pollock – “Classroom Instruction that Works”

  • Dr. Richard Stiggins – “Classroom Assessment for Student Learning”

  • Steps to Reasoning based on Stiggins – www.mixitupdifferentiation.org (Click on Get Thinking)


  • http://www.leadered.com/pdf/R&Rframework.pdf (Dr. Willard Daggett)


Evaluation of Resources

  • Publishers Criteria

    • http://www.corestandards.org/assets/Publishers_Criteria_for_K-2.pdf (ELA)

    • http://www.corestandards.org/assets/Publishers_Criteria_for_3-12.pdf (ELA)

    • http://engageny.org/wp-content/uploads/2011/07/criteriaresources-math1.pdf (Math – also listed on the NYDOE website)


Technology Resources

  • Technology Tools

    • www.cc-tech.wikispaces.com

  • Effective Integration Practices

    • http://www.bjpconsulting.com/spectrum.html

    • http://www.metiri.com/21st%20Century%20Skills/PDFtwentyfirst%20century%20skills.pdf


Presentation to the Board

  • The Why

  • The What

  • The Implementation Plan

  • A plan for disseminating information to parents/families

    Resources: Two Rivers introductory powerpoint and http://www.pta.org/common_core_state_standards.asp


Now What?

Creating action plans for the implementation

  • Curriculum

  • Instruction

  • Assessment

  • Professional Development

  • Communication


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