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Summer 2013

Curriculum and Instruction Update. Summer 2013. Common core shifts. ELA/Literacy: 3 shifts. Building knowledge through content-rich nonfiction Reading, writing, and speaking grounded in evidence from text, both literary and informational

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Summer 2013

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  1. Curriculum and Instruction Update Summer 2013

  2. Common core shifts

  3. ELA/Literacy: 3 shifts • Building knowledge through content-rich nonfiction • Reading, writing, and speaking grounded in evidence from text, both literary and informational • Regular practice with complex text and its academic language

  4. Mathematics: 3 shifts • Focus: Focus strongly where the standards focus. • Coherence: Think across grades, and link to major topics • Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application

  5. Standards for Mathematical Practice • 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

  6. assessments

  7. PARCC Assessments and CCSS • How PARCC is aligned to the CCSS and grounded in the shifts at the heart of the CCSS. • PARCC assessments will be tightly aligned to the Common Core State Standards and grounded in the key shifts at the heart of the Common Core State Standards. There are three shifts in mathematics and three in English language arts (ELA)/literacy, described above. These are shifts the Standards require of teachers and students – and they will be reflected in the PARCC assessments as well. This will help ensure that the assessments mirror the expectations of the classroom. http://www.parcconline.org/samples/item-task-prototypes

  8. Assessment DesignEnglish Language Arts/Literacy and Mathematics, Grades 3-11 2 Optional Assessments/Flexible Administration • End-of-Year • Assessment • Innovative, computer-based items • Required • Mid-Year Assessment • Performance-based • Emphasis on hard-to-measure standards • Potentially summative • Performance-Based • Assessment (PBA) • Extended tasks • Applications of concepts and skills • Required • Diagnostic Assessment • Early indicator of student knowledge and skills to inform instruction, supports, and PD • Non-summative • Speaking And Listening Assessment • Locally scored • Non-summative, required

  9. Sub-Claim D: Highlighted Practice MP.4 with Connections to Content (modeling/application) The student solves real-world problems with a degree of difficulty appropriate to the grade/course by applying knowledge and skills articulated in the standards for the current grade/course (or for more complex problems, knowledge and skills articulated in the standards for previous grades/courses), engaging particularly in the Modeling practice, and where helpful making sense of problems and persevering to solve them (MP. 1),reasoning abstractly and quantitatively (MP. 2), using appropriate tools strategically (MP.5), looking for and making use of structure (MP.7), and/or looking for and expressing regularity in repeated reasoning (MP.8). Claims Structure: Mathematics Sub-Claim B: Additional & Supporting Content2 with Connections to Practices The student solves problems involving the Additional and Supporting Content2 for her grade/course with connections to the Standards for Mathematical Practice. Sub-Claim E: Fluency in applicable grades (3-6) The student demonstrates fluency as set forth in the Standards for Mathematical Content in her grade. Sub-Claim A: Major Content1 with Connections to Practices The student solves problems involving the Major Content1 for her grade/course with connections to the Standards for Mathematical Practice. Master Claim: On-Track for college and career readiness. The degree to which a student is college and career ready (or “on-track” to being ready) in mathematics. The student solves grade-level /course-level problems in mathematics as set forth in the Standards for Mathematical Content with connections to the Standards for Mathematical Practice.  Total Exam Score Points: 82 (Grades 3-8), 97 or 107(HS) Sub-Claim C: Highlighted Practices MP.3,6 with Connections to Content3 (expressing mathematical reasoning) The student expresses grade/course-level appropriate mathematical reasoning by constructing viable arguments, critiquing the reasoning of others, and/or attending to precision when making mathematical statements. ~37 pts (3-8), ~42 pts (HS) ~14 pts (3-8), ~23 pts (HS) 14 pts (3-8), 14 pts (HS) 4 pts (Alg II/Math 3 CCR) 7-9 pts (3-6) 12 pts (3-8), 18 pts (HS) 6 pts (Alg II/Math 3 CCR) 1For the purposes of the PARCC Mathematics assessments, the Major Content in a grade/course is determined by that grade level’s Major Clusters as identified in the PARCC Model Content Frameworks v.3.0 for Mathematics. Note that tasks on PARCC assessments providing evidence for this claim will sometimes require the student to apply the knowledge, skills, and understandings from across several Major Clusters. 2 The Additional and Supporting Content in a grade/course is determined by that grade level’s Additional and Supporting Clusters as identified in the PARCC Model Content Frameworks v.3.0 for Mathematics. 3 For 3 – 8, Sub-Claim C includes only Major Content. For High School, Sub-Claim C includes Major, Additional and Supporting Content.

  10. ELA/Literacy Claims for the PARCC Summative Assessments

  11. Grade 7 Illustrative Sample Item

  12. District Benchmark Tests • Grades 2 – 11, ELA and Mathematics • Test 1: Wednesday, August 21 – Friday, September 13 • Test 2: Wednesday, November 20- Friday, December 13 • Test 3: Wednesday, January 22 – Friday, February 14

  13. Classroom/School progress monitoring • Teacher and schools are strongly encouraged to use LDOE provided assessment resources including EAGLE and Louisiana Pass. • EAGLE training should be after school starts.

  14. What does the Common core classroom look like?

  15. Deeper order thinking should be on show. With CCSS, it’s not enough for students to just memorize how to do something, in many cases they’re expected to know why. Teachers should be challenging students to explain their thinking and to provide proof. • The classroom should be language-rich. It doesn’t matter what you teach anymore language skills are expected to be involved. Reading, writing, and speaking skills should be practiced across the board and every classroom from elementary to high school, from self-contained to subject specific should be reflecting that. • Class time should be maximized. Not that teachers were doing this before, but with CCSS, even more than before, teachers need to be planning for “bell to bell” instruction, which is absolutely necessary to teach the more complex thinking skills associated with Common Core. • The atmosphere should be one of “create and learn,” not “sit and get.” In order to push the thinking skills associated with CCSS, students will need to be engaged in their lessons. If all a student ever does is sit and take notes, they won’t be able to learn how to think. • Technology should be a part of learning. The CCSS specifically call for students to learn how to communicate and collaborate with others using technology. Expect to see a greater push toward blogging, Twitter, and services like Google docs.

  16. New evaluation system

  17. Compass Process & Components Two Components of Evaluation Student Growth Measures Professional Practice Measures • Student Learning Targets • Value-Added Model data, where available • Observations

  18. What is a Student Learning Target (SLT)? • A student learning target (SLT) is a measurable goal for student achievement over a given period of time. • SLTs should be driven by baseline data on where students are performing. • SLTs should be aligned with the appropriate standards for the course. • SLTs should be measurable by a pre-determined assessment.

  19. Writing Process • Collaborate with other teachers at your school (or district) teaching the same grade and subject. • Look at samples written by peers. • Do a draft on the template provided. • Don’t rush. It make take several attempts to feel good about what you have written. • Have a peer or supervisor review for support when you feel good about what you have written. (District and School Level Support System.) • Consult with your evaluator to insure you are on the same page. This should done at the beginning of the process as well as near the end of the process. • Repeat the process for writing a 2nd SLT. • Refine and polish your final product.

  20. What Responsibilities Do Educators Have?

  21. District slt resource page http://www.tangischools.net/ciweb/common%20core/slt/slt.htm

  22. State Resources

  23. Educator Support Toolbox http://www.louisianabelieves.com/resources/classroom-support-toolbox/teacher-support-toolbox

  24. District Recommendations What do I teach?

  25. K-5 ELA • Basal Alignment Project • Aligned stories will be posted on the website as soon as they are finalized. • This will be an ongoing project that will continue at the school level during the year. District will coordinate story selection if that will help. • Follow the order of the Basal and use basal resources. • English/Reading/spelling should be taught by the same teacher. These subjects must be integrated.

  26. K-5 Mathematics • K-5 Mathematics Textbooks • Implement the new mathematics textbooks. • Follow the order of units and standards in the textbook. • Training: August 8th (see PD calendar) • Utilize curriculum and intervention support: FasttMath and Fraction Nation

  27. 6-12 ELA • Literacy Design Collaborative – state organized cohort • 5 high schools participating • Follow the order of the units provided in the LDOE Scope and Sequence • Use literature from textbooks when appropriate. • Supplemental resource: Edgenuity (formerly e2020)

  28. 6-12 Mathematics • Mathematics Design Collaborative • Training this summer for all 6-12 mathematics teachers • Training: July 30, 31, and August 1 • OnCore supplemental workbooks • Make copies or purchase (see school for info) • Follow order of LDOE Scope and Sequence and align available resources. • Supplemental resource: Edgenuity (formerly e2020)

  29. Other grades and subjects • District adopted textbooks • State Standards • http://www.louisianabelieves.com/resources/library/academic-standards • National Standards (in the absence of state standards)

  30. Policies and procedures

  31. Grade books and grading • JPAMS - JGRADEBOOK • Grade book Policy (handout) • Grading Procedures (handout) Lesson plans • OnCourse • Lesson plan policy (handout) • Lesson plan templates (CCSS Lesson Plan Template)

  32. District Resources

  33. Teacher leaders • Each school as a teacher leader that has been trained by the state and district to assist with the transition to the common core state standards and new assessments.

  34. Curriculum and Instruction Support Staff Victoria Ott-Frye Elementary Supervisor Rene’ Durio 504 coordinator Linda Baker Literacy Coordinator Joanna Newman Secondary Supervisor Keri Wickham Early Childhood Coordinator Alison Andrews Magnet Supervisor Tommie Robertson CTE Supervisor Jim Reeve District Test Coordinator Not pictured: Mark Vining, Health and PE; C.C. Lanier, STEM

  35. Resources • TPSS Common Core Portal • TPSS Curriculum and Instruction Page • Video Resources • Teaching Channel • Inside Mathematics • PD360 • danny.williams@tangischools.org

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