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CCSS Institute #4 Learning Progressions. May 10, 2012. Agenda. Where are we now? What are the next steps in our learning? Definition of learning progressions Using learning progressions for instructional planning and formative assessment.

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agenda
Agenda
  • Where are we now?
  • What are the next steps in our learning?
    • Definition of learning progressions
    • Using learning progressions for instructional planning and formative assessment
common core state standards implementation timeline for arkansas public schools
Common Core State Standards Implementation Timeline for Arkansas Public Schools

http://www.arkansased.org/educators/pdf/curriculum/ccss_timeline_040711.pdf

arkansas common core state standards strategic plan

Arkansas Common Core State Standards Strategic Plan

http://ideas.aetn.org/commoncore/strategic-plan

strategic action area 1 communication
STRATEGIC ACTION AREA 1: COMMUNICATION
  • Have you shared your vision of CCSS implementation with all teachers?
  • Have you identified an ELA and Math lead to receive CCSS information?
  • What process have you implemented to relay information to all teachers?
  • What efforts have been made to engage the community in awareness of CCSS?
strategic action area 2 curriculum
STRATEGIC ACTION AREA 2: CURRICULUM
  • Does every teacher have a copy or access to the CCSS ELA and Math documents?
  • Do all teachers have access to www.arkansasideas.org/commoncore?
  • How much time have all teachers been allocated to work in PLCs to focus on student learning and implementation of CCSS?
  • How are PLCs reporting implementation to school leadership?
  • What evidence do you see that technology is being utilized as a tool for teaching and for learning?
  • What efforts are being made to involve SPED, ALE, ELL, and other content areas into conversation about CORE instruction in ELA and Math?
  • Have teachers utilized the “Checklists of Criteria for Selecting Resources Specific to ELA and Math”? http://www.arkansasideas.org/commoncore/strategic-plan
strategic action area 3 assessment
STRATEGIC ACTION AREA 3: ASSESSMENT
  • Does every teacher know and understand the role of assessments as noted in the district assessment plan?
  • Do all teachers utilize formative assessment to guide daily instruction?
strategic action area 4 instructional leadership
STRATEGIC ACTION AREA 4: INSTRUCTIONAL LEADERSHIP
  • Through PLC reports and classroom observations, are evidence of research-based instructional practices increasing over time, such as higher-level questioning, more rigorous student-centered learning opportunities?
  • Have teachers been given the opportunity to take leadership roles in supporting colleagues with regard to CCSS implementation?
  • Does leadership have a common vision of what sustained change in teaching and student learning should look like when CCSS is fully implemented?
  • Is there a school and/or district plan for the implementation of CCSS?
strategic action area 5 professional development
STRATEGIC ACTION AREA 5: PROFESSIONAL DEVELOPMENT
  • Have teachers developed professional growth plans that target specific areas for professional growth aligned with CCSS?
  • Is the school utilizing its internal capacity of staff to support colleagues?
strategic action area 6 policy
STRATEGIC ACTION AREA 6: POLICY
  • How are teachers in PLCs integral to identifying policies that present barriers to the implementation of CCSS?
  • Do policies reflect how all staff feels that our school should conduct business?
strategic action area 7 aligned system
STRATEGIC ACTION AREA 7: ALIGNED SYSTEM
  • How are data being utilized to make decisions regarding the implementation of CCSS?
  • How are educator voices being heard within the building, district, and state?
a guide for professional development planning for implementation of the common core state standards

A Guide for Professional DevelopmentPlanning for Implementation of theCommon Core State Standards

http://ideas.aetn.org/commoncore/strategic-plan

organization of document
Organization of document
  • Phases
    • Recommendations
    • References/Resources
    • For further study
    • Reflection
    • Parents and Community
summary of recommendations
SUMMARY of Recommendations:

Phase One: Building awareness of the CCSS among educators, including the rationale for having common standards across states

  • All educators will be aware of the CCSS vision and will be familiar with the CCSS documents.
  • All educators will understand the CCSS are learning progressions for students with the promise of being college and career ready.
  • Educators will identify the student behaviors of learners that are college and career ready.

Phase Two: Going deeper into the standards to identify, understand, and implement significant instructional shifts implicit in the mathematics and ELA standards

  • Educators will identify significant instructional shifts in ELA and mathematics.
  • Educators will identify and participate in targeted, professional learning needed to implement CCSS.

Phase Three: Focusing on curriculum development/adoption and accessing the full range of assessment strategies to ensure success for all students

  • All educators will collaborate to develop and adopt curriculum that is aligned to the Common Core State Standards.
  • All educators will access the full range of assessment strategies to ensure success for all students.

Phase Four: Evaluating progress and making necessary revisions to the strategic plan to ensure success for all students.

  • Educators will continue to meet in professional learning communities (PLC) to reflect on curriculum, instruction and assessment. Strategic plans will be updated to reflect learning.
common core ela and math shifts
Common Core ELA and Math Shifts
  • Shifts in ELA
    • Building knowledge through content-rich nonfiction and informational texts in addition to literature
    • Reading and writing grounded in evidence from the text
    • Regular practice with complex text and its academic vocabulary

These apply to content area (social studies, science, and technical subject) teachers as well as to English teachers.

  • Shifts in Mathematics
    • Focus: 2-3 topics focused on deeply in each grade
    • Coherence: Concepts logically connected from one grade to the next and linked to other major topics within the grade
    • Rigor: Fluency with arithmetic, application of knowledge to real world situations, and deep understanding of mathematical concepts
big shifts
Big Shifts

Big Shifts in Math Content K-8 (.doc)

Big Shifts in Math Pedagogy K-12 (.doc)

English Language Arts Big Shifts (.doc) Updated: 02-15-2012

Overview of the ELA Big Shifts (.doc) Updated: 02-15-2012

http://ideas.aetn.org/commoncore/strategic-plan

abby cress@arkansas gov
Abby.cress@arkansas.gov
  • Are you receiving emails from the CCSS listserv?
  • Message #22 – CCSS Institute #4
https www teachingchannel org
https://www.teachingchannel.org/

NEW

https://www.teachingchannel.org/videos/strategies-for-student-centered-discussion

  • Sarah Brown Wessling, 2010 National Teacher of the Year
agenda23
Agenda
  • Where are we now?
  • What are the next steps in our learning?
    • Definition of learning progressions
    • Using learning progressions for instructional planning and formative assessment
slide24

LEARNING PROGRESSIONS: SUPPORTING INSTRUCTION AND FORMATIVE ASSESSMENTMARGARET HERITAGENATIONAL CENTER FOR RESEARCH ON EVALUATION, STANDARDS, AND STUDENT TESTING (CRESST)GRADUATE SCHOOL OF EDUCATION AND INFORMATION STUDIES UNIVERSITY OF CALIFORNIA, LOS ANGELES

http://www.k12.wa.us/assessment/ClassroomAssessmentIntegration/pubdocs/FASTLearningProgressions.pdf

progression
Progression
  • progression |prəˈgre sh ən|
  • noun
  • a movement or development toward a destination or a more advanced state, esp. gradually or in stages : the normal progression from junior to senior status | their mode of progression through the forest.
stages of reading development
Stages of Reading Development
  • Emergent Stage
  • Early / Developing Stage
  • Transitional / Nearly Fluent Stage
  • Fluent Stage
developmental stages of spelling based on words their way
Developmental Stages of Spelling (Based on Words Their Way)
  • Emergent (ages 1 to 7) (pre K to Middle of 1st)
  • Letter Name/Alphabetic (ages 4-10) (K to Mid 2nd)
  • Within Word Pattern (ages 6-12) (1st grade to mid 4th)
  • Syllables and Affixes (ages 8-18) (3rd grade to 8th)
  • Derivational Relations (ages 10+) (5th grade to 12th)
the importance of math progressions
The Importance of Math Progressions

http://www.youtube.com/watch?v=a-P9KQdhE0U

slide31

http://www.cpre.org/images/stories/cpre_pdfs/learning%20trajectories%20in%20math_ccii%20report.pdfhttp://www.cpre.org/images/stories/cpre_pdfs/learning%20trajectories%20in%20math_ccii%20report.pdf

learning progressions
Learning Progressions
  • Clearly articulate the trajectory along which students are expected to progress.
  • Descriptions in words and examples of what it means to move over time toward more expert understanding.
  • Depict successively more sophisticated ways of thinking about an idea that might reasonably follow one another as students learn.

Heritage, M. Formative Assessment and Next-Generation Assessment Systems: Are We Losing an Opportunity. National Center for Research on Evaluation, Standards, and Student Testing (CRESST).

learning progressions34
Learning Progressions
  • Clearly articulate the key sub concepts or subs kills that constitute progress toward the subcomponent of the standard.
  • Developed from a strong research base about the structure of knowledge in a discipline and about how learning occurs (ideally).

Heritage, M. Formative assessment: Making It Happen in the Classroom. Corwin, 2010.

masters forster 1997
Masters & Forster (1997)
  • “A description of skills, understanding and knowledge in the sequence in which they typically develop: a picture of what it means to ‘improve’ in an area of learning”.
wilson bertenthal 2005
Wilson & Bertenthal (2005)
  • Descriptions of successively more sophisticated ways of thinking about an idea that follow one another as student learn: they lay out in words and examples what it means to move toward more expert understanding.
steven et al 2007
Steven et al., (2007)
  • They represent not only how knowledge and understanding develops, but also predict how knowledge builds over time.
popham 2007
Popham (2007)
  • Carefully sequenced set of building blocks that students master en route to a more distant curricular aim. The building blocks consist of sub-skills and bodies of enabling knowledge.
why do we need to study learning progressions
Why do we need to study learning progressions?
  • Curriculum and instruction
  • Formative assessment
  • Identify where a student is on the continuum
  • How to close the gap between current learning and desired goals
five characteristics of learning trajectories progressions
Five Characteristics of Learning Trajectories/Progressions
  • Learning trajectories/progressions identify a particular domain and a goal level of understanding.
  • Learning trajectories/progressions recognize that children enter instruction with relevant yet diverse experiences that serve as effective starting points.
  • Learning trajectories/progressions assume a progression of cognitive states that move from simple to complex. While not linear, the progression is not random, and can be sequenced and ordered as “expected tendencies” or “likely probabilities”.

Adapted from Confrey, J & Maloney, S. Learning Trajectories. Presentation provided to CCSSO FAST SCASS Collaborative. 2010.

five characteristics of learning trajectories progressions41
Five Characteristics of Learning Trajectories/Progressions
  • Progress through a learning trajectory/progression assumes a well-ordered set of tasks (curriculum), instructional activities, interactions, tools, and reflection.
  • Learning trajectories/progressions are based on synthesis of existing research, further research to complete the sequences, and a validation method based on empirical study.

Adapted from Confrey, J & Maloney, S. Learning Trajectories. Presentation provided to CCSSO FAST SCASS Collaborative. 2010.

learning progressions42
Learning Progressions

Development of Big Ideas

Sub goals for Learning

learning progressions and formative assessment
Learning Progressions and Formative Assessment
  • Elicit evidence
  • Feedback to students
  • Involvement of students
slide45

Learning Progressions Frameworks Designed for Use with The Common Core State Standards in English Language Arts & Literacy K-12Karin K. Hess, NCIEA, Project Director and Principal Author Jacqui Kearns, NAAC at UKY, Principal Investigator December 2011

http://www.naacpartners.org/publications/ELA_LPF_12.2011_final.pdf

slide46

Learning Progressions Frameworks Designed for Use with The Common Core State Standards in Mathematics K-12Karin K. Hess, NCIEA, Project Director Jacqui Kearns, NAAC at UKY, NACC Principal Investigator December 31, 2010 (updated 2/24/2011)

http://www.nciea.org/publications/Math_LPF_KH11.pdf

constructing learning progressions
Constructing Learning Progressions
  • Top-down
  • Experts in the domain
  • Domain and research knowledge
empirical evidence
Empirical evidence
  • 1:originating in or based on observation or experience <empirical data>
  • 2:relying on experience or observation alone often without due regard for system and theory <an empirical basis for the theory>
  • 3:capable of being verified or disproved by observation or experiment <empirical evidence>
constructing learning progressions49
Constructing Learning Progressions
  • Bottom-up
  • Curriculum content experts and teachers
  • Progression is based on experience of teaching students
bringing them together
Bringing Them Together

Structure of disciplinary knowledge

Top-down Bottom, up

Iterative validation Research

Knowledge of students

in addition to hess we will study
In addition to Hess, we will study…

ELA

  • Margaret Heritage
  • Arkansas committee of educators

Mathematics

  • Jere Confrey
  • Richard Lehrer
  • Michael Battista
  • William McCallum
  • Hung-Hsi Wu
slide52
RL.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
the feedback loop
The Feedback Loop

Source: Margaret Heritage

the feedback loop54
The Feedback Loop

Source: Margaret Heritage

feedback loop
Feedback Loop

Source: Margaret Heritage

the feedback loop56
The Feedback Loop

Source: Margaret Heritage

feedback loop57
Feedback Loop

Source: Margaret Heritage

feedback loop58
Feedback Loop

Source: Margaret Heritage

feedback loop59
Feedback Loop

Source: Margaret Heritage

feedback loop60
Feedback Loop

Source: Margaret Heritage

video using the ccss and formative assessment literacy
Video: Using the CCSS and Formative Assessment - Literacy

In this video, Olivia Lozano models the formative assessment process with a combined first and second grade literacy classroom using a poetry lesson aligned to the CCSS in ELA.

the feedback loop62
The Feedback Loop

Source: Margaret Heritage

ccss mathematics 4
CCSS Mathematics #4
  • Date: May 16, 2012
  • Dr. Linda Griffith
  • Mathematics Learning Progressions/Trajectories

http://ideas.aetn.org/commoncore/mathematics

diane sweeney student centered coaching
Diane SweeneyStudent Centered Coaching

Who: All educators

Where and When: 8:30-3:30 at each site

  • June 19, 2012 Maumelle High School
  • June 20, 2012 Nettleton Performing Arts Center
  • June 21, 2012 Northwest Co-op