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the illinois standards incorporating the common core standards

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
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
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
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
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
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
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
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
Resources for Matching
  • The Common Core Standards – www.corestandards.org
  • Alignment Template (included with this presentation)
  • ISBE Gap analysis (www.isbe.net)
curriculum mapping
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
Rigor

Defined in the Standards themselves

rigor14
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
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
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
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
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
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
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
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
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)
evaluation of resources
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 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
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
Now What?

Creating action plans for the implementation

  • Curriculum
  • Instruction
  • Assessment
  • Professional Development
  • Communication
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