Common Core State Standards Manchester Public Schools (Family & Consumer Sciences)

1. SSP & Common Core State Standards Manchester Public Schools (Family & Consumer Sciences)

2. To what extent has your school district integrated the CCSS across curricula? • English & Math updated curriculum • Professional development for; • Administrators • Educators [K – 12] • Professional Development Time to construct CC curricular units and design lessons stemming from the initiative; • In schools • District designated full & ½ day PD • PLC @ high school level • Core departments have common planning time (2 to 3 times per week) • Units / Lessons are integrated into current instruction

3. How were teachers supported and guided through this implementation process? • Educators received training from district trainers as well as “building experts” • Many educators from the district participated in State workshops upon return; • Shared with building colleagues in which; • Collaborative and cooperative efforts emerged • Understanding the CCSS and the implementation process resulted

4. How has the inclusion of the CCSS, as part of the SSP, affected academic and/or career curriculum standards? • Too early to assess the effectiveness of the integrated CCSS units into our curricular. • What it has definitively done; • Prompted more depth of instructional strategies utilized • Focused on DOK (depth of knowledge) parameters • More thorough and all-encompassing approach to education • To increase rigor in all classrooms

5. DOK – Depth of Knowledge http://dese.mo.gov/divimprove/sia/msip/DOK_Chart.pdf

6. What changes have you noted in teacher and student outcomes resulting from the inclusion of CCSS with SSP? • Administration | Department Leaders | Team Leaders | • Classroom Educators are; • More cognizant of “raising the bar” for ALL students; • Importance of cross-curricular instruction • Educators are collaborating • Finding a deeper sense of educational exchange and discourse

7. Higher Order Thinking | Increasing Rigor CREATING HOT Q’SEQUATION: Question Stem +What you want them to know =High Order Thinking Questions EXAMPLE: How would you improve + your muscular endurance to become a better athlete? = How would you improve your muscular endurance to become a better athlete? (creating) (What type of products would your students create in response to this question?)

8. QUESTIONS: Building the Foundation for CRITICAL THINKING and RIGOR

9. DOK Level 1 • Can you recall______? • When did ____ happen? • Who was ____? • How can you recognize____? • What is____? • How can you find the meaning of____? • Can you recall____? • Can you select____? • How would you write___? • What might you include on a list about___? • Who discovered___? • What is the formula for___? • Can you identify___? • How would you describe___? DOK Level 2 • Can you explain how ____ affected ____? • How would you apply what you learned to develop ____? • How would you compare ____? Contrast_____? • How would you classify____? • How are____alike? Different? • How would you classify the type of____? • What can you say about____? • How would you summarize____? • How would you summarize___? • What steps are needed to edit___? • When would you use an outline to ___? • How would you estimate___? • How could you organize___? • What would you use to classify___? • What do you notice about___?

10. DOK Level 4 • Write a thesis, drawing conclusions from multiple sources. • • Design and conduct an experiment. Gather information to develop alternative explanations for the results of an experiment. • • Write a research paper on a topic. • • Apply information from one text to another text to develop a persuasive argument. • • What information can you gather to support your idea about___? DOK Level 3 • How is ____ related to ____? • What conclusions can you draw _____? • How would you adapt____to create a different____? • How would you test____? • Can you predict the outcome if____? • What is the best answer? Why? • What conclusion can be drawn from these three texts? • What is your interpretation of this text? Support your rationale. • How would you describe the sequence of____? • What facts would you select to support____? • Can you elaborate on the reason____? • What would happen if___? • Can you formulate a theory for___? • How would you test___? • Can you elaborate on the reason___?

11. Meeting the Common Core Challenge • Family and Consumer Sciences prepares students for college and careers to become lifelong learners.  • FCS provides pathways for real learning to occur. [KWL – great technique to assess prior knowledge / initiate a CFA / try a different instructional strategy /check for understanding] • What do you know?  • What do you want to know? • What have you learned?

12. What do you know? • What does it all mean? • How is this going to impact me? • How is this going to impact my teaching?

13. What do you want to know? • Really, what are the standards? • How can I apply them to what I do everyday in the classroom? • Can the common core state standards be used to assist educators with the Perkins Test?

14. Common Core and the SSP • College & Career Readiness Descriptions are not standards themselves but offer a portrait of students that meet the new standards; • to build a foundation • students will gain background and cultural knowledge • students will acquire the habits that are essential to their future success The application for the CCR foundation will occur through the work of all partners [educators and community partners]. When we work together to intentionally and coherently structure and develop rich content knowledge [the educator] and rich community experiences [our partnerships ] within and across all grades. • Our goals should be to prepared for success after High School. • Our future, taught today – Building Tomorrows Leaders – toward strong communities and a competitive workforce.

15. Looking at EVERYTHING! • SSP • decision making skills • interactions & community service • supportive resources • healthy & safe life skills | choices • awareness of self within global context • Kindergarten ELA • Kindergarten Math

16. RF.K.2a (Reading. Phonological Awareness)Recognize and produce rhyming words.

17. Chaos in Kindergarten? • 1. As our Nursery School gets underway in the morning, describe an instance in which our children react in a similar or opposite way. • 2. What actions and behaviors can help develop relationships with caregivers [you as the teacher / special friend or big buddy]?

18. Continued… • 3. The author states that “Children enter the classroom community at different levels of social competence.” Describe the importance of “meet & greet” and what is done in our school to make the Nursery School students feel a part of the learning environment. [hint – Super Groups – Give yourself a hand] • 8. If you were to rename this article, what title would you give the article and why?

19. Selecting vocabulary words You can not cover thoroughly all students’ unknown words • Choose words that are critical to content • Then, choose conceptually difficult words • Finally, choose words with the greatest utility value (words that students will see and use more often)

20. Human Development nonlinguistic representation

21. Common Core ~ Math and ELA Reading Mrs. Logan went to the school bake sale to buy some brownies. All of the pans of brownies are square. A pan of brownies cost $12. Customers could buy any fractional part of a pan and pay that fraction for $12 (For example, ½ a pan costs, ½ of $12). Mrs. Logan bought ¾ of a pan that was 2/5 full. How much did she pay?

22. What if the pans looked like this?

23. IMAGINE Alonso’s Baseball Cap Factory Alonso just started a new company which makes baseball caps. He is so excited because he just got his first order for 57 caps! He needs to be able to box them in groups of ten. How many boxes will he need? Will there be any leftover caps? How many?

24. VOCABULARY and the struggle to remember so application will occur! • weaving • scissors • pinking shears • emery bag • notches • bias • take up lever • feed dogs • warp • basting stitch • tape measure • tailor’s ham • seam gauge • guide sheet • grainline arrow • hem • facing • dart • tension • presser foot • bobbin winder • woof • selvedge • yard stick • shears • thimble • 5/8 inch • iron • bobbin • sharps

26. Word Wall

27. Intensity of words about texture…

28. Best Practices for your classroom • GRR [gradual release of responsibility] modeling / shared practice / guided practice / independent practice I do / you do / you do with help / do on own with teacher observing • Provide indirect learning experiences [teachable moments] • Strategic Thinking – “learn how to learn” • Collaborative Activities – study groups / partner reading / reflect and correct • Integrative units – themes / cross content

29. Practice Practice Practice

30. Whole Child Tenets [ASCD] • Each student enters school healthy and learns about and practices a healthy lifestyle. • Each student learns in an environment that is physically and emotionally safe for students and adults. • Each student is actively engaged in learning and is connected to the school and broader community. • Each student has access to personalized learning and is supported by qualified, caring adults • Each student is challenged academically and prepared for success in college or further study and for employment and participation in a global environment.

31. What did you learn? • … • Students may be book smart but are they life smart? • You and the Common Core can make it happen!

32. Janice M. Uerz Manchester Public Schools b11juerz@manchesterct.gov (eleven) Questions? Concerns? I will be there to answer questions or direct you to the appropriate personnel! SUMMARIZING STRATEGY “A good teacher makes you think even when you don’t want to.” (Fisher, 1998, Teaching Thinking) POST YOUR POST-IT!