Tennessee Department of Education Common Core Leadership Course Class 1 - PowerPoint PPT Presentation

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Tennessee Department of Education Common Core Leadership Course Class 1
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Tennessee Department of Education Common Core Leadership Course Class 1

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  1. Tennessee Department of Education Common Core Leadership CourseClass 1

  2. Welcome to the Common Core Leadership Course (101) Let’s begin with introductions… • INSERT YOUR NAMES AND EMAIL ADDRESSES HERE

  3. Mission of the Common Core Leadership Course Support collaborative leadership learning focused on increasing student achievement in the transition to Common Core State Standards.

  4. What this course is and is not

  5. This course was designed around 8 key questions

  6. The Leadership course focuses on 8 key questions, but for the 101 course we will focus on the following:

  7. Every session will include

  8. A few notes • This course will bring up questions about PARCC. We will provide some information about PARCC in this session and it will be a bigger focus in Leadership Course 202. • We are in the middle of transition and this means there is a range of experience with the standards right now – in this room and among our teachers. • Some of the content in this course was covered (as is) at summer training, some was not. Similarly, not all of the summer training content can be covered in the Leadership Course.

  9. Classes 1-3 Outline

  10. Agenda for Day 1

  11. Norms • Keep students at the center of focus and decision-making • Be present and engaged – limit distractions, if urgent matters come up, step outside • Monitor air time and share your voice - you’ll know which applies to you! • Challenge with respect – disagreement can be healthy, respect all intentions • Be solutions oriented – for the good of the group, look for the possible • Risk productive struggle - this is safe space to get out of your comfort zone • Balance urgency and patience - we need to see dramatic change and change will happen over time • Any other norms desired to facilitate your learning?

  12. Core Beliefs

  13. Agenda for Day 1

  14. Organization of Materials • For this class you will need the following materials: • Session 3 Booklet • Session 1 Booklet • White Booklet • Post-Its

  15. Organizing Materials (Continued) • Please take your post its and locate and locate the sections we will use today • Session 3 booklet, Tab 4, Pg. 1, label it - “Key Question #6 • Session 1 booklet, Tab 2, Pg. 1 - label it - “Key Question #1” • White Book, Tab 2, Pg. 1 – label it – “ Math Standards” • White Book, Tab 2, after pg. 93, – label it –”ELA/Literacy Standards” • White Book, Tab 3, pg. 1, – label it – “PARCC Math Framework” • White Book, Tab 3, pg. 1, after pg. 94 – label it - “PARCC ELA/Literacy Framework”

  16. Literacy in Tennessee • Almost 1 in 3 of adult Tennesseans living in poverty have not achieved a high school diploma or equivalency. “S1501: Educational Attainment, 2009-2011 American Community Survey, 1-Year Estimates: Tennessee.” American FactFinder. US Census Bureau, 2010. • 53 percent of adult Tennesseans are in the lowest two levels of adult literacy. 2004 Study from the State of Tennessee Comptroller of the Treasury • Nearly 16 percent of adults 25-years-old and older had less than a high school education. http://factfinder2.census.gov/faces/tableservices/jsj/pages/productiveview.xhtml?pid=ACS_11_1YR_S0201&prodType=table • More than 70 percent of Tennessee's eighth-graders read at or below the basic level of proficiency for that grade. http://www.comptroller.tn.gov/Repository/RE/CriticalMissionReading.pdf

  17. Persistence of Achievement Gaps in Tennessee 2011 Reading Scores Average Reading Scale Score

  18. Impact of Literacy • 70 percent of prisoners fall into the lowest two levels of reading proficiency.National Institute for Literacy, 1998 • 85 percent of all juveniles who interface with the juvenile court system are functionally illiterate.National Assessment of Adult Literacy (NAAL) • Penal institution records show that inmates have a 16 percent chance of returning to prison if they receive literacy help, as opposed to 70 percent who receive no help. http://www.begintoread.com/research/literacystatistics.html • People with low literacy are more likely to report having poor health, and are more likely to have diabetes and heart failure, than those with adequate literacy. http://www.nejm.org/doi/full/10.1056/NEJMp058328

  19. The Common Core State Standards are based on sound research about how students learn to read. The standards are anchored in a research-based, meaningful vision of what students need to know and be able to do to be college and career ready.

  20. For an introduction to the ELA/Literacy Standards we will examine several key pieces of information • Instructional Shifts – A summary of the largest changes • The Common Core State Standards themselves • The structure of PARCC: how will we assess the Standards? • The PARCC Model Content Frameworks: curriculum guidance to prepare students for the expectations as assessed by PARCC • TN Curriculum Guidance Document: how to get started this year?

  21. ELA Instructional Shifts Please find the narrative of the instructional shifts in TAB 1 of your White Books. • Building knowledge through content-rich nonfiction and informational texts • Reading and writing grounded in evidencefrom text • Regular practice with complex text and its academic vocabulary

  22. Structure of the Standards • Turn to page 2 in your White Book. • Identify how many sets of ELA & Literacy standards apply to our grade band. • Put a star next to each sets of standards.

  23. Standards Walkthrough

  24. Scavenger hunt! The HS ELA standards are on pages: 38, 40, 45, 46, 47, 50, 54, 55 Circle these page numbers. Find three examples of each of the instructional shifts: • Building knowledge through content-rich nonfiction and informational texts • Reading and writing grounded in evidencefrom text • Regular practice with complex text and its academic vocabulary

  25. Literacy Standards • The literacy standards apply to Science, CTE and Social Studies. • The high school standards are on pages 61, 62, 64, 65 and 66 • What do you notice about the structure and organization of the literacy standards? • Read standard 1 on page 61 and 62. What do you notice?

  26. PARCC Subjects

  27. PARCC Goals • Determine whether students are college- and career-ready or on track • Assess the full range of the Common Core Standards, including standards that are difficult to measure • Measure the full range of student performance, including the performance high- and low-performing students • Provide data during the academic year to inform instruction, interventions and professional development • Provide data for accountability, including measures of growth • Incorporate innovative approaches throughout the assessment system

  28. PARCC will have two components Performance Based Assessment (75%) End of Year / End of Course (90%)

  29. PARCC Assessment Overview

  30. ELA PARCC Advances Better standards require better tests – and the shifts in the standards call for critical advances in assessment quality. In ELA/Literacy assessments, this means PARCC will include: • Texts worth reading: The assessments will use authentic texts worthy of study instead of artificially produced or commissioned passages. • Questions worth answering: Sequences of questions that draw students into deeper encounters with texts will be the norm (as in an excellent classroom), rather than sets of random questions of varying quality.

  31. PARCC Summary ELA • 3 Parts Literacy on PBA • Research Simulation • Literary analysis • Narrative writing • 2 Parts Literacy on EOY • 4-5 texts (literary and informational including social science, scientific, and technical texts at grades 6-11) • Short-answer comprehension and vocabulary questions What do you notice to be similar and different about PARCC versus TCAP?

  32. Standards Crosswalk • Review the list of dropped SPIs on Book 3, Tab 3, Page 9. • What do you notice about the kind of SPIs being removed? • What do you notice about the SPIs remaining?

  33. PARCC Model Content Framework Please turn the page titled, “PARCC Model Content Frameworks: English Language Arts/Literacy” located in the White Book, Tab 3, after Pg. 94. Take 5 full minutes to read through the ELA framework for one grade: • Grade 4: 22-30 • Grade 8: 58-66 • Grade 10: 77-86 Circle questions & Underline key points

  34. PARCC Model Content Framework With a small group of 3-4: • What questions did this raise? • What did you learn? • How do you think this could be used to support planning?

  35. Turn to Book 3, Tab 3, page 22and find the Curriculum Planning Considerations document. A few notes: • We created this document to give teachers and leaders a place to start in thinking about planning for the coming year. This is not required or “state guidance,” it was created by leadership coaches. • This does not represent a recipe for success but a minimum starting point. • This document does not translate neatly to 4x4 block and leaders in this context should feel free to adjust the guidance to fit.

  36. Take 2 minutes to read through this document privately. Take 5 minutes to discuss your reaction to this document with your small group. Specifically: • What do you think of these considerations? (Do you agree?) • What would need to change in your building / district to achieve it?

  37. Agenda for Day 1

  38. Key Question #6 Are students receiving daily practice citing evidence in conversation, writing and/or research?

  39. Text-dependent questions • The best way to accomplish shift #2 is through practice reading, writing, and speaking • “Text-dependent questioning” is an easily observable quick proxy for Common Core-aligned instruction

  40. Shift number two • 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

  41. “Close reading” and “text-dependent questions” • Close Reading, from Shanahan on Literacy (Tim Shanahan’s blog, March 13, 2013): “Close reading is an outcome. You want students to be able to read texts—without a lot of external information from teachers or publishers—getting what the text says, how it works, and what it means…since we want our kids to be close readers, it makes sense that in some of our reading lessons we would have students engage in such practices; if you never do it, how will you get good at it? The idea is to engage students in such practices so that they will carry the practices forward.” http://www.shanahanonliteracy.com/

  42. What are text-dependent questions? • Tab 4, Page 1: Student Achievement Partners Guide to Creating Text-Dependent Questions • www.achievethecore.org

  43. What are text-dependent questions? • Questions that can only be answered with evidence from the text • Can be literal but can also involve inference, analysis, synthesis, and evaluation • Focus on word, sentence, and paragraph as well as larger ideas, themes, or events • Focus on difficult portions of text in order to enhance reading proficiency

  44. Text-dependent questions What makes Casey’s experiences at bat humorous? What can you infer from King’s letter about the letter that he received? “The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech? • In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something. • In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair. • In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?

  45. Why use text-dependent questions? • CCSS focuses on gathering evidence: • Anchor Standard for Reading #1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. • Anchor Standard for Writing #9: Draw evidence from literary or informational texts to support analysis, reflection, and research. • Need to spend more time inside the text, less time outside • Going outside the text privileges those who have that experience • It is easier to talk about our experiences than to analyze the text

  46. Examples of text-dependent questions • Read the excerpt from Kennedy’s Speech • With a partner or in a small group, go through the list of discussion questions and identify those that are text-dependent • Whole group: go over each question, evaluating for text-dependency • Experience text-dependent questions in practice

  47. Writing-to-sources Text-dependent questions can be broadened and turned into essay writing prompts: • Using references from his speech, explain how Kennedy develops his ideas about responsibility in government. • How do Kennedy’s tone and style reveal his attitudes toward the founding of our country? • Research the Kennedy administration’s foreign policy, and write an argumentative essay in which you evaluate whether Kennedy’s presidency lived up to his “city upon a hill” ideal.

  48. Continuing with TDQ: Creating Questions • The second page of the Student Achievement Partners Guide to Creating Text-Dependent Questions includes: • Steps for creating questions • Student Achievement Partners Checklist for Evaluating Question Quality

  49. Continuing with TDQ: Creating Questions • The second page of the Student Achievement Partners Guide to Creating Text-Dependent Questions includes: • Steps for creating questions • Student Achievement Partners Checklist for Evaluating Question Quality • Turn and talk: • Overall impressions • What is already happening in your building you can leverage? • What will be the hardest transition for teachers?