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Kansas College and Career Readiness Standards. KCCRS. It ’ s a new way of learning and processing information. Why all the hpye with KCCRS?. Need for Change in the Educational System. Predominantly school are still designed as they were for the industrial period

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need for change in the educational system
Need for Change in the Educational System
  • Predominantly school are still designed as they were for the industrial period
  • Turning out mass workforce for high intensity labor
  • Fundamental switch from manual labor to “thinking” labor
  • Schools need to change to accommodate the new information and technology era.
how much information do we have
How much information do we have?
  • The study has, for the first time, used "terabytes" as a common standard of measurement to compare the size of information in all media, linking and interpreting research reports from industry and academia. One terabyte equals a million megabytes or the text content of a million books.
  • The United States produces 35 percent of all print material, 40 percent of the images and more than half of the digitally stored material.
  • (University of California at Berkley study.)
how much information
How Much information?
  • The directly accessible "surface" Web consists of about 2.5 billion documents and is growing at a rate of 7.3 million pages per day.
  • Counting the "surface" Web with the "deep" Web of connected databases, intranet sites and dynamic pages, there are about 550 billion documents, and 95 percent is publicly accessible.
  • A white-collar worker receives about 40 e-mail messages daily at the office.
  • (University of California at Berkley study.)
slide6
Info
  • Print accounts for such a miniscule amount of the total information storage.
  • Vast amount of unique information stored and also created by individuals.
  • Original documents created by office workers represent nearly 90 percent of all original paper documents, while 56 percent of magnetic storage is in single-user desktop computers.
  • Ordinary people not only have access to huge amounts of data, but are also able to create gigabytes of data themselves
  • Predominance of digital information is because digital information is potentially accessible anywhere on the Internet and is a "universal" medium
  • (University of California at Berkley study.)
what does this mean for the workforce
What does this mean for the workforce?
  • Need for postsecondary education and training
  • Use of higher order thinking skills
  • Use of technology
  • Continual change
  • People who can think about thinking
  • Creative, analytical minds
a new generation of standards for college and career readiness
A New Generation of Standards for College and Career Readiness
  • Advance instruction – shift focus from AYP to CCR
  • Cultivate habits of mind – approaches to learning that are intellectual, practical, and spur student success
  • Facilitate collaboration– among students, among disciplines, among states

These standards are our renewedopportunities to:

slide10

16 Habits of Minddrawn from research on human effectiveness, descriptions of remarkable performers, and analyses of the characteristics of efficacious people

  • Persisting
  • Managing Impulsivity
  • Listening with Understanding and Empathy
  • Thinking Flexibly
  • Thinking About Thinking (Metacognition)
  • Striving for Accuracy
  • Questioning and Posing Problems
  • Applying Past Knowledge to New Situations
  • Thinking and Communicating with Clarity and Precision
  • Gathering Data Through All Senses
  • Creating, Imagining, Innovating
  • Responding with Wonderment and Awe
  • Taking Responsible Risks
  • Finding Humor
  • Thinking Interdependently
  • Remaining Open to Continuous Learning

from Costa, A.L. & B. Kallick. Learning and Leading with Habits of Mind: 16 Essential Characteristics for Success. ASCD, 2008.

http://www.ascd.org/publications/books/108008/chapters/Describing-the-Habits-of-Mind.aspx

shift 1
Shift 1
  • Use a variety of texts
  • Use informational texts, fictional and nonfictional texts
  • Include other types of texts like articles, internet, speeches.
shift 2
Shift 2
  • Reading across the disciplines
  • Use content areas to further reading
  • Reading can be taught in ALL content areas
slide18

Paired Texts:

The Human Body

SHIFT 1

Balancing Informational and Literary Texts

SHIFT 2

(Link to 6-12)

Building Knowledge in the Disciplines

Fourth-Sixth Grade

shift 3
Shift 3
  • Read and reread
  • Be persistent; read challenging materials
  • Leveled readers for struggling readers
  • Scaffolding
  • Build in a joy of read by high interest texts at appropriate reading level for the student.
  • Use all parts of the text, glossary, table of contents, picture captions, etc
staircase of complexity

Staircase of complexity

Expectation of proficiency and independence in reading grade level text

SHIFT 3

Appendix B:

Text Exemplars and Sample Performance Tasks

pre ccss k 5
Pre-ccSsK-5

Thank you for hands and feet

that keep a beat,

for ears that hear,

and eyes that see.

Thank you for each bendy knee.

SHIFT 3

Staircase of Complexity

post ccss k 5
Post-ccSsK-5

When you eat fresh fruits

and vegetables and protein

foods like meat, milk, and

beans you are giving your

body the things it needs to

grow.

SHIFT 3

Staircase of Complexity

shift 4
Shift 4
  • Questions tied directly to the text, but extend beyond the literal
  • Students must cite text to support answers
  • Personal opinions, experiences, and connections to the text are minimized in favor of what the text actually says or doesn’t say
  • Answers to questions are found in the text and student gives evidence from text to support their answers.
shift 4 text based answers

Pre-CCSS

2nd – 3rd Grade

SHIFT 4

Text-based Answers

Post-CCSS

shift 5
Shift 5
  • Fewer personal narratives
  • Argumentative takes center stage as preferred writing genre
  • Use multiple sources
  • Analyze and synthesize information
  • Develop own voice for writing
writing from sources1

Writing from sources

SHIFT 5

Argumentative writing is especially prominent in the CCSS

Appendix C:

Samples of Student Writing

shift 5 writing from sources

Pre-CCSS

4th – 5th Grade

SHIFT 5

Writing from Sources

Post-CCSS

academic vocabulary1

Academic vocabulary

SHIFT 6

Ramp up instruction of Tier Two words

shift 6 academic vocabulary

K-5

SHIFT 6

Academic Vocabulary

Tier 3

shift 6 academic vocabulary1

K-5

SHIFT 6

Academic Vocabulary

areas for emphasis for mathematics
Areas for Emphasis for Mathematics
  • Focus strongly where the Standards focus, using the Critical Areas
  • Coherence: Think across grades, and link to major topics within grades
  • Rigor: In major topics, pursue conceptual understanding, application, and procedural skill and fluency

Mathematical Practices and 6 Shifts - Considerations

slide37

Mathematical Practices(pages 6-7 of the document)1. Make sense of problems and persevere insolving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critiquethe reasoning of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeatedreasoning.

shift 2 coherence
Shift 2 Coherence
  • Build from year to year
  • Scope and sequence
  • Vertical Alignment of curriculum is crucial
shift 4 deep understanding
Shift 4 Deep Understanding
  • The assumption here is that students who have deep conceptual understanding can:
  • Find “answers” through a number of different routes (More than one way to solve a problem.)
  • Articulate their mathematical reasoning (Explain how they got the answer.)
  • Be fluent in the necessary baseline functions in math, so that they are able to spend their thinking and processing time unpacking mathematical facts and make meaning out of them. (Has automaticity of computation skills.)
  • Rely on their teachers’ deep conceptual understanding and intimacy with the math concepts (Teachers have clear understanding of math.)
shift 5 application
Shift 5 Application
  • Apply math in other content areas and situations, as relevant
  • Choose the right math concept to solve a problem when not necessarily prompted to do so
  • Apply math including areas where its not directly required (i.e. in science)
  • Provide students with real world experiences and opportunities to apply what they have learned
shift 6 dual intensity
Shift 6 Dual Intensity
  • Practice for fluency
  • Practice for understanding and application
  • Apply both.
  • Must be able to do both computation and concepts well. (Focus is no longer one or the other depending on grade level.)
dlm kaa

DLM-KAA

Qualifying Criteria

-To qualify for the Dynamic Learning Maps and KAA assessment, students must qualify for both sections below.

section 1
Section 1
  • You must answer Yes to all three questions to qualify.

1. The student has a significant cognitive disability

2. The student is learning content standards linked to (derived from) the Kansas College and Career Ready Standards

3. The student requires extensive direct instruction and substantial modifications and supports to achieve measureable gains in the grade- and age-appropriate curriculum.

section 2 all answers must be no to qualify
Section 2 All answers must be No to qualify

Question- Did you make the decision based on:

A disability category or label

Poor attendance or extended absences

Native language/social/cultural or economic difference

Expected poor performance on the general education assessment

Services student receives

Educational environment or instructional setting

Percent of time receiving special education

8. English Language Learner (ELL) status

9. Low reading level/ achievement level

10. Anticipated student’s disruptive behavior

11. Impact of student scores on accountability system

12. Administrator decision

13. Anticipated student’s emotional duress

choosing indicators
Choosing indicators
  • Indicators are chosen from the appropriate grade level of the DLM-EE (Dynamic Learning Maps—Essential Elements)
  • We are still telling everyone to put the indicators on their checklists
  • Write a separate goal and checklist for each content area.
general ed test with accommodations
General Ed. Test with Accommodations
  • Accomodations must be listed on the IEP
  • Must be specific
    • Shortened assignment; shortened by 50%
    • Extended time—Time plus ½
    • Frequent breaks—Movement, stretch, break every 15 minutes
    • Read aloud—At least 50% of all assignments read aloud. All tests read aloud. (KCA recording)
  • Must be provided also in General Ed. Classroom
  • Testing coordinator will report accomodations to state when ordering tests.