Chicago Public Schools

1. Chicago Public Schools Q1 Common Core State Standards Overview Materials Needed: Projector for Powerpoint slides Printed or electronic copies of the Common Core State Standards PDF (http://www.corestandards.org/assets/CCSSI_ELA Standards.pdf) Materials Needed: Projector for Powerpoint slides Printed or electronic copies of the Common Core State Standards PDF (http://www.corestandards.org/assets/CCSSI_ELA Standards.pdf)

2. Objectives Understand the need for and key features of the Common Core State Standards Comprehend the structure and content of the ELA Common Core State Standards Understand the role of the Common Core State Standards in the District�s plans for improving teaching and learning Slide 2: Review the intended outcomes of the session. Slide 2: Review the intended outcomes of the session.

3. The Current State of CPS Only 57.5% of high school students graduate  At any given time, 45-50,000 school-age children are out of school who could graduate if recovered Only 7.9% of high school juniors met all four college readiness benchmarks on the ACT Meanwhile, just 17.1% of elementary students exceeding state standards on the ISAT 3 Slides 3-4: Review current statistics and data on state and college readiness of District. Slides 3-4: Review current statistics and data on state and college readiness of District.

4. Common Core Standards: True College Readiness 4 According to the Council of Great City Schools, CPS will trail other large urban districts and the state in preparing students to meet Common Core benchmarks if it doesn�t start now; based on their calculations, if students were tested on the new Standards now, Chicago would only have 19 percent of students meeting expectations, in comparison to the state at 46%. �According to the Council of Great City Schools, CPS will trail other large urban districts and the state in preparing students to meet Common Core benchmarks if it doesn�t start now; based on their calculations, if students were tested on the new Standards now, Chicago would only have 19 percent of students meeting expectations, in comparison to the state at 46%. �

5. Why the Common Core? The Common Core State Standards are about more than instructional planning They will fundamentally change professional practice: The instructional core program (curriculum, instruction, assessment, intervention) Professional development (how teachers plan collaboratively) Monitoring and accountability (how we observe classrooms, how we determine adequate progress) Grading/reporting Slides 5-6 � Explain the importance of the CCSS, what they are intended to do, and who developed them. Slides 5-6 � Explain the importance of the CCSS, what they are intended to do, and who developed them.

6. Development of the Common Core Standards The standards were informed by the best available evidence and the highest standards across the country and globe. Designed by a diverse group of teachers, experts, parents, and school administrators. 21st century expectations of college and career readiness. 6 The standards were informed by the best available evidence and the highest standards across the country and globe Designed by a diverse group of teachers, experts, parents, and school administrators, so they reflect both our aspirations for our children and the realities of the classroom. Student mastery of Common Core Standards is aligned to 21st century expectations of college and career readiness. It provides the roadmap for benchmarking K-12 against top-performing nations to make our U.S. students globally competitive Endorsed by:Achieve,ACT,College Board,ASCD The standards were informed by the best available evidence and the highest standards across the country and globe Designed by a diverse group of teachers, experts, parents, and school administrators, so they reflect both our aspirations for our children and the realities of the classroom. Student mastery of Common Core Standards is aligned to 21st century expectations of college and career readiness. It provides the roadmap for benchmarking K-12 against top-performing nations to make our U.S. students globally competitive Endorsed by:Achieve,ACT,College Board,ASCD

7. Illinois Vs. Common Core (1.7.08) Identify the structure and format of text including graphics and headers (RI.7.5) Analyze the structure an author uses to organize text, including how the major sections contribute to the whole and to the development of ideas Illinois Assessment Framework Common Core State Standard 7 Slide 7 � Read example Illinois Learning Standard and Common Core State Standard Participants read standards silently and discuss at table similarities and differences of standards Participants share out realizations (5 min) Read through the two reading standards and then take 5 minutes at your table to discuss what you notice. Think about possible differences and similarities. Whole group share-out. Ultimately the Common Core Standard is of a higher level of rigor. Common Core goes beyond identifying structure, into analyzing it. Then it goes even further to specific why types of things should be analyzed within the structure and how that leads to a greater understanding of the text as a whole. Slide 7 � Read example Illinois Learning Standard and Common Core State Standard Participants read standards silently and discuss at table similarities and differences of standards Participants share out realizations (5 min) Read through the two reading standards and then take 5 minutes at your table to discuss what you notice. Think about possible differences and similarities. Whole group share-out. Ultimately the Common Core Standard is of a higher level of rigor. Common Core goes beyond identifying structure, into analyzing it. Then it goes even further to specific why types of things should be analyzed within the structure and how that leads to a greater understanding of the text as a whole.

8. Guiding Principles Results Rather than Means Outcomes Rather than Strategies Standards are Meant to be Integrated End of Year Expectations College and Career Standards Standards for All 8 Slide 8 � Review guiding principles for the CCSS Read page 4 (�Key Design Considerations�) of the CCSS ELA framework Participants discuss what this looks like at their school Share out and review what the principles stand for/what they mean and how it relates to your school Results rather than means: The Common Core State Standards are focused on what students should know, not how teachers should teach. Teachers are professionals who have the skills and experience required to choose high quality and appropriate instructional strategies in order to scaffold their students to mastery of the standard. Outcomes Rather than Strategies (Fordham Institute) As illustrated in the comparison slide from earlier, the Common Core focuses on outcomes of learning rather than strategies to master. If we don�t make explicit where we want students to go, the strategies they use to get there are pointless. Standards are Meant to be Integrated: The standards were written with the intent they work collaboratively in order to build student knowledge. For example, the standards for Mathematical Practices must work in conjunction with the standards for Mathematical Content in order for students to apply the content they�ve learned to solve real world problems. Similarly in Literacy, the Writing standards work with the Comprehension standards in order for students to articulate the new learning they�ve synthesized through the act of writing an expository piece. Likewise, students need to be able to articulate their thinking verbally, perhaps in an argument in order to persuade a listener to their side. If ours students cannot articulate their ideas through these means, they will not be college and career ready. All this to say that several standards can be assessed through a single rich task. End of Year Expectations: These standards articulate what students are meant to do at by the time they exit their grade level. It is the job of the teacher, throughout the year, to make the appropriate instructional choices through data analysis and instructional planning to provide our students with what they need to meet the expectations. College and Career Standards: The College and Career Anchor Standards define the expectations that students must meet in order to be fully prepared entering college and the work force. In Literacy, College and Career Anchor Standards exist throughout the grades, sending a clear message that at each grade we must consider how we as educators are preparing our students at their current grade level for their continued education and professional practice. Standards for All: We want to hold all of our students, regardless of each one�s unique situations and abilities to these expectations. If we truly want all of our students to have equal opportunity, then we as educators must support them in ways that address and capitalize on their specific challenges and strengths in order to get them to achieve their grade level�s standard. Technology: Lastly, it is important to note that we are responsible for developing 21st century citizens. With that in mind, technology is woven throughout the standards. Our students need to be able to gather information from a variety of digital resources as well as choose the appropriate software tools to help them problem-solve. Similarly, it is important they are able to express their knowledge through digital means in our ever expanding digital world. Slide 8 � Review guiding principles for the CCSS Read page 4 (�Key Design Considerations�) of the CCSS ELA framework Participants discuss what this looks like at their school Share out and review what the principles stand for/what they mean and how it relates to your school Results rather than means: The Common Core State Standards are focused on what students should know, not how teachers should teach. Teachers are professionals who have the skills and experience required to choose high quality and appropriate instructional strategies in order to scaffold their students to mastery of the standard. Outcomes Rather than Strategies (Fordham Institute) As illustrated in the comparison slide from earlier, the Common Core focuses on outcomes of learning rather than strategies to master. If we don�t make explicit where we want students to go, the strategies they use to get there are pointless. Standards are Meant to be Integrated: The standards were written with the intent they work collaboratively in order to build student knowledge. For example, the standards for Mathematical Practices must work in conjunction with the standards for Mathematical Content in order for students to apply the content they�ve learned to solve real world problems. Similarly in Literacy, the Writing standards work with the Comprehension standards in order for students to articulate the new learning they�ve synthesized through the act of writing an expository piece. Likewise, students need to be able to articulate their thinking verbally, perhaps in an argument in order to persuade a listener to their side. If ours students cannot articulate their ideas through these means, they will not be college and career ready. All this to say that several standards can be assessed through a single rich task. End of Year Expectations: These standards articulate what students are meant to do at by the time they exit their grade level. It is the job of the teacher, throughout the year, to make the appropriate instructional choices through data analysis and instructional planning to provide our students with what they need to meet the expectations. College and Career Standards: The College and Career Anchor Standards define the expectations that students must meet in order to be fully prepared entering college and the work force. In Literacy, College and Career Anchor Standards exist throughout the grades, sending a clear message that at each grade we must consider how we as educators are preparing our students at their current grade level for their continued education and professional practice. Standards for All: We want to hold all of our students, regardless of each one�s unique situations and abilities to these expectations. If we truly want all of our students to have equal opportunity, then we as educators must support them in ways that address and capitalize on their specific challenges and strengths in order to get them to achieve their grade level�s standard. Technology: Lastly, it is important to note that we are responsible for developing 21st century citizens. With that in mind, technology is woven throughout the standards. Our students need to be able to gather information from a variety of digital resources as well as choose the appropriate software tools to help them problem-solve. Similarly, it is important they are able to express their knowledge through digital means in our ever expanding digital world.

9. Slide 9 � Briefly review how the ELA standards are structured Slide 9 � Briefly review how the ELA standards are structured

10. College and Career Readiness Anchor Standards The CCR and grade-specific standards are necessary complements�the former providing broad standards, the latter providing additional specificity�that together define the skills and understandings that all students must demonstrate. 10 Slide 10 � Turn to page 10 (elem) or 35 (secondary) of the ELA standards and read the anchor standards. Turn and talk: Why is it important to have standards than span across grade levels? (2 min) The anchor standards can be found on the pages preceding the grade specific standards for each strand. For example, the reading anchor standards are on page 10 or 35- anchor standards are the same across grades K-12. Read through the CCCSS anchor standards. Turn and talk to a partner at your table about��Why do you think it�s important to have CCR anchor standards that span the grades? It is important that we continually make the connection between the grade specific standards and the CCR Anchor Standards as the work of the grade levels stems from these anchor standards. With clear goals for college and career readiness set before each teacher, the scope of the work in your specific grade level becomes part of the vision for your students� entire education, rather than an isolated piece. Let�s move into those grade specific standards to solidify our thinking around how they move us toward college and career readiness. Slide 10 � Turn to page 10 (elem) or 35 (secondary) of the ELA standards and read the anchor standards. Turn and talk: Why is it important to have standards than span across grade levels? (2 min) The anchor standards can be found on the pages preceding the grade specific standards for each strand. For example, the reading anchor standards are on page 10 or 35- anchor standards are the same across grades K-12. Read through the CCCSS anchor standards. Turn and talk to a partner at your table about��Why do you think it�s important to have CCR anchor standards that span the grades? It is important that we continually make the connection between the grade specific standards and the CCR Anchor Standards as the work of the grade levels stems from these anchor standards. With clear goals for college and career readiness set before each teacher, the scope of the work in your specific grade level becomes part of the vision for your students� entire education, rather than an isolated piece. Let�s move into those grade specific standards to solidify our thinking around how they move us toward college and career readiness.

11. Navigating the ELA & Literacy Standards 11 Slide 11 � Turn to page 11 or 36 in the CCSS PDF. Briefly scan the page and highlight the difference between an anchor standard, a strand, and a grade-level standard. Slide 11 � Turn to page 11 or 36 in the CCSS PDF. Briefly scan the page and highlight the difference between an anchor standard, a strand, and a grade-level standard.

12. 12 Slide 12 � Read Informational Text Reading Standard 1 across grade levels, pages 13-14 or 39-40 in groups. The most effective method for understanding the standards is reading the standards. Let�s begin by reading the standards horizontally, that is across the grades in one standard K-12. First, in groups, read across Reading Informational Text Standard #1 starting with the grade specific standard in kindergarten, continuing through each grade�s standard to grade 12. Start on page 13-14 and then 39-40. Slide 12 � Read Informational Text Reading Standard 1 across grade levels, pages 13-14 or 39-40 in groups. The most effective method for understanding the standards is reading the standards. Let�s begin by reading the standards horizontally, that is across the grades in one standard K-12. First, in groups, read across Reading Informational Text Standard #1 starting with the grade specific standard in kindergarten, continuing through each grade�s standard to grade 12. Start on page 13-14 and then 39-40.

13. Share Out in Table Groups What did you notice? What are your �A-Ha�s? What are your questions? 13 Slide 13 � Have small groups of participants address the questions on the slide; share out as a whole. Share in your table groups. (5 min) What do you notice when you go through this activity? a steady progression of the grade specific standards that articulate the increased level of sophistication from grade to grade that prepares students in that grade to meet the corresponding college and career anchor standard. If you have begun implementing in your classroom, use this opportunity to share your experiences and knowledge with your table partners. Slide 13 � Have small groups of participants address the questions on the slide; share out as a whole. Share in your table groups. (5 min) What do you notice when you go through this activity? a steady progression of the grade specific standards that articulate the increased level of sophistication from grade to grade that prepares students in that grade to meet the corresponding college and career anchor standard. If you have begun implementing in your classroom, use this opportunity to share your experiences and knowledge with your table partners.

14. 14 Slide 14 � Each teacher reads respective grade level standards 1-10 for Reading Standards for Informational Text. (For example, if you teach 6th grade, read down the Grade 6 standards for Informational Text on page 39.) (5 min) Next, everyone should Reading Standards for Informational Text for their given grade level. Read vertically your grade level standards (1-10). E.g. If you teach 6th grade, read down the Grade 6 standards for Informational Text on page 39. *Note guiding questions and identify A-Ha�s for table conversation (next slide). What should people notice? Strong connections among the standards within the grade level which articulates the way in which standards work together to build strong comprehension of the text. Slide 14 � Each teacher reads respective grade level standards 1-10 for Reading Standards for Informational Text. (For example, if you teach 6th grade, read down the Grade 6 standards for Informational Text on page 39.) (5 min) Next, everyone should Reading Standards for Informational Text for their given grade level. Read vertically your grade level standards (1-10). E.g. If you teach 6th grade, read down the Grade 6 standards for Informational Text on page 39. *Note guiding questions and identify A-Ha�s for table conversation (next slide). What should people notice? Strong connections among the standards within the grade level which articulates the way in which standards work together to build strong comprehension of the text.

15. Share Out in Table Groups What did you notice? What are your �A-Ha�s? What are your questions? 15 Slide 15 � Have small groups of participants address the questions on the slide; share out as a whole. What do you notice when you go through this activity? a steady progression of the grade specific standards that articulate the increased level of sophistication from grade to grade that prepares students in that grade to meet the corresponding college and career anchor standard. Slide 15 � Have small groups of participants address the questions on the slide; share out as a whole. What do you notice when you go through this activity? a steady progression of the grade specific standards that articulate the increased level of sophistication from grade to grade that prepares students in that grade to meet the corresponding college and career anchor standard.

16. How the CCSS Inform Curriculum Planning 16 Slide 16�Review overall scope of work: explain how understanding of the standards frames curriculum planning. See notes below. Curriculum planning is key if we are to effectively provide our students with a high-quality standards-based education. This year we will be engaging in the process of planning instruction from the common core state standards starting with the curriculum map developed by teacher leaders and CPS coaches. This process starts with the unpacking of standards. We then use that product to determine the best manner in which to assess the standards so we can use the data to inform our instructional planning. We then determine how to move our students toward the mastery of those standards through long term plans that articulate a scope and sequence of weekly and daily plans. The weekly and daily lessons describe the instruction and student work that will build and monitor student understanding. This is the overall scope of work. Slide 16�Review overall scope of work: explain how understanding of the standards frames curriculum planning. See notes below. Curriculum planning is key if we are to effectively provide our students with a high-quality standards-based education. This year we will be engaging in the process of planning instruction from the common core state standards starting with the curriculum map developed by teacher leaders and CPS coaches. This process starts with the unpacking of standards. We then use that product to determine the best manner in which to assess the standards so we can use the data to inform our instructional planning. We then determine how to move our students toward the mastery of those standards through long term plans that articulate a scope and sequence of weekly and daily plans. The weekly and daily lessons describe the instruction and student work that will build and monitor student understanding. This is the overall scope of work.

17. Where Are We Going? The PARCC Assessments New assessment system starting in 2014 Replaces ISAT and PSAE as Illinois accountability measure Will feature a variety of performance, multiple choice, and non-standard item formats 17 Slide 17 � Explain state and District move to using the PARCC, including timeline and implications of the move. See notes below. As part of its adoption of the Common Core State Standards, Illinois has joined 23 other states in forming a consortium, known as the Partnership for the Assessment of Readiness for College and Careers (PARCC), to devise high-quality K-12 common assessments that assess students� readiness for the demands of post-secondary colleges and careers. The PARCC will be much more than a single high-stakes test but a full-on assessment system, including multiple formative (diagnostic, mid-year) and summative (end of the year and performance) assessments, as well as a variety of resources�including unit and lesson plans�to support; it will be delivered via computer, and though it will not be adaptive, it will take advantage of the medium to administer new kinds of performance tasks. When the assessment programming comes online in the 2014-2015 school year, it will replace ISAT as the state�s AYP accountability measure, and become part of CPS�s performance policy; it will also provide, because it multiple assessments will be administered, growth measures to monitor the progress of students and the impact of teachers. The assessments themselves will feature a variety of item types, but will emphasize critical thinking and performance: for example, students may be asked to review or research several sources in order to take a stance on an issue, or they may be asked to group or classify ideas from a text by manipulating what�s on their screen.Slide 17 � Explain state and District move to using the PARCC, including timeline and implications of the move. See notes below. As part of its adoption of the Common Core State Standards, Illinois has joined 23 other states in forming a consortium, known as the Partnership for the Assessment of Readiness for College and Careers (PARCC), to devise high-quality K-12 common assessments that assess students� readiness for the demands of post-secondary colleges and careers. The PARCC will be much more than a single high-stakes test but a full-on assessment system, including multiple formative (diagnostic, mid-year) and summative (end of the year and performance) assessments, as well as a variety of resources�including unit and lesson plans�to support; it will be delivered via computer, and though it will not be adaptive, it will take advantage of the medium to administer new kinds of performance tasks. When the assessment programming comes online in the 2014-2015 school year, it will replace ISAT as the state�s AYP accountability measure, and become part of CPS�s performance policy; it will also provide, because it multiple assessments will be administered, growth measures to monitor the progress of students and the impact of teachers. The assessments themselves will feature a variety of item types, but will emphasize critical thinking and performance: for example, students may be asked to review or research several sources in order to take a stance on an issue, or they may be asked to group or classify ideas from a text by manipulating what�s on their screen.

18. How Are We Getting There? Quarterly CCSS Assessment Formative; not for accountability purposes Multiple choice and constructed response items Testing mastery of a set of foundational literacy and mathematics standards Will evolve over time to better reflect PARCC 18 Slide 18 � Explain purpose and value of common assessments. District-wide interim/quarterly assessments grades 3-8 that will evolve over time to reflect the PARCC. The District will be replacing the various interim assessments used by Networks with a common quarterly assessment for students in grades 3-8. This short assessment, to be administered in a single classroom period, will not be used to evaluate individual teachers or the quality of schools; instead, it will serve to provide teachers and schools with meaningful data that will inform�not dictate�school- and district-wide work on building high-quality curriculum and assessments. The assessments will be comprised of multiple choice and short constructed response items, the latter of which will be scored by a rubric; content on the assessment will target a subset of few core standards, which will vary on each assessment. This content is spelled out in the District�s assessment guides (available soon) which provide the scope of what the district will provide to schools each quarter as one tool for monitoring student learning. Assessment guides � why we need them, how they connect to the work of the ILT and thus the schools. Rationale behind components of the assessment. (i.e. why certain standards will be assessed at certain times and why we are using multiple choice, constructed response and writing assessments). Also include how the curriculum maps will include the standards in the assessment guide and that this is what should be used to plan instruction. Slide 18 � Explain purpose and value of common assessments. District-wide interim/quarterly assessments grades 3-8 that will evolve over time to reflect the PARCC. The District will be replacing the various interim assessments used by Networks with a common quarterly assessment for students in grades 3-8. This short assessment, to be administered in a single classroom period, will not be used to evaluate individual teachers or the quality of schools; instead, it will serve to provide teachers and schools with meaningful data that will inform�not dictate�school- and district-wide work on building high-quality curriculum and assessments. The assessments will be comprised of multiple choice and short constructed response items, the latter of which will be scored by a rubric; content on the assessment will target a subset of few core standards, which will vary on each assessment. This content is spelled out in the District�s assessment guides (available soon) which provide the scope of what the district will provide to schools each quarter as one tool for monitoring student learning. Assessment guides � why we need them, how they connect to the work of the ILT and thus the schools. Rationale behind components of the assessment. (i.e. why certain standards will be assessed at certain times and why we are using multiple choice, constructed response and writing assessments). Also include how the curriculum maps will include the standards in the assessment guide and that this is what should be used to plan instruction.

19. Implications of the CCSS What does the CCSS mean for: Your students? Your curriculum and instruction? Our school? 19 Slide 19�Give participants a few minutes to think about each question and share with their elbow- or table-mates; share out responses as a whole group. Address any remaining questions. Slide 19�Give participants a few minutes to think about each question and share with their elbow- or table-mates; share out responses as a whole group. Address any remaining questions.