Training of Trainers for the Common Core State Standards in English Language Arts

1. Training of Trainers for the Common Core State Standards in English Language Arts ~ Refresher ~ Penny Plavala, Literacy Specialist

2. INTRODUCTIONS

3. Session One Goals • Overview of the Common Core State Standards • Review the design and terminology of the English Language Arts Standards • Examine “the spiral effect” • Begin reviewing Oregon’s CCSS Instructional Shifts • Instructional design: • direct instruction, work independently, • with a partner, and in small groups Please choose a partner.

4. Temperature Check Think of an adjective to describe how you are feeling about the Common Core State Standards. Please share with a partner.

5. Common Core State Standards Inventory What I Know What I Want to Know • Take a moment to jot down two items in each of the spaces on your page. • Low Prep / No prep: Use notebook paper or laptops.

6. Clearer and Higher: Why Students Need the Common Core What info is new to you? http://www.youtube.com/watch?v=yll0fJrUAWE&feature=plcp

7. Warm-Up Ideas • Temperature Check • CCSS Inventory • CCSS Video Turn and Talk • Which warm-up might you use with your staff as a way to continue the Common Core conversation?

8. Warm-Up Ideas • Temperature Check • CCSS Inventory • CCSS Video Turn and Talk • Which warm-up might you use with your staff as a way to continue the Common Core conversation?

9. Locate Valuable Resources to Support Your Future Training • The CCSS ELA Standards • Penny’s Power Points (please do not share out of district) • Handouts from our sessions • CCSS video clips Penny’s PortaPortal http://guest.portaportal.com/pplavala

10. Overview of the Common Core State Standards for English Language Arts~ Refresher ~ Presentation Created by: Penny Plavala, Literacy Specialist

11. Oregon Educators Are Asking… • Why do we need common standards? • Where did they come from? • Who wrote them? • What do they mean for Oregon? • What does this mean for my classroom?

12. What’s The Problem? • Students graduating from high school are unprepared for college and career.* 40% must take remedial classes at 4-year colleges 60% must take remedial classes at 2-year colleges • * The College Board 2010 Progress Report

13. What Is the Problem? • • Out of 34 countries, the U.S. ranked: • 14th in reading • 24th in math* • *2009 Programme for International Student Assessment (PISA)

14. Common Core State Standards Initiative • A joint effort by the: - National Governors Association - Council of Chief State School Officers • Brought together K-12 educators, university partners, • education researchers, community members, etc. to • create the standards. • • A state-led initiative • States were in the driver’s seat. • The federal government did not develop the standards or require their adoption.

15. Standards Development Process • Final standards were released on June 2, 2010. • Adopted by Oregon State Board of Education on October 28, 2010: • ELA & Literacy in History/SS, Science and Technical Subjects • Mathematics

16. 46 States Have Adopted the CCSS Adopted Adopted English Language Arts Standards Not Yet Adopted As of November 4, 2011

17. What are advantages of common standards? • Currently, every state has its own set of academic standards, meaning public education students in each state are learning to different levels. • All students must be prepared to compete with not • only their American peers in the next state, but with • students from around the world.

18. Why are common standards important for students, teachers, and parents? • Prepares students with the knowledge and skills they need to succeed in college and work • Ensures consistent expectations regardless of a student’s zip code • Provides educators, parents, and students with clear, focused guideposts

19. Features of the Standards • Aligned with college and work expectations • Include rigorous content and application of knowledge through higher-order skills • Build upon strengths and lessons of current state standards • Based on evidence and research • Informed by other top performing countries • (internationally benchmarked)

20. Clear Rigorous Focused Common Core State Standards

21. The standards define: • what is most essential • grade level expectations • what students are expected to know and be able to do • cross-disciplinary literacy skills

22. The standards do NOT define: • how teachers should teach • all that can or should be taught • the nature of advanced work • intervention methods or materials • the full range of supports for English learners and students with special needs

23. What do the CCSS Mean for Oregon? • Districts will continue to prepare students for the OAKS assessment through 2013-2014. • CCSS will be fully implemented and assessed through a common assessment in 2014-2015.

24. Common Core Timeline YOU ARE HERE 2014 -2015 2013 – 2014 Smarter Balanced Assessment Grades 2-7 and 10 this year will test next year

25. What is the Smarter Balance Assessment Consortium? • SBAC is a collection of 25 states that have been working collaboratively to develop next-generation assessments that are aligned to the CCSS and that accurately measure student progress toward college and career readiness. • www.smarterbalanced.org

26. The SBAC Assessment System English Language Arts and Mathematics, Grades 3 – 8 and High School Optional Interim assessment system — no stakes Summative assessment for accountability Last 12 weeks of year* DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; an interactive reporting system; scorer training modules; and teacher collaboration tools. INTERIM ASSESSMENT INTERIM ASSESSMENT • PERFORMANCE • TASKS • Reading • Writing • Math COMPUTER ADAPTIVE ASSESSMENT Computer Adaptive Assessment and Performance Tasks Computer Adaptive Assessment and Performance Tasks Scope, sequence, number, and timing of interim assessments locally determined * Time windows may be adjusted based on results from the research agenda and final implementation decisions.

27. Turn and Talk • What information was new to you in the CCSS overview?

28. CCSS for English, Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects

29. English Language Arts Design and Organization • Introduction • Three main sections • K−5 (cross-disciplinary) • 6−12 English Language Arts • 6−12 Literacy in History/Social Studies, Science, and Technical Subjects • Three appendices • A: Research and evidence; glossary of key terms • B: Reading text exemplars; sample performance tasks • C: Annotated student writing samples

30. Four Strands Reading Writing Speaking & Listening Language

31. Reading • Learning to read - Standards for Reading Foundational Skills K-5: Phonemic Awareness, Phonics, and Fluency • Balance of literature and informational texts • Developing the ability to read and comprehend progressively more complex text each year across all grades and classes

32. Writing Text types, responding to reading, and research • Arguments / opinions • Informative / explanatory texts • Narratives • Research projects • Higher standards for writing at • earlier grade levels

33. Language Conventions (effective use) and vocabulary • Standards include the essential rules of standard and written English, but also look at language as a matter of craft and making choices as a writer and speaker • Determine word meanings, increase vocabulary

34. Speaking and Listening Flexible, effective communication and collaboration • Standards require students to develop a range • of broadly useful oral communication and • interpersonal skills, for small group discussions and • formal presentations

35. An Integrated Model of Literacy From the CCSS Introduction: “While the standards delineate specific expectations in each of these four categories, each standard need not be a separate focus for instruction and assessment. For example, Writing standard 9 requires that students be able to write about what they read. Often, several standards can be assessed through a single rich task.”

36. Students who are college and career ready in English Language Arts: • Demonstrate independence in reading and writing • Comprehend as well as critique • Use technology and digital media strategically and capably

37. Features of the Standards • The College and Career Readiness • (CCR) anchorstandards were written • first and describe expectations for the • end of high school. • The CCSS were then back-mapped • down to kindergarten to ensure that • students would be on track early to • meet rigorous end of high school • literary goals.

38. Design and Organization College and Career Readiness (CCR) Anchor Standards • Broad expectations • consistent across grades • and content areas • Based on evidence • about college and • workforce training • expectations

39. CCR Anchor Standards • Please locate the CCR Anchor Standards for Reading. • Options: • - Use “read around” strategy (1-2 standards each) • - Or one person reads aloud all 10 standards • Reminder: these are expectations at the end of high school. • What do you notice about • these standards?

40. Review of ELA Anchor Standards Writing = 10 standards Speaking and Listening = 6 standards Language = 6 standards These documents are located in the back of your packet.

43. Spiral Effect • As students move along the plane of a particular learning trajectory, they study the same expectation each year at ever increasing increments of complexity and sophistication. • Reading Standards for Literature: Standard 6

44. This is called the “spiral effect”. • The “spiral effect” metaphor relates to the • ascending level of difficulty embedded in • the content of each succeeding • grade-specific standard as it approaches • the CCR Anchor Standard.

45. Increased Rigor = “The Spiral Effect” • Review the Example of Spiral Effect handout. • Highlight how the difficulty increases in each grade level. • Work alone or with your partner.

47. The Classroom Connection What does increased rigorin the standards mean for classroom instruction?