Mississippi Leading

1. Mississippi Leading Chuck Poer, Cellie Scoggin, Julie Jordan, Nicole Cooley Bailey Education Group

2. Session Areas of Focus • “I Can” Statements • Clustering and Pacing • Planning with Thematic Units

3. Why Are Common Core State Standards Important?For MISSISSIPPI? • Provides consistency across states • Allows for equal access • Prepares students to compete globally • Allows for more focused professional development • Allows for the development of a common assessment • Provides the opportunity to compare and evaluate policies that affect student achievement across states

4. For YOUR DISTRICT? • Provides consistency across YOUR DISTRICT • Allows for equal access for students in YOUR DISTRICT • Prepares students to compete globally • Culture change for YOUR DISTRICT • Allows for continuedfocus on professional development in YOUR DISTRICT • Allows for the development of a common assessment YOUR DISTRICT • Provides the opportunity to compare and evaluate policies that affect student achievement across YOUR DISTRICT

5. Where Is Your District With Implementation of CCSS? • In groups of 3-4, discuss where your district is with CCSS in your district. • Be prepared to share!

6. Steps in THE PROCESS:Constructing “I Can” Statements • Read and Discuss the Standard (Anchor and Grade Level Standard) • Discuss any important words: key terms such as vocabulary, key nouns, and key verbs within the standard. • Refer to the alignment document noting how the standard is addressed in the MS Frameworks. Discuss the gaps, rigor issues, etc.

7. Constructing “I Can” Statements Discuss keys to creating sound “I Can Statements”: • Statements are clear and identify each goal necessary in order to master the standard—begin with the end in mind. • Statements are brief and only contain the goals for one standard or just the components for one single goal. • Statements are written in “student talk” rather than educational jargon. • Statements can be used to record student progress and should be measurable, assessable, and achievable. • Statements are scaffold and arranged in a logical progression. • Write and refine “I Can Statements” utilizing the Bloom’s documents.

8. Rigor New Bloom’s Taxonomy 6. Evaluation 5. Synthesis 4. Analysis 3. Application 2. Comprehension 1. Knowledge/ Awareness Creating Evaluating Analyzing Applying Understanding Remembering

9. Relevance Knowledge is less connected to realistic situations and has less apparent value beyond school Knowledge is clearly connected to realistic situations and has value beyond school Apply in one discipline Apply across disciplines Apply to real-world predictable situations Apply to real-world unpredictable situations Knowledge in one discipline

10. Creating C High Rigor – Low Relevance (Reading Beowulf) D High Rigor – High Relevance (Emergency Room Doctor or Auto Mechanic) Adaptation Evaluating Analyzing Applying A Low Rigor – Low Relevance (Spelling Tests) B Low Rigor – High Relevance (Counting Change at McDonalds) Understanding Remembering

11. Pacing of the “I Can” Statements • Determine in which 9 weeks the “I Can” statements should be introduced. • Determine in which 9 weeks the “I Can” statements should be assessed. • Determine in which 9 weeks the “I Can” statements should be ongoing. • “I Can” Statements

12. Clustering “I Can” Statements • An integrated Model of Literacy: CCSS asserts that it is an integrated model of literacy. • NOTHING should be taught NOR assessed in isolation • Ensure that your “I Can” statements are being taught together AND assessed together to bridge the content areas. • Cluster Document

13. Weekly Planning Documents • Looking at the Cluster Documents, we decided to take teachers through pacing the clustered “I Can” statements weekly. • Remember that “I Can” statements are repeated for a certain week, thus the reason there are so many listed for each day.

14. Daily Planning Documents • From the weekly planning documents, we created daily lesson plans. • Customized for the district! • Next: Thematic Units

15. Thematic Units • Involve a group of correlative activities that are designed around topics or themes and cross several areas of curriculum. • Provide and environment that fosters and encourages process learning and active involvement of all students • CCSS calls for the new standards to be taught within the context of a “content rich curriculum”

16. Creating Thematic Units • Selecting a Theme • Thematic units can be planned around a book theme, an author study, or any topic that has interest for young children. Examples • People Going Places, Animals Around the World, American Adventures, Life Lessons, Water World, Transportation, Symbols and Signs, Seasons

17. Creating Thematic Units • Identify the “I Can” statements students must master by the completion of the unit by looking at the Daily Planning Document • After determining what needs to taught for the week(s) then begins the brainstorming process • Teachers collaborating on how to teach those “I Can” statements across the curriculum

18. Creating Thematic Units • Identify Text Materials and Resources • Materials • Literature- a variety of genres: fantasy, nursery rhymes, folktales, fables, poetry • Informational Selections- newspapers, articles, magazines, brochures, pamphlets, flyers, encyclopedias, maps, advertisements, dictionaries, booklets, recipes, how-to guides • Internet Resources/Technology-websites, computers • Audio/Visual- videos, filmstrips, books on tape • Community Resources- guest speaker, field trips • Instructional Television- PBS, ETV, Kids123TV

19. Creating Thematic Units • Develop Activities to use throughout the unit that will build upon one another • Each activity addresses at least one standard • Activities for ELA and Math are progressive • Center Activities will cover ELA, Math, Science, S.S. • Determine whether an activity is more effective with whole class, small-group, or individual instruction (depends upon the difficulty of the reading selection, the nature of the activity, and the abilities and interests of the student)

20. Creating Thematic Units • Develop culminating activities that will pull everything together • By the end of the unit, we want students to be able to reflect on the overall learning process • Relating stories, poems and songs to the theme • Students will be able to write to communicate with one another and to express their ideas about the topics and experiences • Students use the writing to connect to the world around them, to communicate their ideas and experiences, and to inform an audience • Develop good listening and speaking skills to respond to what they have learned

21. Assessing throughout the Units • Devise appropriate and various means of assessing students throughout the unit • Student self-assessment will help determine progress in learning and may include: checklists, journals, conferences, summaries, rubrics and written reflections ***Regardless of age and ability- the important point is that students are involved in assessing what they have learned! • Formative Assessment#1 strategy for driving instruction in the classroom

22. Final Thoughts • Thematic units provide opportunities for: • student engagement and motivation, • reading, writing, and learning with a purpose, • involving children with immediate use of literacy as enjoyment and communication, • and demonstrating the interdisciplinary connections, the “Nature of Learning”

23. Final Discussion • In groups of 3-4, discuss where you need to go in implementation of CCSS.

24. Covington County Testimonials • Wendy Gibson – Kindergarten Teacher • Jamie Rogers – Principal at Collins Elementary School

25. Chuck Poer Vice President Academic Services 662-538-5227 cpoer@baileyarch.com Julie Jordan Instructional Specialist 601-940-4411 juliehjordan@yahoo.com Cellie Scoggin Instructional Specialist 601-498-4612 cscoggin@baileyarch.com Nicole Cooley Instructional Specialist 601-381-0736 cooleyteach@yahoo.com