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Alaska School Leaders Institute

Alaska School Leaders Institute. Moving Toward Implementation of Alaska’s ELA & Math Standards. Objectives. Understand the three phases toward implementation of the new standards Identify current level of implementation for each of the phases

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Alaska School Leaders Institute

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  1. Alaska School Leaders Institute Moving Toward Implementation of Alaska’s ELA & Math Standards

  2. Objectives • Understand the three phases toward implementation of the new standards • Identify current level of implementation for each of the phases • Learn about specific tools to assist with building awareness of and transitioning to the ELA and math standards • Identify next steps to take toward implementation of the ELA and math standards.

  3. Schedule • 8:30 – 9:00 Overview of standards • 9:00 – 10:00 • Current status • Needs assessment • Where to begin • Phase placement survey • 10:00 – 11:00 • 2 options • 11:00 – 11:30 • Wrap-up

  4. Assumptions • Everyone is already working hard. • We are willing to make changes if those changes are good for students. • We are more effective working together than alone, particularly given the amount of work that there is to be done. • There is no formula or prescription. Local values, history, and current circumstances must inform the work.

  5. Alaska’s New ELA & Math Standards How did we get here?

  6. History of Standards in Alaska • 1990s: Alaska standards in reading, writing, and mathematics were developed by age spans • 2004: Grade Level Expectations (GLEs) in reading, writing, and mathematics were developed to further define standards at each grade level (grades 3 – 10) • 2006: Grade Level Expectations were expanded to include kindergarten through second grade

  7. A Nation-Wide Look at Content Standards • Spearheaded by Council of Chief State School Officers and National Governors Association • July 2009 work groups from higher education, K – 12 education, and the research community • March 2010 first public draft • June 2010 final version – Common Core

  8. Don’t states have standards? • Long lists of broad, vague statements • Assessments that “sampled” the standards • Coverage mentality • Focused on teacher behaviors – “the inputs”rather than on student learning

  9. Alaska Standards Timeline June – November 2011, Alaska educators along with national experts shared their knowledge and assisted with the revision to create the proposed standards.They knew: • the GLEs were over six years old. • the GLEs did not extend beyond grade 10. • the GLEs were broad and open to teacher interpretation. • the GLEs were lower in rigor than other standards.

  10. Stakeholder representation • Classroom teachers in reading, writing, and mathematics –kindergarten through high school • University instructors representing multiple content areas • Career and technical education instructors • Alaska industry and business representatives • District administrators • Educators representing students with disabilities, English language learners, economically disadvantaged, and ethnic groups

  11. 8% Stakeholder Demographics by Attendance 5% 17% 27% 11% 19% 12% 1% unknown

  12. Adoption of New Standards New English Language Arts & Math Standards adopted in June, 2012 • Align with college and work readiness. • Include rigorous content. • Build upon strength and lessons of the GLEs. • Outline instructional expectations for grades K-12. • Equal in rigor to national common standards. • Relate to real world application.

  13. Alaska Standards & CCSS • Principles • Fewer - can be learned in a year; little repetition • Clearer - more precisely describe outcome expectations • Higher – meant for all students each year • Based on evidence of what is needed to be successful in college and careers • Honest about time

  14. Alaska Standards & CCSS • Very similar • Equal in rigor • Equivalent but not identical • Clarity to ensure that teachers would easily understand the focus and purpose of each standard • Wanted key Alaskan standards retained, especially math standards in measurement in the elementary

  15. Grade 5 Standard 10 for Reading Literature • CC – By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently. • Alaska – By the end of the year, read and comprehend a range of literature from a variety of cultures, within a complexity band appropriate to grade 5 (from upper grade 4 to grade 6), with scaffolding as needed at the high end of the range.

  16. Current Status • For ELA and math, consider the current status of instructional materials, curriculum, and professional development. • Take notes regarding • Recent district- or school-level work (i.e. district-wide training regarding new materials in September 2012) • General impressions (i.e. very outdated instructional materials) • Complete Needs Assessment to Guide Planning document • Share your thoughts with a partner

  17. As a group… • Address ELA first in • Curriculum • Materials • Professional development • Address math first • Curriculum • Materials • Professional development • Address ELA & math • Curriculum • Materials • Professional development

  18. Alaska Standards Phases Awareness Implementation Transition

  19. Awareness • All district leaders and teachers understand • the rational for Alaska’s ELA & Math Standards • the language of Alaska’s ELA & Math Standards • the structure of Alaska’s ELA & Math Standards • the major shifts of the Alaska’s ELA and Math Standards

  20. Transition • Teachers are adjusting instruction to be consistent with Alaska ELA and Math Standards. • District has a plan to address curricula, materials, and professional development for implementation of the Alaska ELA and Math Standards.

  21. Implementation • District has aligned curricula and materials to the Alaska ELA and Math Standards. • District is providing ongoing professional development and monitoring of instruction regarding implementation of the Alaska ELA and Math Standards.

  22. Phase Placement Survey • Complete Phase Placement Survey identifying your current level of implementation for each of the three phases • Each team member should complete the survey independently.

  23. Discuss • With your team, discuss your general impressions of “where you are” with each phase. • Are you mostly in Awareness, Transition, or Implementation?

  24. Options • Complete Multi-Year Planning Template & Standards Planning Template • For now, work on identifying staff groups, phase of focus, and dates for work to occur • Learn about Materials’ Review Tool and Instructional Practice Guide

  25. Wrap-up • As a team, agree on • One thing you learned that is valuable • One clear next step • Something you’ve already done toward implementing the standards that you’d like to share • One question you have or way you need help

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