Common Core State Standards

1. Common Core State Standards Professional Learning Modules Carrie Roberts Literacy, History, and Arts Leadership Office

2. Assembly Bill 250 (Brownley) • Develop professional learning modules • Include ELD Standards in ELA Framework • Create Instructional Quality Commission

3. The Purpose of the Professional Learning Modules • Create and sustain professional development training opportunities that support teachers and administrators in delivering to all pupils curriculum and instruction that are aligned to the Common Core State Standards (CCSS). • Available for independent use and facilitated use

4. Module Development The criteria for the modules is based on: The California Standards for the Teaching Profession The Standards for Professional Learning (Learning Forward, 2011) The Legislation: AB 250 Criteria and possible areas of focus

5. Timeline for First Modules February:Statewide Task Force met on-site April:Met and planned with first five developers and Brokers of Expertise May 15: Module development began for first five developers June:Began work with second group of module developers July 15: Draft modules received for CDE review July 15-30: CDE review of content Aug 1-15: Developers revised modules August 15: Final draft submission to the CDE September: Posting to Brokers of Expertise Web site

6. As stated in legislation: Develop professional learning modules to deepen the understanding of the following: • The common core academic state standards • Instructional strategies to support the learning of all pupils, including English learners, pupils with disabilities, and underperforming pupils • Instructional strategies that promote creativity, innovation, critical thinking, problem solving, collaboration, and communication skills in all academic content areas • The integration of subject content knowledge • Instructional leadership and coaching

7. Criteria for Modules:Objectives and Outcomes • Understand underlying theoretical rationales and have knowledge of the research findings • Know the difference between California’s 1997 Standards and their selected CCSS-based topic, how it impacts their learning environments • Demonstrate deeper understanding of and ability to teach 21st Century skills and concepts such as creativity, innovation, critical thinking, problem solving, collaboration, and communication skills • Gain deeper understanding and increased abilities to implement research-based strategies to support the learning of all pupils, including English learners, pupils with disabilities, and underperforming pupils for differentiated lesson planning.

8. Objectives and Outcomes, cont. • Identify and use a variety of formative assessments to inform instructional decisions to support the learning of all pupils, including English learners, pupils with disabilities, and underperforming pupils for differentiated lesson planning. • Be able to develop an action • Engage in a continuous cycle of self-reflection, inquiry, and professional conversations.

9. Instructional Strategies • Use a coherent, logical sequence of interrelated instructional events that deepen educators’ understanding of, and develop skills in, their selected CCSS area. • Provide a pre/post self-assessment for participant to reflect upon key aspects of the module content. • Provide research articles and/or access to researcher interviews. • Include expert modeling of techniques through video or other demonstrations. • Focus on a practicum component for educators to use the strategy/information and provide framing questions to reflect on the effectiveness of the strategy.

10. Instructional Strategies, cont. • Provide activities that engage participants in dynamic learning to support the learning of all pupils, including special populations. • Provide information on strategies and techniques to assist participants with implementing the CCSS in combination grade elementary classrooms. • Engage participants in a variety of self-reflection activities for improving professional practice. • Disseminate, collect, and analyze end-of-module evaluations for continuous feedback cycle.

11. Design and Delivery • Provide User’s Guideand interactive training that allows for discussion, requires participation, and supports adult learning. • Offer presentation options and resources for educator participation. • Include material so that participants can: • select grade span • problem solve situations involving special populations • focus on subject matter • skip selections already mastered • Provide opportunities to practice new skills and discuss possible solutions to the identified challenges.

12. Brokers of Expertise http://www.myboe.org/

13. Module Topics(Task Force Recommendations) • Overview of the CCSS • Shifts between the 1997 content standards and the new CCSS for K–12 • Description of the set of Professional Learning Modules • Include high-quality CCSS resources

14. Module Topics, Cont. • K–12 Standards for Mathematical Practice • Embed lesson design • Research and best practice • IntegrateRtI², 21st century skills, technology

15. Module Topics, Cont. • Math: K–8 Learning Progressions • Apply coherence and deep understanding • Use diagnostic and formative concepts assessments (grade spans K–2, 3–6, and subject-specific for upper middle and secondary)

16. Module Topics, Cont. • ELA: Informational Text Reading • Embed lesson design for K–12 • Text complexity, text based answers, academic vocabulary • Diagnostic and formative assessment • Integratedifferentiated instruction, RtI², 21st century skills, technology

17. Module Topics, Cont. • ELA: Writing to Inform, Argue, and Analyze • Embed lesson design for grade spans • Writing from sources and using academic vocabulary • Diagnostic and formative assessment • Integratedifferentiated instruction, RtI², 21st century skills, technology

18. Module Topics, Cont. • Assessment Literacy • Understand underlying theoretical rationales and have knowledge of the research findings that support the effectiveness of CCSS-based assessments. • Gain deeper understanding of diagnostic and formative assessments to inform instructional decisions to support the learning of all pupils, including English learners, pupils with disabilities, and underperforming pupils for differentiated lesson planning.

19. Additional Module Development At least 10–14 modules are planned to be completed by September 2013 including: • Discussion-based Classrooms • Literacy in History and Social Studies • Literacy in Science • Literacy in Technical Subjects • English Learners, ELD standards and Common Core

20. Examples from Modules Elementary Math: What Fraction of This Shape is Red? https://www.teachingchannel.org/videos/teaching-fractions Middle School Math: Zero Pairs, Manipulatives, and a Real World Scenario https://www.teachingchannel.org/videos/teaching-subtracting-integers High School ELA: Inquiry-based Teaching: Discussing Non-Fiction https://www.teachingchannel.org/videos/inquiry-based-teaching-discussing-non-fiction

21. CDE: CCSS Resources For more information, visit the California Department of Education’s Common Core State Standards Web page at: http://www.cde.ca.gov/ci/cc/ The standards Frequently asked questions Informational flyers Additional resources

22. Additional Resources for Educators https://www.teachingchannel.org/http://www.achievethecore.org/steal-these-tools/professional-development-moduleshttp://www.ccsso.org/Resources/Digital_Resources/Common_Core_Implementation_video_Series.htmlhttps://www.teachingchannel.org/videos/increase-engagement-and-understanding?fd=1

23. CCSS ResourcesListServ Join the CCSS ListServ to receive information and updates regarding the implementation of the Common Core State Standards. To Subscribe Send a "blank" message to: join-commoncore@mlist.cde.ca.gov

24. Contact Information Carrie Roberts Literacy, History, and Arts Leadership Office 916 319-0587 croberts@cde.ca.gov