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Supporting Participating Teachers Through the CCSS Transition

Supporting Participating Teachers Through the CCSS Transition. BTSA Advisory Board Meeting October 25, 2013. Revised BTSA Seminars. NCBTP continues to focus on the Induction Standards And… NCBTP is integrating the Common Core State Standards into the monthly seminars.

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Supporting Participating Teachers Through the CCSS Transition

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  1. Supporting Participating Teachers Through the CCSS Transition BTSA Advisory Board Meeting October 25, 2013

  2. Revised BTSA Seminars NCBTP continues to focus on the Induction Standards And… NCBTP is integrating the Common Core State Standards into the monthly seminars.

  3. Profile of 21st Century Learners • Demonstrate independence • Build strong content knowledge • Respond to the varying demands of audience, task, purpose and discipline • Value evidence • Comprehend and articulate their learning • Collaborate on ideas and develop problem solving skills

  4. Integrated Purpose • CCSS purpose is to propel change in instructional practices in order to improve student performance, higher level thinking, creativity, collaboration and communication And… • NCBTP’s purpose is to model effective instructional practices, increase teacher performance, increase higher level thinking, collaboration and creativity

  5. Common Core State Standards …. • Intended to ensure all students are college and career ready • Provide a clear, consistent statewide understanding of what students should know and be able to do And… • NCBTP’sgoal is to ensure a competent and highly qualified teacher for every child .

  6. What is different about the Common Core State Standards? English Language Arts Mathematics

  7. CCSS What does this mean for teachers? • Analysis, evaluation, critical thinking embedded in all instruction • Strategies on reading informational text taught across disciplines using literacy standards • Increased knowledge of mathematical thinking • Application of what students learn to real world • Emphasis on performance instead of just knowing content

  8. Partner Discussion Turn to an elbow partner and discuss: • What does this mean for 21stcentury teachers ? • What does this mean for NCBTP ?

  9. Conversational Roundtable Foldable 9 • Take a page, fold into quadrants. • Then fold inner corner in about the length of your thumb. • Open it up and trace the lines. • Label: My Notes, _______ at the top of each square.

  10. Conversational Roundtable Summarize

  11. Conversation Round Table Directions • In the “Your Notes” quadrant, list activities that your district or IHE are using to implement the CCSS. Also note how BTSA can support these implementation activities. • When you are finished, get up and find another person. Introduce yourself and share what you wrote. Then take notes in another quadrant. • Add to your “ Need it” column. • “

  12. NCBTP Integration of CCSS • Backward Design • Collaborative Conversations • Writing Standards • Language Standards 4,5,6 (Vocabulary) • Cognitive Rigor Matrix (Bloom’s and DOK) • Technology • Performance Based Assessments

  13. APTRA: Inquiry Process

  14. BTSA Lesson Planning *Backward Design Theory *Linked lessons

  15. Comprehension and Collaboration CCSS# 1. Prepare for and participate in collaborations with diverse partners, building on each others’ ideas and expressing their own clearly and persuasively.

  16. CCSS Speaking and Listening

  17. Increase Rigor Bloom’s Taxonomy Depth of Knowledge Cognitive Rigor Matrix

  18. Depth of Knowledge

  19. Example Grade 8 During the task, the student assumes the role of an architect who is responsible for designing the best plan for a park with area and financial restraints. The student completes tasks in which he/she compares the costs of different bids, determines what facilities should be given priority in the park, and then develops a scale drawing of the best design for the park and an explanation of the choices made. This investigation is done in class using a calculator, an applet to construct the scale drawing, and a spreadsheet.

  20. Purpose of the Cognitive Rigor Matrix • Develop a shared understanding of rigor •  Analysis of instructional tasks & classroom assessments • Aids in classroom discourse; peer coaching • Lesson planning & unit design •  Lastly, the Smarter Balanced Assessment Consortium is using this matrix to develop items/tasks that align with the assessment targets.

  21. Evidence-Centered Design

  22. What is a claim? “Claims” are the broad statements of the assessment system’s learning outcomes, each of whichrequires evidencethat articulates the types of data/observations that will support interpretations ofcompetence towards achievementof the claims

  23. The Smarter Balanced Assessment Consortium English Language Arts Content Specifications • Claim 1: Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Reading, literary and informational text. • Claim 2: Students can produce effective and well grounded writing for a range of purpose and audiences. • Claim 3: Students can employ effective speaking and listening skills for a range of purposes and audiences. • Claim 4: Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information.

  24. A Balanced Assessment System ELA/Literacy and Mathematics, Grades 3-8 and High School School Year Last 12 weeks of the year* DIGITAL LIBRARY of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools. Summative Assessment for Accountability Optional Interim Assessment Optional Interim Assessment • Performance Tasks • ELA/literacy • Mathematics • Computer Adaptive Assessment • ELA/literacy • Mathematics Computer Adaptive Assessment and Performance Tasks Computer Adaptive Assessment and Performance Tasks Scope, sequence, number and timing of interim assessments locally determined Re-take option available *Time windows may be adjusted based on results from the research agenda and final implementation decisions.

  25. Assessment Is a Process, Not an Event

  26. The Feedback Loop

  27. NCBTP Seminars • CCSS aligned lesson design & study • Studying student work • Collaborative projects • Instructional based • Instructional coaching • Performance based tasks • Technology

  28. NCBTP Sustaining Systemic Change in Instruction The Essence of Induction : • Time • Coaching/Support • Reflection The Products of Induction: • Deeper understanding of Common Core State Standards • Improved Teaching • Clear Credential

  29. BTSA Induction The mind is not a vessel to be filled, but a fire to be kindled

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