Sharing what was learned

1. Sharing what was learned CCSS Summer Institute

2. Housekeeping Contractual Time Restrooms Team of Trainers: Amy Simerly, Bill Green, Stephenie Purinton, Reba Evans-Spivey, Jason Worsham, David Goddard

3. Itinerary Housekeeping, website overview, questions regarding textbooks, DBQ’S, Next Common Core workshop (10/30) Bev Howard Amy Simerly – Animoto Video Bev Howard - Instructional Shifts, Summer Training Goals Reba Evans-Spivey - formative and interim assessments Dana Rise - Reviewing the Standards packet Stephanie Purinton - Learning Goals and Progression Scales Jason Worsham – FJCC Lesson Bev Howard - Q&A and wrap up

4. Amy Simerly http://animoto.com/play/0Fb6S68v02i74nyMhyvFtQ Use Animoto to meet technology standards

5. Bev - Instructional Shifts Shared Responsibility for Students’ Literacy Development – Instructional Shifts with Implementation of the Common Core State Standards

6. Knowledge in the Disciplines Content area teachers outside of the ELA classroom emphasize literacy experiences in their planning and instruction. Students learn through domain-specific texts in science and social studies classrooms – rather than referring to the text, they are expected to learn from what they read.

7. Staircase of Complexity In order to prepare students for the complexity of college and career ready texts, each grade level requires a “step” of growth on the “staircase”. Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space in the curriculum for this close and careful reading, and provide appropriate and necessary scaffolding and supports so that it is possible for students reading below grade level.

8. Text-based Answers Students have rich and rigorous conversations which are dependent on a common text. Teachers insist that classroom experiences stay deeply connected to the text on the page and that students develop habits for making evidentiary arguments both in conversation, as well as in writing to assess comprehension of a text.

9. Writing from Sources Writing needs to emphasize use of evidence to inform or make an argument rather than the personal narrative and other forms of decontextualized prompts. While the narrative still has an important role, students develop skills through written arguments that respond to the ideas, events, facts, and arguments presented in the texts they read.

10. Academic Vocabulary Students constantly build the vocabulary they need to access grade level complex texts. By focusing strategically on comprehension of pivotal and commonly found words (such as “discourse,” “generation,” “theory,” and “principled”) and less on esoteric literary terms (such as “onomatopoeia” or “homonym”), teachers constantly build students’ ability to access more complex texts across the content areas.

11. THE VISION Florida will have an efficient world-class education system that engages and prepares all students to be globally competitive for college and careers. http://www.youtube.com/watch?v=dY2mRM4i6tY Turn and Talk Why is this video so funny to us as educators?

12. Summer Common Core Training Goals • Participants will have an increased knowledge of the Common Core State Standards (CCSS) and shifts in instruction to enhance learning opportunities and instructional delivery to support student success. More specifically, participants will: • Be prepared to integrate and implement the CCSS in all content areas. • Understand how these instructional shifts support teacher effectiveness. • Leave with model lessons, instructional tools, and additional resources to support implementation of CCSS.

13. Teachers will be able to: • Create, identify, and/or modifymodel lessons specific to their content area and aligned to the Common Core State Standards for Mathematics and for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (CCSS). • Identify research-based instruction and evidence-based practices that are differentiated to ensure success for ALL students (including those with disabilities, English Language Learners, and others identified as Gifted). 

14. Teachers will be able to: • Create and/or identifyformative assessments/performance tasks for model lessons to inform instruction and monitor student progress.  • Incorporatedifferentiated instruction into model lessons at Tier 1 of a Multi-Tier System of Supports (MTSS).  • Identifytools and resources developed to support the implementation of CCSS. • Incorporate into model lessons opportunities for students to utilize technology as a tool for learning.

15. Teachers will be able to: • Use course descriptions to create or modify existing Learning Goals with Scales (rubrics) for model lessons.  • Identify differences and appropriate use of interim, summative, and formative assessments. • Identify appropriate ways to monitor and record student progress/success.   • Describe the “Blended” course requirements for 2013-2014 and state where to find these requirements for specific courses.

16. Reba Evans-Spivey - Standards-Based Instruction

17. Reba - Reviewing Standards Packet Common Core State Standards for the Social Studies A state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) Developed in collaboration with teachers, school administrators, and experts, to provide a clear and consistent framework to prepare our children for college and the workforce. http://www.corestandards.org/

18. Reba - Reviewing Standards Packet CCSS has been included in all course descriptions! NGSSS is not going away. NGSSS are content (e.g. Civil War, Renaissance, etc.) CCSS are skills that we want our students to have upon exiting the classroom (e.g. identifying a central idea, conducting research, etc.) CCSS are a way to facilitate content – not replace it, or adding to it

19. Dana Rise - Common Core and Social Studies Reading and Writing are the focus Standards help to facilitate content, not more content Standards are divided into “clusters” There are four clusters for both reading and writing Ten “anchor standards” make up the clusters

20. Reading: Four Clusters Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity

21. Writing: Four Clusters Text Types and Purposes Production and Distribution of Writing Research to Build and Present Knowledge Range of Writing

22. How to Read CCCS in Social Studies Course Descriptions LACC = Language Arts Common Core MACC = Math Common Core RH = Reading History WHST = Writing History

23. LACC.68.RH.1.1 Language Arts Common Core Grades 6-8 Reading History Cluster 1 Anchor Standard 1

24. Look at your course description Take a look at your most updated course description. Find the standard in your standard packet.

25. Strands/ Clusters Area of Focus

26. Reading History Strands/ Clusters

27. Standards Resources CPALMS is Florida’s Next Generation Sunshine State Standards and Common Core database. • http://www.floridastandards.org Common Core State Standards for Mathematics and English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects • http://www.corestandards.org/

28. CPalms Select “Course” from the menu bar

29. Why Are Multiple Content Area Standards in My Course Description? State law requires that English Language Arts and Mathematics content be part of every content’ The Common Core State Standards (CCSS) in both English/Language Arts (ELA) and Mathematics are designed to be robust and relevant to the real world reflecting the knowledge and skills that students need for success in college and careers. Appropriate CCSS in the course descriptions of content areas other than ELA and Mathematics provides a framework for teachers to ensure that students are applying what they learn in a way that enhances their literacy or mathematical skills in those content areas.

30. Florida’s CCSS Implementation Plan • Phase 1 (2011-2012) • Phase 2 (2012-2013) • Full Implementation Grade K • Begin Implementation of Literacy Standards in ALL Content Areas for Grades 6-12 • Begin Implementation of Rich and Complex Text and Informational Text for Grades K-12 • Phase 3 (2013-2014) • Full Implementation Grades K-1 • Full Implementation of Literacy Standards in ALL Content Areas for Grades 6-12 • Continue Implementation of Rich and Complex Text and Informational Text for Grades K-12 • Phase 4 (2014-2015) • Full Implementation Grades K-2 • Implementation of a Blended Curriculum (CCSS and Supplemental NGSSS Aligned to FCAT 2.0 and EOCs) for Grades 3-12 • Continue Implementation of Rich and Complex Text and Informational Text for Grades K-12 • Full Implementation Grades K-12 • PARCC Assessments Aligned to CCSS

31. Stephanie - What is a Learning Goal? Pre-Assessment Rate yourself on what you already know about learning goals. Use the scale below to guide you:

32. Stephanie - What is a Learning Goal? What they are… • Statements that communicate what the student will understand and be able to do at the conclusion of instruction • Tied to a measurable behavior or set of behaviors that are supported by an accompanying progression scale • Encompass two broad categories of knowledge: declarative and procedural. • Procedural goals begin with: • The student will be able to… • Declarative goals begin with: • The student will understand...

33. What is a Learning Goal? Complex tasks may involve both declarative and procedural knowledge… • The student will understand “X” and be able to “Y”

34. Learning goals are NOT… • The same as daily or weekly objectives • A lesson plan • A set of “activities” that students complete Remember… Learning goals look at the “big picture” of what a student will know and be able to do after a course of study!

35. An Example of a Learning Goal Let’s look at the standards from our model lesson… NGSSS: SS.6.W.3.2: Explain the democratic concepts (polis, civic participation and voting rights, legislative bodies, written constitutions, rule of law) developed in ancient Greece. CCSS: LACC.68.RH.1.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. An appropriate learning goal would be… The student will understand the democratic concepts that developed in ancient Greece and be able to explain how they related to the beliefs and values of the people.

36. What is a Learning Goal? Post-Assessment (How has your understanding changed?) Rate yourself on what you already know about learning goals. Use the scale below to guide you:

37. Jason - Florida Joint Center Lesson Plan http://floridacitizen.org/resources/middle/benchmark/ss7c14 Distribute Model Lessons

38. The Declaration of Independence The Florida Joint Center for Citizenship provides lesson plans with Common Core Standards already incorporated. This lesson would be an ideal fit for any grade level Social Studies teacher looking for a lesson for Freedom Week.

39. The Declaration of Independence These lesson plans provide Learning Goals and Benchmark Clarifications. We need to turn these Learning Goals into a scale. Scales provide a clear learning progression of what a student should understand or be able to do.

40. The Declaration of Independence A scale typically has several criteria, each focused on some important aspect of mastering the goal. The progress points built into the scale are appropriately sequenced, based on a progression of learning or ascending levels of difficulty. The points in the scale must directly support the learning goal.

41. The Declaration of Independence Our target for student mastery is a 3. Notice how we have assigned our Learning Goals. Students begin by identifying, then explaining, and finally analyzing. A 4 on the scale is an extension activity going beyond

42. The Declaration of Independence Learning activities are needed to tie directly to the learning goal. Simply stated, learning activities are the tasks students do during school time.

43. The Declaration of Independence Learning activities are how the student meets Learning Goals. Learning activities are purposely planned and require the student to be engaged at a level of cognitive demand that is consistent with the learning goal.

44. It’s YOUR Turn (Learning Goals) Instructions: Using our Learning Goals as an example, work with your cohort group to develop Learning Goals based on an NGSSS benchmark and appropriate CCSS for your grade level.

45. It’s YOUR Turn (Learning Scale) Instructions: Using our Learning Scale as an example, work with your cohort group to assign your Learning Goals on a scale. Learning Goals should become progressively more complex with greater student understanding and ascending levels of difficulty. Write a Learning Goal extension for a level 4 that goes beyond the benchmark limit.

46. It’s YOUR Turn (Learning Activities) Instructions: Using our Learning Activities as an example, create Learning Activities that engage the student with the material. Select activities that support the learning goal and engage the learner at an appropriately demanding level, becoming increasingly more challenging as the student approaches mastery.

47. How will you use what you have learned? Write down one way that you can use the information that has been shared today. Share this with your neighbor.