Kansas College and Career Readiness Standards

1. Kansas College and Career Readiness Standards KCCRS

2. It’s a new way of learning and processing information. Why all the hpye with KCCRS?

3. Need for Change in the Educational System • Predominantly school are still designed as they were for the industrial period • Turning out mass workforce for high intensity labor • Fundamental switch from manual labor to “thinking” labor • Schools need to change to accommodate the new information and technology era.

4. How much information do we have? • The study has, for the first time, used "terabytes" as a common standard of measurement to compare the size of information in all media, linking and interpreting research reports from industry and academia. One terabyte equals a million megabytes or the text content of a million books. • The United States produces 35 percent of all print material, 40 percent of the images and more than half of the digitally stored material. • (University of California at Berkley study.)

5. How Much information? • The directly accessible "surface" Web consists of about 2.5 billion documents and is growing at a rate of 7.3 million pages per day. • Counting the "surface" Web with the "deep" Web of connected databases, intranet sites and dynamic pages, there are about 550 billion documents, and 95 percent is publicly accessible. • A white-collar worker receives about 40 e-mail messages daily at the office. • (University of California at Berkley study.)

6. Info • Print accounts for such a miniscule amount of the total information storage. • Vast amount of unique information stored and also created by individuals. • Original documents created by office workers represent nearly 90 percent of all original paper documents, while 56 percent of magnetic storage is in single-user desktop computers. • Ordinary people not only have access to huge amounts of data, but are also able to create gigabytes of data themselves • Predominance of digital information is because digital information is potentially accessible anywhere on the Internet and is a "universal" medium • (University of California at Berkley study.)

7. What does this mean for the workforce? • Need for postsecondary education and training • Use of higher order thinking skills • Use of technology • Continual change • People who can think about thinking • Creative, analytical minds

8. A New Generation of Standards for College and Career Readiness • Advance instruction – shift focus from AYP to CCR • Cultivate habits of mind – approaches to learning that are intellectual, practical, and spur student success • Facilitate collaboration– among students, among disciplines, among states These standards are our renewedopportunities to:

9. Habits of Mind 21stCentury Learner/Teacher/Principal Considerations:

10. 16 Habits of Minddrawn from research on human effectiveness, descriptions of remarkable performers, and analyses of the characteristics of efficacious people • Persisting • Managing Impulsivity • Listening with Understanding and Empathy • Thinking Flexibly • Thinking About Thinking (Metacognition) • Striving for Accuracy • Questioning and Posing Problems • Applying Past Knowledge to New Situations • Thinking and Communicating with Clarity and Precision • Gathering Data Through All Senses • Creating, Imagining, Innovating • Responding with Wonderment and Awe • Taking Responsible Risks • Finding Humor • Thinking Interdependently • Remaining Open to Continuous Learning from Costa, A.L. & B. Kallick. Learning and Leading with Habits of Mind: 16 Essential Characteristics for Success. ASCD, 2008. http://www.ascd.org/publications/books/108008/chapters/Describing-the-Habits-of-Mind.aspx

12. Pre-KCCRS to Post-KCCRS Making the Shift

13. Common Core Shifts ELA & Content Literacy

14. ELA Shift 1 Balancing informational and literary text

15. Shift 1 • Use a variety of texts • Use informational texts, fictional and nonfictional texts • Include other types of texts like articles, internet, speeches.

16. ELA Shift 2 Building Knowledge in the Disciplines

17. Shift 2 • Reading across the disciplines • Use content areas to further reading • Reading can be taught in ALL content areas

18. Paired Texts: The Human Body SHIFT 1 Balancing Informational and Literary Texts SHIFT 2 (Link to 6-12) Building Knowledge in the Disciplines Fourth-Sixth Grade

19. ELA Shift 3 Increase complexity of text at each grade level

20. Shift 3 • Read and reread • Be persistent; read challenging materials • Leveled readers for struggling readers • Scaffolding • Build in a joy of read by high interest texts at appropriate reading level for the student. • Use all parts of the text, glossary, table of contents, picture captions, etc

21. Staircase of complexity Expectation of proficiency and independence in reading grade level text SHIFT 3 Appendix B: Text Exemplars and Sample Performance Tasks

22. Pre-ccSsK-5 Thank you for hands and feet that keep a beat, for ears that hear, and eyes that see. Thank you for each bendy knee. SHIFT 3 Staircase of Complexity

23. Post-ccSsK-5 When you eat fresh fruits and vegetables and protein foods like meat, milk, and beans you are giving your body the things it needs to grow. SHIFT 3 Staircase of Complexity

24. ELA Shift 4 Text Based Answers

25. Shift 4 • Questions tied directly to the text, but extend beyond the literal • Students must cite text to support answers • Personal opinions, experiences, and connections to the text are minimized in favor of what the text actually says or doesn’t say • Answers to questions are found in the text and student gives evidence from text to support their answers.

26. Pre-CCSS 2nd – 3rd Grade SHIFT 4 Text-based Answers Post-CCSS

27. ELA Shift 5 Writing from Sources

28. Shift 5 • Fewer personal narratives • Argumentative takes center stage as preferred writing genre • Use multiple sources • Analyze and synthesize information • Develop own voice for writing

29. Writing from sources SHIFT 5 Argumentative writing is especially prominent in the CCSS Appendix C: Samples of Student Writing

30. Pre-CCSS 4th – 5th Grade SHIFT 5 Writing from Sources Post-CCSS

31. ELA Shift 6 Academic Vocabulary

32. Academic vocabulary SHIFT 6 Ramp up instruction of Tier Two words

33. K-5 SHIFT 6 Academic Vocabulary Tier 3

34. K-5 SHIFT 6 Academic Vocabulary

35. Math

36. Areas for Emphasis for Mathematics • Focus strongly where the Standards focus, using the Critical Areas • Coherence: Think across grades, and link to major topics within grades • Rigor: In major topics, pursue conceptual understanding, application, and procedural skill and fluency Mathematical Practices and 6 Shifts - Considerations

37. Mathematical Practices(pages 6-7 of the document)1. Make sense of problems and persevere insolving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critiquethe reasoning of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeatedreasoning.

38. Mathematics Shift 1 Focus

39. Priorities in Math 39

40. Mathematics Shift 2: Coherence

41. Shift 2 Coherence • Build from year to year • Scope and sequence • Vertical Alignment of curriculum is crucial

42. Mathematics Shift 3: Fluency

43. Key Fluencies 43

44. MathematicsShift 4: Deep Understanding

45. Shift 4 Deep Understanding • The assumption here is that students who have deep conceptual understanding can: • Find “answers” through a number of different routes (More than one way to solve a problem.) • Articulate their mathematical reasoning (Explain how they got the answer.) • Be fluent in the necessary baseline functions in math, so that they are able to spend their thinking and processing time unpacking mathematical facts and make meaning out of them. (Has automaticity of computation skills.) • Rely on their teachers’ deep conceptual understanding and intimacy with the math concepts (Teachers have clear understanding of math.)

46. Mathematics Shift 5: Application

47. Shift 5 Application • Apply math in other content areas and situations, as relevant • Choose the right math concept to solve a problem when not necessarily prompted to do so • Apply math including areas where its not directly required (i.e. in science) • Provide students with real world experiences and opportunities to apply what they have learned

48. Mathematics Shift 6: Dual Intensity

49. Shift 6 Dual Intensity • Practice for fluency • Practice for understanding and application • Apply both. • Must be able to do both computation and concepts well. (Focus is no longer one or the other depending on grade level.)

50. DLM-KAA Qualifying Criteria -To qualify for the Dynamic Learning Maps and KAA assessment, students must qualify for both sections below.