Common Core Common Core Preparation: LiteracyPreparation: Literacy

New Leader for New SchoolsNew Leader for New SchoolsSpring Foundations 2012Spring Foundations 2012

Claire Fisher, Cohort 9Claire Fisher, Cohort 9

cclaire.fisher@ousd.k12.ca.uslaire.fisher@ousd.k12.ca.us

Do Now: Self AssessmentDo Now: Self Assessment

Use the self assessment to guide you Use the self assessment to guide you through reflecting on where your current through reflecting on where your current

site is in regards to implementing site is in regards to implementing Common Core standards for ELA.Common Core standards for ELA.

Decide your position on the statement:Decide your position on the statement:

My site is currently highly My site is currently highly prepared to implement the prepared to implement the Common Core standards.Common Core standards.

(strongly agree, agree, disagree, strongly disagree)(strongly agree, agree, disagree, strongly disagree)

Learning Targets Learning Targets Residents will be able to assess how well they are Residents will be able to assess how well they are

addressing Common Core skills at their current addressing Common Core skills at their current site and decide action steps to improve their site and decide action steps to improve their literacy programs.literacy programs.

Residents will be able to use an observation tool Residents will be able to use an observation tool that gives feedback to how well classrooms are that gives feedback to how well classrooms are implementing Common Core.implementing Common Core.

Residents will be able to identify leadership Residents will be able to identify leadership moves they can make to improve the school’s moves they can make to improve the school’s literacy plan specifically around addressing literacy plan specifically around addressing Common Core skills.Common Core skills.

Edna Brewer MS: Case StudyEdna Brewer MS: Case Study

EBMS in a nut shell:EBMS in a nut shell: 817 students grades 6-8817 students grades 6-8th th gradegrade

Demographics: 35% AA, 30% Asian, 20% Latino, Demographics: 35% AA, 30% Asian, 20% Latino, 5% White, 10% undeclared, 60% free and reduce 5% White, 10% undeclared, 60% free and reduce lunchlunch

ELA test scores: ELA test scores: 3% FBB, 6% BB, 22% B, 29% Pro, 23% Ad3% FBB, 6% BB, 22% B, 29% Pro, 23% Ad

About a 30% gap between AA and White/Asian About a 30% gap between AA and White/Asian students in ELAstudents in ELA

Progression of Literacy @ EBMSProgression of Literacy @ EBMS

Last year: Very little collaboration and unity

Currently: Partner planning, common assessments, focused department meetings on argumentative writing

Future: ELA and History departments collaborate, build internal toolkit for Common Core, high expectations for Partner planning

Vision Skills+ + Incentives + Resources + Action Plan = SustainableChange

Skills + Incentives + Resources + Action Plan = Confusion

Vision + Incentives + Resources + Action Plan = Anxiety

Vision Skills+ + Resources + Action Plan = Resistance

Vision Skills+ + Incentives + Action Plan = Frustration

Vision Skills+ + Incentives + Resources = Treadmill

Curriculum Mapping Implementation

Key Questions:Resources -- "Do we have tools, time, and training to map effectively?"Action Plan -- "Over the next three years, do we have attainabletimelines and goals? Who will be the responsible parties forimplementations, monitoring, and feedback?"

Vision -- "Why are we doing this?"Skills -- "How do we build effective maps?"Incentives -- "How will mapping improveteaching and learning?"

Conditions for Successful Implementation

Leadership MovesLeadership Moves

Professional Development (skills)Professional Development (skills)

Time structures (resources)Time structures (resources)

Teacher expectations (action plan)Teacher expectations (action plan)

Observations and feedback: time in Observations and feedback: time in classrooms (resources and skills)classrooms (resources and skills)

Professional DevelopmentProfessional Development

Frame a new skill or strategy Frame a new skill or strategy --have model teachers share lessons, share a video tape of have model teachers share lessons, share a video tape of a lesson, or bring the materials to share (teacher led PD is a lesson, or bring the materials to share (teacher led PD is very powerful!)very powerful!)- give ample collaborative planning time with clear - give ample collaborative planning time with clear expectations for the outcomeexpectations for the outcome- ensure that administration or instructional supports are - ensure that administration or instructional supports are present during the PD in order to be part of the processpresent during the PD in order to be part of the process- plan follow ups for the outcomes that connect the PD days - plan follow ups for the outcomes that connect the PD days (have a best practice share of the artifact they created at (have a best practice share of the artifact they created at the previous PD)the previous PD)- gallery walks or other best practice shares- gallery walks or other best practice shares

Time StructuresTime Structures

Time is worth more than money in Time is worth more than money in schools!schools!

- think about how the teachers prep time is used and - think about how the teachers prep time is used and scheduledscheduled

- ensure that prep time can be used as collaboration time - ensure that prep time can be used as collaboration time between partner planners, department members, lead between partner planners, department members, lead teachers with mentees, and administratorsteachers with mentees, and administrators

- as an administrator, plan on being present during those - as an administrator, plan on being present during those crucial planning times at least 1 time a weekcrucial planning times at least 1 time a week

Teacher ExpectationsTeacher Expectations

BureaucraticBureaucratic- lesson plan turn in- lesson plan turn in

- unit test results- unit test results

- benchmarks and unit assessment results- benchmarks and unit assessment results

- instructional guidelines- instructional guidelines

Non-BureaucraticNon-Bureaucratic- being present at partner planning or department meetings- being present at partner planning or department meetings

- regular data meetings - regular data meetings

Observations and FeedbackObservations and Feedback

ObservationsObservations- make it into classrooms regularly (set a reasonably high - make it into classrooms regularly (set a reasonably high expectation and then stick to it, i.e. one day a week, one expectation and then stick to it, i.e. one day a week, one hour a day)hour a day)

- use the checklist to look for signs of Common Core - use the checklist to look for signs of Common Core implementationimplementation

- Ask students questions, look at work, move around- Ask students questions, look at work, move around

FeedbackFeedback- timely is better than perfect; give the feedback within 24 - timely is better than perfect; give the feedback within 24 hourshours

- focus on only 1-2 growths with really specific steps for - focus on only 1-2 growths with really specific steps for moving forwardmoving forward

Video: Practice Using the toolVideo: Practice Using the tool

Context for the VideoContext for the Video

Overview of the Observation ToolOverview of the Observation Tool

SBAC & PARCCSBAC & PARCC

PARCCPARCC: The : The Partnership for Partnership for Assessment of Assessment of Readiness for College Readiness for College and Careersand Careers

Two national state-based consortia are overseeing development of

assessments for CCSS, with funding from Race to the Top

SBAC: SMARTER Balanced Assessment

Consortium

National Consortium of National Consortium of States for SBACStates for SBAC

• 29 states representing 48% of K-12 students

• 19 governing, 10 advisory states

• Washington state is fiscal agent

PARCC StatesPARCC States

Key Elements of a Performance Tasks

Integration of knowledge and skills across multiple

standards/strands

Extended responses, research skills and complex

evidence-based analysis

Real-world tasks and/or scenario-based

problems

Content that is relevant & meaningful to students

Demonstration of knowledge and skills, including 21st century skills such as critically analyzing &

synthesizing media texts

Multiple approaches, points of view and

interpretations

Sample Assessment Dig-In• What do you notice that is similar or different

from how students are currently assessed in state tests?

• What key elements of a Performance Task do you see strongly reflected in this item?

• What reactions and questions come up for you?

Assessment Design Feature #1: ClaimsClaims are BROAD learning goals that group several CCSS standards into a broad statement about something a reader or writer should be able to do. Here’s an example:

W1: Argumentative Writing

W2: Informative/ Explanatory Writing

W4: Produce clear and coherent writing… appropriate to task, purpose, and audience

W3: Narrative Writing

L1 and L2: Command of Conventions

W8 and W9: Using valid evidence

Claim #2: Students can produce effective writing for a range of purposes and audiences.

Summary of Claims & ELA and Literacy CCSS

Claim #1 – Students can read closely & critically to comprehend a range of increasingly complex literary and informational texts.•Literature: RL 1-3, 5-7, & 9•Informational text: RI 1-3, 5-9•Read/ Literacy: 1-3, 5-9 (gr 6–11)

Claim #2 – Students can produce effective writing for a range of purposes and audiences.

• Opinion / Argument (W1), Informational (W2); Narrative (W3), Writing Literacy 1-2 (gr. 6-11)

• Plan / Organize / Edit (W4); Language – Edit (L1, L2)• Writing – Gather evidence (W8) and Draw evidence (W9) (gr

4-11)

Summary of Claims & ELA and Literacy CCSS

Summary of Claims & ELA and Literacy CCSS

Claim #5 – Students can use oral and written language skillfully across range of literacy tasks.•Read Literature (RL4); Info (RI4); Read /Literacy: 4 (6-11)•Language Use: 3,4,5•Speaking / Listening: LS1d,2,3

NOTE: This claim is “bundled with the other claims” in the assessment design, i.e. it is not assessed in isolation but in the context of reading, writing, listening and speaking.

1-Recall and Reproduction2-Basic Application of Skills & Concepts

3-Strategic Thinking4-Extended Thinking

Design Feature #2: Depths of Knowledge

ResourcesResources

PARC PARC http://www.parcconline.org/sites/parcc/files/Common_Core_Workbhttp://www.parcconline.org/sites/parcc/files/Common_Core_Workbook.pdfook.pdf

Smarter BalanceSmarter Balance

http://www.k12.wa.us/smarter/http://www.k12.wa.us/smarter/

Urban Debate LeagueUrban Debate League

http://www.urbandebate.org/index.shtmlhttp://www.urbandebate.org/index.shtml

Close ReadingClose Reading

http://www.fas.harvard.edu/~wricntr/documents/http://www.fas.harvard.edu/~wricntr/documents/CloseReading.htmlCloseReading.html