RCAS Common Core State StandardsSecondary BLTNovember 8, 2011
Developing Common Language with Active
Expressions
The CCSS provide a consistent, clear
understanding of what students are expected to
learn, so teachers and parents know what they
need to do to help them. The standards are
designed to be robust and relevant to the real
world, reflecting the knowledge and skills that
our young people need for success in college
and careers. (www.corestandards.org)
Common Core State Standards Mission Statement
1.Participants will develop common language and shared understanding of the CCSS document.
2.Participants will learn to navigate the CCSS template (disaggregating tool).
Learning Targets
Rapid City Area Schools Staff
District Direction
Comprehensive System of
Assessment
Instructional Practices
Balanced Literacy Inquiry Mathematics Technology Literacy Diverse Opportunities for
Learning Success
Guaranteed, Viable, Relevant Curriculum (Common Core State Standards)
All Students Learning At High Levels
Four critical questions will drive our work in order to ensure that all students learn at high levels:
1. What do we want students to learn? 2. How will we know if our students are learning? 3. How will we respond when students do not learn? 4. How will we enrich and extend the learning for students who are proficient?
Mission:
Building a community of lifelong learners, one student at a time.
Vision:
All Rapid City Area School students will achieve to their full potential.
Dis
tric
t Pri
ori
ties
Connect the standards to teaching practices and student learning behaviors. (Teaching, Learning, Assessment)
Understand the framework and format.
Develop common language.
Develop an understanding of the actual standards. (Unpacking or Disaggregating)
Develop a systematic plan for “chunking” the standards into manageable pieces.
(Mapping, Pacing, Guaranteed Curriculum)
CCSS Plan of Attack
1
2
3
4
College and Career Readiness Capacities•Demonstrate independence
•Comprehend and critique•Build strong content knowledge•Value evidence•Respond to varying demands•Use technology and digital media
•Understand other perspectives and cultures
1
Grade Level/Code
Anchor Standard: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. (pp. 10, 35, 60)
12th/RI.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
11th/RI.11.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
10th/RI.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
9th/RI.9.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
8th/RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
7th/RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
6th/RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
5th/RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
4th/RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
3rd/RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
2nd/RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
1/RI.1.1 Ask and answer questions about key details in a text.
Kindergarten/RI.K.1With prompting and support, ask and answer questions about key details in a text.
Reading for Informational TextExample: Standard 1
15 Minute Break
(Math teachers move to library upstairs)
Understand the framework and format.Develop common language.
CCSS Plan of Attack
1
11
Avoiding Shortcuts in the CCSS Disaggregation Process
Isn’t there a shortcut?
It is the process of building shared knowledge and the collaborative dialogue about that shared knowledge that builds the capacity of staff. When teams are removed from that process, the likelihood of building capacity is lessened. The effectiveness of others is enhanced when clarity and ongoing support is provided regarding what needs to be done. People do not grow and build capacity when the work is done for them.
Richard DuFour and & Robert Marzano, 2011
Develop an understanding of the actual standards. (Unpacking or Disaggregating)
CCSS Plan of Attack
2
2 Disaggregating the Standards
Standard 2
•Choose grade level and content
•12 minutes – Private work time: Relevance and ApplicationsKNOW UNDERSTAND DOKey Vocabulary
•Share with your table
•Meet with same content area
•Collaborate and display your understanding of the standard
•Complete template down to “Relevance and Applications”
2 Disaggregating the Standards
Reflecting on the Process
What discovery did you make during this process?
What might you take back for your building work?
Con
nect
ing
to t
he L
earn
ing
Ass
ess
men
t Pro
cess
Connect the standards to teaching practices and student learning behaviors. (Teaching, Learning, Assessment)
Understand the framework and format.
Develop common language.
Develop an understanding of the actual standards. (Unpacking or Disaggregating)
Develop a systematic plan for “chunking” the standards into manageable pieces.
(Mapping, Pacing, Guaranteed Curriculum)
CCSS Plan of Attack
1
2
3
4
1.A Greater Pool of Resources“When yesterday you might have shared your lesson across the hall, under the CCSS you’ll be able to share lessons with teachers across the country” (Kendall, 2011).
2.Increased Collegiality“A shared language is the essential first step for
communication” (DuFour & Eaker, 1998; Kohm & Nance, 2009).
The Common Core will provide great opportunity for an unprecedented level of discourse.
3.Increased ProfessionalismOne hallmark of a profession is mastery of a body of knowledge. In education, the greater the challenge is for students, the more crucial it is that teachers have both a mastery of content and an understanding of teaching and learning.
Benefits of Implementing the CCSS
18
CCSS Professional Development:Defining Initial Responsibilities: The District
District Responsibilities:
The district is responsible for providing leadership and professional development to design templates, tools/resources, and processes for staff to develop shared knowledge of the CCSS and to disaggregate/unpack the CCSS.
This CCSS work will be integrated within the structure of the Learning-Assessment Process.
This work begins to answer the first critical question of What do we want students to learn?
19
CCSS Professional Development:Defining Initial Responsibilities: The Building
Building Responsibilities:
The building is responsible for providing leadership and professional development to regularly meet (a minimum of once each month) and implement processes that build shared knowledge and disaggregate/unpack the CCSS.
This CCSS work will be integrated within the structure of the Learning-Assessment Process.
This work begins to answer the first critical question of What do we want students to learn?
20Dis
tric
t R
eco
mm
en
dati
on
s fo
r B
uild
ing
-Level N
ext
Ste
ps
Provide opportunities for all teachers to develop shared understanding of the CCSS document
Model disaggregating a standardProvide guided practiceHave each teacher disaggregate
reading standards 1-5 (choice of content area and grade level); math teachers disaggregate their focus standards
Complete before February BLTConsider or communicate time optionsMonitor progressDetermine and practice accountability