KYAE COMMON CORE STANDARDS

PROFESSIONAL DEVELOPMENT FY 2011-2012

Understanding the Standards We Teach

 

Understanding the Standards We Teach

Developed by KYAE  Based on Standards in Action: Innovations for

Standards-Based Education. (November 2009). Produced by U.S. Department of Education Office of Adult and Vocational Education, MPR Associates, Inc, and Susan Pimentel, Inc.

Presented by Dawn Hanzel, Collaborative Center for Literacy Development at UK, and Connie Spencer-Ackerman, Adult Education Academy at Morehead State University

Moving ForwardThis PD effort is part of a

statewide, multi-year plan:

To impact all teachers in Kentucky classrooms and in postsecondary teacher education programs

To strengthen instruction at every level of the education system

Impacting Kentucky

Post-secondary

K-12

Adult Education

How the Four PD Units Fit Together

UNIT 2 Translating

Standards into Curriculum

UNIT 3 Focus on

Assignments

UNIT 4 Observations

Effective Teaching and Learning

Practices

UNIT 1 Understanding the

Standards We Teach

Then revisit units to respond to indentified professional development needs of staff.

Start here and work your way through the units.

Comments

Overall, this process has been a unique experience for me. It has helped me expand my knowledge and understanding about standards, as well as improving my teaching style.

Each innovation got better and better! I saw the enthusiasm, and I knew what a difference it would make for instruction and ultimately our students.

This process motivates us to take the time to look more objectively at what we do and how we, as a team, can be more effective.

AGENDA

  Unpacking the Components of Standards Building Sample ActivitiesLunch Aligning Resources to Standards Developing Materials for Instructional Use Discussing and Planning Implementation

Anticipated Outcomes for Unit 1

Participants will -

Become active members of a learning community concerned with the implementation of standards.

Gain a common understanding of the challenges involved in implementing the standards.

Learn to align curriculum, texts, and other resources to the standards.

Create standards-based instructional resources designed to engage instructors and students with the most important ideas, questions and skills related to the standards.

Objectives and Activities

Develop a consensus with a team implementing a process to…

Unpack the Components of the Standards.

Build Sample Activities.

Align Resources to Standards.

Complete Materials for Instructional Use.

Professional Development Overview

Directors Online Introductory Activities Directors’ Orientation Instructional Support PlanningDirectors and Instructors Unit 1A Face-to-Face Meeting Unit 1A Team Activity Unit 1B Face-to-Face Meeting Unit 1B Team Activity

Common Core State Standards

Mission Statement“The Common Core State Standards 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. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.”

http://www.corestandards.org

Structure of the Standards

CCSS are the Kentucky Core Academic Standards and the KYAE Common Core Standards

www.corestandards.org KCAS KYAE Common Core Standards- divided into NRS levels with adult

literacy text examples

Standards for Math Standards for English/LA & Literacy for History/Social

Studies, Science and Technical Subjects

E/LA/Literacy Appendices A: Review of Supporting Research, Glossary B: Text Exemplars and Sample Performance Tasks C: Writing Samples

English Language Arts StandardsTop-down Engineering

Inform

• College and Career Readiness• College and Career Anchor Standards

Inform

• English/LA & Literacy Standards in Reading, Writing, Speaking and Listening, and Language by grade-level

Inform

• Curricula, Texts, Materials, Assessment Instruments• Quality Teaching and Assessment

Structure of the Literacy Standards

Discipline (English/LA, Literacy for History/Social Studies, Science & Technical Subjects)

Content Area (CA) (reading, writing, speaking/listening)

Type of text- Reading (literature, informational, foundational)

College and Career Readiness Standards (CCR) Anchor Standards

NRS levels (1-6) and Grade level (K-12)

Design Principles For English Language Arts Standards

Increased focus on results/mastery of content

Integrated model of literacy with emphasis on communication

Inclusion of research and media skills Shared responsibility for students’

literacy development

Students who are college and career ready in reading, writing, speaking, listening, and

language

Demonstrate independence. Build strong content knowledge. Respond to the varying demands of audience, task,

purpose, and discipline. Comprehend as well as critique. Value evidence. Use technology and digital media strategically and

capably. Come to understand other perspectives and cultures.

ELAReading for LiteratureGrade 5, standard #4RL5.4 Determine the meaning of words and phrases as they are used in text, including figurative language such as metaphors and similes.(KYAE CCS-P. 12)

Unpacking the Components of the Standards

Resource that “unpacks” each standard into its component parts -

Skills

Concepts/Content

Context

Cognitive Demand or Level of Thinking

Bloom’s Taxonomy

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

Why Unpack the Standards?

Help staff address how best to - Maintain focus on the right content and

skills.

Teach to the appropriate level of complexity.

Plan aligned curriculum/assessments.

Support common expectations for students.

FTPS

The Unpacking Process

With your team…

Review each standard in Column 1 to identify the skill demands of the standard and write them down in Column 2.

Identify the content or concepts related to each skill contained within each standard and enter them into Column 3.

Identify the context in Column 4.

Use the selected taxonomy to identify the level of thinking/cognitive demand and list in Column 5.

(SIA Guide Unit 1-11)

Standards 2Skills Included in Standard

3Concepts Included in Standard

4Through a Particular Context

5Cognitive Demand/ Levels of Thinking

6Sample Activity

RL5.5Explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a particular story, drama or poem.p.12

Explain How a series of chapters, scenes or stanzas fit together to provide structure

To provide structure of a particular story, drama, or poem

Understanding

RL6.5Analyze how a particular chapter, scene or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.p.36

Confirm Unpacking

Cover up the standard in Column 1. Do the phrases listed in Column 2-5 describe the standard?

Do the unpacked skills, concepts (content), and context contain only words actually appearing in the standard?

Is each unpacked skill linked to the appropriate unpacked content or concept?

As you read the content and skills, do they represent what you would expect of a student in meeting this standard?

(SIA Unit 1-11&12)

Standards 2Skills Included in Standard

3Concepts Included in Standard

4Through a Particular Context

5Cognitive Demand/ Levels of Thinking

6Sample Activity

W5.1Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

W5.1dProvide a concluding statement or section related to the opinion presented.p.20

M5.MD4Measure volumes by counting unit cubes, using cubic cm, cubic in,cubic ft, and improvised units.

Unpacking Guidelines(Guided Practice)

Keep in mind while completing the unpacking process

Review the directions as a group.

If there is a benchmark, consider it as it relates to the overarching standard.

Allow everyone in the group to read the standard silently. Ask one person to read it out loud.

Unpack the standard or benchmark as a group and come to a consensus as a group.

Confirm unpacking as a group

Gather questions /comments for reflection/clarification.

Faster is not better.

Key Vocabulary

Hare = an animal similar to a rabbit, with longer hind legs and ears

Tortoise = a kind of turtle that lives on land, not in water

Fable = a fictitious story told to enforce a truth or moral

Moral = expressing or teaching about good behavior

Reflections

What was beneficial about the unpacking exercise (process, chart, etc.)?

Challenging?

Building Sample Activities

Real-world activity that matches the cognitive and conceptual demands of the standard

Why Build Sample Activities?

To show how a particular standard can be addressed in the classroom and …

Target instruction to the right level of complexity.

Help instructors design lessons for students

Articulate the demands across levels and clarify expectations.

Support shared professional learning and common expectations for students

Building Sample Activities Criteria

Build sample activities tied to specific standards that:

Describe a relevant real-life activity. Attract and hold student interest. Reflect the right level of complexity given the

cognitive demand of the standard. Result in an end-product that is meaningful to

students. Make connections to other standards, as

appropriate.

(SIA Guide Unit 1-12)

Building Sample Activities(Guided Practice)

Review directions as a group.

Develop sample activities for standards that you unpacked.

Share sample activities with another group.

Reflections

What was beneficial about the building sample activities exercise (process, charts, etc.)?

Challenging?

Aligning Resources to Standards

Determine the alignment of instructional resources to standards.

Instructors need to know where the gaps are in their current materials so they can fill them appropriately with other resources.

Why Align Resources to Standards?

Offers a quick way for staff, especially new staff, to become familiar with a resource

Alerts staff to where a resource is tightly, partially, or not aligned with standards

Informs instructors and programs about gaps in coverage so they can be filled

Levels of Alignment

Tight Alignment 

Partial Alignment  

No Alignment

Resource Alignment Guidelines

For each resource -  

List specific pages/chapters that support the teaching of each standard.

Determine to what extent the resource is aligned with the standard:

Tight

Partial

Not aligned

Confirm alignment work. Should the resource be retained? Does it need to be supplemented?

(SIA Guide Unit 1-14)

Chart for Aligning Resources to Standards - EXAMPLE

Determine level of alignment:

2 = Tight Alignment1 = Partial Alignment0 = No Alignment

Resource #1 – Name and Publisher:

Resource #2 – Name and Publisher:

Resource #3 – Name and Publisher:

Resource #1 Resource #2 Resource #3

Standards

Chapter and Pages Level of Alignment Chapter and Pages Level of

Alignment

Chapter

and Pages

Level of

Alignment

RL5.5Explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a particular story, drama or poem

RL6.5Analyze how a particular chapter, scene or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot

W5.1Write opinion pieces on topics or texts, supporting a point of view with reasons and information

W5.1dProvide a concluding statement or section related to the opinion presented

Aligning Resources to Standards(Guided Practice)

Examine the standards we have already unpacked and determine where in a resource each standard is addressed.

Determine the tightness of fit (extent of alignment).

Confirm alignment.

Gather questions for reflection/clarification.

Reflections

What was beneficial about the alignment exercise (process, chart, etc.)?

Challenging?

Developing Materials for Instructional Use

Build a reference library:Completed Unpacking ChartsCompleted Alignment to Resource Standards Charts

Review and refine completed charts.

Make charts available to staff.

(SIA Guide Unit 1-16)

What is the challenge?

All reaching towards the same goal

Building a ladder as we go, we are pioneers in a statewide and nationwide effort to improve student readiness for college and career.

We have a team, and we have tools.

Instructional Support Planning

Determine: Which standards to unpack and align in addition to

assigned standards When and how to meet with team to unpack and

which standards will be unpacked and submitted each week

When and how to touch base with coach on a weekly basis

How I will lead and support my team through the process