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Common Core MSSAA 2013

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Maureen Cohen
Maureen Cohen

This document provides an overview of the Common Core State Standards for English Language Arts and how administrators can lead their schools through the transition. It discusses the key shifts in ELA, such as an increased focus on informational texts and academic vocabulary. It also outlines the PARCC assessments and their components. The document then gives recommendations for steps administrators should take, such as assessing alignment, implementing instructional strategies like close reading, and observing classrooms to ensure standards are being met. The goal is to prepare students to be college and career ready through this transition to more rigorous standards.

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Common Core for Administrators Maureen Cohen Assistant Principal Grafton High School March 2013 @GHSAPrincipal Maureenmcohen@blogspot.com
How much do you know about the new ELA standards? Activator----Raise your fingers 5,3,1,0  5---I have a thorough understanding  3--- I have some understanding  1-- I know very little  0--I don’t know anything
Students need to be college ready… not just complete high school  Demonstrate independence  Build strong content knowledge  Respond to varying demands of audience, task purpose, and discipline  Comprehend and critique  Value evidence  Use technology strategically  Understand other perspectives
A Fast Timeline Implementation is NOW! 2014-2015 Dec 2011 CCSS June 2010 Assessments 46 Adopted CCSS Formal Release March 2010 of K-12 CCSS K-12 Draft Released for June 2009 Public Beginning Comment of CCSS Initiative
2 Types of PARCC Assessments Performance-Based End of Year Assessment Assessment (90% of the school year) (75% of the school year) 1. Research Simulation 1. Include 4-5 texts, both literary and informational 2. Literary Analysis (including social 3. Narrative task science/scientific/technical) 4. ---Read one or more texts, 2. Short-answer answer short comprehension and vocab comprehension/vocab questions questions, and write an essay to draw evidence.
Number of Testing Sessions PBA EOY  5 Sessions  4 Sessions  3 ELA/Literacy  2 ELA/Literacy  2 Math  2 Math  20 Days to administer  20 Days to administer  Min requirement: 1 device  Min requirement: 1 device for every two students for every two students
Length of Tests
Table Talk: What are the Key ELA Shifts  Key Shifts….
Key ELA Shifts Six Instructional Shifts in ELA/Literacy 1. Balancing Informational and Literacy Texts… Increase in Informational Texts 2. Building Knowledge in the Disciplines… Content Area teachers also responsible for CC instruction 3. Staircase of Complexity Moving students towards college level texts 4. Text-Based Answers Evidence drawn from the text 5. Writing from Sources Argumentative writing, multiple perspectives, less personal narrative 6. Academic Vocabulary Focus on commonly found words and less esoteric literary terms
Common Core MSSAA 2013
ELA Standards Design and Organization Reading Language ELA Writing Speaking and Listening
Reading Strand Critical Reading….is a way of looking at a book and ANALYZING what the author is saying and THE METHODS the AUTHOR (and illustrator) are using to communicate a MESSAGE or IDEA. Your analysis is complete when you have formed YOUR OWN INTERPRETATIONS of the author’s intentions.”
Writing Strand 80% of student writing by Nonfiction writing: short senior year—argument, and more substantial informational/explanatory formal writing projects text Value—growing analytical thinkers and critical consumers
Increase Focus on Argumentative Writing Claims Evidence Logic Critical Thinking Multiple Viewpoints
Increased Focus on Informational Writing Craftsmanship Evidence Synthesizing Details Critical Thinking Organized Structure
Speaking/Listening Strand Student proficiency as Comprehension Evaluate Presentation of using media and Speaker’s Point knowledge and and visual collaboration of View ideas display to enhance understanding
BIG CHANGES Teachers have to teach differently, therefore principals have to lead differently
Kotter’s 8 Steps to Leading Change
Partners---Obstacles to Change
Start Today with School Culture Frequent conversations focused on learning Collaborative culture— centered on student learning and reflective inquiry Build trust—shared decision- making, frequent visits to classrooms Grow leaders—many tasks…require many leaders
School Leader’s To Do List  Assess Readiness for PARCC (tech)  Create CC Committees of Teacher Leaders  Unpack standards  Alignment of Curriculum  Create and communicate vision for change (both short- term and long-term)  Build Capacity with PD  Evaluate Progress
Assessing Alignment Content Alignment Rigor • Compare state standards • Are the state standards at with the Common Core the same level of rigor as Common Core Progression • Do the state standards address the Common Core at the same grade level
Step 2: School-wide Changes Close Reading Writing across Literacy and Text-Based Content Areas Initiatives Response Text Complexity/ Student Informational Bell-to-Bell Texts Engagement
Instructional Strategies: Reading Vocab Introduce Vocabulary Active Reading Acquisition Strategies to Teach active reading Text Complexity teachers strategies to teachers and students. Expose students to increasing text complexity— Annotation Skills. compare/contrast/analyze. Primary sources.
Instructional Strategies: Writing Increase short and long research Teach students to assignments use textual across disciplines Use of Common evidence to Writing Rubric support Increase arguments informational writing in every discipline at every grade level.
Instructional Strategies: Speaking Use of mutli-modal Authentic Experiences and presentation tools and Audiences-- infused with technology Speaking Skills Variety of opportunities— School-wide use of informal discussions and speaking rubric formal presentations
Classroom Observations: What to look for?  Engaged Students  Close Reading and Writing  Higher-Order Thinking and Questions  Real-World Applications  Writing Across All Disciplines  Student Centered Classrooms  Use of Evidence  Demonstration of Speaking Skills  Multiple Viewpoints
Your Plan of Action

More Related Content

Common Core MSSAA 2013

  • 1. Common Core for Administrators Maureen Cohen Assistant Principal Grafton High School March 2013 @GHSAPrincipal Maureenmcohen@blogspot.com
  • 2. How much do you know about the new ELA standards? Activator----Raise your fingers 5,3,1,0  5---I have a thorough understanding  3--- I have some understanding  1-- I know very little  0--I don’t know anything
  • 3. Students need to be college ready… not just complete high school  Demonstrate independence  Build strong content knowledge  Respond to varying demands of audience, task purpose, and discipline  Comprehend and critique  Value evidence  Use technology strategically  Understand other perspectives
  • 4. A Fast Timeline Implementation is NOW! 2014-2015 Dec 2011 CCSS June 2010 Assessments 46 Adopted CCSS Formal Release March 2010 of K-12 CCSS K-12 Draft Released for June 2009 Public Beginning Comment of CCSS Initiative
  • 5. 2 Types of PARCC Assessments Performance-Based End of Year Assessment Assessment (90% of the school year) (75% of the school year) 1. Research Simulation 1. Include 4-5 texts, both literary and informational 2. Literary Analysis (including social 3. Narrative task science/scientific/technical) 4. ---Read one or more texts, 2. Short-answer answer short comprehension and vocab comprehension/vocab questions questions, and write an essay to draw evidence.
  • 6. Number of Testing Sessions PBA EOY  5 Sessions  4 Sessions  3 ELA/Literacy  2 ELA/Literacy  2 Math  2 Math  20 Days to administer  20 Days to administer  Min requirement: 1 device  Min requirement: 1 device for every two students for every two students
  • 8. Table Talk: What are the Key ELA Shifts  Key Shifts….
  • 9. Key ELA Shifts Six Instructional Shifts in ELA/Literacy 1. Balancing Informational and Literacy Texts… Increase in Informational Texts 2. Building Knowledge in the Disciplines… Content Area teachers also responsible for CC instruction 3. Staircase of Complexity Moving students towards college level texts 4. Text-Based Answers Evidence drawn from the text 5. Writing from Sources Argumentative writing, multiple perspectives, less personal narrative 6. Academic Vocabulary Focus on commonly found words and less esoteric literary terms
  • 11. ELA Standards Design and Organization Reading Language ELA Writing Speaking and Listening
  • 12. Reading Strand Critical Reading….is a way of looking at a book and ANALYZING what the author is saying and THE METHODS the AUTHOR (and illustrator) are using to communicate a MESSAGE or IDEA. Your analysis is complete when you have formed YOUR OWN INTERPRETATIONS of the author’s intentions.”
  • 13. Writing Strand 80% of student writing by Nonfiction writing: short senior year—argument, and more substantial informational/explanatory formal writing projects text Value—growing analytical thinkers and critical consumers
  • 14. Increase Focus on Argumentative Writing Claims Evidence Logic Critical Thinking Multiple Viewpoints
  • 15. Increased Focus on Informational Writing Craftsmanship Evidence Synthesizing Details Critical Thinking Organized Structure
  • 16. Speaking/Listening Strand Student proficiency as Comprehension Evaluate Presentation of using media and Speaker’s Point knowledge and and visual collaboration of View ideas display to enhance understanding
  • 17. BIG CHANGES Teachers have to teach differently, therefore principals have to lead differently
  • 18. Kotter’s 8 Steps to Leading Change
  • 20. Start Today with School Culture Frequent conversations focused on learning Collaborative culture— centered on student learning and reflective inquiry Build trust—shared decision- making, frequent visits to classrooms Grow leaders—many tasks…require many leaders
  • 21. School Leader’s To Do List  Assess Readiness for PARCC (tech)  Create CC Committees of Teacher Leaders  Unpack standards  Alignment of Curriculum  Create and communicate vision for change (both short- term and long-term)  Build Capacity with PD  Evaluate Progress
  • 22. Assessing Alignment Content Alignment Rigor • Compare state standards • Are the state standards at with the Common Core the same level of rigor as Common Core Progression • Do the state standards address the Common Core at the same grade level
  • 23. Step 2: School-wide Changes Close Reading Writing across Literacy and Text-Based Content Areas Initiatives Response Text Complexity/ Student Informational Bell-to-Bell Texts Engagement
  • 24. Instructional Strategies: Reading Vocab Introduce Vocabulary Active Reading Acquisition Strategies to Teach active reading Text Complexity teachers strategies to teachers and students. Expose students to increasing text complexity— Annotation Skills. compare/contrast/analyze. Primary sources.
  • 25. Instructional Strategies: Writing Increase short and long research Teach students to assignments use textual across disciplines Use of Common evidence to Writing Rubric support Increase arguments informational writing in every discipline at every grade level.
  • 26. Instructional Strategies: Speaking Use of mutli-modal Authentic Experiences and presentation tools and Audiences-- infused with technology Speaking Skills Variety of opportunities— School-wide use of informal discussions and speaking rubric formal presentations
  • 27. Classroom Observations: What to look for?  Engaged Students  Close Reading and Writing  Higher-Order Thinking and Questions  Real-World Applications  Writing Across All Disciplines  Student Centered Classrooms  Use of Evidence  Demonstration of Speaking Skills  Multiple Viewpoints
  • 28. Your Plan of Action

Editor's Notes

  1. The students need to be able to understand what the text says before they can do textual analysis.Listen to fluency. Fluency is one of the strongest indicators of comprehension.The goal is to move students up the ladder of text complexity.
  2. Writing Across Content Areas:Emphasize the importance of writing with teachersWork with the school literacy group to develop a schoolwide approachWork with school leadership team to develop a definition of student engagement. Create and Learn vs. Sit and GetBell to Bell: communicate expectation of bell to bell instruction. How can you increase instructional time beyond the classroom.
  3. Analyze assessments to determine the degree to which students are asked to engage in close reading and to construct responses that refer to evidence.Conduct annual daignostic literary assessment of all studentsAnalyze assessment data to identify expected reading comprehensionAnalyze books used
  4. “80-90% of questions teachers ask should be text-based”Adopt school-wide rubric and work with feeder schoolsAdopt grade-level expectations for amount and type of formal/informal writingIncrease time spent writingAsk students to respond in complete sentences in every classroom