A continuum of services for ALL children A Tale of Transition for Extended Learning Time.

A continuum of services for ALL children

A Tale of Transition

for Extended Learning Time


Betsy Norris, ED.SBCS Supervisor/Afterschool Project [email protected]

Jan Hall, ED.SInstructional [email protected]

Brought to you by:

http://www.betsynorris.com/afterschool.html

For More Resources:

mailto:[email protected]

mailto:[email protected]

http://www.betsynorris.com/afterschool.html

46 States + DC Have Adopted the Common Core State Standards

3

* Minnesota adopted the CCSS in ELA only

Source: http://www.washingtonpost.com/wp-dyn/content/article/2009/05/31/AR2009053102339_2.html?sid=ST2009060100036

http://www.washingtonpost.com/wp-dyn/content/article/2009/05/31/AR2009053102339_2.html?sid=ST2009060100036

1. How does the Common Core State Standards affect our extended learning programming? 2. How do we redefine the good work already happening in our programs? 3. How do we leverage the new standards to expand our reach and continue to educate and develop the next generation of children and youth?

4. What resources can help?

Essential Questions:


Inside Every Acorn is an Entire Fore

Importance of Extended Learning increases with

CCSS.

•Create a safe environment for taking risks•Nurture students’ unique interests•Raise graduation rates •Make college and career ready •Increase academic performance

Footer 6

How does the Common Core State Standards affect our extended learning programming? The extended learning

must make the 3 major shifts.

► Shift #1: Regular practice with complex text and its academic language.

(building knowledge through content-rich nonfiction)

Why? • 4 year gap between complexity of college and

high school texts is huge.

Research that informed the development of the Standards revealed that there is a significant gap in the complexity of what students read by the end of high school and what they are required to read in both college and careers – by 4 years! Studies by Hayes and Wolfer cited in the Standards show that the texts students are asked to read in 11th grade are equal in complexity to what students were asked to read in 7th grade in 1961.

7

You will want to determine the text complexity of your course reading

material.

8

#1

What are the Qualitative Features of Complex Text?

• Subtle and/or frequent transitions

• Multiple and/or subtle themes and purposes

• Density of information

• Unfamiliar settings, topics or events

• Lack of repetition, overlap or similarity in words and sentences

• Complex sentences

• Uncommon vocabulary

• Lack of words, sentences or paragraphs that review or pull things together for the student

• Longer paragraphs

• Any text structure which is less narrative and/or mixes structures

9

http://groups.ascd.org/resource/documents/122463-CCSS_Text_Complexity_webinar_handout_1.pdf



Close Read(more than one way)

10

• Requires prompting students with text-dependent questions to unpack complex text and gain knowledge.

• Text dependent questions require text-based answers – evidence.

• Not teacher summarizing text, but guiding students through the text for information.

• Virtually every standard is activated during the course of every close analytic reading exemplar through the use of text dependent questions.

• Supports fluency

http://www.mhecommoncoretoolbox.com/close-reading-and-the-ccss-part-1.html

http://www.mhecommoncoretoolbox.com/close-reading-and-the-ccss-part-1.html

Scaffolding in a Close Read• Chunking• Reading and rereading• Read aloud• Strategic think aloud• Scaffolding questions• Heterogeneous small groups• Recording• Pre-prepping struggling readers to support

confidence and participation• Annotation strategies• Cornell notes• Paraphrasing and journaling

11

To ensure CCSS, go through your activity (no matter which subject) and ensure that the reading skills are there.


Evidence Based

Shift #2: Reading, Writing and Speaking Grounded in Evidence

From Text, both Literary and Informational

(Pay close attention to what is read and then support a reflection or

reaction by providing evidence.)

Reading, Writing and Speaking Grounded in Evidence from Text:

• Most college and workplace writing requires evidence.

• Evidence is a major emphasis of the ELA Standards: Reading Standard 1, Writing Standard 9, Speaking and Listening standards 2, 3 and 4, all focus on the gathering, evaluating and presenting of evidence from text.

• Ability to cite evidence differentiates strong from weak student performance on NAEP.

• Being able to locate and deploy evidence are hallmarks

of strong readers and writers.

13

Shift #3: Building knowledge through content-rich

nonfiction

ALL students have regular practice with grade level

appropriate complex text and its academic language

(vocabulary and syntax).

14

Why do we want to include content-rich nonfiction?

• Students are required to read very little informational text in elementary and middle school.

• Non-fiction makes up the vast majority of required reading in college/workplace.

• Informational text is harder for students to comprehend than narrative text.

• Supports students learning how to read different types of informational text.

15

Distribution of Literacy and Informational Texts

16

The percentage of information text to literacy is based on all subjects – not just ELA.

Shared Responsibility

►“The grades 6–12 standards are divided into two sections, one for ELA and the other for history/social studies, science, and technical subjects. This division reflects the unique, time-honored place of ELA teachers in developing students’literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well.”

17

from the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects, page 4.

This does not mean that every teacher is a reading or writing teacher, but that every teacher must acknowledge and honor the role of literacy in their content area.

All Teachers Support Literacy• This interdisciplinary approach to literacy stems from extensive

research establishing the need for college and career ready students to be proficient in reading complex informational texts, independently, in a variety of content areas.

• Most of the required reading in college and workforce training programs is informational in structure and challenging in content

• Postsecondary education programs typically provide students with both a higher volume of such reading than is generally required in K–12 schools and comparatively little scaffolding.

• The 2009 reading framework of the National Assessment of Educational Progress (NAEP) requires a high and increasing proportion of informational text on its assessment as students advance through the grades.

18

Shifts Mean a Change in Practice!

►Content knowledge primarily from teacher-led lecture or teacher provided information.

►Content knowledge comes from a balance of reading, writing, lecture, and hands-on experience – shift to student engagement! ►Shift to inquiry.

19


COMMON CORE: Make The Shift

1. Include content-rich non-fiction2. Enhance Academic Vocabulary3. Provide Evidence4. Increase Focus5. Ensure coherence across grades6. Mastery, Fluency, and Application


Develop a Common

Vision

Plan toEnsure Rigor and Relevance

Evaluation What will you see and hear?

Program Review

and Modify

What can we do to ensure successful implementation of the CCSS?

Learn all about CCSS

Data -based Decisions

Professional Dev. & Training

Collaboration


Seven steps to transitioning your course to one with

Common Core State Standards

1. Read and familiarize yourself with standards (Learn about CCSS). 2. Identify the gap between current programming and what needs to be. Develop a common vision. 1. Ensure rigor and relevance. 2. Build and strengthen collaboration. 3. Think about how standards cross disciplines and grades.4. Assess, collect data, and make decisions based on data! 5. Create a repository of lesson plans and a toolbox of resources. 6. Implement and Reflect


1. Learn about CCSS

(who, what, when, where, and how)

http://www.corestandards.org/

The Standards comprise three main sections: a comprehensive K–5 section and two content area–specific sections for grades 6–12, one for ELA and one for history/social studies, science, and technical subjects. Three appendices accompany the main document.Each section is divided into strands. K–5 and 6–12 ELA have Reading, Writing, Speaking and Listening, and Language strands; the 6–12 history/ social studies, science, and technical subjects section focuses on Reading and Writing. Each strand is headed by a strand-specific set of College and Career Readiness Anchor Standards that is identical across all grades and content areas.Standards for each grade within K–8 and for grades 9–10 and 11–12 follow the CCR anchor standards in each strand. Each grade-specific standard (as these standards are collectively referred to) corresponds to the same-numbered CCR anchor standard. Put another way, each CCR anchor standard has an accompanying grade-specific standard translating the broader CCR statement into grade-appropriate end-of-year expectations.Individual CCR anchor standards can be identified by their strand, CCR status, and number (R.CCR.6, for example). Individual grade-specific standards can be identified by their strand, grade, and number (or number and letter, where applicable), so that RI.4.3, for example, stands for Reading, Informational Text, grade 4, standard 3 and W.5.1a stands for Writing, grade 5, standard 1a. Strand designations can be found in brackets alongside the full strand title.


Reading the Common Core State Standards

College and Career Readiness Anchor Standards for ReadingCCSS.ELA-Literacy.CCRA.R.1for Writing CCSS.ELA-Literacy.CCRA.W.1for Speaking and Listening CCSS.ELA-Literacy.CCRA.SL.1for Language CCSS.ELA-Literacy.CCRA.L.1

Reading: Literature Literacy CCSS.ELA-Literacy.RL.1.1 Reading: Informational Text CCSS.ELA-Literacy.RI.1.1Reading: Foundational Skills CCSS.ELA-Literacy.RF.1.1Writing CCSS.ELA-Literacy.W.1.1Speaking and Listening CCSS.ELA-Literacy.SL.1.1Language CCSS.ELA-Literacy.L.1.1


The CCSS document on students with disabilities states that “in order for students with disabilities to meet high academic standards and to fully demonstrate their conceptual and procedural knowledge and skills in mathematics, reading, writing, speaking and listening (English language arts), their instruction must incorporate supports and accommodations, including: • Supports and related services designed to meet the unique needs of these students and to enable their access to the general education curriculum• An Individualized Education Program (IEP) that includes annual goals aligned with and chosen to facilitate their attainment of grade-level academic standards• Teachers and specialized instructional support personnel who are prepared and qualified to deliver high-quality, evidence-based, individualized instruction and support services”In conformance with all legal requirements and to meet the expectations and increased rigor of the Common Core standards, schools and school districts must ensure that all students have the ability to access the same curriculum through multiple means of learning, and provide meaningful opportunities to demonstrate their knowledge. Experts agree that this will require close and ongoing collaboration among educational leaders, regular education and special education teachers, and parents and guardians, especially when it comes to the review and updating of the goals and objectives of students’ IEPs.

How is SPED, ELL, and afterschool involved?

http://nichcy.org/schools-administrators/commoncore


2. Develop a Common Vision

Determine gaps in your course with Common Core standards should occur. The CCR anchor standards increases the Lexile and instructional level that students receive in school so when they get to college and the work force they are better prepared.

More specifically, CCSS requires a 50-50 split between fiction and non-fiction by fourth grade, changing to 45%/55% in favor of non-fiction by eighth grade and continuing the trend until twelfth grade, when 70% non-fiction is specified.

Find the Gaps!


Build Collaboration

The key to this integrated instructional approach is collaboration where teachers work together to share their understanding of the content and how to teach it so that students can learn the material.

A thread common throughout the process!


3. Assess & Collect Data

Our assessments will now range far beyond the usual multiple-choice and short-answer questions. Instead, students will have to apply their knowledge to real-world situations through performance events. They will have to work in interdisciplinary situations. They will have to be able to use technology.

Assessment results should dictate instructional planning. Teachers will be able to make targeted interventions for students who are struggling with the material or challenge those students who need more difficult work. Our online students will have to meet the challenges of those tests.


Make decisions based on data!

A. Increase Lexile reading levels B. Academic Vocabulary C. A balance of summative (assessment of learning) to formative (assessment for learning)

assessmentsD. Text Complexity

a. In the new standards, qualitative dimensions and qualitative factors refer to those aspects of text complexity best measured or only measurable by an attentive

human reader, such as levels of meaning or purpose, structure, language conventionality and clarity, and knowledge demands.b. Quantitative dimensions of text complexity. The terms quantitative

dimensions and quantitative factors refer to those aspects of text complexity, such as word length or frequency, sentence length, and system by using self-administered assessments and viewing reports, which show how their performance compares to expectations.

E. Three types of assessment: selected response, constructed response, and performance based.


4. Plan to Ensure Rigor and Relevance

Across Curricular Disciplines and Grades

1. Think about the horizontal and vertical curriculum alignment. 2. Students advancing through the grades are expected to meet each year’s grade-specific standards.3. Look at your current work – the assignments, the tasks, the questioning. Students need to gather, synthesize, and evaluate. 4. Include materials on real-world events.

Include:

Footer 32

5. Evaluation

►How is your content appropriate and meeting and building upon CCSS?

►Do you see a change in teachers? ►Do you see a change in approach? ►Do you see a change in performance? ►Do you see a change in content?

Footer 33


6. Reflect and Modify

One of the hallmarks of a good educator is the ability to reflect. Did that lesson work for that student? Why or why not? How can I differentiate the material to help the student fully understand?

The shift to Common Core standards is one of the most significant in many years, and that kind of thoughtful reflection needs to be part of migration efforts – now and over time.

Footer 35

7. Professional Development

and Training


Create A Repository Of Lesson Plans

And a Toolbox of Other Resources

As noted earlier, the migration to the Common Core standards may require that educators teach new material in new ways. But before teachers start developing lesson plans from scratch, there should be a concerted effort to pool knowledge, materials and resources.

To ensure that teachers are not creating or buying materials that already exist among their colleagues, dedicate part of a website to the Common Core, including a separate piece for teachers. They can upload lessons, units, etc. None of it may be vetted, but teachers are expected to use their professional judgment.”


A Toolbox of Strategies and Resources

•Share My Lesson•Learn Zillion•Itunes Common Core•PARCC website•TNCore website•Tim Shanahan's Blog•The Teaching Channel--Common Core Videos•The Common Core Classroom Project•FCRR--Florida Center for Reading Research•CCSS WIKI•Assessment and Rubrics•Reading – 5 components and screening


This resource is one of the best for what you need to accomplish.

It is a collection of current events (non-fiction) but the best thing is that it automatically provides you with the Lexile reading levels you need.

A+

Free

http://www.newsela.com/

Watch for the anchor standard! You can

change the reading level.

http://www.achievethecore.org free

To join Edmodo,

https://bedford.edmodo.comesources►Edmodo

Edmodo• for aligned lessons to our new Journey's Basal for grades 3-5: click

join and enter code F4Q6NM

• for 6-10 click join and enter code pkx4sp Close Reading Sample Lessons Evidence Guides (Instructional Practice) for K-2, 3-5, and 6-12

5 reasons why we might want to use Edmodo: display online work ►a place to teach online social networking boundaries►current events ►virtual field trips or exhibition hall ►polling ►announcements - special events ►as a facebook for our PLC of online teachers to share out tech things and ideas and ccss

If you want an invite to join, just send me an email and I’ll send an invite.

Achieve The Core

Engage NY Classroom Resources

Engage NY

NYC Department of Education Tasks, Units & Student Work

Tennessee Electronic Library

Readworks

The Teaching Channel

Common Core Classroom Project (America Achieves)

TNCore Website

FCRR--Florida Center for Reading Research-CCSS aligned activities

http://powermylearning.org

free A+


Resources for COREIf you haven’t used Google docs, DO! https://sites.google.com/site/curriculummapld6/curriculum-map-resources/how-to

A curriculum map is a way to visually organize the content, skills, assessments, and needed resources within a particular curriculum.

Make forms…….

Share with anyone to collaborate……

WWW.TN.GOV/EDUCATION

Thanks so much!

A continuum of services for ALL children A Tale of Transition for Extended Learning Time.

Documents

Transcript of A continuum of services for ALL children A Tale of Transition for Extended Learning Time.