February 14, 2012. Sign in and pick up name tag Mingle Log in to Keystone Commons

33
February 14, 2012

Transcript of February 14, 2012. Sign in and pick up name tag Mingle Log in to Keystone Commons

Page 1: February 14, 2012.  Sign in and pick up name tag  Mingle  Log in to Keystone Commons

February 14, 2012

Page 2: February 14, 2012.  Sign in and pick up name tag  Mingle  Log in to Keystone Commons

Sign in and pick up name tag Mingle Log in to Keystone Commons

http://keystonecommons.paiunet.org/ Choose CLIU Middle Level Social Studies Networking

Group Returning members, please assist new participants in

registering Introductions

Page 3: February 14, 2012.  Sign in and pick up name tag  Mingle  Log in to Keystone Commons

Welcome and Overview PDE Updates Common Core Key Advances Civics and Government Eligible Content Common Core Literacy Standards Writing Higher Level Questions Lunch Digging into Resources Next Steps

Page 4: February 14, 2012.  Sign in and pick up name tag  Mingle  Log in to Keystone Commons

2011 - 2012 Focus on Reading 2012 – 2013 Focus on Writing

Page 5: February 14, 2012.  Sign in and pick up name tag  Mingle  Log in to Keystone Commons

PA Common Core Standards Eligible Content rewritten to embrace CCSS PA Academic Standards revised to reflect the

content and rigor of the Common Core Called “PA Common Core Standards” SAS Portal

Page 6: February 14, 2012.  Sign in and pick up name tag  Mingle  Log in to Keystone Commons

PSSA Aligned to revised Eligible Content Grades 3 – 5

Field Test: 2013 Implement: Spring 2014

Grades 6 – 8 Field Test: 2014 Implement: Spring 2015

Page 7: February 14, 2012.  Sign in and pick up name tag  Mingle  Log in to Keystone Commons

Keystone Exams - December Back in 2012-13 Application to USDoE to be used for

AYP Algebra I, Literature, Composition,

Biology Anchors & EC available for Civics &

Government

Page 8: February 14, 2012.  Sign in and pick up name tag  Mingle  Log in to Keystone Commons

Keystone Exams – Proposed Budget Algebra I, Literature and Biology Begin implementation 2014-15 Full implementation 2017

Page 9: February 14, 2012.  Sign in and pick up name tag  Mingle  Log in to Keystone Commons

Districts should: Continue with Common Core curriculum

alignment Determine Keystone Exam placement Plan for Keystone Project Based

Assessment option

Page 10: February 14, 2012.  Sign in and pick up name tag  Mingle  Log in to Keystone Commons

Keystone Exams:

Civics and Government Anchors and Eligible Content

Discuss implications if this moves forward.

Page 11: February 14, 2012.  Sign in and pick up name tag  Mingle  Log in to Keystone Commons

ReadingBalance of literature and informational textsText complexityWritingEmphasis on argument and informative / explanatory

writing Writing about sourcesSpeaking and ListeningInclusion of formal and informal talkLanguageStress on general academic and domain-specific

vocabulary

Page 12: February 14, 2012.  Sign in and pick up name tag  Mingle  Log in to Keystone Commons

Standards for reading and writing in history / social studies, science, and technical subjects

Complement rather than replace content standards in those subjects

Responsibility of teachers in those subject areas

Alignment with college and career readiness expectations

Page 13: February 14, 2012.  Sign in and pick up name tag  Mingle  Log in to Keystone Commons

Access the ELA & Literacy in History/Social Studies, Science, and Technical Subjects Common Core Standards at

http://www.corestandards.org

Review p. 61 in the Reading Standards for Literacy.

Focus on the 6-8th grade band.

Page 14: February 14, 2012.  Sign in and pick up name tag  Mingle  Log in to Keystone Commons

Key Points: Why it matters:

An extensive body of research attests to the importance of text complexity in reading achievement.

While the reading demands of college, workforce, training programs, and citizenship have held steady or risen over the past fifty years or so, K-012 texts have become less demanding.

Too many students reading at too low a level.

Page 15: February 14, 2012.  Sign in and pick up name tag  Mingle  Log in to Keystone Commons

Three Part Model for Text Complexity

Page 16: February 14, 2012.  Sign in and pick up name tag  Mingle  Log in to Keystone Commons

Qualitative dimensions of text complexity

Quantitative dimensions of text complexity

Reader and task Considerations

Page 17: February 14, 2012.  Sign in and pick up name tag  Mingle  Log in to Keystone Commons
Page 18: February 14, 2012.  Sign in and pick up name tag  Mingle  Log in to Keystone Commons

Authors: National Governors Association Center for Best Practices, Council of Chief State School OfficersTitle: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, Appendix APublisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C.Copyright Date: 2010

Page 19: February 14, 2012.  Sign in and pick up name tag  Mingle  Log in to Keystone Commons
Page 20: February 14, 2012.  Sign in and pick up name tag  Mingle  Log in to Keystone Commons

Review pp. 93-95 in Appendix B. Table Talk:

What do the text exemplars reveal about the Common Core Standards?

How do the text exemplars compare to my current curriculum?

How can the text exemplars guide the use of texts in my classroom?

Page 21: February 14, 2012.  Sign in and pick up name tag  Mingle  Log in to Keystone Commons

DOK is NOT… a taxonomy (Bloom’s) the same as difficulty about using “verbs”

Question Stems Rest of time before lunch practice writing questions

Page 22: February 14, 2012.  Sign in and pick up name tag  Mingle  Log in to Keystone Commons

“The DOK level describes the kind of thinking involved in the task, not whether it will be completed correctly. A greater DOK level requires greater conceptual understanding and cognitive processing by the students. Therefore, on average, students who reach greater DOK levels more regularly will have increased student achievement.”

Marconi, Smith, and Lombardi; “Depth of Knowledge: An Effective Tool for Education Students” in Shop Talk Vol. 4, No. 2 Spring 2009, The Southern Nevada Regional Professional Development Program.

Page 23: February 14, 2012.  Sign in and pick up name tag  Mingle  Log in to Keystone Commons

Level One - Recall and Reproduction

Requires recall of information, such as a fact, definition, term, or simple procedure, as well as performing a simple process or procedure.

Level 1 problems involve only one step.

A student answering a Level 1 item either knows the answer or does not: that is, the answer does not need to be “figured out” or “solved.”

Page 24: February 14, 2012.  Sign in and pick up name tag  Mingle  Log in to Keystone Commons

Skills and Concepts/Basic Reasoning – Level Two

Includes the engagement of some mental processing beyond recalling or reproducing a response.

The content knowledge or process involved is more complex.

These actions imply more than one step. Level 2 activities include making

observations and collecting data.

Page 25: February 14, 2012.  Sign in and pick up name tag  Mingle  Log in to Keystone Commons

Strategic Thinking/Complex Reasoning - Level Three Requires deep knowledge using reasoning, planning,

using evidence, and a higher level of thinking than the previous two levels.

The cognitive demands at Level 3 are complex and abstract.

The multi-step task requires more demanding reasoning. In most instances, requiring students to explain their thinking is at Level 3.

Other Level 3 activities include drawing conclusions from observations; citing evidence and developing a logical argument for concepts; explaining phenomena in terms of concepts; and using concepts to solve non-routine problems.

Page 26: February 14, 2012.  Sign in and pick up name tag  Mingle  Log in to Keystone Commons

Extended Thinking/Reasoning – Level Four Requires high cognitive demand and is very

complex. Students are required to make several connections

– relate ideas within the content area or among content areas – and have to select or devise one approach among many alternatives on how the situation can be solved.

Performance assessments and open-ended or constructed response assessment activities requiring significant thought will be Level 4.

Page 27: February 14, 2012.  Sign in and pick up name tag  Mingle  Log in to Keystone Commons

Level 1 Level 1 — Identify this utensil. Level 2 Level 2 — Explain the function of

the fork. Level 3 Level 3 — Identify two examples

of when a fork would not be the best utensil for a type of food and explain why.

Level 4 Level 4 — Design an investigation to determine the optimal number and length of tines for a salad fork.

Lois Barnes SREB/HSTW [email protected]

Page 28: February 14, 2012.  Sign in and pick up name tag  Mingle  Log in to Keystone Commons

Level 1 Level 1 — Identify the tree. Level 2 Level 2 — Explain the

function of the leaves. Level 3 Level 3 — Explain how a

drought might affect the growth of the tree.

Level 4 Level 4 — Design an investigation of seedling growth to determine the best fertilizer for this type of tree.

Page 29: February 14, 2012.  Sign in and pick up name tag  Mingle  Log in to Keystone Commons

Identify patterns in events or behavior.

Conduct basic mathematical calculations.

Analyze and synthesize information from multiple sources.

Apply a concept in other contexts.

Page 30: February 14, 2012.  Sign in and pick up name tag  Mingle  Log in to Keystone Commons
Page 31: February 14, 2012.  Sign in and pick up name tag  Mingle  Log in to Keystone Commons

Resources provided on handout Your choice – really dig Share at table Share with whole group

Page 32: February 14, 2012.  Sign in and pick up name tag  Mingle  Log in to Keystone Commons

Regroup by District Discuss:

What have we already accomplished in order to implement the Common Core Standards?

What is the first thing we need to share back at our district?

What will we recommend as our district’s next step?

What am I willing to try in my classroom in order to further implementation of the Common Core State Standards?

Page 33: February 14, 2012.  Sign in and pick up name tag  Mingle  Log in to Keystone Commons

Try something in your classroom, both short term and long term to share at our next session

Evaluation Stay connected in Keystone

Commons