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Common Core State Standards

High School ELA

Session One: September 4-7, 2013

Essential Questions

How do we develop as professional educators to prepare students for college and career? (CSTP 6)

How are CCSS and Scope and Sequence different from what we did before? How will my instruction change to meet these demands? (CSTP 6.1, 2 & 3)

How will we plan instruction for college and career readiness? (CSPT 4.2, 3 & 4)

Write:

What are standards?

CCSS Implementation Goals

Teachers will understand and implement the CCSS in ELA/Literacy, ELD and Mathematics to operationalize the instructional shifts

Teachers will understand, develop and implement CCSS-aligned formative, interim, and summative assessment practices

Teachers and leaders will understand and implement CSTP’s and FUSD Leadership standards in alignment with CCSS

Overarching Outcomes for the Year~CCSS~

Teachers and leaders are able to articulate independently expectations for students found in CCSS each quarter.

Teachers and leaders are able to understand

and utilize the Scope & Sequence to plan and deliver lessons and modules in CCSS each quarter.

Teachers and leaders use student work to drive planning and determine student growth for each quarter.

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Commitments

Plan utilizing grade level Scope and Sequence Integrating reading, writing, speaking and listening

Teach to the standards identified in your Scope and Sequence

Include Depth of Knowledge (DOK) levels 2 and 3

Session One Objective

By the end of the session, teachers will be able to demonstrate an understanding of identified Common Core grade level standards and the FUSD Scope and Sequence by collaboratively designing an instructional sequence which reflects appropriate Depth of Knowledge and the demands of the Scope and Sequence (integration of reading, writing, speaking and listening).

Objective application

Each teacher will deliver this instruction and bring back evidence in the form of student work and an experiential reflective narrative for Session Two.

Professional Meeting Norms9

Value the opportunity to learn by coming prepared and by being willing to participate with an open mind.

Keep side-bar conversations to a minimum. Put all questions on the parking lot.

Silence all cell phones. Refrain from texting during the meeting.

Close laptops until collaboration work time. Start and end on time. Honor break and lunch times. Stay for the entire meeting

CCSS National Timeline

Coordinated by Council of Chief State School Officers and National Governors Association Developed College and Career Readiness Anchor

Standards Summer 2009 Released Common Core State Standards (CCSS)

June 2010Adopted by California August 2010 (15%

augmentation)Full Implementation 2014-2015 school year

Fresno Unified Reading Performance Levels11

Grade

CST* Percentage Proficient

2009

NAEP Percentage

Basic or Above

NAEP Percentage Proficient or

Above

4th 46% 37% 11%

8th 38% 45% 12%

* CST Data from California Department of Education website at www.cde.ca.gov

EAP~ Early Assessment Program

School2010 2011 2012

ReadyNot yet ready

ReadyNot yet ready

ReadyConditional

ly readyNot yet ready

Bullard 20.3% 79.7% 20.5% 79.5% 24.8% 16.7% 58.5%

Cambridge 100.0% 0.7% 99.3% 1.1% 98.9%

Design Science 29.1% 70.9% 15.9% 84.1% 36.0% 32.0% 32.0%

DeWolf 100.0% 1.5% 98.5% 1.1% 1.1% 97.8%

Duncan 9.5% 90.5% 9.3% 90.7% 6.6% 13.3% 80.1%

Edison 27.0% 73.0% 28.1% 71.9% 28.3% 17.8% 53.9%

Fresno 6.8% 93.2% 6.8% 93.2% 6.8% 8.5% 84.6%

Hoover 12.0% 88.0% 12.3% 87.7% 12.6% 12.9% 74.6%

McLane 4.6% 95.4% 7.3% 92.7% 5.1% 10.0% 84.9%

Roosevelt 4.4% 95.6% 8.9% 91.1% 8.6% 11.3% 80.1%

Sunnyside 7.1% 92.9% 8.9% 91.1% 10.8% 12.9% 76.3%

Young 0.9% 99.1% 100.0% 0.7% 0.7% 98.6%

Total 10.1% 89.9% 11.3% 88.7% 11.8% 11.2% 77.0%

CCSS Portrait of College and Career Ready Student

Page 7 of the CCSS Introduction

College and Career Readiness

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

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

and capably. Come to understand other perspectives and

cultures.

Anchor Text

“From Common Core Standards to Curriculum: Five Big Ideas”

By Jay McTighe and Grant Wiggins

Related text

Video (Teaching Channel CCSS ELA) College and Career Readiness Anchor Standards

Discuss

Four A’s Text Protocol

AssumptionsAgreeArgueAspire

Stop and write:

How might the CCSS impact your instructional planning?

Consider specific evidence from text (including video)

Scope and Sequence:Four Corners

1. You are completely comfortable with the S & S document; you could lead training yourself.

2. You are comfortable with the S & S, but need more time and opportunities to process.

3. You are not clear on what this document means for your instructional planning.

4. You haven’t had time to read and/or process the document, so you aren’t sure what to make of it yet.

Read, write, discuss

Big Idea #2 What is curriculum? What role do standards play in curriculum?

FUSD Scope and Sequence

Overview: the draft Unpack What questions do you want to pose?

LunchOne hour

Module Study

Text: Big idea #4

Task: Unpack samples What standards? What DoK? Student voice? Students reading and writing?

Application

Plan instructional sequence

Complex text Task aligned to standards and DoK Students write, speak, and read

Share Bring student work samples to Session 2 Write a reflective narrative about what worked/what

didn’t work

Commitments

Plan utilizing grade level Scope and Sequence Integrating reading, writing, speaking and listening

Teach to the standards identified in your Scope and Sequence

Include Depth of Knowledge (DOK) levels 2 and 3

Session One Objective

By the end of the session, teachers will be able to demonstrate an understanding of identified Common Core grade level standards and the FUSD Scope and Sequence by collaboratively designing an instructional sequence which reflects appropriate Depth of Knowledge and the demands of the Scope and Sequence (integration of reading, writing, speaking and listening).

Objective application

Each teacher will deliver this instruction and bring back evidence in the form of student work and an experiential reflective narrative for Session Two.

Closure

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