CCSS & NYS Teaching Standards

ELA Training

Liane BenedictOswego County BOCES

•Sign in & put on a name tag

•Sit by grade level

•No more than 2 people at a table from the same district

Parking Lot

Hey…how are ya?

• Introduce yourself• Discuss concerns, clarifications,

questions…• Choose a rep to post them in

the Parking Lot.• Rate your level of concern 1-10

We’re not in Kansas anymore…

• Not just about what we teach…– How we teach– How we assess– How we coordinate

roles– How we make

decisions…

I believe that revolutionary chaos may yet crystallize into new life forms.

~Gorbachev

http://www.ideachampions.com/weblogs/work-for-change.gif

Our Work For Today

• NYS Teaching Standards• Three Priorities of Teacher Evaluation• Common Core Standards

– Shifts -Assessments– Exemplars -Standards– Technology Implications

• Expectations & Timeline• Roundtable Discussion• The Work Ahead…

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What does the data show?2011 3-8 ELA Results/Proficiency

• Grade 3 27.1- 67.9%• Grade 4 33.3 – 70.6• Grade 5 38.2 – 66.2• Grade 6 46.6 – 74.5• Grade 7 32 – 53.3• Grade 8 33 – 52.5

It is imperative that the CCSS be considered the

floor not the ceiling when it comes to

expectations for student performance in the 21st

century.~PARCC Draft Model Frameworks

What are the qualities, characteristics, & behaviors of highly effective teaching?

Individually, write one idea per post-it note.

Next…

• Share the qualities you identified• Group similar qualities together• Clarify as needed

• Then, you will need a piece of chart paper for your table.

NYS Teaching Standards

How will the Teaching Standards impact your

instruction of CCSS aligned units?

IndicatorsWith rubrics

Knowledge of Students & Student Learning

Element 1.1 Demonstrate knowledge of child and adolescent development including cognitive, language, social, emotional, and physical developmental levels.

A) Describes developmental characteristics of students

Knowledge of Students & Student Learning

Element 1.1 Demonstrate knowledge of child and adolescent development including cognitive, language, social, emotional, and physical developmental levels.

A) Describes developmental characteristics of students

StandardsSummary statements

Elements

Common Threads

• Equity

• Cultural competence

• High expectations

• Developmental appropriateness

• A focus on individuals, including those

• with special needs

• Appropriate use of technology

• Student assumption of responsibility

3 Rubric Priorities

• Cognitive Engagement

• Constructivist Learning

• 21st Century Skills

Three Priorities

Three Priorities

Three Priorities

Translation…

• Cognitive Engagement– “Effective” = students must be cognitively

engaged.– “Highly Effective” = cognition, meta-cognition,

and student ownership of their learning.• Constructivist Learning

– Effective & Highly Effective practice must have evidence of learning experiences designed to facilitate students’ construction of knowledge.

• 21st Century Skills– Effective & Highly Effective practice must plan

for and have evidence of application of college & career readiness skills and dispositions.

Standard 3: Instructional Practice

• Read through the elements of Instructional Practice

• Highlight evidence of the 3 priorities

What might change in your instructional practice?

Physiological response to thinking and to pain is the

same; and man is not given to hurting himself.

  ~Martin H. Fischer

Review…

• College & Career Readiness • Reading

– Literature– Informational text– Foundational skills

• Writing• Speaking & Listening• Language• Literacy in History/Social Studies, Science,

Technical Subjects– Reading – Writing

Common Core Shifts

• Read & highlight • Discuss with your table• Room debrief• Key points to remember…

Current state…

• What are some of the current practices in your instruction that align with the 6 shifts?

• What are the areas that will require development?

Six Month Shifts in…

• Materials• Teacher

practice• Student

behavior as learners

Close reading of texts……increase in informational texts

Frame & Scaffold

Student Writing

Technology Implications

Assessment Shifts

Critical PrioritiesAddressed by PARCC Assessments

• Close readings of texts– Draw evidence from for writing

• Writing about texts– Formal and informal

• Research • Narrative writing

– Personal ideas, literary concepts• Reading & writing

– Cite evidence, analyze content, grammar, vocabulary, listening & speaking by reporting findings, multiple formats

Timeline…

Exemplars

• Read through the exemplar.

• What are you noticing? Take note…

• As a team, discuss where you see evidence of the 6 shifts.

Draft Model Content Frameworks

Not available for K-2

• Summary of standards• Glossary & summary of expectations• Description of the priorities of the

assessments• Writing standards progression

Grade Level Specifics…

• Examples• Standards• Template

Possibilities for Discussion

• What is your starting point for aligning an upcoming unit?

• What grade level standards will be the focus?

• Ideas for texts? Integration of technology?

• How will you incorporate the instructional shifts and rubric priorities?

Resources

• EngageNY.org• BestPractices.oswegoboces.org• PARCConline.org• Achieve.org• CommonCore.org• CoreStandards.org

• Check out states such as Arizona, Ohio, Massachusetts, North Carolina…

Without continual growth and progress,

such words as improvement,

achievement, and success have no

meaning.

~Benjamin Franklin