CHRISTOPHER BRONKEENGLISH DEPARTMENT CHAIR

DOWNERS GROVE NORTH HIGH SCHOOL CBRONKE@CSD99.ORG

JANICE SCHWARZEENGLISH DEPARTMENT CHAIR

DOWNERS GROVE SOUTH HIGH SCHOOLJSCHWARZE@CSD99.ORG

Getting to the Core:one district’s approach to

CCSS

Overview

Objectives: By the end of this workshop, participants will:

1.know one approach to unpacking and aligning the CCSS ELA 9th and 10th grade speaking and listening standards across all disciplines

2.have a sense where their school is in the process compared to other schools nation-wide

3.walk away with ideas for CCSS professional development

Where is your school in the process?

1. What is Common Core?(Our district has done nothing.)

2. We know what it is.(Teachers have looked at

standards.)

3.We are on our way.(We have begun the aligning

process)

4.What’s the next big initiative?

(We are fully unpacked and aligned.)

Planning and Decision Making

Why speaking and listening first? And what is the plan for Reading and Writing?

Why cross-disciplinary?

Gaining administrative support Four full-day meetings

Two guiding principles: Instructing vs. assigning Not new, just aligned = more time, not less

The Committee

Discipline Representation

English 5 members and 2 department chairs on planning team

Social Studies 4 members and 2 department chairs on planning team

Science 4 members and 2 department chairs on planning team

CTE 2 members—one is a department chair

ELL 1 member

Health 2 members

Instructional Technology 1 member

Library 2 members—both are department chairs

Special Education 2 members

World Languages 2 members—one is a department chair

8 departments, IT and Library

25 members plus the 6 department chairs on planning team

The Process—Meeting One: Unpacking the Standards

Unpacking the standards—a natural place to start assessment Literacy in D99 (Stiggins) committee planning member as district coach

The Process two groups per standard, two standards per group groups unpacked both of their standards groups paired up to create consensus—repeat for 2nd

standard whole-group processing

The Process—Meeting One: Unpacking the Standards

CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.SL.9-10.1a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

I can identify my own opinion on a given topic of discussion prior to a discussion. I can identify evidence in a given text or research material that supports my thinking on the topic of

discussion. I can combine evidence from a given text or research material to form arguments or draw conclusions

on a topic prior to a discussion. I can predict the counterarguments or other ideas that may be presented in the discussion. I can plan questions based on the given text/material that will help me to better understand and/or

challenge the counterarguments/ideas on the topic of discussion. I can organize my ideas, evidence, and questions prior to the discussion so that I can easily refer to

them during a discussion. The information from text/research that I include in my comments during the discussion demonstrates

reasoning that supports my idea or argument I am putting forth. I verbally cite the source of facts that I use during a discussion. I incorporate information presented in my reading or research into the questions I ask of others in the

discussion.

The Process—Meeting Two

Goals for December meeting: Generate more buy-in Know what others are doing Understand how the targets are useful Begin discussion of common rubrics

The Process—Meeting Two

Purpose Structure When? What do you expect to see? Learning Target

Defend a position

Debate At the end of 2nd quarter and at the beginning of 4th quarter

Defend opinions with evidence, speak loudly and clearly, make eye contact, disagree respectfully, listen to others, purposeful talk, self-awareness of participation

1a, 1b, 1c, 1d, 3, 6

The Process—Meetings 3 and 4

Work to be done: finalize learning targets

sequence and importance finalize skill sequence

department responsibilities create common rubric(s) identify professional development needs

Professional Development—our ideas

Menu of “courses” for August institute day(s) respected teachers from all departments as trainers

Speaking and Listening Coaches literacy coaching model

Flipped Classroom

Opportunities for teachers to share what they do brown bag lunches department meeting presentations after school sessions for salary schedule credit

Professional Development—Your ideas

What is your school doing for speaking and listening professional development?

What professional development is your school doing for CCSS as a whole?