RCAS Common Core State StandardsSecondary BLTNovember 8, 2011

Developing Common Language with Active

Expressions

The CCSS provide a consistent, clear

understanding of what students are expected to

learn, so teachers and parents know what they

need to do to help them. The standards are

designed to be robust and relevant to the real

world, reflecting the knowledge and skills that

our young people need for success in college

and careers. (www.corestandards.org)

Common Core State Standards Mission Statement

1.Participants will develop common language and shared understanding of the CCSS document.

2.Participants will learn to navigate the CCSS template (disaggregating tool).

Learning Targets

Rapid City Area Schools Staff

District Direction

Comprehensive System of

Assessment

Instructional Practices

Balanced Literacy Inquiry Mathematics Technology Literacy Diverse Opportunities for

Learning Success

Guaranteed, Viable, Relevant Curriculum (Common Core State Standards)

All Students Learning At High Levels

Four critical questions will drive our work in order to ensure that all students learn at high levels:

1. What do we want students to learn? 2. How will we know if our students are learning? 3. How will we respond when students do not learn? 4. How will we enrich and extend the learning for students who are proficient?

Mission:

Building a community of lifelong learners, one student at a time.

Vision:

All Rapid City Area School students will achieve to their full potential.

Dis

tric

t Pri

ori

ties

Connect the standards to teaching practices and student learning behaviors. (Teaching, Learning, Assessment)

Understand the framework and format.

Develop common language.

Develop an understanding of the actual standards. (Unpacking or Disaggregating)

Develop a systematic plan for “chunking” the standards into manageable pieces.

(Mapping, Pacing, Guaranteed Curriculum)

CCSS Plan of Attack

1

2

3

4

College and Career Readiness Capacities•Demonstrate independence

•Comprehend and critique•Build strong content knowledge•Value evidence•Respond to varying demands•Use technology and digital media

•Understand other perspectives and cultures

1

Grade Level/Code

Anchor Standard: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. (pp. 10, 35, 60)

12th/RI.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

11th/RI.11.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

10th/RI.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

9th/RI.9.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

8th/RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

7th/RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

6th/RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

5th/RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

4th/RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

3rd/RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

2nd/RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

1/RI.1.1 Ask and answer questions about key details in a text.

Kindergarten/RI.K.1With prompting and support, ask and answer questions about key details in a text.

Reading for Informational TextExample: Standard 1

15 Minute Break

(Math teachers move to library upstairs)

Understand the framework and format.Develop common language.

CCSS Plan of Attack

1

11

Avoiding Shortcuts in the CCSS Disaggregation Process

Isn’t there a shortcut?

It is the process of building shared knowledge and the collaborative dialogue about that shared knowledge that builds the capacity of staff.  When teams are removed from that process, the likelihood of building capacity is lessened.  The effectiveness of others is enhanced when clarity and ongoing support is provided regarding what needs to be done. People do not grow and build capacity when the work is done for them.

Richard DuFour and & Robert Marzano, 2011

Develop an understanding of the actual standards. (Unpacking or Disaggregating)

CCSS Plan of Attack

2

2 Disaggregating the Standards

Standard 2

•Choose grade level and content

•12 minutes – Private work time: Relevance and ApplicationsKNOW UNDERSTAND DOKey Vocabulary

•Share with your table

•Meet with same content area

•Collaborate and display your understanding of the standard

•Complete template down to “Relevance and Applications”

2 Disaggregating the Standards

Reflecting on the Process

What discovery did you make during this process?

What might you take back for your building work?

Con

nect

ing

to t

he L

earn

ing

Ass

ess

men

t Pro

cess

Connect the standards to teaching practices and student learning behaviors. (Teaching, Learning, Assessment)

Understand the framework and format.

Develop common language.

Develop an understanding of the actual standards. (Unpacking or Disaggregating)

Develop a systematic plan for “chunking” the standards into manageable pieces.

(Mapping, Pacing, Guaranteed Curriculum)

CCSS Plan of Attack

1

2

3

4

1.A Greater Pool of Resources“When yesterday you might have shared your lesson across the hall, under the CCSS you’ll be able to share lessons with teachers across the country” (Kendall, 2011).

2.Increased Collegiality“A shared language is the essential first step for

communication” (DuFour & Eaker, 1998; Kohm & Nance, 2009).

The Common Core will provide great opportunity for an unprecedented level of discourse.

3.Increased ProfessionalismOne hallmark of a profession is mastery of a body of knowledge. In education, the greater the challenge is for students, the more crucial it is that teachers have both a mastery of content and an understanding of teaching and learning.

Benefits of Implementing the CCSS

18

CCSS Professional Development:Defining Initial Responsibilities: The District

District Responsibilities:

The district is responsible for providing leadership and professional development to design templates, tools/resources, and processes for staff to develop shared knowledge of the CCSS and to disaggregate/unpack the CCSS.

This CCSS work will be integrated within the structure of the Learning-Assessment Process.

This work begins to answer the first critical question of What do we want students to learn?

19

CCSS Professional Development:Defining Initial Responsibilities: The Building

Building Responsibilities:

The building is responsible for providing leadership and professional development to regularly meet (a minimum of once each month) and implement processes that build shared knowledge and disaggregate/unpack the CCSS.

This CCSS work will be integrated within the structure of the Learning-Assessment Process.

This work begins to answer the first critical question of What do we want students to learn?

20Dis

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r B

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-Level N

ext

Ste

ps

Provide opportunities for all teachers to develop shared understanding of the CCSS document

Model disaggregating a standardProvide guided practiceHave each teacher disaggregate

reading standards 1-5 (choice of content area and grade level); math teachers disaggregate their focus standards

Complete before February BLTConsider or communicate time optionsMonitor progressDetermine and practice accountability