Common Core State Standards (Ccss)
COMMONCORE STATESTANDARDS(CCSS)Implementing the Common Core State Standards:The Role of Instructional Leadership Teams (ILTs)and Looking at Student Work (LASW)DAY ONEDay 1 Agenda8:30 – 8:45 am8:45 – 10:00 amWelcome/IntroductionsLeading the Implementation of the CCSS via ILTs10:00 – 10:15 amBreak10:15 – 12:00 pmLeading the Implementation of the CCSS via ILTsNoon – 1:00 pmLUNCH1:00 – 2:30 pmNext Steps Planning for Schools and District Supporters2:30 – 3:00 pmReport Out and Sharing3:00 pmAdjourn1
Session Goals &Desired OutcomesBy the end of this professional learning experience, participants will be ableto Analyze and discuss the importance of shared and distributed leadership inimproving school performance to successfully implement theCommon Core State Standards.Determine the roles and responsibilities of a high-functioning ILT.Introductions andTeam BuildingIn pairs or triads Introduce yourself. State your school/job title/content area. Discuss what you love most about your job/work.Answer one of the following: If you were on a reality TV show, which one would it be and why? Which children’s book/novel best describes your personality? Something interesting you might not know about me is.2
Leading the Implementation ofthe Common Core State StandardsAs teams become adept atanalyzing student data, school leadersshould no longer be directing team development, butinstead be serving as collaborativepartners in ongoing conversationsabout teaching and learning.-Parry Graham and Bill FerriterWhat parts of this quote resonate with you? Why?Leading the Implementation of the CommonCore State Standards: The Importance ofKnowing One’s Personal Work Style forGroup/Team WorkIn order to successfully lead the work of school improvement, selfunderstanding is a necessary prerequisite for learning, growth, and gettingalong with others.Personal Style Inventories reveal an individual's dominant personality style andsheds useful light on the critical question: Why do I behave the way I do?Citation: R. Craig Hogan, Ph.D., and David W. Champagne, Ed.D.3
Compass Points PersonalWork Style Inventory forGroup / Team WorkProcessSTEP1Determine the compasspoint that best describeshow you work when in agroup.STEP2Join the others whoshare your compasspoint.STEP3Discuss thecharacteristics ofyour compass point andthe characteristics ofothers.North - South - East - West4
NORTHNeed to get the work done NOW-or asquickly as possibly; product-drivenWESTNeed to get theirquestionsanswered beforeproceeding withthe workWhich of these bestdescribes how you work ina GROUP?EASTNeed to express theirvisions of the project,Big Idea PeopleSOUTHNeed to have all members share theirthoughts and be sure everyone is supportedAnswer the following questions as a group. Chart your responses.Be prepared to share your responses. What are the strengths of our style? (4 adj.) What are the limitations of our style? (4 adj.) What style do we find the most difficult to work with and why? What do we need from others so that we can make our work together moresuccessful?5
Making Connections:Our ILTIn school ILT, discuss the following: Who is on our current team? What is the balance? (e.g. all “Norths”, etc.) How are we going to work together to ensure that we have a balanced team?Shared andDistributed Leadership Improving schools and increasing student achievement are only possible ifeveryone shares responsibility in doing the work. Research suggests that the days of the principal as the lone instructionalleader have come and gone. Distributed leadership is foremost about leadership practice rather thanleaders, leadership roles, or leadership functions.6
Shared Leadership Framework:Professional Reading DiscussionGuiding question: What is shared leadership and how do we engender it inour school?Process:STEP ONESTEP TWORead the article“A Framework for SharedLeadership” independently.(10 minutes)Use the Circle, Square, Triangleprotocol sheet to reflect on thereading as you read.STEP THREESTEP FOURForm dyads to share yourresponse and hear the responseof your colleague.(3 minutes each)Engage in a dialogue to discussthe current state of sharedleadership at your school.(4 minutes)Distributed Leadership:Professional Reading DiscussionGuiding question: What is shared leadership and how do we engender it inour school?Process:STEP ONERead the article“Distributed Leadership:What’s All the Hoopla?”(10 minutes)STEP TWOForm groups of4 members.STEP THREEFollow the modified“Save the Last Word forMe” protocol to guideyour discussion.(10 minute)7
Fostering Shared & Distributed Leadershipin Schools: Summary Points and KeyTakeawaysA distributed perspective on leadership: Involves more than identifying and counting those who take responsibility for leadership in aschool. Involves more than matching particular leaders with particular leadership functions andactivities, though that is an important initial step. Presses us to examine how leadership practice gets defined in the interactions amongleaders, followers, and key aspects of the situation. Is not a blueprint, but rather a diagnostic tool for principals to revise current leadershipparadigms.Source: James P. Spillane, “Distributed Leadership: What’s All the Hoopla?”Fostering Shared and DistributedLeadership in Schools:Summary Points and Key TakeawaysWith a distributed perspective on leadership, we explore whether andhow things like better designed tools, new or reworked organizationalstructures, or different combinations of leaders on particular leadershipactivities might transform the interactions and thereby potentially improveleadership practice.Source: James P. Spillane, “Distributed Leadership: What’s All the Hoopla?”8
BREAKInstructional Leadership Teams (ILTs)Guiding question: What is an Instructional Leadership Team(ILT) and why is it important?Process:STEP1Read the brief article“New Leaders for New Schools:Forming Aligned InstructionalLeadership Teams.”STEP2Briefly discuss the highlightsof the article with an elbowpartner.9
InstructionalLeadership Teams (ILTs)Represent all staff groups including teachers, administrators and supportstaff.Deal only with instructional issues and not with operational/managerialissues.Receive training as a team to build the capacity of the collective.Guide the school through processes such as developing CCSS LiteracyDesign Collaborative (LDC) modules, curriculum, instruction, studentassessments and LASW processes.The Role of the ILTThe ILT’s primary role is to help lead the school’s effort in supporting theimprovement of teaching and learning aligned to the Common Core.The ILT (with input from colleagues) makes decisions about the school’sinstructional program and leads and monitors the implementation of theshifts in instructional practices called for by the Common Core.The ILT’s foci: students and instruction.10
ILT Roles and ResponsibilitiesPLCsILTManages the logistics forPLC meetingsUses the meeting time appropriatelyFollows up on the results ofPLC meetingsEngages in continuous learning asadultsMeasures the impact ofPLC meetingsStaff Meetings: Time for vertical or cross departmental discussions around teaching andlearning (LASW, data).Instructional LeadershipTeams (ILTs).Are focused primarily on instruction.Lead the school’s effort at supporting the improvement of teaching andlearning.Make decisions about the school’s instructional program.Lead and monitor the implementation of a sound instructional focus onthe Common Core.11
What the ILT IS:Focused on student achievement for all.Centered on teaching and learning.Fully committed to the implementation of the Common Core.A model of a professional learning community.Knowledgeable about the content and rigor expected in the Common Core.Knowledgeable about how students learn.Unique to each school.A place where divergent ideas are heard and leadership is shared.What the ILT IS NOT:Additional responsibilities for an existing committee.Composed of only those who happen to be available.An elite group.The school improvement team (though ILT members may also serve on theschool improvement team).Responsible for the day-to-day business of the school (though they may makesuggestions).Dominated by one person or group.12
The ILT MEMBERS ARE:School leaders (formal and informal, catalysts, and motivators).Reflective of multiple perspectives and diverse opinions.Representative of the school community.Committed to leading the long-term improvement process.Committed to equity and access for all.Willing to tackle tough issues and take risks together.Supportive of other team members and encouraging of each others’ participation,expression, and ideas.What the ILT DOES:Develops the school’s Common Core implementation plan for instructionalimprovement and monitors progress on the plan.Meets regularly and frequently (at least twice a month) to plan professionaldevelopment/ collaboration time and to discuss next steps.Learn (through formal training, reading, self-study, reflection, discussion anddialogue) about the improvement process and what works to make good schoolsbetter.Works collaboratively to ensure high quality professional development andcollaboration time across grade levels and departments.13
The ILT LEADSthe entire school in:Analyzing school data to identify strengths and opportunities for improvement.Meeting regularly to learn about effective instructional practices and how toanalyze student achievement data to improve the use of these instructionalpractices.Challenging all community members in examining beliefs regarding the abilitiesof all students.Identifying and eliminating barriers to improvement.Facilitating two-way communication between the ILT and other schoolcommunity members.WHO serves on the ILT?Usually consists of:One teacher per grade level at the elementary level and one percluster or discipline at the secondary level.The principal and often other members of the school community.Representation from bilingual education, special education, andspecialists.14
Possible ILT ConfigurationsExample of a possible ILT at theelementary levelExample of a possible ILT at thesecondary levelSite AdministratorSite AdministratorGrade-level representativesContent area representatives (ELA,Mathematics, Science, History, etc.)Teacher representatives with content areaexpertise (literacy, math, science, history)CounselorsSpecial EducatorsSpecial EducatorsEnglish Learner Support TeacherEnglish Learner Support TeacherLUNCH15
“American Public School System”:An ExampleRead the article on how the fictitious “APSS” developed and utilizes itsInstructional Leadership Team.”As a table or school/district team, using the article as a guide, discuss and chartyour responses to the following questions: Who would be on your “dream team” ILT? (List by role or job title) What characteristics of effective teams would be non-negotiable? Why? What safeguards would you put in place to prevent your team from beingineffective? How will you communicate the importance of developing and building acollaborative and cohesive instructional leadership team?Report out responses to the whole group.Next StepsPlanningFollow “effective meeting strategies” while conducting your planningsession this afternoon by planning a clear agenda and selecting afacilitator, a recorder, a time keeper, and a process observer.Determine desired outcomes.Complete the next steps planner.16
Next Steps Planningfor Schools andDistrict SupportersWhole group report out.Thank You for YourParticipation &Hard Work Today!17
COMMONCORE STATESTANDARDS(CCSS)Implementing the Common Core State Standards:The Role of Instructional Leadership Teams (ILTs) and Looking at Student Work (LASW)DAY TWODay 2 Agenda8:30 – 8:45 am8:45 – 10:00 amWelcome and Ice BreakerExamining Data:Introduction to the Looking at Student Work Process10:00 – 10:15 amBreak10:15 – 12:00 pmExamining Data:Looking at Literacy Design Collaborative (LDC)Student Work in Action12:00 – 1:00 pmLunch1:00 – 2:30 pmNext Steps Planning for Schools and District Supporters2:30 – 3:00 pmReport Out and Sharing3:00 pmAdjourn18
Session Goals &Desired OutcomesBy the end of this professional learning experience, participantswill be able to Analyze and discuss the “Looking at Student Work”(LASW) process as a key lever in the continuousimprovement process in the school’s implementation ofthe Common Core State Standards.Discuss their next steps for utilizing Looking at Student Workprotocols as a method of examining data and drivinginstructional improvement.Ice BreakerThink of a time when you were part of a successful collaboration experience– e.g. a choir, band, a sports team, a committee, a curriculum project, aboard, etc.In small groups, share your experiences, listening for common elements thatcontributed to the success of the experience.19
LOOKING ATSTUDENT WORKLooking at Student Work:An IntroductionTo be a teacher in the right sense is to be alearner. Instruction begins when you, the teacher,learn from the learner, put yourself in his placeso that you may understand what heunderstands and in the way he understands it.”— Soren KierkegaardDo you agree or disagree with this line of thinking? Why or why not?Source: National School Reform Faculty, “Learning from Student Work: An Overview,” www.nsrfharmony.org .20
Looking at Student Work:Key Principles and PurposesKey PrinciplesPurposesStudents’ work in schools is serious as it demonstrates Allows teams to engage in professional development.their mastery of content and standards as well as theirareas of needed support.Students’ work is key data about the progress of theschool.LASW must be connected to serious changes incurriculum, CCSS, assessment, instruction andprofessional development.Determines the effectiveness of curriculum,instruction and assessment and other accountabilitymeasures.Sets high standards and expectations for studentlearning.Provides opportunities to reflect on student learningand growth over time.Looking at Student Work:The Power of ProtocolsWhat are protocols? Guidelines for student‐focused conversation. Vehicles for building collaborative working relationships and teaming.Why should we use protocols for looking at student work? Create a structured environment for: speaking, listening, and questioning. Make the most of limited time. Promote deep, meaningful conversation about teaching and learning withexplicit references to the Common Core.How do we use protocols for looking at student work? Incorporate them into your study group meetings/grade levelmeetings/staff meetings and instructional leadership discussions. Connect them to crucial Common Core teaching and learning priorities inyour study group/grade level/school. Practice them regularly.Source: National School Reform Faculty, “Learning from Student Work: An Overview,” www.nsrfharmony.org .21
Looking at Student Work:Results of Using ProtocolsTeachers who present work typically find that:Some of their own impressions about student work are confirmed.They are likely to gain new insights into the thinking of their students.The strengths and weaknesses of their assignments influence the resultingstudent work.Their knowledge of the Common Core is deepened.Source: National School Reform Faculty, “Learning from Student Work: An Overview,” www.nsrfharmony.org .Looking at Student Work:Results of Using Protocols(continued)Other teachers who participate in LASW:Develop a sense of the kind and quality of the work going on inside theirschool.Learn about students they will teach in future years and see how studentsthey taught in previous years have developed.Gain new ideas for their own classroom practice.Begin to develop a shared understanding of standards in different domainsand the process students go through to meet them.Source: National School Reform Faculty, “Learning from Student Work: An Overview,” www.nsrfharmony.org .22
Looking at Student Work:DiscussionNow that we have discussed the “what and why” of using protocols toLASW, please discuss the following at your table:What are some benefits of working with colleagues to look at student work?What are some barriers to looking at student work with colleagues?What supports would you need in order to dedicate more time to looking atstudent work with colleagues?Source: National School Reform Faculty, “Learning from Student Work: An Overview,” www.nsrfharmony.org .LUNCH23
Post-Lunch Reflection“This is about the kids and what theycan do, not about what we as teachersthink they need. Looking at student work is the criticalpiece. Their work tells you their story. And we havelearned to trust our students a lot more.”-Project lead,Hillsborough (FL) County Public SchoolsDo you agree or disagree with this line of thinking? Why or why not?Looking at Student Workin ActionThus far, we have learned the key principles, purposes and results of usingprotocols to look at student work- “the What and the Why.”Now, we will discover “the How” through a role play simulation that willprovide a hands-on experience to look at student work through the lens of aLiteracy Design Module (LDC) module lesson.24
Essential Elements of an LDC Module:A ReviewEssential Elements of an LDC Module:A Review25
Looking at Student Work:Key Principles and the PurposeOBSERVED: INSIDE THE FISHBOWLOBSERVERS: OUTSIDE THE FISHBOWLSelect roles for each member of themock ILTScore the student work at the same timeas the team inside the fishbowlFollow the guidance of the mock ILTfacilitatorRefer to the grade level standards as youassess the student work as neededScore the student work at the same timeas the team outside the fishbowlUse the questions in the LASW protocol totake notes on the group’s workEngage in a facilitated dialogue using thequestions on LASW protocolLooking at Student Work in Action:Role PlayFishbowl activity.26
Fishbowl Experience WholeGroup DebriefObservers What did you learn from observing the ILT during the role play? What questions or points of clarification do you have? How can you utilize this process with your school site teams? Was a shared understanding of Common Core expectations evident in theteam’s discussion?Observed What did you learn from the experience of being part of the ILT? What was challenging about the process? How can you utilize this process with your school site teams?Next Steps PlanningFollow “effective meeting strategies” while conducting your planning sessionthis afternoon by planning a clear agenda, selecting a facilitator, a recorder,a time keeper, and a process observer.Determine desired outcomes.Complete the next steps planner.27
Next Steps Planning for Schools andDistrict SupportersIn your planning groups, answer the following questions on your next stepsaction planner:What do we need in order to routinize the LDC model of looking at student workin our practices?How do we ensure LASW practices deepen teachers’ and school leaders’knowledge of the Common Core?How do we communicate the work of the ILT to the rest of the school/districtstaff?Session Goals and Desired OutcomesAs a result of this professional learning experience, are you able to:Analyze and discuss the “Looking at Student Work” (LASW) process as a keylever in the implementation of the Common Core in your school?Discuss your plan for next steps in the implementation of the ILT and LASWprocesses?28
Thank You for YourParticipation &Hard Work Today!29
COMMON CORE STATE STANDARDS (CCSS) Implementing the Common Core State Standards: The Role of Instructional Leadership Teams (ILTs) and Looking at Student Work (LASW) DAY TWO Day 2 Agenda 8:30 - 8:45 am Welcome and Ice Breaker 8:45 - 10:00 am Examining Data: Introduction to the Looking at Student Work Process 10:00 - 10:15 am Break 10:15 .
GRADE 10 – Mirrors & Windows Level V EMC Publishing, LLC Category 3: CCSS ELA and Literacy – Grades 9-12 I. Alignment to the Rigor of the CCSS: Instructional Material Aligns With the Letter and Spirit of CCSS: Criteria 1 – Targets a set of grade-level CCSS ELA/Literacy standards Grade-Level CCSS Standards CITATION Correlation to CCSS, Level V
of the Common Core State Standards (CCSS). Our State of State Standards—and the Common Core—in 2010 found that the CCSS were clearer and more rigorous than the English language arts (ELA) standards in 37 states and stronger than the math standards in 39 states. Naturally, we encouraged those states to adopt the CCSS instead of starting from
COMMON CORE STATE STANDARDS (CCSS) LOUISIANA GRADE-LEVEL EXPECTATIONS (GLE) CCSS ID (Grade, Domain, Grade-Specific Standard No.) Grade Domain Cluster CCSS GLE ID (Content Area, Grade, GLE No.) GLE GLE Grade Level Analyst's Comments K.CC.1 K Counting and Cardinality Know number names and the count sequence. 1. Count to 100 by ones and by tens. M .
CCSS and CT standards using the Common Core Comparison Tool developed by Achieve, Inc. CCSS were compared to CT standards: standard by standard at the same grade level. at the prekindergarten level, grade levels before or after the targeted CCSS and by high school grade bands.
Mar 05, 2016 · 5th Grade Math Curriculum Map with CCSS Unit 1 – Numerical Expressions 1-1 Writing and Interpreting Numerical Expressions CCSS.MATH.CONTENT.5.OA.A.2 1-2 Translating Expressions with Parentheses CCSS.MATH.CONTENT.5.OA.A.2 1-3 Order of Operations without Parentheses CCSS.MATH.
CCSS.ELA-Literacy.RI.5.6 CCSS.ELA-Literacy.RI.5.7 CCSS.ELA-Literacy.RI.5.8 CCSS.ELA-Literacy.RI.5.9 CCSS.ELA-Literacy.RI.5.10 II THE PLAY’S THE THING: OUR STORY This new musical adaptation is based on the beloved and bestselling Scholastic Publishing series, THE MAGIC SCHOOLBUS . In this adventure, the Magic School Bus
CCSS Assessment Evaluation Tool – MATHEMATICS (Grades K–HS) CCSS Assessment Evaluation Tool (AET) – MATHEMATICS GRADES K–High School. To evaluate each grade/course’s assessments for alignment with the Common Core State Standards (CCSS), analyze the assessments against the non-
upon the most current revision of ASTM D-2996 (Standard Specification for Filament Wound Rein-forced Thermosetting Resin Pipe): Ratio of the axial strain to the hoop strain. Usually reported as 0.30 for laminates under discussion. 0.055 lb/in3, or 1.5 gm/cm3. 1.5 150-160 (Hazen-Williams) 1.7 x 10-5 ft (Darcy-Weisbach/Moody) 1.0 - 1.5 BTU/(ft2)(hr)( F)/inch for polyester / vinyl ester pipe .
