transcript
- Slide 1
- KANSAS COLLEGE AND CAREER READINESS STANDARDS KCCRS
- Slide 2
- WHY ALL THE HPYE WITH KCCRS? Its a new way of learning and
processing information.
- Slide 3
- NEED FOR CHANGE IN THE EDUCATIONAL SYSTEM Predominantly school
are still designed as they were for the industrial period Turning
out mass workforce for high intensity labor Fundamental switch from
manual labor to thinking labor Schools need to change to
accommodate the new information and technology era.
- Slide 4
- HOW MUCH INFORMATION DO WE HAVE? The study has, for the first
time, used "terabytes" as a common standard of measurement to
compare the size of information in all media, linking and
interpreting research reports from industry and academia. One
terabyte equals a million megabytes or the text content of a
million books. The United States produces 35 percent of all print
material, 40 percent of the images and more than half of the
digitally stored material. (University of California at Berkley
study.)
- Slide 5
- HOW MUCH INFORMATION? The directly accessible "surface" Web
consists of about 2.5 billion documents and is growing at a rate of
7.3 million pages per day. Counting the "surface" Web with the
"deep" Web of connected databases, intranet sites and dynamic
pages, there are about 550 billion documents, and 95 percent is
publicly accessible. A white-collar worker receives about 40 e-mail
messages daily at the office. (University of California at Berkley
study.)
- Slide 6
- INFO Print accounts for such a miniscule amount of the total
information storage. Vast amount of unique information stored and
also created by individuals. Original documents created by office
workers represent nearly 90 percent of all original paper
documents, while 56 percent of magnetic storage is in single-user
desktop computers. Ordinary people not only have access to huge
amounts of data, but are also able to create gigabytes of data
themselves Predominance of digital information is because digital
information is potentially accessible anywhere on the Internet and
is a "universal" medium (University of California at Berkley
study.)
- Slide 7
- WHAT DOES THIS MEAN FOR THE WORKFORCE? Need for postsecondary
education and training Use of higher order thinking skills Use of
technology Continual change People who can think about thinking
Creative, analytical minds
- Slide 8
- A NEW GENERATION OF STANDARDS FOR COLLEGE AND CAREER READINESS
Advance instruction shift focus from AYP to CCR Cultivate habits of
mind approaches to learning that are intellectual, practical, and
spur student success Facilitate collaboration among students, among
disciplines, among states These standards are our renewed
opportunities to:
- Slide 9
- 21 ST CENTURY LEARNER/TEACHER/PRINCIPAL CONSIDERATIONS: Habits
of Mind
- Slide 10
- 16 HABITS OF MIND DRAWN FROM RESEARCH ON HUMAN EFFECTIVENESS,
DESCRIPTIONS OF REMARKABLE PERFORMERS, AND ANALYSES OF THE
CHARACTERISTICS OF EFFICACIOUS PEOPLE 1. Persisting 2. Managing
Impulsivity 3. Listening with Understanding and Empathy 4. Thinking
Flexibly 5. Thinking About Thinking (Metacognition) 6. Striving for
Accuracy 7. Questioning and Posing Problems 8. Applying Past
Knowledge to New Situations 9. Thinking and Communicating with
Clarity and Precision 10. Gathering Data Through All Senses 11.
Creating, Imagining, Innovating 12. Responding with Wonderment and
Awe 13. Taking Responsible Risks 14. Finding Humor 15. Thinking
Interdependently 16. Remaining Open to Continuous Learning from
Costa, A.L. & B. Kallick. Learning and Leading with Habits of
Mind: 16 Essential Characteristics for Success. ASCD, 2008.
http://www.ascd.org/publications/books/108008/chapters/Describing-the-Habits-of-Mind.aspx
- Slide 11
- Slide 12
- MAKING THE SHIFT Pre-KCCRS to Post-KCCRS
- Slide 13
- COMMON CORE SHIFTS ELA & CONTENT LITERACY
- Slide 14
- BALANCING INFORMATIONAL AND LITERARY TEXT ELA Shift 1
- Slide 15
- SHIFT 1 Use a variety of texts Use informational texts,
fictional and nonfictional texts Include other types of texts like
articles, internet, speeches.
- Slide 16
- BUILDING KNOWLEDGE IN THE DISCIPLINES ELA Shift 2
- Slide 17
- SHIFT 2 Reading across the disciplines Use content areas to
further reading Reading can be taught in ALL content areas
- Slide 18
- SHIFT 1 Balancing Informational and Literary Texts SHIFT 2
(Link to 6-12) Building Knowledge in the Disciplines Paired Texts:
The Human Body Fourth-Sixth Grade
- Slide 19
- INCREASE COMPLEXITY OF TEXT AT EACH GRADE LEVEL ELA Shift
3
- Slide 20
- SHIFT 3 Read and reread Be persistent; read challenging
materials Leveled readers for struggling readers Scaffolding Build
in a joy of read by high interest texts at appropriate reading
level for the student. Use all parts of the text, glossary, table
of contents, picture captions, etc
- Slide 21
- STAIRCASE OF COMPLEXITY SHIFT 3 Appendix B: Text Exemplars and
Sample Performance Tasks Expectation of proficiency and
independence in reading grade level text
- Slide 22
- SHIFT 3 Staircase of Complexity PRE-CCSS K-5 Thank you for
hands and feet that keep a beat, for ears that hear, and eyes that
see. Thank you for each bendy knee. Thank you for hands and feet
that keep a beat, for ears that hear, and eyes that see. Thank you
for each bendy knee.
- Slide 23
- SHIFT 3 Staircase of Complexity POST-CCSS K-5 When you eat
fresh fruits and vegetables and protein foods like meat, milk, and
beans you are giving your body the things it needs to grow.
- Slide 24
- TEXT BASED ANSWERS ELA Shift 4
- Slide 25
- SHIFT 4 Questions tied directly to the text, but extend beyond
the literal Students must cite text to support answers Personal
opinions, experiences, and connections to the text are minimized in
favor of what the text actually says or doesnt say Answers to
questions are found in the text and student gives evidence from
text to support their answers.
- Slide 26
- SHIFT 4 Text-based Answers Pre-CCSS 2 nd 3 rd Grade
Post-CCSS
- Slide 27
- WRITING FROM SOURCES ELA Shift 5
- Slide 28
- SHIFT 5 Fewer personal narratives Argumentative takes center
stage as preferred writing genre Use multiple sources Analyze and
synthesize information Develop own voice for writing
- Slide 29
- WRITING FROM SOURCES SHIFT 5 Appendix C: Samples of Student
Writing Argumentative writing is especially prominent in the
CCSS
- Slide 30
- SHIFT 5 Writing from Sources Pre-CCSS 4th 5th Grade
Post-CCSS
- Slide 31
- ACADEMIC VOCABULARY ELA Shift 6
- Slide 32
- ACADEMIC VOCABULARY SHIFT 6 Ramp up instruction of Tier Two
words
- Slide 33
- SHIFT 6 Academic Vocabulary K-5
- Slide 34
- SHIFT 6 Academic Vocabulary K-5
- Slide 35
- MATH
- Slide 36
- AREAS FOR EMPHASIS FOR MATHEMATICS Focus strongly where the
Standards focus, using the Critical Areas Coherence: Think across
grades, and link to major topics within grades Rigor: In major
topics, pursue conceptual understanding, application, and
procedural skill and fluency Mathematical Practices and 6 Shifts -
Considerations
- Slide 37
- MATHEMATICAL PRACTICES (PAGES 6-7 OF THE DOCUMENT) 1. MAKE
SENSE OF PROBLEMS AND PERSEVERE IN SOLVING THEM. 2. REASON
ABSTRACTLY AND QUANTITATIVELY. 3. CONSTRUCT VIABLE ARGUMENTS AND
CRITIQUE THE REASONING OF OTHERS. 4. MODEL WITH MATHEMATICS. 5. USE
APPROPRIATE TOOLS STRATEGICALLY. 6. ATTEND TO PRECISION. 7. LOOK
FOR AND MAKE USE OF STRUCTURE. 8. LOOK FOR AND EXPRESS REGULARITY
IN REPEATED REASONING.
- Slide 38
- FOCUS Mathematics Shift 1
- Slide 39
- PRIORITIES IN MATH Grade Priorities in Support of Rich
Instruction and Expectations of Fluency and Conceptual
Understanding K2 Addition and subtraction, measurement using whole
number quantities 35 Multiplication and division of whole numbers
and fractions 6 Ratios and proportional reasoning; early
expressions and equations 7 Ratios and proportional reasoning;
arithmetic of rational numbers 8Linear algebra 39
- Slide 40
- COHERENCE Mathematics Shift 2:
- Slide 41
- SHIFT 2 COHERENCE Build from year to year Scope and sequence
Vertical Alignment of curriculum is crucial
- Slide 42
- FLUENCY Mathematics Shift 3:
- Slide 43
- KEY FLUENCIES GradeRequired Fluency KAdd/subtract within 5
1Add/subtract within 10 2 Add/subtract within 20 Add/subtract
within 100 (pencil and paper) 3 Multiply/divide within 100
Add/subtract within 1000 4Add/subtract within 1,000,000
5Multi-digit multiplication 6 Multi-digit division Multi-digit
decimal operations 7Solve px + q = r, p(x + q) = r 8Solve simple 2
2 systems by inspection 43
- Slide 44
- DEEP UNDERSTANDING Mathematics Shift 4:
- Slide 45
- SHIFT 4 DEEP UNDERSTANDING The assumption here is that students
who have deep conceptual understanding can: 1. Find answers through
a number of different routes (More than one way to solve a
problem.) 2. Articulate their mathematical reasoning (Explain how
they got the answer.) 3. Be fluent in the necessary baseline
functions in math, so that they are able to spend their thinking
and processing time unpacking mathematical facts and make meaning
out of them. (Has automaticity of computation skills.) 4. Rely on
their teachers deep conceptual understanding and intimacy with the
math concepts (Teachers have clear understanding of math.)
- Slide 46
- APPLICATION Mathematics Shift 5:
- Slide 47
- SHIFT 5 APPLICATION Apply math in other content areas and
situations, as relevant Choose the right math concept to solve a
problem when not necessarily prompted to do so Apply math including
areas where its not directly required (i.e. in science) Provide
students with real world experiences and opportunities to apply
what they have learned
- Slide 48
- DUAL INTENSITY Mathematics Shift 6:
- Slide 49
- SHIFT 6 DUAL INTENSITY Practice for fluency Practice for
understanding and application Apply both. Must be able to do both
computation and concepts well. (Focus is no longer one or the other
depending on grade level.)
- Slide 50
- DLM-KAA Qualifying Criteria - To qualify for the Dynamic
Learning Maps and KAA assessment, students must qualify for both
sections below.
- Slide 51
- SECTION 1 You must answer Yes to all three questions to
qualify. 1. The student has a significant cognitive disability 2.
The student is learning content standards linked to (derived from)
the Kansas College and Career Ready Standards 3. The student
requires extensive direct instruction and substantial modifications
and supports to achieve measureable gains in the grade- and
age-appropriate curriculum.
- Slide 52
- SECTION 2 ALL ANSWERS MUST BE NO TO QUALIFY Question- Did you
make the decision based on: 1. A disability category or label 2.
Poor attendance or extended absences 3. Native
language/social/cultural or economic difference 4. Expected poor
performance on the general education assessment 5. Services student
receives 6. Educational environment or instructional setting 7.
Percent of time receiving special education 8. English Language
Learner (ELL) status 9. Low reading level/ achievement level 10.
Anticipated students disruptive behavior 11. Impact of student
scores on accountability system 12. Administrator decision 13.
Anticipated students emotional duress
- Slide 53
- 1% OF TESTED POPULATION DLM eligibility
- Slide 54
- CHOOSING INDICATORS Indicators are chosen from the appropriate
grade level of the DLM-EE (Dynamic Learning MapsEssential Elements)
We are still telling everyone to put the indicators on their
checklists Write a separate goal and checklist for each content
area.
- Slide 55
- NO KAMM! Students who have taken the Kamm in the past will now
take the General Education with Accommodations
- Slide 56
- GENERAL ED. TEST WITH ACCOMMODATIONS Accomodations must be
listed on the IEP Must be specific Shortened assignment; shortened
by 50% Extended timeTime plus Frequent breaksMovement, stretch,
break every 15 minutes Read aloudAt least 50% of all assignments
read aloud. All tests read aloud. (KCA recording) Must be provided
also in General Ed. Classroom Testing coordinator will report
accomodations to state when ordering tests.
- Slide 57
- QUESTIONS? Thank you!