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CCSS Institute #4Learning Progressions
May 10, 2012
Agenda• Where are we now?• What are the next steps in our learning?– Definition of learning progressions– Using learning progressions for instructional
planning and formative assessment
Common Core State Standards Implementation Timeline for Arkansas Public Schools
http://www.arkansased.org/educators/pdf/curriculum/ccss_timeline_040711.pdf
Arkansas Common Core State Standards Strategic Plan
http://ideas.aetn.org/commoncore/strategic-plan
• Have you shared your vision of CCSS implementation with all teachers?
• Have you identified an ELA and Math lead to receive CCSS information?
• What process have you implemented to relay information to all teachers?
• What efforts have been made to engage the community in awareness of CCSS?
STRATEGIC ACTION AREA 1: COMMUNICATION
• Does every teacher have a copy or access to the CCSS ELA and Math documents? • Do all teachers have access to www.arkansasideas.org/commoncore? • How much time have all teachers been allocated to work in PLCs to focus on
student learning and implementation of CCSS? • How are PLCs reporting implementation to school leadership? • What evidence do you see that technology is being utilized as a tool for teaching
and for learning? • What efforts are being made to involve SPED, ALE, ELL, and other content areas
into conversation about CORE instruction in ELA and Math? • Have teachers utilized the “Checklists of Criteria for Selecting Resources Specific to
ELA and Math”? http://www.arkansasideas.org/commoncore/strategic-plan
STRATEGIC ACTION AREA 2: CURRICULUM
• Does every teacher know and understand the role of assessments as noted in the district assessment plan?
• Do all teachers utilize formative assessment to guide daily instruction?
STRATEGIC ACTION AREA 3: ASSESSMENT
• Through PLC reports and classroom observations, are evidence of research-based instructional practices increasing over time, such as higher-level questioning, more rigorous student-centered learning opportunities?
• Have teachers been given the opportunity to take leadership roles in supporting colleagues with regard to CCSS implementation?
• Does leadership have a common vision of what sustained change in teaching and student learning should look like when CCSS is fully implemented?
• Is there a school and/or district plan for the implementation of CCSS?
STRATEGIC ACTION AREA 4: INSTRUCTIONAL LEADERSHIP
• Have teachers developed professional growth plans that target specific areas for professional growth aligned with CCSS?
• Is the school utilizing its internal capacity of staff to support colleagues?
STRATEGIC ACTION AREA 5: PROFESSIONAL DEVELOPMENT
• How are teachers in PLCs integral to identifying policies that present barriers to the implementation of CCSS?
• Do policies reflect how all staff feels that our school should conduct business?
STRATEGIC ACTION AREA 6: POLICY
• How are data being utilized to make decisions regarding the implementation of CCSS?
• How are educator voices being heard within the building, district, and state?
STRATEGIC ACTION AREA 7: ALIGNED SYSTEM
A Guide for Professional Development
Planning for Implementation of theCommon Core State Standards
http://ideas.aetn.org/commoncore/strategic-plan
Phases of Professional Development Planning
Organization of document• Phases– Recommendations– References/Resources– For further study– Reflection– Parents and Community
SUMMARY of Recommendations:Phase One: Building awareness of the CCSS among educators, including the rationale for having common standards across states•All educators will be aware of the CCSS vision and will be familiar with the CCSS documents. •All educators will understand the CCSS are learning progressions for students with the promise of being college and career ready. •Educators will identify the student behaviors of learners that are college and career ready. Phase Two: Going deeper into the standards to identify, understand, and implement significant instructional shifts implicit in the mathematics and ELA standards•Educators will identify significant instructional shifts in ELA and mathematics. •Educators will identify and participate in targeted, professional learning needed to implement CCSS. Phase Three: Focusing on curriculum development/adoption and accessing the full range of assessment strategies to ensure success for all students•All educators will collaborate to develop and adopt curriculum that is aligned to the Common Core State Standards.•All educators will access the full range of assessment strategies to ensure success for all students. Phase Four: Evaluating progress and making necessary revisions to the strategic plan to ensure success for all students.•Educators will continue to meet in professional learning communities (PLC) to reflect on curriculum, instruction and assessment. Strategic plans will be updated to reflect learning.
Shifts in ELA Building knowledge through content-rich nonfiction and informational texts in
addition to literature Reading and writing grounded in evidence from the text Regular practice with complex text and its academic vocabularyThese apply to content area (social studies, science, and technical subject) teachers as
well as to English teachers. Shifts in Mathematics
Focus: 2-3 topics focused on deeply in each grade Coherence: Concepts logically connected from one grade to the next and linked
to other major topics within the grade Rigor: Fluency with arithmetic, application of knowledge to real world situations,
and deep understanding of mathematical concepts
Common Core ELA and Math Shifts
Big ShiftsBig Shifts in Math Content K-8 (.doc)Big Shifts in Math Pedagogy K-12 (.doc)English Language Arts Big Shifts (.doc) Updated: 02-15-2012Overview of the ELA Big Shifts (.doc) Updated: 02-15-2012
http://ideas.aetn.org/commoncore/strategic-plan
http://www.commoncorearkansas.org/
http://ideas.aetn.org/commoncore
http://www.arkansased.org/
[email protected]• Are you receiving emails from the CCSS
listserv?• Message #22 – CCSS Institute #4
https://www.teachingchannel.org/https://www.teachingchannel.org/videos/strategies-for-student-centered-discussion
•Sarah Brown Wessling, 2010 National Teacher of the Year
NEWNEW
Agenda• Where are we now?• What are the next steps in our learning?– Definition of learning progressions– Using learning progressions for instructional
planning and formative assessment
LEARNING PROGRESSIONS: SUPPORTING INSTRUCTION AND FORMATIVE ASSESSMENT
MARGARET HERITAGE
NATIONAL CENTER FOR RESEARCH ON EVALUATION, STANDARDS, AND STUDENT TESTING (CRESST)
GRADUATE SCHOOL OF EDUCATION AND INFORMATION STUDIES UNIVERSITY OF CALIFORNIA, LOS ANGELES
http://www.k12.wa.us/assessment/ClassroomAssessmentIntegration/pubdocs/FASTLearningProgressions.pdf
Progression• progression |prəˈgre sh ən|• noun• a movement or development toward a
destination or a more advanced state, esp. gradually or in stages : the normal progression from junior to senior status | their mode of progression through the forest.
Stages of Reading Development• Emergent Stage• Early / Developing Stage• Transitional / Nearly Fluent Stage• Fluent Stage
Developmental Stages of Spelling (Based on Words Their Way)
1. Emergent (ages 1 to 7) (pre K to Middle of 1st) 2. Letter Name/Alphabetic (ages 4-10) (K to Mid 2nd) 3. Within Word Pattern (ages 6-12) (1st grade to mid
4th) 4. Syllables and Affixes (ages 8-18) (3rd grade to 8th) 5. Derivational Relations (ages 10+) (5th grade to 12th)
The Importance of Math Progressionshttp://www.youtube.com/watch?v=a-P9KQdhE0U
http://www.turnonccmath.com/
http://www.cpre.org/images/stories/cpre_pdfs/learning%20trajectories%20in%20math_ccii%20report.pdf
Standards Progression
Learning Progressions• Clearly articulate the trajectory along which
students are expected to progress.• Descriptions in words and examples of what it
means to move over time toward more expert understanding.
• Depict successively more sophisticated ways of thinking about an idea that might reasonably follow one another as students learn.
Heritage, M. Formative Assessment and Next-Generation Assessment Systems: Are We Losing an Opportunity. National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
Learning Progressions• Clearly articulate the key sub concepts or subs
kills that constitute progress toward the subcomponent of the standard.
• Developed from a strong research base about the structure of knowledge in a discipline and about how learning occurs (ideally).
Heritage, M. Formative assessment: Making It Happen in the Classroom. Corwin, 2010.
Masters & Forster (1997)• “A description of skills, understanding and
knowledge in the sequence in which they typically develop: a picture of what it means to ‘improve’ in an area of learning”.
Wilson & Bertenthal (2005)• Descriptions of successively more
sophisticated ways of thinking about an idea that follow one another as student learn: they lay out in words and examples what it means to move toward more expert understanding.
Steven et al., (2007)• They represent not only how knowledge and
understanding develops, but also predict how knowledge builds over time.
Popham (2007)• Carefully sequenced set of building blocks that
students master en route to a more distant curricular aim. The building blocks consist of sub-skills and bodies of enabling knowledge.
Why do we need to study learning progressions?
• Curriculum and instruction• Formative assessment• Identify where a student is on the continuum• How to close the gap between current
learning and desired goals
Five Characteristics of Learning Trajectories/Progressions
1. Learning trajectories/progressions identify a particular domain and a goal level of understanding.
2. Learning trajectories/progressions recognize that children enter instruction with relevant yet diverse experiences that serve as effective starting points.
3. Learning trajectories/progressions assume a progression of cognitive states that move from simple to complex. While not linear, the progression is not random, and can be sequenced and ordered as “expected tendencies” or “likely probabilities”.
Adapted from Confrey, J & Maloney, S. Learning Trajectories. Presentation provided to CCSSO FAST SCASS Collaborative. 2010.
Five Characteristics of Learning Trajectories/Progressions
4. Progress through a learning trajectory/progression assumes a well-ordered set of tasks (curriculum), instructional activities, interactions, tools, and reflection.
5. Learning trajectories/progressions are based on synthesis of existing research, further research to complete the sequences, and a validation method based on empirical study.
Adapted from Confrey, J & Maloney, S. Learning Trajectories. Presentation provided to CCSSO FAST SCASS Collaborative. 2010.
Learning ProgressionsDevelopment of Big Ideas
Sub goals for Learning
Standards Progressions
Learning Progressions and Formative Assessment
• Elicit evidence• Feedback to students• Involvement of students
Learning Progressions Frameworks Designed for Use with The Common Core State Standards in English Language Arts &
Literacy K-12
Karin K. Hess, NCIEA, Project Director and Principal Author Jacqui Kearns, NAAC at UKY, Principal Investigator
December 2011
http://www.naacpartners.org/publications/ELA_LPF_12.2011_final.pdf
Learning Progressions Frameworks Designed for Use with The Common Core State Standards in Mathematics K-12
Karin K. Hess, NCIEA, Project Director Jacqui Kearns, NAAC at UKY, NACC Principal Investigator
December 31, 2010 (updated 2/24/2011)
http://www.nciea.org/publications/Math_LPF_KH11.pdf
Constructing Learning Progressions• Top-down • Experts in the domain
• Domain and research knowledge
Empirical evidence• 1: originating in or based on observation or
experience <empirical data>• 2: relying on experience or observation alone
often without due regard for system and theory <an empirical basis for the theory>
• 3: capable of being verified or disproved by observation or experiment <empirical evidence>
Constructing Learning Progressions• Bottom-up • Curriculum content
experts and teachers• Progression is based on
experience of teaching students
Bringing Them TogetherStructure of disciplinary knowledge
Top-down Bottom, up
Iterative validation Research
Knowledge of students
In addition to Hess, we will study…ELA•Margaret Heritage•Arkansas committee of educators
Mathematics•Jere Confrey•Richard Lehrer•Michael Battista•William McCallum•Hung-Hsi Wu
RL.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
Skills Understanding (Learning Goal)
Success Criteria
Say the topic that all the paragraphs address.
All the paragraphs in a text are about the same topic.
1. I can determine the main idea of the text.
Explain the specific focus of all the individual paragraphs.
Within paragraphs there is information that goes together that is related to the main topic.
2. I can recount the key details from the text and explain how they support the main idea.
Explain how the individual paragraphs relate to the main topic.
Within paragraphs the author has a particular focus that is related to the main topic.
The Feedback Loop
Source: Margaret Heritage
The Feedback Loop
Source: Margaret Heritage
Feedback Loop
Source: Margaret Heritage
The Feedback Loop
Source: Margaret Heritage
Feedback Loop
Source: Margaret Heritage
Feedback Loop
Source: Margaret Heritage
Feedback Loop
Source: Margaret Heritage
Feedback Loop
Source: Margaret Heritage
Video: Using the CCSS and Formative Assessment - Literacy
In this video, Olivia Lozano models the formative assessment process with a combined first and second grade literacy classroom using a poetry lesson aligned to the CCSS in ELA.
The Feedback Loop
Source: Margaret Heritage
CCSS Mathematics #4
• Date: May 16, 2012• Dr. Linda Griffith• Mathematics Learning
Progressions/Trajectorieshttp://ideas.aetn.org/commoncore/mathematics
Diane SweeneyStudent Centered Coaching
Who: All educatorsWhere and When: 8:30-3:30 at each site• June 19, 2012 Maumelle High School• June 20, 2012 Nettleton Performing Arts Center• June 21, 2012 Northwest Co-op