Supporting Participating Teachers Through the
CCSS Transition
BTSA Advisory Board Meeting
October 25, 2013
Revised BTSA Seminars
NCBTP continues to focus on the Induction
Standards
And…
NCBTP is integrating the Common Core State
Standards into the monthly seminars.
Profile of 21st Century Learners
• Demonstrate independence
• Build strong content knowledge
• Respond to the varying demands of
audience, task, purpose and discipline
• Value evidence
• Comprehend and articulate their learning
• Collaborate on ideas and develop
problem solving skills
Integrated Purpose
• CCSS purpose is to propel
change in instructional
practices in order to
improve student
performance, higher level
thinking, creativity,
collaboration and
communication
And…
• NCBTP’s purpose is to
model effective instructional
practices, increase teacher
performance, increase
higher level thinking,
collaboration and creativity
Common Core State Standards ….
• Intended to ensure all
students are college and
career ready
• Provide a clear, consistent
statewide understanding of
what students should know
and be able to do
And…
• NCBTP’s goal is to ensure a
competent and highly qualified
teacher for every child .
What is different about the Common Core State Standards?
English Language Arts
Mathematics
CCSS What does this mean for teachers?
• Analysis, evaluation, critical
thinking embedded in all
instruction
• Strategies on reading
informational text taught
across disciplines using
literacy standards
• Increased knowledge of
mathematical thinking
• Application of what students
learn to real world
• Emphasis on performance
instead of just knowing
content
Partner Discussion
Turn to an elbow partner
and discuss:
• What does this mean for
21st century teachers ?
• What does this mean for
NCBTP ?
Conversational Roundtable
Foldable
• Take a page, fold into quadrants.
– Then fold inner corner in about the length of your
thumb.
– Open it up and trace the lines.
– Label: My Notes, _______ at the top of each
square.
9
Conversational Roundtable
Your Notes:
#2 Name_______
#1 Name _______and Notes:
#3 Name:________
Conversation Round Table
Directions
• In the “Your Notes” quadrant, list activities that your
district or IHE are using to implement the CCSS.
Also note how BTSA can support these
implementation activities.
• When you are finished, get up and find another
person. Introduce yourself and share what you wrote.
Then take notes in another quadrant.
• Add to your “ Need it” column.
NCBTP Integration of CCSS
• Backward Design
• Collaborative Conversations
• Writing Standards
• Language Standards 4,5,6 (Vocabulary)
• Cognitive Rigor Matrix (Bloom’s and DOK)
• Technology
• Performance Based Assessments
APTRA: Inquiry Process
BTSA Lesson Planning
*Backward Design Theory
*Linked lessons
Comprehension and Collaboration
CCSS# 1. Prepare for and participate in collaborations
with diverse partners, building
on each others’
ideas and expressing their own clearly and
persuasively.
Increase Rigor
Bloom’s Taxonomy
Depth of Knowledge
Cognitive Rigor Matrix
Depth of Knowledge
DOK Level
Title of Level
1
Recall and Reproduction
2
Skills and Concepts
3
Short-term Strategic
Thinking
4
Extended Thinking
Possible
Products
Quiz
Label
Outline
Illustration
Presentation
Performance
Graph
Checklist
Survey
Film
Project
New Game
Newspaper
Media Product
Test
List
Highlighting
Interview
Journal
Report
Chart
Database
Story
Plan
Song
18
Example Grade 8
During the task, the student assumes the role of an architect who
is responsible for designing the best plan for a park with area and
financial restraints. The student completes tasks in which he/she
compares the costs of different bids, determines what facilities
should be given priority in the park, and then develops a scale
drawing of the best design for the park and an explanation of the
choices made. This investigation is done in class using a
calculator, an applet to construct the scale drawing, and a
spreadsheet.
Purpose of the Cognitive Rigor Matrix
• Develop a shared understanding of rigor
• Analysis of instructional tasks & classroom assessments
• Aids in classroom discourse; peer coaching
• Lesson planning & unit design
•
Lastly, the Smarter Balanced Assessment Consortium is
using this matrix to develop items/tasks that align with the
assessment targets.
Evidence-Centered Design
Claim
Target
Target
Target
Evidence
Evidence
Evidence
Evidence
Evidence
Evidence
Assessment
Results
Assessment
Results
Assessment
Results
Assessment
Results
Assessment
Results
Assessment
Results
What is a claim?
“Claims” are the broad statements of
the assessment system’s learning
outcomes, each of which requires
evidence that articulates the types of
data/observations that will support
interpretations of competence towards
achievement of the claims
The Smarter Balanced Assessment
Consortium English Language Arts Content
Specifications
• Claim 1: Students can read closely and analytically to
comprehend a range of increasingly complex literary and
informational texts. Reading, literary and informational text.
• Claim 2: Students can produce effective and well grounded
writing for a range of purpose and audiences.
• Claim 3: Students can employ effective speaking and
listening skills for a range of purposes and audiences.
• Claim 4: Students can engage in research/inquiry
to investigate topics, and to analyze, integrate, and
present information.
A Balanced Assessment System
ELA/Literacy and Mathematics, Grades 3-8 and High School
School Year
Last 12 weeks of the year*
DIGITAL LIBRARY of formative tools, processes and exemplars; released items and tasks; model
curriculum units; educator training; professional development tools and resources; scorer training modules;
and teacher collaboration tools.
Optional Interim
Assessment
Computer Adaptive
Assessment and
Performance Tasks
Optional Interim
Assessment
Computer Adaptive
Assessment and
Performance Tasks
Summative Assessment for
Accountability
Performance
Tasks
• ELA/literacy
• Mathematics
Scope, sequence, number and timing of interim assessments
locally determined
*Time windows may be adjusted based on results from the research agenda and final implementation decisions.
Computer
Adaptive
Assessment
• ELA/literacy
• Mathematics
Re-take option available
Assessment Is a Process,
Not an Event
Goals
Assessment
Instruction
The Feedback Loop
• Student
Work
Feedback
• Student
work
Feedback
International Center for Leadership in Education
• Student
Proficient
Celebrate
NCBTP Seminars
• CCSS aligned lesson
design & study
• Studying student work
• Collaborative projects
• Instructional based
• Instructional coaching
• Performance based tasks
• Technology
NCBTP
Sustaining Systemic Change in Instruction
The Essence of Induction :
The Products of Induction:
• Time
• Coaching/Support
• Deeper understanding
of Common Core State
Standards
• Reflection
• Improved Teaching
• Clear Credential
BTSA Induction
The mind is not a vessel to
be filled, but a fire to be
kindled