CCRS Quarterly Meeting 1
2014 - 2015
K-5
English Language Arts
http://alex.state.al.us/ccrs/
Phases of CCRS Implementation
• CCRS Self
Assessment
• CCRS website
Evaluation &
Accountability
Follow Up
& Support
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Regional Planning Team
Regional Support Staff
(RSS)
Differentiated Support
District and school
coaches
Awareness
Implementation
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CCRS Team
Professional Learning
Alabama Insight Tool
Global Scholar
Summer Teaching
Academies
PLAN 2020
Outcomes for the Year
Effective Practices to Help Students Meet Standards
Tasks and questions of powerful teams:
1. Co-creating lessons- What learning experiences do our students
need to reach the standards?
2. Co-creating assessments- How will we know if they have reached
the standard?
3. Looking at student work- What does student work suggest about
what they do and don’t understand and what will we need to do
next?
Outcomes
Participants will
• Discuss the data gathered from 2013-2014 state
and national implementation surveys.
• Analyze a unit plan using the EQuIP Rubric.
• Determine how the standards connect across
multiple lessons to provide differentiation in Tier
One and maximize student learning.
Outcome 1
• Discuss the data gathered from 2013-2014 state and national
implementation surveys.
CCRS Implementation Team Survey
On a five-point scale (where 5 is “very prepared” and 1 is “not at all
prepared”, how prepared are teachers to teach CCRS to the following
groups of students?
Students as a whole
English Language Learners
Students with Disabilities
Low-income Students
Academically At-Risk Students
92%
60%
61%
80%
74%
About 40% do not
feel prepared to
teach ELL students
and Students with
disabilities
CCRS Teacher/Administrator Survey
How prepared are teachers in your school to teach CCRS to the
following groups of students? (from Very prepared to Not at all
prepared)
Students as a whole
English Language Learners
Students with Disabilities
Low-income Students
Academically At-Risk Students
81%
61%
64%
75%
75%
About 40% do not
feel prepared to
teach ELL students
and Students with
disabilities
Alabama’s Needs Align with the National Research
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Working with colleagues is the most useful support for implementing
the standards.
Teachers feeling most comfortable tend to be those more
frequently working with others to analyze student work, design
curriculum, and create assessments.
Teachers in all disciplines are actively engaged in shifting literacy
practices.
Teachers engaged in cross-discipline conversation about literacy are
making greater shifts in their instruction.
When given the opportunity, teachers are owning the change
by innovating and designing appropriate lessons and materials.
Outcome 2
Analyze a unit plan using the EQuIP Rubric.
Graphic
“Increased emphasis on deep content
knowledge and teaching of academic
vocabulary is a critical instructional shift in
the Common Core State Standards”
Dr. Donald R. Bear, Iowa State University
Unit Analysis
1. Read the unit plan and accompanying text.
2. Using the rubric, determine if the unit meets the criteria of the
bulleted items in Dimension 1.
3. In the blank beneath Dimension 1, make notes of
concerns/issues; list items needed for improvement to meet
criteria of rubric.
4. Check to the left of the bulleted item if the lesson plan meets
the criteria listed.
Table Discussion
•Were there missing Dimension I
components?
•Which item(s)?
•What would need to be updated
about the lesson to meet the rubric
criteria?
Lunch
Unit Analysis
1. Using the rubric, determine if the unit meets the
criteria of the bulleted items in Dimension II.
2. In the blank beneath Dimension II, make notes of
concerns/issues; list items needed for
improvement to meet criteria of rubric.
3. Check to the left of the bulleted item if the lesson
plan meets the criteria listed.
Table Discussion
• Were there missing Dimension II
components?
• Which item(s)?
• What would need to be updated about the
lesson to meet the criteria?
Unit Analysis
1. Using the rubric, determine if the unit meets the
criteria of the bulleted items in Dimension III.
2. In the blank beneath Dimension III, make notes of
concerns/issues; list items needed for
improvement to meet criteria of rubric.
3. Check to the left of the bulleted item if the lesson
plan meets the criteria listed.
Table Discussion
• Were there missing Dimension III
components?
• Which item(s)?
• What would need to be updated about
the lesson to meet the rubric criteria?
• What scaffolds are visible?
• What scaffolds are still needed?
Basic Definition
What is Instructional
Scaffolding?
Temporary support structures
a teacher puts in place to
assist students in
accomplishing a task they
might otherwise not reach
Appendix A: Common Core State
Standards
Curriculum Guide to the Alabama Course of Study:
English Language Arts K-12
Unit Analysis
1. Using the rubric, determine if the unit meets the
criteria of the bulleted items in Dimension IV.
2. In the blank beneath Dimension IV, make notes of
concerns/issues; list items needed for
improvement to meet criteria of rubric.
3. Check to the left of the bulleted item if the lesson
plan meets the criteria listed.
Table Discussion
• Were there missing Dimension IV
components?
• Which item(s)?
• What would need to be updated about the
lesson to meet the criteria?
Outcome 3
Determine how the standards connect across
multiple lessons to provide differentiation in Tier
One and maximize student learning.
Let’s Consider
RL3.3 – Describe characters in a story (e.g., their
traits, motivations, or feelings) and explain how
their actions contribute to the sequence of
events.
Take It Back
• Take the EQuIP rubric review tool back to your school and
use it to analyze a unit of study from any content area.
• Use the analysis results to determine what needs updating
to meet the criteria of the unit.
• Bring back findings to share with others.
• Begin to use The Curriculum Guide to the Alabama Course
of Study: English Language Arts K-12 to provide
differentiated support for special populations in Tier One
instruction.
Four Planning Questions
1. What is my desired outcome?
2. What steps will I take to reach my desired
outcomes?
3. How will I know when the desired outcome has
been met?
4. What will I do if the learning does or does not
occur?