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<ul><li> Slide 1 </li> <li> KANSAS COLLEGE AND CAREER READINESS STANDARDS KCCRS </li> <li> Slide 2 </li> <li> WHY ALL THE HPYE WITH KCCRS? Its a new way of learning and processing information. </li> <li> Slide 3 </li> <li> 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. </li> <li> Slide 4 </li> <li> 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.) </li> <li> Slide 5 </li> <li> 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.) </li> <li> Slide 6 </li> <li> 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.) </li> <li> Slide 7 </li> <li> 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 </li> <li> Slide 8 </li> <li> 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: </li> <li> Slide 9 </li> <li> 21 ST CENTURY LEARNER/TEACHER/PRINCIPAL CONSIDERATIONS: Habits of Mind </li> <li> Slide 10 </li> <li> 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. &amp; 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 </li> <li> Slide 11 </li> <li> Slide 12 </li> <li> MAKING THE SHIFT Pre-KCCRS to Post-KCCRS </li> <li> Slide 13 </li> <li> COMMON CORE SHIFTS ELA &amp; CONTENT LITERACY </li> <li> Slide 14 </li> <li> BALANCING INFORMATIONAL AND LITERARY TEXT ELA Shift 1 </li> <li> Slide 15 </li> <li> SHIFT 1 Use a variety of texts Use informational texts, fictional and nonfictional texts Include other types of texts like articles, internet, speeches. </li> <li> Slide 16 </li> <li> BUILDING KNOWLEDGE IN THE DISCIPLINES ELA Shift 2 </li> <li> Slide 17 </li> <li> SHIFT 2 Reading across the disciplines Use content areas to further reading Reading can be taught in ALL content areas </li> <li> Slide 18 </li> <li> 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 </li> <li> Slide 19 </li> <li> INCREASE COMPLEXITY OF TEXT AT EACH GRADE LEVEL ELA Shift 3 </li> <li> Slide 20 </li> <li> 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 </li> <li> Slide 21 </li> <li> STAIRCASE OF COMPLEXITY SHIFT 3 Appendix B: Text Exemplars and Sample Performance Tasks Expectation of proficiency and independence in reading grade level text </li> <li> Slide 22 </li> <li> 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. </li> <li> Slide 23 </li> <li> 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. </li> <li> Slide 24 </li> <li> TEXT BASED ANSWERS ELA Shift 4 </li> <li> Slide 25 </li> <li> 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. </li> <li> Slide 26 </li> <li> SHIFT 4 Text-based Answers Pre-CCSS 2 nd 3 rd Grade Post-CCSS </li> <li> Slide 27 </li> <li> WRITING FROM SOURCES ELA Shift 5 </li> <li> Slide 28 </li> <li> 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 </li> <li> Slide 29 </li> <li> WRITING FROM SOURCES SHIFT 5 Appendix C: Samples of Student Writing Argumentative writing is especially prominent in the CCSS </li> <li> Slide 30 </li> <li> SHIFT 5 Writing from Sources Pre-CCSS 4th 5th Grade Post-CCSS </li> <li> Slide 31 </li> <li> ACADEMIC VOCABULARY ELA Shift 6 </li> <li> Slide 32 </li> <li> ACADEMIC VOCABULARY SHIFT 6 Ramp up instruction of Tier Two words </li> <li> Slide 33 </li> <li> SHIFT 6 Academic Vocabulary K-5 </li> <li> Slide 34 </li> <li> SHIFT 6 Academic Vocabulary K-5 </li> <li> Slide 35 </li> <li> MATH </li> <li> Slide 36 </li> <li> 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 </li> <li> Slide 37 </li> <li> 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. </li> <li> Slide 38 </li> <li> FOCUS Mathematics Shift 1 </li> <li> Slide 39 </li> <li> 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 </li> <li> Slide 40 </li> <li> COHERENCE Mathematics Shift 2: </li> <li> Slide 41 </li> <li> SHIFT 2 COHERENCE Build from year to year Scope and sequence Vertical Alignment of curriculum is crucial </li> <li> Slide 42 </li> <li> FLUENCY Mathematics Shift 3: </li> <li> Slide 43 </li> <li> 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 </li> <li> Slide 44 </li> <li> DEEP UNDERSTANDING Mathematics Shift 4: </li> <li> Slide 45 </li> <li> 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.) </li> <li> Slide 46 </li> <li> APPLICATION Mathematics Shift 5: </li> <li> Slide 47 </li> <li> 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 </li> <li> Slide 48 </li> <li> DUAL INTENSITY Mathematics Shift 6: </li> <li> Slide 49 </li> <li> 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.) </li> <li> Slide 50 </li> <li> DLM-KAA Qualifying Criteria - To qualify for the Dynamic Learning Maps and KAA assessment, students must qualify for both sections below. </li> <li> Slide 51 </li> <li> 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. </li> <li> Slide 52 </li> <li> 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 </li> <li> Slide 53 </li> <li> 1% OF TESTED POPULATION DLM eligibility </li> <li> Slide 54 </li> <li> 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. </li> <li> Slide 55 </li> <li> NO KAMM! Students who have taken the Kamm in the past will now take the General Education with Accommodations </li> <li> Slide 56 </li> <li> 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. </li> <li> Slide 57 </li> <li> QUESTIONS? Thank you! </li> </ul>


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