KANSAS COLLEGE AND CAREER READINESS STANDARDS KCCRS It’s a new way of learning and processing information. WHY ALL THE HPYE WITH KCCRS? 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. 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.) 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.) 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.) 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 A NEW GENERATION OF STANDARDS FOR COLLEGE AND CAREER READINESS These standards are our renewed opportunities to: 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 21ST CENTURY LEARNER/TEACHER/PRINCIPAL CONSIDERATIONS: Habits of Mind 16 HABITS OF MIND DRAWN FROM RESEARCH ON HUMAN EFFECTIVENESS, DESCRIPTIONS OF REMARKABLE PERFORMERS, AND ANALYSES OF THE CHARACTERISTICS OF EFFICACIOUS PEOPLE 1. Persisting 9. Thinking and Communicating with Clarity and Precision 2. Managing Impulsivity 3. Listening with Understanding and Empathy 10. Gathering Data Through All Senses 11. Creating, Imagining, Innovating 4. Thinking Flexibly 12. 5. Thinking About Thinking (Metacognition) Responding with Wonderment and Awe 13. Taking Responsible Risks 6. Striving for Accuracy 14. Finding Humor 7. Questioning and Posing Problems 15. Thinking Interdependently 8. Applying Past Knowledge to New Situations 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 Pre-KCCRS to Post-KCCRS MAKING THE SHIFT COMMON CORE SHIFTS ELA & CONTENT LITERACY Balancing Informational & Literary Texts (Grades PK-5) Knowledge in the Disciplines (Grades 6-12) Staircase of Complexity Text-based Answers Writing from Sources Academic Vocabulary ELA Shift 1 BALANCING INFORMATIONAL AND LITERARY TEXT SHIFT 1 Use a variety of texts Use informational texts, fictional and nonfictional texts Include other types of texts like articles, internet, speeches. ELA Shift 2 BUILDING KNOWLEDGE IN THE DISCIPLINES SHIFT 2 Reading across the disciplines Use content areas to further reading Reading can be taught in ALL content areas PostCCSS SHIFT 1 Core Texts K-5 Balancing Informational and Literary Texts Paired Texts: Kindergarten First Grade Second-Third Grade Fourth-Sixth Grade The Human Body SHIFT 2 (Link to 6-12) Building Knowledge in the Disciplines ELA Shift 3 INCREASE COMPLEXITY OF TEXT AT EACH GRADE LEVEL 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 SHIFT 3 STAIRCASE OF COMPLEXITY Increase in text complexity at each grade level Qualitative Levels of meaning Structure Clarity of language Knowledge demands Quantitative Word length Sentence length Text cohesion Reader & Task Motivation Knowledge Experience Expectation of proficiency and independence in reading grade level text Appendix B: Text Exemplars and Sample Performance Tasks SHIFT 3 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. Staircase of Complexity POST-CCSS When you eat fresh fruits K-5 and vegetables and protein foods like meat, milk, and beans you are giving your body the things it needs to grow. SHIFT 3 Staircase of Complexity ELA Shift 4 TEXT BASED ANSWERS 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 doesn’t say Answers to questions are found in the text and student gives evidence from text to support their answers. Pre-CCSS What are three ways that food helps your body? 2nd – 3rd Grade We have learned that food keeps you alive, healthy, and strong. Find three reasons from the text which support how this happens. Post-CCSS SHIFT 4 Text-based Answers ELA Shift 5 WRITING FROM SOURCES 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 SHIFT 5 WRITING FROM SOURCES Three Text Types Argument Supporting a claim with sound reasoning and relevant evidence Informational/Ex planatory Writing Narrative Writing Increase subject knowledge Explain a process Enhance comprehension Conveys experience i.e. fictional stories, memoirs, anecdotes, autobiographies Argumentative writing is especially prominent in the CCSS Appendix C: Samples of Student Writing Pre-CCSS SHIFT 5 Why is it important to maintain a healthy diet? Writing from Sources 4th – 5th Grade Examine and describe the relationship between proper nutrition and a healthy lifestyle. Use facts, concrete details, quotations, and other evidence from the text to explain how this information contributes to an understanding of overall health. Post-CCSS ELA Shift 6 ACADEMIC VOCABULARY SHIFT 6 ACADEMIC VOCABULARY Tier One Words • Words of everyday speech Tier Two Words • Not specific to any one academic area • Generally not well-defined by context or explicitly defined within a text • Wide applicability to many types of reading Tier Three Words • • • • Domain specific Low-frequency Often explicitly defined Heavily scaffolded Ramp up instruction of Tier Two words Pre-CCSS vitamins stomach digestion calories K-5 SHIFT 6 Academic Vocabulary K-5 Post-CCSS Tier 3 Words Tier 2 Words vitamins energy stomach detect digestion supply calories manufacture SHIFT 6 Academic Vocabulary MATH 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 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. Mathematics Shift 1 FOCUS PRIORITIES IN MATH Grade K–2 3–5 6 7 8 Priorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding Addition and subtraction, measurement using whole number quantities Multiplication and division of whole numbers and fractions Ratios and proportional reasoning; early expressions and equations Ratios and proportional reasoning; arithmetic of rational numbers Linear algebra 39 Mathematics Shift 2: COHERENCE SHIFT 2 COHERENCE Build from year to year Scope and sequence Vertical Alignment of curriculum is crucial Mathematics Shift 3: FLUENCY KEY FLUENCIES Grade Required Fluency K Add/subtract within 5 1 Add/subtract within 10 Add/subtract within 20 2 3 Add/subtract within 100 (pencil and paper) Multiply/divide within 100 Add/subtract within 1000 4 Add/subtract within 1,000,000 5 Multi-digit multiplication 6 Multi-digit division Multi-digit decimal operations 7 Solve px + q = r, p(x + q) = r 8 Solve simple 22 systems by inspection 43 Mathematics Shift 4: DEEP UNDERSTANDING 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.) Mathematics Shift 5: APPLICATION 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 Mathematics Shift 6: DUAL INTENSITY 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.) DLM-KAA Qualifying Criteria -To qualify for the Dynamic Learning Maps and KAA assessment, students must qualify for both sections below. 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. SECTION 2 ALL ANSWERS MUST BE NO TO QUALIFY Question- Did you make the decision based on: 1. 2. 3. 4. 5. 6. 7. A disability category or label Poor attendance or extended absences Native language/social/cultural or economic difference Expected poor performance on the general education assessment Services student receives Educational environment or instructional setting Percent of time receiving special education 8. English Language Learner (ELL) status 9. Low reading level/ achievement level 10. Anticipated student’s disruptive behavior 11. Impact of student scores on accountability system 12. Administrator decision 13. Anticipated student’s emotional duress DLM eligibility 1% OF TESTED POPULATION CHOOSING INDICATORS Indicators are chosen from the appropriate grade level of the DLM-EE (Dynamic Learning Maps—Essential Elements) We are still telling everyone to put the indicators on their checklists Write a separate goal and checklist for each content area. Students who have taken the Kamm in the past will now take the General Education with Accommodations NO KAMM! GENERAL ED. TEST WITH ACCOMMODATIONS Accomodations must be listed on the IEP Must be specific Shortened assignment; shortened by 50% Extended time—Time plus ½ Frequent breaks—Movement, stretch, break every 15 minutes Read aloud—At 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. Thank you! QUESTIONS?