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11. What do we want students to learn? The Role and Implications of the New Standards Building Leadership Team Training February 2011

12. Group NormsRESPECT • Rejoin whole group when signaled • Everyone participate • Side conversations to a minimum • Prepared for meeting • Expect to be here and present in the work • Cell phone and other electronics etiquette • Two feet rule

13. The Role and Implications of the New Standards

14. The Role and Implications of the New Standards Information Flow

15. The Role and Implications of the New Standards Walkaways from Last Meeting…

16. The Role and Implications of the New Standards FLASHBACKS

17. The Role and Implications of the New Standards Why new standards and other changes now? • If you were a legislator and saw the following, what might you assume or conclude? • ACT data for KY students • 40% met college ready expectations for reading • 16% met college readiness for science • Less than 21% met readiness for college-level algebra • The number of students needing non-credit remedial courses in college has increased over the past decade. The number of students who cannot use their KEES money in the second year of college has been around 50% for a few years. They cannot use the KEES because they cannot maintain the g.p.a. required.

18. Why should we be concerned? • As Principals and Leaders in your buildings, what can you conclude from the following statistics? • In Oldham County, Kentucky: • 774 Graduates • 441 met ACT benchmarks for college readiness • That means 57% of our students are considered to be “college ready.”

19. The Role and Implications of the New Standards Why new standards and other changes now? Readiness is a major concern. Not just for college…for career, too.

20. The Role and Implications of the New Standards

21. The Future…Vision: Critical and Directional When he or she graduates from OCS, what knowledge, skills, understandings and dispositions should we have equipped him or her with?

22. The Future…Vision: Critical and Directional

23. The Future…Vision: Critical and Directional DISTRICT, SCHOOL, AND CLASSROOM COMMITMENTSTeachers in every Oldham County classroom provide an instructional program based on the five essential areas listed below: Rigorous Curriculum--What do students need to learn? Student Engagement in Learning--How will we engage them so they learn best? Continuous Assessment --How will we know when they have learned? Intervention--What will we do when they have not learned? Enrichment and Acceleration--What will we do when they have already learned?

24. The Role and Implications of the New Standards Remember it’s about the child in the chair, not the checklist of standards!!

25. Warm Up Activity • Group together in threes (each person with a different color) • Each person in the group reviews with his/her team members key points of what concept is on their sheet. • Pink-CCR/Anchor Standards (What does CCR stand for? Why are they considered anchor standards?) • Green-ELA Strands (What are the strands for ELA teachers? Strands for SS/Science Teachers?) • Blue-Labeling (What does the labeling represent? What is in the appendices?)

26. Roadmap for Today The List- Lewis or Wrecking Ball? The Complexity Issue POS/CCA 4.1 to KCAS Wrap Up The Elephant’s Name-Grammar

27. The Role and Implications of the New Standards The Past… D Program of Studies KY Core Content 4.1

28. The Present… KCAS • As specified by CCSSO and NGA, the Standards are • Research and evidence based • Aligned with college and work expectations • Rigorous • Intentionally benchmarked • The K-12 grade-specific standards define end-of-year expectations and a cumulative progression designed to enable students to meet college and career readiness expectations no later than the end of high school. KCAS- Introduction

29. The Role and Implications of the New Standards The Past… The Present The Comparison Program of Studies/Core Content 4.1 and the Kentucky Core Academic Standards

30. The Role and Implications of the New Standards The Past… The Present The Comparison Program of Studies/Core Content 4.1 and the Kentucky Core Academic Standards Highlight your noticings of the language and expectations for the progression of the standard.

31. The Role and Implications of the New Standards The Past… The Present The Comparison Program of Studies/Core Content 4.1 and the Kentucky Core Academic Standards Highlight your noticings of the language and expectations for the progression of the new standard.

32. The Role and Implications of the New Standards The Past… The Present The Comparison Program of Studies/Core Content 4.1 and the Kentucky Core Academic Standards

33. The Good News!!

34. A Flashback… • Portfolio transformation to OCS Writing Plan • Writing across the curriculum for various PURPOSES and AUDIENCES, using various FORMS…as a more NATURAL extension of teaching • Recognition that writing can be a COLLABORATIVE activity • Recognition that REFLECTION in writing is a crucial tool for student understanding • Preservation of CHOICE as one important component of progress in student writing development

35. “Celebrate what you want to see more of.” ~Thomas J. Peters

36. “Celebrate what you want to see more of.” ~Thomas J. Peters …that of which you want to see more?? …more of which you want to see?? …what you see and wish for more??

37. The Role and Implications of the New Standards Mechanics Vocabulary LANGUAGE Grammar

38. The Role and Implications of the New Standards

39. “It was the best of times… …it was the worst of times.” • A Tale of Two Teachers: • Ms. Correctness Police • Wields her red pen with swiftness and delights in unearthing the split infinitive! GOTCHA! • Ms. Freeforall • Figures kids are probably learning most of that grammar stuff through osmosis…right?? • Balance?

40. What’s our purpose?

41. Context—Staring down the elephant WHY is this such a layered, complex issue? • Learning curve • Are all teachers comfortable with the content? • Methods • Best practice? • “Do unto others…what was done unto me!” • Blame game • “Didn’t your ________ grade teacher teach you ANYTHING about ________??? • Social politics • Correctness as a separator. Us vs. them.

42. What research tells us • Mechanical practice vs. meaningful practice • Drills vs. game • DOL vs. editing in context of a draft

43. “Learning with understanding is more likely to promote transfer than simply memorizing information from a text or a lecture. Many classroom activities…focus on facts and details rather than larger themes of causes and consequences of events.” (How People Learn 236)

44. “The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, knowledge of language, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.” • “Grammar and usage development in children and in adults rarely follows a linear path. Native speakers and language learners often begin making new errors and seem to lose their mastery of particular grammatical structures or print conventions as they learn new, more complex grammatical structures or new usages of English…Thus, students will often need to return to the same grammar topic in greater complexity as they move through K-12 schooling and as they increase the range and complexity of the texts and communicative contexts in which they read and write.” ~CCS Appendix A

46. Figure 17: Example of Subject-Verb Agreement Progression across Grades

47. Progressive…but recursive

48. Instead of…

49. …we find

50. What does text complexity mean? The inherent difficulty of reading and comprehending a text independently