COMMON CORE STATE STANDARDSPARENT INFORMATION NIGHT

JANUARY 9, 2014

Bilee Jo Grable, PrincipalMiki Herman, Literacy Coach

GOALS

¢ Explain the history of the Common Core¢ Provide information about the

layout of the standards and common terminology¢ Present the timeline of

implementation at Piper Elementary 2

PART I:COMMON CORE – THE BEGINNING

¢The ‘Why’ � Before Common Core, each

state had its own set of standardsand assessment tools

¢ The ‘Who’� Council of Chief State School

Officers� National Governors Association 3

VIDEOhttp://www.youtube.com/watch?v=5s0rRk9sER0

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THE BIG PICTURE:COLLEGE AND CAREER READY

Students are able to:� Demonstrate independence� Build strong content knowledge� Respond to the varying demands

of audience, task, purpose, and discipline�Comprehend as well as critique

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THE BIG PICTURE:COLLEGE AND CAREER READY (CON’T)

Students are able to:� Value evidence� Use technology and digital

media strategically and capably� Come to understand other

perspectives and cultures

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THE ‘WHAT’

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¢ Define what students should know and be able to do

¢ Focus on what is most essential

¢ Emphasize required achievements (end of year expectations)

¢ How teachers should teach

¢ Do not describe all that can or should be taught

¢ Mandate which materials or curricula should be used

What IS covered by CCSS What IS NOT covered by CCSS

PART II: COMMON COREORGANIZATION & TERMINOLOGY

¢ Organization of the Standards¢ Common Math Terminology¢ Common English Language

Arts (ELA) Terminology

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ORGANIZATION OF THESTANDARDS

¢ 3 Main Sections:� K-5 Section¢ ELA ¢ Math

� 6-12 Section¢ ELA¢ Literacy in History/Social Studies, Science, and Technical Subjects

� Appendices 9

ORGANIZATION CON’T

¢Standards define what students should understand and be able to do.¢Clusters summarize groups of

related standards. ¢Domains are larger groups of

related standards. 10

K-5 SECTION: MATH

¢ K-5 section has the following strands:�Math Strand Includes the

following standards for:¢ Operations & Algebraic Thinking¢ Number & Operations¢ Measurement & Data¢ Geometry

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APPLICATION TO THEGRADE CARD

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COMMON MATH TERMINOLOGY

¢ 8 Mathematical Practices (Problem-Solving Strategies)¢ Math Fluency (Computation)¢ Writing to Explain (being able

to explain in writing one’s thinking, how someone arrived at an answer, etc.)

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K – 5 SECTION: ELA ¢ K-5 section has the following

strands:� ELA Strand includes the following

standards for:¢ Reading¢ Writing¢ Speaking & Listening¢ Language

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APPLICATION TO THEGRADE CARD

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Domain

Cluster

Standard

¢ Reading� Literature� Informational Text� Foundational Skills

¢ Writing¢ Speaking & Listening¢ Language

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ELA: DOMAINS

COMMON ELA TERMINOLOGY

¢ Literary Text� Stories� Dramas� Plays

¢ Informational Text� Nonfiction� Historical� Scientific� Technical 17

Part III:Timeline of

Implementation

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PART III –THE TIMELINE

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Piper Elementary TimelineTarget Goals 2011-2012

I can understand, implement & study the State & Common Core Standards for my grade and VCT (Vertical Collaborative Team).

I can analyze and communicate student progress towards mastery of State & Common Core Standards using student results learning data.

We invested in a Literacy Consulting Agency to help our K-2 prepared for common core and strengthen the literacy block

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PROFESSIONAL LEARNING FOCUS TIMELINE FORLANGUAGE & LITERACY CONSULTING, INC.

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Professional Learning Focus Work Achieved!

¢ Literacy Block Environment

¢ Effective Reading Instruction

¢ Effective GR Instruction & Phonics

¢ Effective GR Instruction & Phonics

ü Created literacy stations that provided authentic reading and writing opportunities for student to hold them accountable for learning with differentiation & rigor!

ü Professional Development of Stages of Reader Development / Guided Reading lessons based on the stages / Created & Utilized a phonics toolkit / Utilize “strategy talk” during GR lessons /Utilize decoding strategies & charts

ü Professional Development on running records / data analysis & goal setting for groups and individual students

ü Professional Development in active engagement strategies used during the guided reading time

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Target Goals 2012-2013

I can acquire a deeper understanding of the KCCS and its impact on instruction and curriculum.

I can analyze and communicate student progress towards mastery of State & Common Core Standards using student data.

I can expand my professional learning by being an active participant in PLC,VCT and building level meetings where decisions are being made to best meet the needs of all students.

Full-time literacy coach hired for classroom curriculum support.

2012-2013 WORK ACCOMPLISHED

¢PLC-Comparing & Contrasting Kansas State Standards to the KCCS

¢PLC/BLT -Determining strengths and needs of current curriculum and what needs to be added, enhanced & deleted

¢Common Core State Standards Deconstructed for Instruction

¢F&P Running Record Analysis , CPAA & goal setting

¢8 Mathematical Practices 23

2012-2013 WORK ACCOMPLISHED CON’T¢DOK Question Stems¢Ongoing Grade level literacy training in

reader development & running records¢ Individualized coaching¢Curriculum Adoption process¢Summer Cadre Curriculum maps for

Math & Literacy

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2013-2014Core Beliefs Literacy Core Beliefs Math� Relationships� Balanced Literacy� Talk Structures�DOK� Research Based

Instructional Practices

� Engaging Environment

�Data Driven� Professional Growth

� Relationships� Workshop Model� 8 Mathematical

Practices� Talk Structures� DOK� Research Based

Instructional Practices

� Engaging Environment

� Data Driven� Conceptual

Thinking� Professional Growth

Full Implementation of the Common Core State Standards

Piper Elementary School Mission, Core Beliefs, and Goals were developed based on the following measures:

Rigor, Relevance, Responsive Culture, Relationships & Results

ELA BUILDING GOALTo be accomplished readers, writers, and speakers in a global society.Action Plan:� Implement, monitor, and refine the 2013-2014 Elementary ELA pacing

guide � Implement, monitor, and refine the effectiveness of the components of

Reading Street� Conduct data-driven dialogue and make informed instructional

decisions by utilizing multiple sources of data: Fountas and Pinnell, anecdotal notes, RS weekly assessments, student work, and state assessment results

� Examine the Common Core ELA Capacities and connect those to our current ELA professional development plan topics: balanced literacy framework, writer’s workshop, accessing text complexity, stages of reader development, speaking and listening strategies, DOK, McRel Top 9, data-driven planning and literacy rich environment.

� PLC will determine Professional Development to support their grade level quarterly goals. 27

ACHIEVEMENT MEASURES OF SUCCESSPre-K-5Students:

o 90% of all pre-k students enter kindergarten with a composite score of 75% on the Discovery Day Kindergarten Assessment.

o 90% of kindergarten-5th grade students exit each grade level reading on or above grade level according to the Fountas and Pinnell benchmark assessment

o To be determine state assessment benchmark

Teachers:o 100% of all classrooms are implementing individual student

writing portfolios that represents student development of grade level writing standards over the course of a school year

o 100% of all classrooms are implementing project based inquiry and utilizing rubrics to demonstrate a student’s development of grade level speaking and listening skills over the course of a school year 28

MATH GOALGoal: To have a robust fundamental knowledge of mathematics that promotes problem solvers who communicate effectively, value different approaches, and are confident in their mathematical abilities.Action Plan� Implement, monitor, and refine the 2013-2014 Elementary Math pacing

guide � Implement, monitor, and refine the effectiveness of the components of

EnVision and teacher created lessons� Conduct data-driven dialogue and make informed instructional

decisions by utilizing multiple sources of data: EnVision unit assessments, student work, and state assessment results

� Examine the Common Core Math Domains and connect those to our current Math professional development plan topics: 8 Mathematical Practices, workshop model, conceptual thinking, speaking and listening strategies, Depth of Knowledge, data-driven planning

� PLC will determine Professional Development to support their grade level quarterly goals.

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ACHIEVEMENT MEASURES OF SUCCESS

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Pre-K-5

o 100% of all classrooms are implementing EnVisionUnit Assessments to show progress and mastery of grade level standards

o 100% of all classrooms are implementing Productive Talk Moves to demonstrate a student’s conceptual understanding of mathematical concepts

o 100% of all classroom teachers will utilize the 8 Mathematical Practices Checklist to ensure best practices are being implemented into math instruction

o To be determined state assessment benchmark

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Goal1 Staff: To have a school climate that is professional, safe, secure,

and encouraging where everyone is appreciated, listened to and respected through dedication, teamwork and communication.

Goal1 Students: To have a successful learning environment where

individual students persevere, excel and realize their dreams.

CLIMATE &CULTURE: ACTION PLAN¢ Continue to utilize the schools website as the primary

communication tool. The principal will ensure that the site is up to date and accurate and teachers will ensure that their webpages are updated and accurate.

¢ The principal will publish Monthly Newsletters on the website as well as a hard copy. The teachers will publish a Monthly/Weekly Newsletter on their webpage as well as a hard copy.

¢ The principal and staff will continue to build on the strong relationships with parent support groups (i.e. Site Council, PTA, Boy Scouts, Girl Scouts and Piper Optimist).

¢ Continue to strengthen the Watch Dog Program

¢ The counselor will provide monthly classroom guidance that supports building rules and pillars of character.

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ACHIEVEMENT MEASURES OF SUCCESS

¢ During the 2013-2014 school year, each PLC will establish quarterly goals for themselves enhance and expand all forms of communication in order to engage public support, educate the public and to promote Piper Elementary.

¢ The Counselor will utilize the Watch Dog survey to aid us in growing the program.

¢ The Piper Elementary Building Leadership Team will create and utilize a climate survey for parents, staff and students to aid us in growing to reach our goals. 33

Achievements 1st SemesterTo be accomplished

readers, writers, and speakers in a global society.

Action Plan ~ Events Completed

• ELA PLCs implementing, monitoring & refining 2013-2014 Elementary Pacing Guides• Learning objective posted in “kid friendly” language in classrooms and student work in the hallways• August Professional Development ~ Fountas & Pinnell running record training & Reading Street outside consultant• Administered Fountas & Pinnell Reading Assessment to students (1st & 2ndQuarter)• New Reading Toolkits that align with Reading Street were created and implemented in classrooms• 1st semester ~ Individualized coaching with teachers in the areas of: shared reading, writing & small group instruction• Reading Street ~ End of first unit analysis with Literacy Coach and Administration

Achievements 1st Semester con’tTo be accomplished

readers, writers, and speakers in a global society.

Action Plan ~ Events Completed

• PLC ~ Teachers analyzed Fountas & Pinnell data and set individual and group goals for students with Literacy Coach• October ~ KCK Public Library staff development & Book Fair & “Fall into Reading” whole school read-in• October Professional Development ~ Understanding by Design• October Grade Book ~ Examine Quarterly Skills for ELA• November Curriculum Meeting ~ 1st quarter Pacing guide reflection & “I Can” statements learning objectives• SBAC Assessment practice for teachers• Building Leadership Team quarter goal setting and reflection (1st & 2ndquarter)

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To have a robust fundamental knowledge of mathematics that promotes problem solvers who communicate effectively, value different approaches, and are confident in their mathematical abilities.

Action Plan ~ Events Completed

• Math PLCs implementing, monitoring & refining 2013-2014 Elementary Pacing Guides• Learning objective posted in “kid friendly” language in classrooms and student work in the hallways• 8 Mathematical practices posted in all classrooms• October Professional Development ~ Understanding by Design• October Grade Book ~ Examine Quarterly Skills for Math• November Curriculum Meeting ~ 1st quarter Pacing guide reflection & “I Can” statements learning objectives• SBAC Assessment practice for teachers• Building Leadership Team quarter goal setting and reflection (1st & 2nd quarter)

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To have a school climate that is professional, safe, secure, and encouraging where everyone is appreciated, listened to, and respected through dedication, teamwork and communication.

Action Plan ~ Events Completed

• August Professional Development ~ McRel Evaluation Tool Introduction • August Professional Development ~ Establish building committees: CC Reading, CC Math, Cultural Programs, Social, Building Leadership Team, Climate & Culture and Pirate Ship• August Professional Development ~ PLC created norms for their teams• PLC ~ Monthly McRel training on individual standards by Administration• Building Leadership Monthly meetings• September Staff Climate survey

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To have a school climate that is professional, safe, secure, and encouraging where everyone is appreciated, listened to, and respected through dedication, teamwork and communication.

Action Plan ~ Events Completed

• October Professional Development ~ Staff engaged in an exercise similar to the Myers-Briggs Personality Inventory which relates not to individual but to group behaviors, helping us understand how preferences affect our group work• November staff survey for January’s professional development• December Building Leadership Team meeting reviewed the results of the survey & professional development input• December Collaboration ~ Shared BLT’s input for January’s PD and collaborated with East Administrator and Literacy Coach to create a “menu” for teachers • Social Committee delivered each PLC with their favorite “treats” • Climate & Culture Committee proposed & initiated 2 goals ~ 1. School-Wide Quiet Signal 2. Teach our students respectful greetings: “I Can Greet Others Properly”• Building Leadership Team quarter goal setting and reflection (1st & 2nd quarter)

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To have a successful learning environment where individual students persevere, excel and realize their dreams.

Action Plan ~ Events Completed

• Piper Gold ~ Student Incentives• Piper Gold ~ Class Incentives• Pirate Ship Committee stocked the Pirate Ship for students to redeem their Piper Gold• Monthly Counselor ~ Whole group lessons (September: Respect / October: Responsibility / November: Courage / December: Caring)• Pillars of Character Banners hung in the lunchroom & gym• “I Can” Pillars of Character posters in hallways of the school• September Student Climate survey for 2nd & 3rd Grade• Monthly Student Intervention Team (SIT) Meetings with PLC & Counselor• Lunch Reward November ~ Extra Recess• Lunch Reward December ~ Zumba Dance Party

CONTINUOUS IMPROVEMENT CYCLE

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Thank You!Don’t forget about our Upcoming Common Core

Parent Meeting Nights

February 20th ~ Math ShiftsThen and Now & How You Can Help Your Child at Home

March 12th ~ ELA Shifts (Reading, Writing and Listening/Speaking)

Then and Now & How You Can Help Your Child at Home