2 What about the Health Science curriculum and the CCSS? State Learning Standards (CCSS ELA/M) What ALL students need to know and be able to do Math Practices Habits of Mind 21 st Century Skills CTE curriculum Industry-specific Focused for Health Scienc theme 2
3 What are the Common Core State Standards? describe/define the knowledge and skills in the areas of English language arts and mathematics that students will need throughout their K-12 education careers so they graduate high school able to succeed in careers and college, whatever their choice of college or career. 3
4 Think integrated : Don t teach one CCSS at a time Plan lessons around multiple standards, integrating reading, writing, speaking/listening, and language. Think interdisciplinary: Pair up with other disciplines and create a unit Cross-curricular conversations among teachers and between them
6 What the Standards do NOT define: How teachers should teach Standards must be complemented by a well-developed content-rich curriculum All that can or should be taught A great deal is left to the discretion of the teachers and curriculum developers. The aim of the Standards is to articulate the fundamentals, not to set an exhaustive list or set of restrictions that limits what can be taught beyond the Common core.
7 What the Standards do NOT define: The nature of advanced work beyond the core The interventions needed for students well below grade level The full range of support for English language learners and students with special needs Everything needed to be college and career ready Student require a wide ranging, rigorous academic preparation As well, as social, emotional, and physical development approaches to learning
8 Instruction Changes Approach to Teaching Teaching changes from giving students the answer to having students apply knowledge to real world situations Students must find the answer and explain From Content knowledge primarily from teacher-led lecture To. Content knowledge from a balance of reading, writing, lecture, and hands on experience
10 New 21 st Century Framework M O D E L COMPONENTS AND ASSESSMENTS Performance Assessments: List assessment used to evaluate competencies Leadership Alignment: List leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, locally developed leadership project or activity) S A M P L E COMPONENTS AND ASSESSMENTS Performance Assessments: Students practice and perform multiple types of plant propagation Students develop a lesson to teach to 4 th grade elementary students. Leadership Alignment: Sell the resulting plant material at annual FFA plant sale. (2C, 3A, 9A,10A, 10B) In pairs, students teach lesson to 4th grade elementary students. (1A, 1B, 3A, 3B, 11A,
11 New 21 st Century Framework M O D E L Standard/Unit: Competencies Standards and Competencies Total Learning Hours for Unit: S A M P L E Standard/Unit: Propagate plants Standards and Competencies Competencies Total Learning Hours for Unit: 20 Identify propagating and growing facilities and structures Prepare propagation media Select and collect propagation materials Demonstrate propagation by sexual and asexual methods Demonstrate environmental controls for propagation materials (e.g., moisture, temperature, light) Transplant rooted propagation materials Identify asexual and sexual plant propagation methods Apply knowledge in a production greenhouse setting as part of a management team
12 New 21 st Century Framework Unit: Propogate Plants M O D E L S A M P L E Speaking & Listening Reading Writing Educational Technology Science Aligned Washington State and Common Core Standards SL1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. RI7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. RST1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. RST4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9 12 texts and topics. RST7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. WHST2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.w4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience WHST6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. WHST8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation Communicate and collaborate to learn with others Identify and define authentic problems and significant questions for investigation and plan strategies to guide inquiry Locate and organize information from a variety of sources and media Analyze, synthesize and ethically use information to develop a solution, make informed decisions and report results LS1H Genes are carried on chromosomes. Animal cells contain two copies of each chromosome with genetic information that regulate body structure and functions. Cells divide by a process called mitosis, in which the genetic information is copied so that each new cell contains exact copies of the original chromosomes LS1I Egg and sperm cells are formed by a process called meiosis in which each resulting cell contains only one representative chromosome from each pair found in the original cell.
13 Current Standards Reading Writing Communication (includes Speaking and Listening) Common Core ELA Standards Grades K-12 Media & Tech Language Reading Writing Speaking and Listening ELA Common Core Standards 13
14 WA 3-Year Transition Plans and Standards Comparisons K Foundational Skills: Print Concepts & Phonological Awareness Foundational Skills: Phonics & Word Recognition, Fluency Reading Literature & Informational text, including literary nonfiction: Balance K-5 = 50% literature* & 50%* informational text Writing Standards: Balance of Text Types: grades 4 opinion = 30%; information = 35%; narrative = 35% Reading Literature stories, drama, poetry: Balance grade 6-8 = 45%* Balance gr = 30%* Reading informational, including literary nonfiction: Balance 6-8 = 55%* Balance gr = 70%* Literacy (Reading) in History/Social Studies, Science, and Other Technical Subjects Literacy (Writing) in History/Social Studies, Science, and Other Technical Subjects: Grade 8 argument = 35%; information = 35%; narrative = 30% Grade 12 argument = 40%; information = 40%; narrative = 20% Speaking & Listening Standards Language Standards, including vocabulary acquisition and use English Language Arts Major Shifts 1. Building knowledge through content-rich nonfiction. 2. Reading, writing, and speaking grounded in evidence from text, both literary and informational CCSS Systems Webinar.Part 1.9/12/12 3. Regular practice with complex text and its academic language
16 Shared responsibility across ALL educators! Literacy Standards for All Content Areas Embedded expectations for grades K-5 Separate documents for grades 6-12
17 Technical Subjects
18 Key Ideas and Details Reading Anchor Standards 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Evidence Standard 2. Determine central idea or themes of a text and analyze their development; summarize the key supporting details and ideas. Main Idea Standard 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Interaction Standard
19 Craft and Structure Reading Anchor Standards 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Word/Phrase Interpretation Standard 5. Analyze the structure of texts, including how specific sentences, Paragraphs, and larger portions of the text (e.g., A section, chapter, scene, or stanza) relate to each other and the whole. Structure standard 6. Assess how point of view or purpose shapes the content and style of a text. Point of View Standard
20 Reading Anchor Standards Integration of Knowledge 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Multi-media Standard 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. Argument Standard 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Multi-text Standard Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. Complexity Standard
21 Text Types and Purposes Writing Anchor Standards 1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well- chosen details, and well-structured sequences.
22 Writing Anchor Standards Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting a day or two) for a range of tasks, purposes, and audiences.
23 Literacy in Content Areas
24 Overview of Standards for History/Social Studies, Science, and Technical Subjects Standards for reading and writing in history/ social studies, science, and technical subjects Progressions built Grades 6-12 Complement rather than replace content standards in those subjects Responsibility of teachers in those subjects Alignment with college and career readiness expectations
25 Literacy in History/Social Studies, Science, & Technical Subjects; Grades 6-12 Emphasizes a focus on discipline-specific vocabulary Unique text structures found in informational texts Reading and writing in all classrooms Focus on critical analysis and evidence
26 What are Technical Subjects? Any courses that are devoted to a practical study such as workforce related subjects. Workforce related subjects fall under the 15 CTE industry sectors Appendix A of the Common Core State Standards document states that a Technical Subject also includes a broader field of study such as music or art.
27 Technical Subjects
28 Shared responsibility across ALL educators! Literacy Standards for All Content Areas Embedded expectations for grades K-5 Separate documents for grades 6-12
29 Critical Conversations About LANGUAGE 1. Punctuation and grammar instruction must occur in embedded and authentic contexts. 2. Vocabulary instruction must be intentional and occur in authentic contexts. Copyright 2012 CESA 7, Green Bay, WI 29
30 ELA Common Core Vocabulary Standards Reading Strand Reading Anchor Standard #4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, analyze how specific word choices shape meaning or tone. Language Strand Language Anchor Standard #4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials as appropriate. Language Anchor Standard #6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
31 Critical Conversations About The 3 Big Shifts... SPEAKING and LISTENING 1. Discussion is viewed as a key component of learning and shared knowledge. 2. Speaking and listening are viewed as embedded aspects of every Literacy classroom. 3. Technology is viewed as more than a tool; it changes the way speaking and listening occurs. Copyright 2012 CESA 7, Green Bay, WI 31
32 SPEAKING and LISTENING SPEAKING AND LISTENING Comprehension and collaboration (standards 1 3) Day-to-day, purposeful academic talk in one-on-one, small-group, and large-group settings Presentation of knowledge and ideas (standards 4 6) Formal sharing of information and concepts, including through the use of technology MEDIA and TECHNOLOGY Just as media and technology are integrated in school and life in the twentyfirst century, skills related to media use (both critical analysis and production of media) are integrated throughout the standards.
33 SPEAKING & LISTENING STANDARDS: FLEXIBLE COMMUNICATION & COLLABORATION Including but not limited to skills necessary for formal presentations, the Speaking and Listening Standards require students to develop a range of broadly useful oral communication and interpersonal skills. Students must learn to work together, express and listen carefully to ideas, integrate information from oral, visual, quantitative, and media sources, evaluate what they hear, use media and visual displays strategically to help achieve communicative purposes, and adapt speech to context and task. 33
34 MEDIA and TECHNOLOGY Many times, standards expect knowledge be 'collaborated on, published and shared'. This is done through technology--pdfs, printing, publishing to blogs and wikis, sharing via Tagxedos and Animotos. Students and teachers will use the internet, online tools, software, tech devices as vehicles for achieving educational goals. They will be integral to the curriculum. Teachers will have to be comfortable with ipads, online widgets, Google Docs, and all those tools that they admired from afar, when colleagues used them, promising they would try them one day. That day has arrived.
35 Traditional U.S. Approach K 12 Number and Operations Measurement and Geometry Algebra and Functions Statistics and Probability 9/18/2012 OSPI CCSS Mathematics Webinar Part 1
36 Standards for Mathematical Practices Graphic 36
37 Focusing attention within Number and Operations Operations and Algebraic Thinking Expressions and Equations Number and Operations Base Ten Algebra Number and Operations Fractions The Number System K High School 9/18/2012 OSPI CCSS Mathematics Webinar Part 1
38 Domains and Conceptual Categories K HS Counting & Cardinality Number and Operations in Base Ten Number and Operations Fractions Ratios and Proportional Relationships The Number System Number & Quantity Operations and Algebraic Thinking Expressions and Equations Functions Algebra Functions Measurement and Data Geometry Statistics and Probability Geometry Statistics & Probability
39 CCSS Design and Organization 39
40 Framework Activity Post-It Note Course Name Standard/Competency An example of an activity aligned to the course standard Common Core alignment name and # Complete one post-it note for each (Math, Writing, Reading) Business Law Competency: Recognize origins of law. Activity: Write a response to the following prompt: Should the government legislate morality by mandating certain positive behaviors? Be prepared to support your position. Writing #1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
41 New 21 st Century Framework M O D E L COMPONENTS AND ASSESSMENTS Performance Assessments: List assessment used to evaluate competencies Leadership Alignment: List leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, locally developed leadership project or activity) S A M P L E COMPONENTS AND ASSESSMENTS Performance Assessments: Students practice and perform multiple types of plant propagation Students develop a lesson to teach to 4 th grade elementary students. Leadership Alignment: Sell the resulting plant material at annual FFA plant sale. (2C, 3A, 9A,10A, 10B) In pairs, students teach lesson to 4th grade elementary students. (1A, 1B, 3A, 3B, 11A,
42 New 21 st Century Framework S A M P L E 21 st Century Skills Check those that students will demonstrate in this course: LEARNING & INNOVATION Creativity and Innovation Think Creatively Work Creatively with Others Implement Innovations Critical Thinking and Problem Solving Reason Effectively Use Systems Thinking Make Judgments and Decisions Solve Problems Communication and Collaboration Communicate Clearly Collaborate with Others INFORMATION, MEDIA & TECHNOLOGY SKILLS Information Literacy Access and /evaluate Information Use and Manage Information Media Literacy Analyze Media Create Media Products Information, Communications and Technology (ICT Literacy) Apply Technology Effectively LIFE & CAREER SKILLS Flexibility and Adaptability Adapt to Change Be Flexible Initiative and Self-Direction Manage Goals and Time Work Independently Be Self-Directed Learners Social and Cross-Cultural Interact Effectively with Others Work Effectively in Diverse Teams Productivity and Accountability Manage Projects Produce Results Leadership and Responsibility Guide and Lead Others Be Responsible to Others
43 Skills strongly/ largely reflected in the CCSS Skills requiring an academic foundation articulated by the CCSS with technical elements outside the scope of the CCSS Skills that could be reflected in CCSS-aligned instruction Skills not covered by the CCSS Communications skills Teamwork/ collaboration skills Problem-solving skills Reasoning skills The application/ extension of core content in various situations Use of data Research skills Time management skills Use of technology (in ELA/literacy) External and internal work-based communications skills Job-seeking skills The application/ extension of core content in nonroutine ways Motivation/selfdiscipline Skills Study skills Adaptability skills Enjoyment of learning Recognizing strengths and weaknesses Conflict resolution skills Technology based project management skills Mentoring skills Career planning and exploration Ethical reasoning Quality control systems and practices Workplace safety and health Emergency procedures and response techniques Understanding the Skills in the Common Core Standards Achieve. Published in December 2012.
44 7 ways Common Core will change the 1. Depth not width classroom 2. Nonfiction, not fiction 3. Evidence is required 4. Speaking and listening 5. Technology is part of most/all standards st century skills are emphasized across subject area 7. An increase in rigor
45 Marianna Goheen Program Supervisor for Health Science, OSPI
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