Empowering Students for Success with the Common Core Parent Mentor Conference Callaway Gardens September 2012
Influences & Impact Preassessment (Handout 1) Rate each influence according to your current perception of its impact on student achievement. 2
Low Effect Size INFLUENCE IMPACT Homework 0.29 Teach test taking and coaching 0.27 Individualize instruction 0.22 Reduce class size 0.21 Ability group/track 0.12 3
Medium Effect Size INFLUENCE IMPACT Influences of home environment 0.52 Teacher expectations 0.43 Computer-assisted instruction 0.37 4
High Effect Size INFLUENCE IMPACT Student Expectations 1.44 Interventions for learning disabled students 0.77 Provide feedback to students 0.75 Teacher-student relationships 0.72 Teach vocabulary 0.67 Teach study skills 0.63 Teach learning strategies 0.62 5
Essential Question How can we empower our students for success with the Common Core? 6
Learning Targets 1. I can describe how the Common Core changes teaching and learning. 2. I can list and explain at least two ways parents and educators can empower students for success with the Common Core. 7
First Learning Target 1. I can describe how the Common Core changes teaching and learning. 8
Three Shifts in ELA/Literacy 1. Building knowledge through content-rich nonfiction 2. Reading, writing and speaking grounded in evidence from text, both literary and informational 3. Regular practice with complex text and its academic language 9
Sample 6 th Grade Multiple Choice http://www.parcconline.org/samples/item-task-prototypes Part A What does the word regal mean as it is used in the passage? a. generous b. threatening c. kingly d. uninterested Part B Which of the phrases from the passage best helps the reader understand the meaning of regal? a. wagging their tails as they awoke b. the wolves, who were shy c. their sounds and movements expressed goodwill d. with his head high and his chest out 10
Sample 7 th Grade Essay Prompt http://www.parcconline.org/samples/item-task-prototypes You have read three texts describing Amelia Earhart. All three include the claim that Earhart was a brave, courageous person. The three texts are: Biography of Amelia Earhart Earhart's Final Resting Place Believed Found Amelia Earhart s Life and Disappearance Consider the argument each author uses to demonstrate Earhart s bravery. Write an essay that analyzes the strength of the arguments about Earhart s bravery in at least two of the texts. Remember to use textual evidence to support your ideas. 11
Three Shifts in Mathematics 1. Focus: Focus strongly where the standards focus. 2. Coherence: Think across grades, and link to major topics 3. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application 12
Math Summative Assessments Type I: Tasks assessing concepts, skills and procedures [conceptual understanding, fluency, and application] Type II: Tasks assessing expressing mathematical reasoning [written arguments/justifications, critique of reasoning, or precision in mathematical statements] Type III: Tasks assessing modeling/applications [realworld context or scenario] 13
First Learning Target 1. I can describe how the Common Core changes teaching and learning. 14
Second Learning Target 2. I can list and explain at least two ways parents and educators can empower students for success with the Common Core. 15
Mindset Carol Dweck Fixed Mindset ability is set and unchangeable Growth Mindset through hard work and effort everyone can grow, change, and become more capable How does Mindset relate to student and teacher expectations? 16
Student Expectations d = 1.44 1. Provide opportunities for students to predict their own performance 2. Make sure learning intentions and success criteria are transparent and explicitly known by students 17
from Grade 3 Speaking & Listening CCGPS... ELACC3SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly. a. Come to discussions prepared.... b. Follow agreed-upon rules for discussions (e.g. gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). c. Ask questions to check understanding of information presented, stay on topic, and link their comments to remarks of others. 18
... to Student Learning Targets Language of the CCGPS gain the floor in respectful ways listen to others with care speaking one at a time about the topics and texts under discussion ask questions to check understanding of information presented stay on topic link comments to remarks of others Student Learning Target I can raise my hand and wait to be called on before speaking. I can look directly at the person who is speaking to show I am listening. I can raise my hand and wait to be called on before speaking. [repeat] I can raise my hand and ask a question when someone says something I don t understand. I can stay on the topic for today s discussion. I can connect what the person before me said to what I am going to say. 19
Grade 3 Teaching/Learning Rubric (Handout 2) What I can do... What that will/won t look like... I can raise my hand and wait to be called on before speaking. I ll wait to raise my hand until other students have finished speaking. I ll raise my hand quietly without making any noise or movements to try to get my teacher s attention. 20
Grade 3 Teaching/Learning Rubric What I can do... What that will/won t look like... I ll keep my eyes focused on the person speaking. I can look directly at the person who is speaking to show I am listening. I ll nod or use other quiet ways to show I understand or agree with the speaker and to let her know I really am listening. 21
Grade 3 Teaching/Learning Rubric What I can do... What that will/won t look like... I can connect what the person before me said to what I am going to say. When I m called I ll connect my ideas to other speakers ideas by summarizing or briefly restating what the person before me had to say respectfully disagreeing with another person by saying something like, John has a good point, but... adding to what the person before me said by saying something like, I d like to add to what Susan just said. 22
Assessment NOT EVALUATION (Handout 3) Student pre-assesses using self-assessment rubric Student self-assesses performance Teacher assesses performance Student/teacher conference, compare, and set future goals Provide feedback to students d =.75 23
For feedback to be received and have a positive effect, we need transparent and challenging goals (learning intentions), an understanding of current status relative to these goals,... transparent and understood criteria of success, and commitment and skills by both teachers and students in investing and implementing strategies and understandings relative to these goals and success criteria. John Hattie, 2012, p. 134 24
Teacher Expectations d = 0.43 OSEP analysis of 2012-2011 data Believe that at least 80% of students can reach grade level expectations 85.17 75.06 76.60 47.54 55.26 59.68 59.98 63.41 Special education teacher Community member Parent Total General education teacher AEA staff IDE staff School administrator 25
Teacher-Student Relationships d = 0.72 26
Teach Study Skills d = 0.63 1. Goal setting 2. Help seeking 3. Planning 4. Rehearsing 5. Reviewing 6. Self-monitoring 7. Time management 8. Visualizing 27
Ensure Effective IEP Implementation 1. Know, understand, and plan instruction to meet a student s annual goals 2. Provide comprehensive interventions for learning disabled students d = 0.77 3. Monitor progress and provide regular feedback 28
Learning Targets 1. I can describe how the Common Core changes teaching and learning. 2. I can list and explain at least two ways parents and educators can empower students for success with the Common Core. 29
Visible teaching and learning occurs when there is deliberate practice aimed at attaining mastery of the goal, when there is feedback given and sought, and when there are active, passionate, and engaging people (teacher, students, peers) participating in the act of learning. John Hattie, 2012, p. 14 30
Resources Dweck, C. (2006). Mindset: The new psychology of success. New York: Random House. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge. Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. New York: Routledge. Item and Task Prototypes. (2012). PARCC. Retrieved from http://www.parcconline.org/ samples/item-task-prototypes. 31
Cynde Snider Professional Learning Specialist Division for Special Education Services & Supports csnider@doe.k12.ga.us 404-657-9971 32