Implementing Common Core State Standards Christine Downing, CCSS Consultant NH DOE Patty Ewen,...

Implementing Common Core State Standards

Christine Downing, CCSS Consultant NH DOEPatty Ewen, Office of Early Childhood Education,

NH DOE

Who’s in the Room?

Who’s in the Room?• I am going to ask some questions. Please stand if you fit the description.

Remain standing until I ask the next question. If you fit the description remain standing. If you do not please sit down. You may stand or sit at any time depending on whether you fit the description or not.

• Who in the room is responsible, in some way or another, for implementation of the Common Core State Standards?

• Who in the room currently teaches students at grades K-12?• Who in the room teaches teachers or prepares future teachers?• Who in the room is a school or district administrator?• Who in the room is not sure of their exact job title?• Who in the room has been teaching for 5 or more years?• Who in the room has been teaching for 15 or more years?• Who in the room has been teaching for 25 or more years?• Who in the room has been teaching for 30 or more years? (GOD BLESS YOU!)

Assessment on CCSS:

Spring 2015

What “shifts” occur with the Common Core?

1

Instructional Shifts

A

Students read a true balance of informational and literary texts. Elementary school classrooms are, therefore, places where students access the world – science, social studies, the arts and literature – through text. At least 50% of what students read is informational.

1PK-5, Balancing Informational & Literary Texts

Content area teachers outside of the LA classroom emphasize literacy experiences in their planning and instruction. Students learn through domain specific texts in science and social studies classrooms – rather than referring to the text, they are expected to learn from what they read.

2 6-12, Knowledge in the Disciplines

In order to prepare students for the complexity of college and career ready texts, each grade level requires a “step” of growth on the “staircase”. Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space in the curriculum for this close and careful reading, and provide appropriate and necessary scaffolding and supports so that it is possible for students reading below grade level.

3Staircase of Complexity

Students have rich and rigorous conversations which are dependent on a common text. Teachers insist that classroom experiences stay deeply connected to the text on the page and that students develop habits for making evidentiary arguments both in conversation, as well as in writing to assess comprehension of a text.

4Text-Based Answers

Writing needs to emphasize use of evidence to inform or make an argument rather than the personal narrative and other forms of de-contextualized prompts. Whilethe narrative still has an important role, students develop skills through writtenarguments that respond to the ideas, events, facts, and arguments presented in the texts they read.

5Writing from Sources

Students constantly build the vocabulary they need to access grade level complex texts. By focusing strategically on comprehension of pivotal and commonly found words (such as “discourse,” “generation,” “theory,” and “principled”) and less on esoteric literary terms (such as “onomatopoeia” or “homonym”), teachers constantly build students’ ability to access more complex texts across the content areas.

6 Academic Vocabulary

Teachers use the power of the eraser and significantly narrow and deepen thescope of how time and energy is spent in the math classroom. They do so in orderto focus deeply on only the concepts that are prioritized in the standards so that students reach strong foundational knowledge and deep conceptual understanding and are able to transfer mathematical skills and understanding across concepts and grades.

1 Focus

Principals and teachers carefully connect the learning within and across grades so that, for example, fractions or multiplication spiral across grade levels and students can build new understanding onto foundations built in previous years. Teachers can begin to count on deep conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning.

2 Coherence

Students are expected to have speed and accuracy with simple calculations;teachers structure class time and/or homework time for students to memorize,through repetition, core functions such as multiplication tables so that they are more able to understand and manipulate more complex concepts.

3 Fluency

Teachers teach more than “how to get the answer” and instead support students’ ability to access concepts from a number of perspectives so that students are able to see math as more than a set of mnemonics or discrete procedures. Students demonstrate deep conceptual understanding of core math concepts by applying them to new situations. as well as writing and speaking about their understanding.

4 Deep Understanding

Students are expected to use math and choose the appropriate concept for application even when they are not prompted to do so. Teachers provide opportunities at all grade levels for students to apply math concepts in “real world” situations. Teachers in content areas outside of math, particularly science, ensure that students are using math – at all grade levels – to make meaning of and access content.

5 Application

Students are practicing and understanding. There is more than a balance between these two things in the classroom – both are occurring with intensity. Teachers create opportunities for students to participate in “drills” and make use of those skills through extended application of math concepts. The amount of time and energy spent practicing and understanding learning environments is driven by the specific mathematical concept and therefore, varies throughout the given school year.

6 Dual Intensity

Criteria for New Standards• Fewer, clearer, and higher (Consistent, rigorous, and

shared aligned with college and work expectations)

• Aligned with college and work expectations

• Include rigorous content and application of knowledge through high-order skills

• Build upon strengths and lessons of current state standards (think DNA of education)

• Internationally benchmarked, so that all students are prepared to succeed in our global economy and society

• Based on evidence and research

Assessment Shifts

B

Below is part of a poem about leaves and a story

about a robin. Read the two texts and think about how they are similar and then answer the question that follows. from “How the Leaves Came Down”

I'll tell you how the leaves came down.The great Tree to his children said,

"You're getting sleepy, Yellow and Brown,Yes, very sleepy, little Red;

It is quite time you went to bed.""Ah!" begged each silly, pouting leaf,

"Let us a little longer stay;Dear Father Tree, behold our grief,

'Tis such a very pleasant dayWe do not want to go away."

excerpt from The Little Captive

One day Bessie’s mother said to her that she must open the cage, and let the birdfly away. “No, no mother!” said Bessie, “don’t say so. I take such comfort in him, I can’tlet him go.” But the next moment she remembered how unhappy it made her to disobeyher mother; and, taking down the cage, she opened the door.tell you that day afterday, for two or three weeks, that little robin made a visit to Bessie’s house.

ELA Prompt:

How do we get from here to

there?

2

Activity: Break into groups of 3-4 at your table. You have a stack of cards with discrete tasks on them.

Your mission is to sort these tasks into two piles: (1) already doing and (2)

next steps or future.Write one or two things you are doing on the chart paper and post. Please

place your district name in parentheses after the task that you are doing.

Activity: Take five minutes in your teams to walk around the room and

notice what other schools/districts are focusing on.

Did you see any pattern in what people are already doing?

Did you find yourself wanting to start organizing the cards into similar tasks or in a timeline?

Did you comment on “doable” vs. “not as likely”

What resources would you want/need to move forward?

What barriers/obstacles might need to be addressed?

Three categories of tasks:

1.Leadership2.Curriculum3.Accountability

State of New Hampshire Common Core State Standards Implementation Framework (March 8, 2012)

2011-2012 School Year 2012-2013 School Year 2013-2014 School Year 2014-2015 School Year and Beyond

Leadership in Developing CCSS Capacity, Awareness, Strategic Plans, and Communication Systems



Transitions in Curriculum, Instruction and Assessment for Educators and Students



Accountability Aligned to CCSS






Adopt CCSS & Career and College Readiness vision

Develop strategic plan & timeline for CCSS implementation to reach 2015 assessment target

Establish communication systems to inform educators, students, parents, and community of outcomes & expectations

Establish CCSS Steering/Leadership Team for strategic planning & communication













Implement CCSS strategic plan Utilize communication systems to

inform all stakeholders Determine how to monitor CCSS

implementation & effectiveness Develop expectations for consistent

inclusion of CCSS with all professional learning opportunities

Provide opportunities to spotlight CCSS adoption and importance

Identify CCSS resources to assist with curriculum, instruction, and assessment transition for educators and students
















Monitor CCSS implementation and effectiveness

Maintain inclusion of CCSS with all professional learning opportunities

Provide opportunities to connect CCSS and SMARTER Balanced Summative Assessment

Implement CCSS resources in curriculum, instruction, and assessment for educators and students

Develop supports for transition to SMARTER Balanced assessment





















Evaluate and adjust CCSS implementation and effectiveness



Evaluate CCSS resources in curriculum, instruction, and assessment for educators and students

Implement supports for transition to SMARTER Balanced assessment







Curriculum Transitions

Provide professional learning opportunities to: Unpack CCSS ELA & Mathematics Compare CCSS & current curriculum Learn about the integration of text complexity

across all content areas Learn about Mathematical Practices and

applications across all content areas Vertically align ELA & Math curricula K-12 Develop competency based curriculum and

reporting systems aligned to CCSS
































Accountability Aligned to CCSS Instruction and Assessment Transitions

Provide professional learning opportunities to: Review ELA & Mathematics Content Specifications proposed by

SMARTER Balanced Review philosophy & goals of SMARTER Balanced Assessment

Consortium Develop local assessments aligned to CCSS Routinely use various types of assessments (including diagnostic,

interim, formative, and summative) to support instruction Include Integration of text complexity and Mathematical Practices as

instructional & assessment strategies across all content areas Develop student support services (i.e. RtI, Title 1, & special

education) that promote student achievement with CCSS Review, adopt, and provide CCSS resources and materials Provide and sustain job-embedded and ongoing professional learning

aligned to CCSS implementation for educators in all areas





























To measure the effectiveness of CCSS: Align district/school data

systems to support CCSS analysis

Align staff evaluations with CCSS curriculum, instruction, and assessment requirements

Align SINI/DINI/Restructuring Plans with CCSS implementation

Align District Master PD plan to support professional learning of CCSS outcomes and expectations












































State Assessment (2011-2012) Fall 2011 NECAP based on NH GLEs/GSEs for Reading, Writing, and Mathematics

State Assessment (2012-2013) Fall 2012 NECAP based on NH GLEs/GSEs for Reading, Writing and Mathematics

State Assessment (2013-2014) Fall 2013 NECAP based on NH GLEs/GSEs for Reading and Writing. Mathematics will have limited changes as some GLEs will not be tested.

State Assessment (2014-2015) SMARTER Balanced CCSS Summative Assessment administered Spring 2015


























Where to go next?

3

STRATEGIC PLAN 2012-2013 School:

Team Members: Date:

Actions by Framework Area Leadership in developing CCSS capacity,

awareness, strategic plans, and communication systems


Accountability aligned to CCSS

1

1

1

2

2

2

3

3

3

4

4

4

5

5

5

6

6

6

Align Professional Development Offerings JULY AUGUST SEPTEMBER OCTOBER

NOVEMBER DECEMBER JANUARY FEBRUARY

MARCH APRIL MAY JUNE

Gap Analysis Tool (Draft)

Part 1 (Year 1 and 2) Leadership in Developing CCSS Capacity, Awareness, Strategic Plans, and Communication Systems

Indicators Example of evidence that this in place Rate the level of implementation (1 low to 4 high)

Evidence from your district What resources do you already have? What expertise do you need? What barriers do we need to overcome?

Our district has adopted a CCSS & Career and College Readiness vision

The school or district has clarified what it means for students to leave Career and College Ready. Robert Fritz describes vision as " picture of a desired outcome we want to create." Guiding Questions: What do want the outcome of this transition to look like for your students? What does this look like in student behaviors? Do we have the capacity to "create" this vision? Does CCR include assessment of student performance only or are there other important factors? How will other factors be measured and developed?

Our district or school has developed a strategic plan & timeline for CCSS implementation to

School or district has adopted a timeline for implementation. The timeline should identify important transitions (e.g. when certain grade bands will transition to CCSS, when content areas will transition, focus areas).

Using the Implementation Framework

• Use the Implementation Framework, Cards, Gap Analysis Tool, and template to begin your strategic planning

• Discussions are important!• Report out your next 3 to 5 steps in

Implementing CCSS – What evidence do you have to suggest these

should be your focus areas for implementation?

Who do we need to move?

4

Change ≠ Transition

Change is situational.

Transition is psychological.

Survey Says…Top Concerns

• Education Policy Leaders– Cost and Feeling Uninformed

• Superintendents– Cost and Readiness

• Principals– Readiness and Teacher Push-back

• Teachers– Misuse of data and availability of support and training

Source: Strategic Communications Research, Heart Research Associates, December 2011

[Type text] Stakeholder Analysis for Implementation Plan

Stakeholder Group

Teachers Parents Students Community

What must this stakeholder group believe and/or do for our implementation plan to be successful?

What do we think this stakeholder group currently believes or thinks?

What can we do to close this gap?

What are we doing to

support you?

5


















State Assessment (2011-2012) Fall 2011 NECAP based on NH GLEs/GSEs for Reading, Writing, and Mathematics

State Assessment (2012-2013) Fall 2012 NECAP based on NH GLEs/GSEs for Reading, Writing and Mathematics

State Assessment (2013-2014) Fall 2013 NECAP based on NH GLEs/GSEs for Reading and Writing. Mathematics will have limited changes as some GLEs will not be tested.

State Assessment (2014-2015) SMARTER Balanced CCSS Summative Assessment administered Spring 2015


























Resources for CCSS capacity and awareness, strategic planning, and

communication• Hunt Video Series• NH DOE Resources – 8 Key Messages• Common Core Website – General Talking Points • Engage NY website• CCSSO website• SMARTER Balanced Fact Sheets• National PTA brochures• AchievetheCore.org

Conclusion

1. What shifts occur with CCSS and SBAC? (Capacity and Awareness)

2. How do we get there from here? (Strategic Planning)

3. Where do we go next? (Prioritize)4. Who do we need to move? (Stakeholders &

Communication)5. What resources are available? (Gap Analysis)

Comments? Questions?

Thank you!Christine Downing

[email protected]

Patty [email protected]

mailto:[email protected]

mailto:[email protected]

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