Presentation on theme: " Background Background Organizational Structure of the CCSS Organizational Structure of the CCSS Planning CCSS Implementation in North Dakota Planning."— Presentation transcript:
Background Background Organizational Structure of the CCSS Organizational Structure of the CCSS Planning CCSS Implementation in North Dakota Planning CCSS Implementation in North Dakota State Assessment under CCSS State Assessment under CCSS Contacts & Additional Resources Contacts & Additional Resources College & Career Readiness College & Career Readiness
New standards for English language arts (ELA) and mathematics were adopted in June 2010 by the National Governors’ Association and the Council of Chief State School Officers. North Dakota statewide committee of content and instructional experts studied and reviewed CCSS from June 2010 – April 2011. ND statewide committee voted unanimously on April 6, 2011 to adopt the CCSS. Dr. Wayne G. Sanstead, State Superintendent, officially signed adoption of CCSS on June 20, 2011.
2011-12 ND Curriculum leaders and content specialists representing grades K-12 and universities develop a curriculum template for ELA and mathematics (led by the North Dakota Curriculum Initiative) 2012-13 School districts review and consider voluntary adoption of curriculum template 2013-14 First full school year for ND to fully implement the CCSS Last administration of existing North Dakota State Assessment (NDSA) 2014-15 New state assessment system implemented
Prepare students to be “College and Career Ready” Prepare U.S. students to succeed in our global economy and society Prepare students for success in the 21 st century Inclusive of rigorous content and applications of knowledge through higher-order skills Goes Narrower & Deeper, addressing the mile wide, inch deep* problem in state standards and US textbooks * Trends in International Mathematics and Science Study (TIMSS), William Schmidt
College ready Prepared to succeed in entry-level credit- bearing general education college courses Career ready Possess sufficient foundational knowledge and skills and general learning strategies necessary to begin studies in a career path Source of definitions: National Council on Measurement in Education (NCME) Symposium on April 9, 2011.
The current CCSS for ELA include: Reading standards for literacy in history, social studies, science and technical subjects. Writing standards for literacy in history, social studies, science and technical subjects. CCSSO and NGA Center plan to develop common core state standards for science next. Other subject areas may follow.
Topic Strand Standards 1.Reading 2.Writing 3.Speaking and Listening 4.Language A set of topics applied across all grades Describes what students should understand and be able to do * Note: This is the general structure of ELA standards. There are structural exceptions at some grade levels.
1. Mathematical Practice Standards Standards common across all grades that describe ways in which developing student practitioners increasingly ought to engage with the subject matter as they grow in mathematical maturity and expertise throughout the elementary, middle and high school years 2. Mathematical Content Standards A balanced combination of procedure and understanding of math topics organized by grade
1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.
Clusters Domain Standards Big ideas that connect standards and topics, sometimes across grades A group of related standards that capture several ideas Describes what students should understand and be able to do
Committee of about 70 North Dakota educators and administrators from K-12 and universities Funded & managed through a DPI grant award to NDSU Goal: Create a Curriculum Template for districts to use as a tool in transition to CCSS http://ndcurriculuminitiative.org/common_core
Web based: NDSU Curriculum Initiative website Unpack the standards Identify what students will need to do to demonstrate understanding Identify prerequisite student knowledge to be instructed at grade level Professional Learning: What educator knowledge will be needed to teach to the standard at each grade level?
ND Curriculum Initiative Advisory Committee 10 members statewide Subcommittees Regional Education Associations & Small Organized Schools ND Study Council (16 largest school districts) ND University System Career Technical Education State Education Associations NDEA, NDSBA, NDCEL, LEAD, etc.
Regional Stakeholder Advisory Committees REAs Small Organized Schools ND Study Council districts Principals Teachers & Educational Specialists Students PL Consultants ND Curriculum Initiative Superintendents Curriculum Directors Dept. of Public Instruction State Stakeholder Advisory Committees ND University System Career Tech Ed. State Education Associations PL Instructors (consultants & ND Leaders) * Professional Learning (PL): formerly referred to as Professional Development (PD)
Develop a plan to communicate with staff, parents, and community Ensure leadership knows how to explain the rationale for the standards and understands their benefits Develop a transition plan between 2012 and 2014 that accounts for curriculum, instruction, assessment, and accountability. Connect with like-minded districts. Identify resources that are coming online each day and evaluate their quality Develop milestones in each area of the district plan * Source: Understanding Common Core State Standards by John Kendall
Identify CCSS strands for early adoption that can be substituted for state content immediately. Topics that clearly map to current state standards. Standards for Mathematical Practice Topics within the CCSS Language and Literacy standards that align with current state standards. Review reading materials currently available to teachers at each grade for alignment in the text complexity specified by the Common Core. Start Kindergarten in fall 2012 with Common Core. Consider cutting content that is neither currently assessed nor included in the Common Core. * Source: Understanding Common Core State Standards by John Kendall
Partnership for Assessment of Readiness for College and Careers (PARCC) Smarter Balanced Assessment Consortium (SBAC) $350 million of Race to the Top Fund set aside for awards to consortia of states to design and develop common K-12 assessment systems aligned to common, college- and career-ready standards. Note: North Dakota currently participates in each of the two consortia as a non-voting member. Selection of a single consortium and assessment system is intended at a later date.
SBACPARCC Assess Grades 3-8, 11Assess Grades 3-11 Summative assessment in last 12 weeks of school year (required) 1.One math and one ELA summative assessment Selected response, short constructed response, and technology enhanced items. 2.Two math performance tasks and two ELA performance tasks extended constructed response Interim Assessments (optional) Available throughout the year Teacher designed Selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks Two summative assessments close to end of school year (required) 1.End-of-Year Assessment ELA: reading comprehension Math: machine-scorable items End-of-course or end-of-grade options for grades 9-11 2.Performance based assessment: Extended tasks Applications of concepts & skills Two Formative assessments (optional) 1.Beginning of year 2.Mid-Year Computer adaptive assessment Computer-based but a single form for all students. Paper & pencil for grades 3-5 (initially).
Consortium: National Center and State Collaborative (NCSC) Assessment for students with significant cognitive disabilities Collaboration with PARCC and SBAC North Dakota is a governing member
District of Columbia Pacific Assessment Consortium (PAC-6) (The 6 entities: AS, CNMI, FSM, GU, Palau, RMI)
Consortium: Assessment Services Supporting ELs through Technology Systems (ASSETS) $10.5M grant awarded Managed by WIDA Collaboration with PARCC and SBAC North Dakota is a governing member.
Director of Standards & Achievement Greg Gallagher ◦ 701-328-1838 or at email@example.com General Assessment Robert Bauer ◦ 701-328-2224 or at firstname.lastname@example.org Alternate Assessment Doreen Strode ◦ 701-298-4637 or at email@example.com English Language Learners Kerri Whipple ◦ 701-298-4638 or at firstname.lastname@example.org
Common Core State Standards North Dakota Common Core Standards Resources http://www.dpi.state.nd.us/standard/common_core.shtm Comparison Studies of the Common Core State Standards to the North Dakota Content Standards http://www.dpi.state.nd.us/standard/comparison.shtm North Dakota Curriculum Template http://ndcurriculuminitiative.org/common_core/ National Governor’s Association and the Council of Chief State Schools Officers National Common Core Standards http://www.corestandards.org/ Partnership for Assessment of Readiness for College and Careers (PARCC) website: http://parcconline.org/ Smarter Balanced Assessment Consortium (SBAC) website: http://www.k12.wa.us/SMARTER/ Curriculum maps for English Language Arts http://commoncore.org Inside Mathematics: Common Core Standards for Mathematical Practice http://www.insidemathematics.org/index.php/common-core-standards Understanding Common Core State Standards Author: John Kendall Publisher: Association for Supervision & Curriculum Development (July 26, 2011)
The level of achievement a student needs to enroll and succeed without remediation in credit-bearing first-year postsecondary courses. two-year or four-year institutions trade schools technical schools Today, workplace readiness demands the same level of knowledge and skills as college readiness.
Prepared Focus on academic qualifications, as are measured by NAEP. Ready Includes behavioral aspects of student performance Time management Persistence Interpersonal skills
Work ready Meets basic expectations regarding workplace behavior and demeanor Job trained Possesses specific knowledge necessary to begin an entry-level position Career ready Possesses sufficient foundational knowledge and skill and general learning strategies necessary to begin studies in a career path College ready Prepared to succeed in entry-level credit- bearing general education college courses
English Language Arts Defines general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs Mathematics To enable students to access the knowledge and skills necessary in the post-school lives (editorial comment: this is vague)
Convergence of academic skills required to pursue technical training or a bachelor's degree. Examples: Necessary skills for Construction Supervisors, Lodging Managers, Environmental Engineering technicians include most or all of the following: Critical thinking Judgment and decision making Management of personnel Speaking and listening Complex problem solving Reading comprehension