1. STRATEGIC PLAN Common Core Implementation Overview and Resources GEAR UP August, 2013

2. 1 Turn and talk… (5 min) In groups of 2-3: Where are you/where is your district in transitioning to the Common Core State Standards? Early successes and challenges? What are you hoping to get out of today’s session?

3. 2 Today’s Presentation Context of TN’s transition The mathematics and ELA Instructional Shifts Expectations of the Standards & Shifts through PARCC TN’s Transition Plan Resources/Opportunities

4. 3 The transition to Common Core Standards is central to strengthening Tennessee’s competitiveness Source: “Projections of Jobs and Education Requirements Through 2018” (The Georgetown University Center on Education and the Workforce), 2011 NCES NAEP data, ACT Tennessee’s Competitiveness 21% of adults in TN have a college degree TN ranks 46 th in 4 th grade math and 41 st in 4 th grade reading nationally 54% of new jobs will require post- secondary education 16% of high school seniors in TN are college ready

5. 4 Our goal is to be the fastest improving state

6. 5 Notes on Common Core State Standards Common Core State Standards implementation in Tennessee began during the 2011-2012 School Year. –2011-2012 School Year: K-2 Implementation –Summer 2012: Trained 13,000 educators in grades 3-8 math –2012-2013 School Year: Partial Implementation 3-8 Math, 62 Districts in ELA Pilot Trained 3,000 school and district leaders through the Common Core Leadership Course –Summer 2013: Trained 30,000 educators in math, English language arts, and literacy –2013-2014 School Year: Implementation K-12 Math and ELA Training up to 10,000 educators in year-long reading courses Training up to 4,000 school and district leaders through the Common Core Leadership Course –2014-2015: Transition from TCAP to PARCC Assessment

7. 6 There are six key instructional shifts in the transition to the Common Core State Standards MATH: 1.Focus strongly where the Standards focus 2.Coherence: think across grades, and link to major topics within grades 3.Rigor: require conceptual understanding, procedural skill and fluency, and application with intensity. ELA: 1.Building knowledge through content-rich nonfiction and informational texts 2.Reading and writing grounded in evidence from text 3.Regular practice with complex text and its academic vocabulary

8. 7 Considering the Instructional Shifts Please turn to the handout of the instructional shifts Choose a shoulder partner. Read through the shifts, one partner reading math, the other ELA. – Underline the most important information –Circle new information Turn and talk: –What do you notice about the instructional shifts, particularly as it relates to your work with college access and readiness? –What do you wonder after reading (or re-reading them)?

9. 8 Common Core State Standards largely cover the same content of our current standards with greater clarity and depth Current SPIsCommon Core State Standards Identify the purpose for writing (i.e., to inform, to describe, to explain, to persuade, to entertain). Identify the audience for which a text is written. Select an appropriate thesis statement for a writing sample. Rearrange a multi-paragraphed work in a logical and coherent order. Select the appropriate time-order or transitional words/phrases to enhance the flow of a writing sample. Identify the sentence(s) irrelevant to a paragraph’s theme or flow. Select an appropriate title that reflects the topic of a written selection. Select the most appropriate format for writing a specific work-related text (i.e., instructions, directions, letters, memos, e-mails, reports). Write arguments to support claims with clear reasons and relevant evidence. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the argument presented. 7 th Grade English Language Arts Example: Sample of Writing Standards

10. 9 Tennessee is a member of the PARCC Assessment Consortia CURRENT TCAP SUBJECTS2014-2015 ASSESSMENT MATHPARCC READING WRITING SCIENCETCAP SOCIAL STUDIES PARCC: the Partnership for the Assessment for Readiness of College and Career To learn more about PARCC visit: www.parcconline.org

11. 10 Performance Based Assessment (75%) End of Year / End of Course (90%) PARCC will include two components

12. 11 PARCC will be given in two sessions PBAEnd of Year Feb/ March April / May PBA II EOC II Traditional Schedule High School Block Option PBA I EOC I Feb/ March April / May Oct / Nov Dec /Jan

13. 12 The PBA will require some human scoring, the EOY assessment will be computer scorable 3 Parts ELA & Literacy Research Simulation Literary analysis Narrative writing 2 Parts Math Short and extended response questions Focus on conceptual knowledge and skill and modeling and reasoning standards PBA 2 Parts ELA & Literacy 4-5 texts (literary and informational including social science, scientific, and technical texts at grades 6-11) Short-answer comprehension and vocabulary questions 2 Parts Math short-answer focusing on conceptual knowledge, skills, and understandings EOY

14. 13 High School Math Item 13

15. 14

16. 15 Part B

17. 16 Part C

18. 17 High School ELA Item 17

19. 18 Sample Item: Grade 10 ELA Which of the following sentences best states an important theme about human behavior as described in Ovid’s “Daedalus and Icarus”? a. Striving to achieve one’s dreams is a worthwhile endeavor. b. The thoughtlessness of youth can have tragic results. c. Imagination and creativity bring their own rewards d. Everyone should learn from his or her mistakes.

20. 19 Sample Item: Grade 10 ELA Select three pieces of evidence from Ovid’s “Daedalus and Icarus” that support the answer to Part A. a. "and by his playfulness retard the work/his anxious father planned" (lines 310-311) b. "But when at last/the father finished it, he poised himself" (lines 312-313). c. "he fitted on his son the plumed wings/ with trembling hands, while down his withered cheeks/the tears were falling" (lines 327-329). d. "Proud of his success/the foolish Icarus forsook his guide” (lines 348-349)." e. "and, bold in vanity, began to soar/rising upon his wings to touch the skies" f. "and as the years went by the gifted youth/began to rival his instructor's art " g. "Wherefore Daedalus/enraged and envious, sought to slay the youth " h. "The Partridge hides/in shaded places by the leafy trees…for it is mindful of its former fall "

21. 20 Sample Item: Grade 10 ELA

22. 21 Sample Item: Grade 10 ELA Use what you have learned from reading "“Daedalus and Icarus"” by Ovid and “"To a Friend Whose Work Has Come to Triumph"” by Anne Sexton to write an essay that provides an analysis of how Sexton transforms “Daedalus and Icarus.” As a starting point, you may want to consider what is emphasized, absent, or different in the two texts, but feel free to develop your own focus for analysis. Develop your essay by providing textual evidence from both texts. Be sure to follow the conventions of standard English.

23. 22 Sample Item: Grade 10 ELA Use what you have learned from reading “ Daedalus and Icarus ” by Ovid and “ To a Friend Whose Work Has Come to Triumph ” by Anne Sexton to write an essay that analyzes how Icarus’s experience of flying is portrayed differently in the two texts. Develop your essay by providing textual evidence from both texts. Be sure to follow the conventions of standard English.

24. 23 A task consists of up to four components For example, Research Simulation Task Assessment Items:  Summary of Text 1  Central Idea in Text 2  Claims and Evidence in Text 3  Analysis of Texts 1, 2, 3 Note: Students would not complete this item in a single sitting

25. 24 Summary of PARCC Advances Authentic assessment Real-world situations Data about readiness for college and career A realistic picture of competitiveness

26. 25 Turn and talk: what is your reaction to these items?

27. 26 We are focused on three priorities to support the transition and prepare students for PARCC Assessment alignment and transparency Instructional materials and curriculum Quality training & meaningful support Effective Communication Continuous Improvement Student achievement

28. 27 Across these priorities, we are placing significant focus on the support for school leaders Assessment alignment, and transparency Instructional materials and curriculum Quality training & meaningful support Communication Continuous Improvement We will place significant focus on leadership.

29. 28 Assessment Transition Approach PARCC 2011-20122012-2013 2013-2014 2014-2015 Narrow o fficial assessments Expand no-stakes assessments reflecting PARCC

30. 29 Training Summary Common Core Leadership 101 Common Core Superintendent Summits This Winter/Spring Math K-8 Follow Up Math 9-12 Reading K-3 Kick Off ELA & Literacy 4-12 This Summer Common Core Leadership 101 Common Core Leadership 202 Reading Course Reading Intervention Math Courses Next Year

31. 30 Optional Instructional Materials Math Task Arcs (mini units) ELA Units Science, Social Studies Literacy Units CTE Literacy / Math Supporting Materials Released Fall and Winter

32. 31 Curriculum guidance for the 2013-14 school year In mathematics… Key Priorities: Stop teaching dropped SPIs Spend 60-75% of time on content of focus clusters

33. 32 Curriculum guidance for the 2013-14 school year In English Language Arts/Literacy… Key Priorities: Stop teaching dropped SPIs Structure opportunities for students to read text and cite evidence daily – across subject areas

34. 33 Opportunities: Clear, meaningful vision for student success (evidence based, connected to real results, measurable) Strong connection between IHEs and K-12Common curricular resources across statesStandards are more worth learning and understanding Work with RTI directly supports vision of instruction for all students

35. 34 Potential Risks: Standards alone don’t change teaching and learning Increasing rigor without increasing student support can lead to frustration Everyone will claim alignmentTemptation to “wait and see”Implementation becomes another checklist

36. 35 Resources to Consider TNCore: www.tncore.orgwww.tncore.org Other states: http://www.engageny.org/http://www.engageny.org/ Student Achievement Partners (www.achievethecore.org)www.achievethecore.org PARCC: www.parcconline.orgwww.parcconline.org Achieve: http://www.achieve.org/http://www.achieve.org/ Smarter Balanced: http://www.smarterbalanced.org/http://www.smarterbalanced.org/ Expect More, Achieve More: http://expectmoretn.org/http://expectmoretn.org/

37. 36 Communications www.tncore.orgtncore.questions@tn.govTNCore Updates

38. 37 Core Beliefs Earning a living wage has never demanded more skills. This generation must learn more than their parents’ to do as well. All children are capable of learning and thinking at a high level. Children in Tennessee are as talented as any in the country and often capable of more than we expect. Our current education results pose a real threat to state and national competitiveness and security. Improving the skills of our children is vital for the future of Tennessee and America. Tennessee is on a mission to become the fastest improving state in the nation. Doing so will require hard work and significant learning for all. We must learn to teach in ways we were not taught ourselves. There is no recipe that will deliver a successful transition. Preparing for Common Core will demand effective leadership focused on student growth. PARCC is coming. We need to use the transition wisely to make sure our students and our state are ready.

39. STRATEGIC PLAN tiffany.mcdole@tn.gov tiffany.mcdole@tn.gov 615-210-3941