1. Guam Department of Education Federal Programs Division FY’12 US-Ed Consolidated Grant Application & Consultative Workshop June 7 th -8 th, 2012 College and Career Readiness… …from Standards to the Common Core Implications for Guam and beyond Presented by Joe Sanchez, Acting Deputy Superintendent of Curriculum and Instructional Improvement

2. I. Welcoming II. Overview of presentation III. Review of Educational Reform Efforts on Guam -from Standards to the Common Core… IV. Review-Foundations of Curriculum, Instruction and Assessment: C-I-A Model V. Common Core State Standards -Standards -Instruction -Assessments VI. Where do we go from here…proposed timelines VII. Questions, comments, discussion… VIII. Thank you and enjoy the rest of your week!

3.  Advanced understanding the concept of C-I- A “been there, done that” Looking more for an advanced analysis of relationships. Have already studied the major implications for practice, possibly though graduate work.  Basic understanding of the C-I-A Know terminology, see general relationship. More of a practitioner, not concerns with scholarship of topic.  Novice- almost new information New Teacher, or never thought of it this way. Only heard of model in university classes, not yet in practice. 3

4.  Back-1998: Pre- Standards  1999: Adoption and Implementation of Content Standards and Performance Indicators  2001: Alignment of Standards with SAT9 Passing of PL26-26 Elected School Board/School Performance Report Cards Passage of No Child Left Behind (NCLB) Act Curriculum Reform Efforts on Guam

5.  SY03-04: Adopted 2003 5 Year- District Action Plan Adoption of SAT10/Testing of all grades Implementation of Direct Instruction Program- Reading (Math in 04-05)  SY04-05: Teacher Quality Enhancement Grant- Project HATSA.  2007: Passing of PL28-45 Adequate Education Act-14 points Identified Performance Levels of SAT10 as Target Curriculum Reform Efforts on Guam

6.  SY07-08: Revised 5-yr District Action Plan  SY09-10: Adoption of revised content standards Implementation (continuation of DI) of respective reform programs (SFA, DI) American Recovery and Reinvestment Act (ARRA)- School Level Improvement Plans (SLIP)  SY10-11: Development of Standards Based Assessments (LA/R, Math, Science), NCL (3-8, 10 for ELA and 5,8,10 Science) Curriculum Reform Efforts on Guam

7. Spring, 2012: Adoption of the Common Core State Standards Governor’s Education Reform Proposals Hiring of New Superintendent of Education

8. Curriculum Instruction Assessment

9. CIA (An extreme analogy) Goal: Get a Driver’s License (car) DMV-Tested on a motorcyclePractice on a Boat

10. In a Perfect World-with instruction being great and equal on both schools.... School 1 Curriculum School 2 Curriculum ASSESSMENT Which school would most people think has a better school/i.e. more effective instruction?

11. Curriculum, Instruction and Assessment (C-I-A) Curriculum Instruction Assessment

12. Please note 3 incorrect assumptions often related to C-I-A Model… 1) Not mutually exclusive categories 2) Not a linear process 3) Time is not spent equally in all area

13. Full site-based curriculum development: - Negative correlation to student achievement - Pockets of excellence, but no systemic improvement - No mechanism for dispersal of best practices Full directive/top-down approach - No buy in from school community - Disconnected, unrealistic processes - No clear guidance or understanding of initiatives - Even with accountability structure in place, deep understanding and implementation is not fully realized

14. “Defined Autonomy” or “simultaneous loose- tight leadership” - Non-discretionary student goals - Common language - Common framework and parameters for processes in the use of researched based practices - Marzano & Dufour, 2011

16.  State-led and developed; common core standards for K-12 in English/language arts and mathematics  Initiative led by Council of Chief State School Officers (CCSSO) and National Governors Association (NGA) Overview of the Initiative

17. Addresses…  Disparate standards across states  Student mobility  Global competition  Today’s jobs require different skills Common Core State Standards

18. Why This Is Important for Students, Teachers, and Parents  Prepares students with the knowledge and skills they need to succeed in college and work  Ensures consistent expectations regardless of a student’s zip code  Provides educators, parents, and students with clear, focused guideposts  Offers economies of scale

19. Standards Development Process  College- and career-readiness standards for English language arts/literacy and mathematics developed summer of 2009  Based on the college and career readiness standards, K-12 learning progressions developed

20. Standards Development Process  Multiple rounds of feedback from states, teachers, researchers, higher education, and the general public  Final standards released on June 2, 2010

21.  Fewer, clearer, and higher  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  Internationally benchmarked, so that all students are prepared to succeed in our global economy and society  Based on evidence and research Source: CCSS Presentation, 2010 Criteria for Standards

22. -46 states, the District of Columbia, and three territories have signed on to the Common Core State Standards Initiative -Assessments are currently being developed Momentum for Common Core

23. Standards 1) Word Analysis, Fluency, Vocabulary 2) Reading Comprehension and Analysis of Non- Fiction Texts 3) Reading Comprehension and Analysis of Literary Texts 4) Writing Purposes, Processes 5) Language Structure and Language Conventions 6) Listening and Speaking Skills and Strategies 7) Informational Literacy 8) Lifelong Literacy

24. Standard #2: Reading Comprehension and Analysis of Non-Fiction Texts Students read a wide range of nonfiction texts to acquire new information, to respond to the demands of society and the workplace, and to learn about themselves and the world. Standard #3: Reading Comprehension and Analysis of Literary Texts Students read a wide variety of classic and contemporary literature in many genres to build an understanding of the human experience.

25.  College and Career Readiness Anchor Standards for Reading ◦ Reading Standards for Literature ◦ Reading Standards for Informational Text ◦ Reading Standards: Foundational Skills  College and Career Readiness Anchor Standard for Writing  College and Career Readiness Anchor Standards for Speaking and Listening  College and Career Readiness Anchor Standards for Language

26. Standard #2: Reading Comprehension and Analysis of Non-Fiction Texts Students read a wide range of nonfiction texts to acquire new information, to respond to the demands of society and the workplace, and to learn about themselves and the world. Performance indicator: Kinder2.2- Generate and respond to questions who?, what?, where?, When, Why?. Grade 1.2- Respond to who?, what?, where?, When, Why? and How questions and recognize the main idea of what is read.

27. Standard #3: Reading Comprehension and Analysis of Literary Texts Students read a wide variety of classic and contemporary literature in many genres to build an understanding of the human experience. Performance indicator: Kinder2.2- Identify characters, setting and key elements Grade 1.2- Identify and describe to story elements of plot, setting and characters including the story’s beginning, middle and end.

28. Standard #3: Reading Comprehension and Analysis of Literary Texts Students read a wide variety of classic and contemporary literature in many genres to build an understanding of the human experience. Performance indicator: Grade 11- 3.2 Analyze ways in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim.

29. Anchor Standard #2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.  Reading Standards for Literature Kinder: #2- With prompting and support, retell familiar stories, including key details. 1 st Grade: #2- Retell stories, including key details, and demonstrate understanding of their central message or lesson. 3 rd Grade: #2- Recount Stories, including fables and folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

30. Anchor Standard #2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.  Reading Standards for Literature 6 th Grade: #2- Determine theme or central idea of a text and how it is conveyed through particular details; provide a summary of the texts distinct from personal opinions or judgments. 11 th and 12th: #2- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

31.  College and Career Readiness Anchor Standards for Reading ◦ Reading Standards for Literacy in History/Social Studies 6-12  College and Career Readiness Anchor Standards for Writing ◦ Writing Standards for Literacy in History/Social Studies 6-12

32. CCSSM CCSSM stands for Common Core State Standards for Mathematics

33. CCSSM Mathematical Practices The Common Core proposes a set of Mathematical Practices that all teachers should develop in their students. These practices are similar to NCTM’s Mathematical Processes from the Principles and Standards for School Mathematics.

34. 8 CCSSM Mathematical Practices 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.

35. 8 CCSSM Mathematical Practices 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.

36. Common Core Format Domains are large groups of related standards. Standards from different domains may sometimes be closely related. Look for the name with the code number on it for a Domain.

37. Common Core Format Clusters are groups of related standards. Standards from different clusters may sometimes be closely related, because mathematics is a connected subject. Clusters appear inside domains.

38. Common Core Format Standards define what students should be able to understand and be able to do – part of a cluster.

39. Common Core Format High School Conceptual Category Domain Cluster Standards K-8 Grade Domain Cluster Standards

40. “Common Core State Standards: Progress and Challenges in School Districts’ Implementation” -Center on Education Policy September, 2011 Challenges and Implications

41. Rigor

42. Changes to Instruction

43. Increased Skills?

44. New Materials

45. U.S. Districts- Implementation Table

46. Educators must be given resources, tools, and time to adjust classroom practice. Instructional materials needed that align to the standards. Assessments must be developed to measure student progress. Federal, state, and district policies will need to be reexamined to ensure they support alignment of the common core state standards with student achievement. Standards are essential, but inadequate. Along with standards

47. SY11-12: -Amendment to District Action Plan, Adoption of Common Core State Standards. - Promote Awareness of Standards and efforts SY12-13: -Training provided to school administrators and teacher cadres - Development of Curriculum Alignment, Curriculum Guides, Standards Based Assessments. - Implementation of concurrent standards. - Administer Guam Standards Based Assessments. Collect baseline data. Proposed working timeline

48. SY13-14: -Full Implementation of alignment guide, Curriculum Guides and SBA. -Continue with formal training in the Common Core State Standards and resources for all teachers SY14-15: -CCSS Assessment become available to states and territories

49. My dear colleagues, our work and conversations here are far from over. But thank you for your time today. Thank you and have a great day!