1. Division of School Effectiveness1 Common Core State Standards: Transitioning from Awareness to Implementation December 1, 2011 Rutledge Conference Center

2. GOALS Provide an overview of the SCDE Professional Development Delivery Model for CCSS. Support district (or LEA) leadership in the use and analysis of student achievement data to align instructional and assessment practices for implementing CCSS. Provide resources for the development or refinement of a plan for integrating CCSS standards into classroom practice. Division of School Effectiveness2

3. AGENDA 9:00 a.m. – 11:45 a.m. Welcome Setting the Stage Framework for Professional Development Support Impact of Student Achievement Data 11:45 a.m. – 12:30 p.m. Lunch 12:30 – 3:30 p.m. Assessment Update Implications for Instructional Modeling Next Steps Division of School Effectiveness3

4. 4 SCDE is committed to assisting districts in implementing the Common Core State Standards adopted on July14, 2010. School Year Implementation Phase 2011-12 Transition Year 2012-13 Transition Year 2013-14 Bridge Year 2014-15 Full Implementation

5. SCDE has begun the planning process for the understanding and implementation of the Common Core State Standards. During the transition process, SCDE will work with educators from around the state to review/adapt resources from other states and to develop/refine South Carolina specific resources. Division of School Effectiveness5

6. Professional Development Support for CCSS Phase 1: Preparation (Video Series) Overview of the CCSS Key Advances Implementation Timeline for CCSS Division of School Effectiveness6

7. Professional Development Support for CCSS Phase 2: Exploration Needs Assessment and Data Review Process Unwrapping the CCSS Vertical Articulation and Deeper Understanding of the CCSS Critical Thinking and Problem Solving Transition Planning Division of School Effectiveness7

8. Needs Assessment Explanation of Ratings Awareness = Cognizant (Phase 1: Preparation) The district is beginning to seek information (overview, organization, and implementation timeline) about the Common Core State Standards for English Language Arts and Mathematics. Getting Started = Underway (Phase 1: Preparation) A District Implementation Team (DIT) is formed at the district and school levels to complete a comparative review of the Common Core State Standards and SC Academic Standards, provide faculty members with an overview and organization of the CCSS, and investigate key advances in core subject areas. Progressing = Beginning Implementation (Phase 2: Exploration) The DIT has identified the most pressing needs using pertinent data and has begun the process of vertical articulation and unwrapping the common core state standards. The team facilitates the creation of a transition plan that is aligned with the timeline that is presented by the South Carolina Department of Education. Implementing = Refining and Expanding Implementation (Phase 3: Infusion and Integration) The DIT has progressed to working with faculty members to integrate common core state standards into classroom instruction and assessment by utilizing gap lessons, aligning and revising curriculum, and customizing professional development to fit identified needs. Monitoring = Progress Monitoring and Evaluation (Phase 4) The DIT has progressed to assessing its implementation strategies. All aspects of the transition plan have been implemented for all stakeholders. Achievement data are examined to assess the effectiveness of the components of the transition plan. Based on the data analysis, on-going revisions are made to the transition plan. Division of School Effectiveness8

9. Professional Development Support Guiding Questions Transition Strategy How does one modify what has been done in order to begin implementation of the Common Core State Standards? Clustering Standards How do standards in different Domains relate to one another and how can they be grouped to maximize teaching time? Division of School Effectiveness9

10. Guiding Questions Scope and Sequence Is there an order in which standards should be taught and if so, what and why? Vertical Articulation of Content How do concepts progress across grades and how can grades work together to maximize instruction? Division of School Effectiveness10

11. Guiding Questions Unpacking the Standards What are the standards really saying and how do the verbs impact curriculum, instruction, and assessment? Content Knowledge What content knowledge do teachers need as a result of shifts in grade level content? Division of School Effectiveness11

12. Guiding Questions Using MAP Data for Flexible Grouping How can MAP and other benchmark assessments be used to better meet student needs? Effective Use of Technology What is the difference between tutorial and practice technology and how can each be used to support student understanding? Division of School Effectiveness12

13. Professional Development Support for CCSS Phase 3: Infusion and Integration Implications for Classroom Instruction and Assessment Gap Lessons Alignment and Revision of S 3 Modules Customized and Targeted PD Based on Identified Needs Interactive Website Launch Topical Seminar Series: The Role of the Instructional Leader in Implementing the CCSS for English Language Arts and Mathematics Division of School Effectiveness13

14. Professional Development Support for CCSS Phase 4: Progress Monitoring and Evaluation Assessment of Implication Practices Refinement of PD Delivery Services Data Analysis: Determination of Additional PD Needs Exploration of School Transformation Initiatives Division of School Effectiveness14

15. What is most important for you to do today? Become familiar with pertinent data and develop an understanding of what it means to transition from awareness to implementation at the national/state/district/classroom levels. Become aware of key needs to make the transition from awareness to implementation. Division of School Effectiveness15

16. What kinds of things can I do to help all students reach success with CCSS? Provide learning opportunities for students to read closely, read critically, and evaluate text have deep thoughtful engagement to build knowledge with reasoning and use of evidence read, write, speak, and listen Division of School Effectiveness16

17. Contact Information Of fice of Teacher Effectiveness Ethel Johnson English Language Arts 803-734-8376 eljohnso@ed.sc.gov Mary Ruzga Mathematics 803-734-5954 mruzga@ed.sc.gov Office of Standards and Curriculum Cathy Jones 803-734-0790 cjones@ed.sc.gov Division of School Effectiveness17