1. SSA New Superintendents’ Meeting November 14, 2012

2. Our Vision Every Child a Graduate – Every Graduate Prepared for College/Work/Adulthood in the 21 st Century

3. College and Career Readiness Ability to draw inferences/conclusions from text Analyzing conflicting source documents Supporting arguments with evidence Solving complex problems with no obvious answer 3

4. October SSA Meeting Basis for Change in Standards, Assessment, Support, and Accountability Process of Change Result of Change 4

5. Absolutes During the Transition Teach to the standards for each of the required subjects (Alabama College- and Career-Ready Standards - Courses of Study) Through a clearly articulated and locally aligned K-12 curriculum (Sample curricula found on ALEX and Alabama Insight) Supported by aligned resources, support, and professional development (Sample lesson plans and supporting resources found on ALEX, differentiated support through ALSDE Regional Support Teams and ALSDE Initiatives, etc.) Monitored regularly through formative, interim/benchmark assessments to inform the effectiveness of the instruction and continued learning needs of individuals and groups of students (GlobalScholar, QualityCore Benchmarks, and other locally determined assessments) With a goal that each student graduates from high school with the knowledge and skills to succeed in post-high school education and the workforce without the need for remediation as evidenced by multiple measures achieved through multiple pathways to meet the graduation requirements set for students in Alabama. (Alabama High School Graduation Requirements/Diploma) 5

6. Alabama Added Content CCRS-Mathematics What am I supposed to teach? Adopted by State Board of Education November 2010

7. What’s New About the CCRS- Mathematics? Standards for Mathematical Practice PLUS Content Standards Increased rigor in the standards Content shifts in all grade levels New expectations for classrooms

8. Standards for Mathematical Practice Mathematically proficient students: Standard 1: Make sense of problems and persevere in solving them. them. Standard 2: Reason abstractly and quantitatively. Standard 3: Construct viable arguments and critique the reasoning of others. reasoning of others. Standard 4: Model with mathematics. Standard 5: Use appropriate tools strategically. Standard 6: Attend to precision. Standard 7: Look for and make use of structure. Standard 8: Look for and express regularity in repeated reasoning. repeated reasoning.

9. Example of Increased Rigor 2003 ACOS – Grade 4 2. Write money amounts in words and dollar-and-cent notation. 2010 ACOS – Grade 4 20. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. [4-MD2].

10. Content Shifts… 2003 ACOS 8 th Volume Introduced 5 th 2010 ACOS 6 th 7 th 8 th Volume Introduced Volume required for solving problems

11. Changes in the Classroom… “Talking” math Actively engaged in activities Solving problem using different strategies “Struggling productively” with problems Using tools and manipulatives Justifying their answers Students are: NCTM, 2012

12. Changes in the Classroom… Teachers are: Using formative assessment to guide their instruction Providing challenging tasks for students Facilitating learning Differentiating instruction to meet their students’ needs NCTM, 2012

13. Alabama Added Content CCRS-English Language Arts What am I supposed to teach? Adopted by State Board of Education November 2010

14. Key Shifts in ELA 1. Greater emphasis on non-fiction texts 2. Focus on evidence 3. Regular practice with complex text 4. Speaking and listening 5. Literacy in the Content Areas

15. 1. Greater Emphasis on N on- fiction K-5 – 50% Non-fiction to 50% Fiction 6-8 – 55% Non-fiction to 45% Fiction Gr. 9-12 – 70% Non-fiction to 30% Fiction

16. 2. Focus on Evidence Ability to cite evidence, not rely on personal feelings or opinions Reading, writing, and speaking grounded in evidence from text

17. 3. Regular Practice with Complex Text Comprehension of increasingly complex text from elementary through high school. Use of academic vocabulary so critical to comprehension.

18. 4. Speaking and Listening Must demonstrate effective speaking, writing, and listening (engaging in small group and whole class discussions)

19. 5. Literacy in the Content Areas Includes both reading and writing Students glean accurate information from a document (primary or secondary source, etc.) Students make judgments about the credibility of information, author’s point of view, and use a variety of sources to address a question or solve a problem Produce clear and coherent writing; write arguments citing evidence

20. Changes in the Classroom… Students are: Doing more reading on their own Getting a great deal of information from non-fiction and informational text Using note-taking organizers, question charts, prompt sheets Engaging in discussion about text with peers and teacher Backing up responses to questions with evidence

21. Changes in the Classroom… Teachers are: Providing students with consistent, explicit writing instruction Providing opportunities for students to write from multiple sources about a single topic Engaging students in more complex texts with scaffolding Engaging students in rigorous conversations

22. Absolutes During the Transition Teach to the standards for each of the required subjects (Alabama College- and Career-Ready Standards - Courses of Study) Through a clearly articulated and locally aligned K-12 curriculum (Sample curricula found on ALEX and Alabama Insight) Supported by aligned resources, support, and professional development (Sample lesson plans and supporting resources found on ALEX, differentiated support through ALSDE Regional Support Teams and ALSDE Initiatives, etc.) Monitored regularly through formative, interim/benchmark assessments to inform the effectiveness of the instruction and continued learning needs of individuals and groups of students (GlobalScholar, QualityCore Benchmarks, and other locally determined assessments) With a goal that each student graduates from high school with the knowledge and skills to succeed in post-high school education and the workforce without the need for remediation as evidenced by multiple measures achieved through multiple pathways to meet the graduation requirements set for students in Alabama. (Alabama High School Graduation Requirements/Diploma) 22

23. What are the SDE’s Roles and Responsibilities? 1.Provide districts the information, professional learning, and resources to support transition to new standards and assessment.

24. Four Implementation Phases and Resources for NEW GOAL of College and Career Readiness CCRS Team Professional Learning Alabama Insight Tool Global Scholar Summer Teaching Academies Regional Planning Team Regional Support Staff (RSS) Differentiated Support CCRS website CCRS Self Assessment 4. Evaluation and Accountability 1. Awareness 2. Implementation 3. Follow up /Support

25. Resources for School Based Professional Learning

26. What are the SDE’s Roles and Responsibilities? 2. Ensure alignment of policies and structures to support transition: *Aligned assessments *Flexibility of reading coach *CIP flexibility *Differentiated Support and Accountability *Diploma

27. School YearGrades K-2Grades 3-7Grades 8-12 End-of-Course Assessments College- and Career- Ready Assessments 2012-13Formative/Interim/ Benchmark Assessments (LEA Determined) ARMT + (Grades 3-8)English 9 English 10 Algebra I Geometry (AHSGE Grades 11-12) EXPLORE (Grade 8) PLAN (Grade 10) 2013-14Formative/Interim/ Benchmark Assessments (LEA Determined) NewAbove assessments plus English 11 Algebra II Biology Chemistry U. S. History (AHSGE Grades 12) EXPLORE (Grade 8) PLAN (Grade 10) ACT Plus Writing (Grade 11) 2014-15Formative/Interim/ Benchmark Assessments (LEA Determined) NewAbove assessments plus English 12 Pre-Calculus Physics EXPLORE (Grade 8) PLAN (Grade 10) ACT Plus Writing (Grade 11) WorkKeys (Grade 12) 2015-16Formative/Interim/ Benchmark Assessments (LEA Determined) NewAbove assessmentsEXPLORE (Grade 8) PLAN (Grade 10) ACT Plus Writing (Grade 11) WorkKeys (Grade 12) Alabama College- and Career-Ready Assessment System Timeline for Implementation NOTE: State-provided formative/interim/benchmark assessments aligned to college- and career-ready standards will be available August 2012 for Grades K-12. 27

28. Formative Assessment Global Scholar QualityCore – www.act.org/qualitycore www.act.org/qualitycore – Username alstateuser – Password ACT001 28

29. Differentiated Support and Accountability Goal: Precise, differentiated and customized support – ONE SIZE DOES NOT FIT ALL! Regional Planning Teams (RPTs) – Plan with LEAs around 2-3 priorities identified by LEAs – Plan with LEAs for support and professional learning related to CCRS transition Regional Support Staff – ARI, AMSTI, and Instructional Services are combining fieldstaff efforts Turnaround Program – Support for struggling schools – individualized and customized 29

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31. What are the SDE’s Roles and Responsibilities? 3.Stay focused and ON MESSAGE! *Communicate, communicate, communicate! (Two way) *Partnership with organizations *CCRS website *Posted videos from Dr. Bice

32. Your Role? Be prepared to lead the change process Communicate expectations Build support systems that differentiate Ensure professional learning is focused on CCRS implementation and includes teachers working in PLCs with coaching and follow up Monitor and measure implementation and results Call your Regional Planning Team for any assistance! 32

33. All Systems Go! Individual capacity - Individuals get better Collective capacity - Groups get better “The big collective capacity and the one that ultimately counts is when they get better conjointly – collective, collaborative capacity.” Michael Fullan, 2010 33

34. Julie Hannah jhannah@alsde.edu 334 353-1608 (office) 205 862-7485 (cell) 34

35. Overview of Proposed Alabama Accountability Model Alabama Learners Achievement Growth Gap College and Career Readiness Weight 100 Alabama Support Systems Program Reviews Graduation Rate Attendance Participation Rates Other Measures Weight 40 Alabama Professionals Effective teachers and leaders as measured by EDUCATE Alabama, LEADAlabama, and multiple measures of student performance Weight 50 Alabama Schools and Systems Local Indicator(s) from School/System Improvement Plan Weight 10 To be implemented in two phases over the next three years. 35

36. Data Points for Accountability Student Achievement New Assessment 3-7, AAA, QualityCore Algebra I and English 10 Student Growth New Assessment 3-7, AAA, EXPLORE to PLAN to ACT Achievement Gap New Assessment 3-7, AAA, QualityCore Algebra I and English 10 College and Career Readiness Benchmark on ACT WorkKeys Silver and Platinum Recognition Industry Recognized CTE Credential AP/IB Qualifying Score Transcripted College Credit/Dual Enrollment or Early College ASVAB Qualifying Score Graduation Rate Four-year Cohort Rate with a fifth-year option Attendance TBD Program Reviews TBD Participation Rates 95% Teacher and Leader Effectiveness TBD Locally Determined Indicator Determined based on Local Continuous Improvement Plan 36

37. Timelines 2012-2013 ARMT+, AAA, AHSGE (Grades 11 and 12 only) EXPLORE/Grade 8, PLAN/Grade 10 and QualityCore EOC for Algebra I, Geometry, English 9, and English 10 2013-2014 New 3-7 Assessment, AAA, AHSGE (Grade 12 only) EXPLORE/Grade 8, PLAN/Grade 10, ACT w/writing/Grade 11, and additional QualityCore EOC for Algebra II, English 11, Biology, Chemistry, and U.S. History 2014-2015 Continue all above minus the ARMT+ and AHSGE and add QualityCore EOC for Pre-calculus, English 12, and Physics 2015-2016 Begin new comprehensive State-Developed and Differentiated Recognition, Accountability and Support System based on a multi-dimensional School Performance Index 37