Mississippi Department of Education Common Core State Standards and Assessments K-2 Training of Trainers Mathematics and English/Language Arts June-July 2011

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Agenda 1.Welcome 2.Agenda Review 3.Binder Documents 4.Overview of Common Core State Standards (CCSS) 5.MDE Implementation 6.CCSS Assessment Update 7.Structure and Key Terms 8.Work Session Activities 9.Closure 3

Overview of Binder Documents PowerPoint presentation CCSS for Mathematics CCSS for English Language Arts (ELA) CCSS at a Glance MS Framework for Mathematics MS Framework for ELA Vertical Alignments Work Session Activities 4

What is the CCSS Initiative? An initiative of the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO) A significant and historic opportunity for states collectively to develop and adopt a core set of academic standards in Mathematics and English/Language Arts 5

Why is this initiative important? Provides consistency across states Allows for equal access Prepares students to compete globally Allows for more focused professional development Allows for the development of a common assessment Provides the opportunity to compare and evaluate policies that affect student achievement across states 6

What are the Common Core State Standards (CCSS)? Fewer, clearer, and higher Aligned with college and work expectations Rigorous content requiring higher-order thinking and application of knowledge Internationally benchmarked Evidence and/or research-based 7

Instructional Delivery System At a minimum, to implement Common Core State Standards successfully, TEACHERS must: 1.Know how to plan intentionally for rigorous and deep learning experiences. 2.Know how to design and utilize formative assessment that ensures retention and the ability to apply learning. 3.Be able to create a learning environment that fosters deep thinking, engagement of students, integration of subject areas, and problem-based learning experiences. 4.Must be able to analyze and use a variety of data to drive instructional practice. 5.Must embrace continuous professional learning. 8

Shift from “What’s Taught” to “What Students Need to Be Able to Do” 9 To succeed in 21 st century college and careers, students need to be able to: Solve problems Manage themselves Adapt to change Analyze/conceptualize Reflect on/improve performance Communicate Work in teams Create/innovate/critique Engage in learning throughout life

What is not included in the CCSS? How teachers should teach All that can or should be taught Intervention strategies to support students The full range of support appropriate for English Language Learners and for students with special needs Textbooks to help with implementation 10

MDE Implementation Timeline 11 Grades K – 2 3 – 5 6 – 8 9 – 12 Training Follow Up Training Follow Up Summer 2011 Fall 2011 Spring 2012 Fall 2012 Spring 2013 Summer 2012 Training Follow Up Follow Up Training Follow Up Follow Up Summer 2013 Follow Up Follow Up K-12 follow-up sessions will occur around the state in late summer Proposed implementation schedule pending funding and additional PARCC resources Intended to get MS ready for CCSS and Assessment as early as possible

K-2 Implementation 12 The MDE will begin the implementation process with K-2 in K-2 was selected as the initial implementation grade span because: Participant feedback from overview sessions was highly favorable to begin with K kindergarten students will be the first 3 rd graders to participate in the Assessments for grades during the school year. High stakes testing does not occur at the K-2 grade levels.

K-2 Implementation 13 Training-of-the-Trainers sessions will be offered in three locations this summer with follow-up sessions offered across the school year. Training for grades 3-5, 6-8, and 9-12 will follow the same basic pattern with improvements that are learned along the way. All grade levels will be trained by summer 2012 and will have completed follow-up activities by the summer of 2013, well before the start date of the new assessments. Implementation may be considered as a multi-year process of weaving the Common Core State Standards into the fabric of classroom instruction until the CCSS have replaced the MS Curriculum Frameworks.

CCSS Assessment Consortia Two Comprehensive Assessment Proposals through RttT Funding:  Partnership for Assessment of Readiness for College and Careers (PARCC)  25 states, 31 million students K-12  SMARTER Balanced Assessment Consortium (SBAC)  31 states, 21 million students K-12 Note: 12 states are currently in both and 6 states are in neither consortium. New Consortia tests will replace current state NCLB tests in Center for K – 12 Assessment & Performance Management at ETS

Partnership for Assessment of Readiness for College and Careers (PARCC) 15 About PARCC PARCC is a 25-state consortium working together to develop next-generation K-12 assessments in English and math. PARCC benefits: Students, who will know if they are on track to graduate and ready for college and careers Teachers with regular results available to guide learning and instruction Parents with clear and timely information about the progress of their children States with valid results that are comparable across the 25 member states The nation as it is based on college- and career-ready, internationally- benchmarked CCSS

16 PARCC Timeline SY Development of assessments and related resources begins SY First year pilot/field testing and related research and data collection SY Second year pilot/field testing and related research and data collection SY Full administration of PARCC assessments SY Launch and design phase Summer 2015 Set achievement levels, including college-ready performance levels

PARCC – Two Types of Summative Assessments 17 FOCUSED ASSESSMENTS END OF YEAR COMPREHENSIVE ASSESSMENT One to three tasks that assess a few “keystone” standards/topics Given at three points during the school year, near the end of quarters Results within 2 weeks to inform instruction and intervention Taken on computer, with mixed item types Scored entirely by computer for fast results Scores from both focused & end-of-year assessments will be combined for annual accountability score. Center for K – 12 Assessment & Performance Management at ETS

PARCC: Resources, Tools, and Supports 18 PARTNERSHIP RESOURCE CENTER: Digital library of released items, formative assessments, model curriculum frameworks, curriculum resources, student and educator tutorials and practice tests, scoring training modules, and professional development materials Partnership Resource Center: Interactive Data Tool for accessing data and creating customized reports Exemplar lesson plans Formative assessment items and tasks Professional development materials regarding test administration, scoring, and use of data Online practice tests Item development portal Tools and resources developed by Partner states Optional “ready-to-use” performance tasks for K-2 Center for K – 12 Assessment & Performance Management at ETS

The PARCC System 19 Focused ASSESSMENT4 Speaking Listening 25% Focused ASSESSMENT 1 ELA Math 50% Focused ASSESSMENT 2 ELA Math 90% END OF YEAR COMPREHENSIVE ASSESSMENT 75% Focused ASSESSMENT 3 ELA Math PARTNERSHIP RESOURCE CENTER: Digital library of released items, formative assessments, model curriculum frameworks, curriculum resources, student and educator tutorials and practice tests, scoring training modules, and professional development materials Summative assessment for accountability Required, but not used tor accountability English Language Arts and Mathematics, Grades Center for K – 12 Assessment & Performance Management at ETS

20 Key Challenges for PARCC Implementation Challenges Estimating costs over time, including long- term budgetary planning Transitioning to the new assessments at the classroom level Ensuring long-term sustainability Building on CCSS implementation Policy Challenges Student supports and interventions Accountability High school course requirements College admissions/ placement How to change perceptions about what next-gen assessments can and will do Technical Challenges Developing an interoperable technology platform Transitioning to an computer-based assessment system Developing and implementing automated scoring systems and processes Identifying effective, innovative item types

Structure Sample from CCSS - Mathematics 21

Domains for K-2 CCSS Mathematics Counting and Cardinality (CC) [K only] Operations and Algebraic Thinking (OA) Number and Operations in Base Ten (NBT) Measurement and Data (MD) Geometry (G) 22

Referencing the CCSS Mathematics Examples 23 2.G.1 2.G.1 - Grade level 2.G.1 - Geometry Domain 2.G.1 - Standard K.CC.4b K.CC.4b - Grade level K.CC.4b - Counting and Cardinality Domain K.CC.4b - Standard

Common Core State Standards for English/Language Arts College and Career Readiness (CCR) Anchor Standards drive the grade-specific standards. Grade-specific standards define what students should know and be able to do by the end of each year to progress toward achievement of the anchor standard. 24

College and Career Readiness Anchor Standards for Reading p Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently.

College and Career Readiness Anchor Standards for Writing p Text Types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

College and Career Readiness Anchor Standards for Speaking and Listening p Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

College and Career Readiness Anchor Standards for Language p Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 5. Demonstrate understanding of word relationships and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Structure Sample from CCSS - ELA 29 Kindergartners:Grade 1 students:Grade 2 students: Key Ideas and Details 1. With prompting and support, ask and answer questions about key details in a text. 1.Ask and answer questions about key details in a text. 1.Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 2. With prompting and support, identify the main topic and retell key details of a text 2. Identify the main topic and retell key details of a text. 2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. 3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. 3. Describe the connection between two individuals, events, or pieces of information in a text. 3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Reading Standards for Informational Text K-5 RI

Referencing the CCSS ELA Examples 30 RI.2.3 Strand: Reading College and Career Readiness Anchor Standard for Reading #3 RI Reading Informational Text RI Grade level RI.2.3 – Grade specific standard W.3.1a Strand: Writing College and Career Readiness Anchor Standard for Writing #1 W.3.1a - Writing W.3.1a – Grade level W.3.1a – Grade specific standard

CCSS Math Terminology Review and list the key terms of the MS Curriculum Framework for Math. Review and list the key terms of the CCSS for Math. Compare and contrast the structure of the MS Curriculum Framework and the CCSS key terms. Discuss as a group. 31 (See Structure and Key Terms Activity Worksheet)

CCSS ELA Terminology Review and list the key terms of the MS Curriculum Framework for ELA. Review and list the key terms of the CCSS for ELA. Compare and contrast the structure of the MS Curriculum Framework and the CCSS key terms. Discuss as a group. 32 (See Structure and Key Terms Activity Worksheet)

CCSS Structure and Key Terms Activity Reflection (See Reflection Worksheet.) Directions: 1.Discuss how this activity helped with understanding the structure and key terms of the CCSS. 2.Discuss how you plan to use this activity with teachers in your district. 3.Record responses on the Reflection Worksheet. 33

Work Session 1: Unpacking ELA CCSS Directions: Follow the steps in the process listed below to develop understanding of the standard by unpacking it into parts. 1.Identify key terms/vocabulary, key nouns, and key verbs in the CCSS that may be unfamiliar to students. 2.Come to agreement on the definition of each term. 3.Write the identified words and definitions in language that students will readily understand (student- friendly) and that teachers can easily explain to students. 4.Develop “I can” statements for students to understand the language of the standard. 5.Use the activity sheets to record answers. 34

Work Session 1: Unpacking ELA CCSS Activity 1-A: Unpacking Directions: Identify key words of the CCSS indicated below. Write definitions, student-friendly language, and “I can” statements in the appropriate box. ELA RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. 35

Work Session 1: Unpacking ELA CCSS Activity 1-B: Video Directions: View the video for the Kindergarten CCSS indicated below. Discuss as a group the guiding questions below. ELA RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. Guiding Questions: 1.How has the teacher aligned the activities to the standard? 2.How has the teacher checked for student understanding? 3.What are other ways that a teacher may address the standard? 36

Work Session 1: Unpacking ELA CCSS Activity 1-C: Unpacking Directions: Identify key words of the CCSS indicated below. Write definitions, student-friendly language, and “I can” statements in the appropriate box. ELA RL.1.6 Identify who is telling the story at various points in a text. 37

Work Session 1: Unpacking ELA CCSS Activity 1-D: Video Directions: View the video for the First Grade CCSS indicated below. Discuss as a group the guiding questions below. ELA RL.1.6 Identify who is telling the story at various points in a text. Guiding Questions: 1.How has the teacher aligned the activities to the standard? 2.How has the teacher checked for student understanding? 3.What are other ways a teacher may address the standard? 38

Work Session 1: Unpacking ELA CCSS Activity 1-E: Unpacking Directions: Identify key words of the CCSS indicated below. Write definitions, student-friendly language, and “I can” statements in the appropriate box. ELA SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. 1a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). 1b. Build on others’ talk in conversations by linking their comments to the remarks of others. 1c. Ask for clarification and further explanation as needed about the topics and texts under discussion. 39

Work Session 1: Unpacking ELA CCSS Activity 1-F: Video Directions: View the video for the Second Grade CCSS indicated below. Discuss as a group the guiding questions below. ELA SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. 1a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). 1b. Build on others’ talk in conversations by linking their comments to the remarks of others. 1c. Ask for clarification and further explanation as needed about the topics and texts under discussion. Guiding Questions: 1.How has the teacher aligned the activities to the standard? 2.How has the teacher checked for student understanding? 3.What are other ways that a teacher may address the standard? 40

Work Session 1: Unpacking ELA CCSS Reflection (See Reflection Worksheet.) Directions: 1.Discuss how this work session helped with unpacking the standards. 2.Discuss how you plan to use these activities with teachers in your district. 3.Record responses on the Reflection Worksheet. 41

Work Session 2: Unpacking Math CCSS Directions: Follow the steps in the process listed below to develop understanding of the standard by unpacking it into parts. 1.Identify key terms/vocabulary, key nouns, and key verbs in the CCSS that may be unfamiliar to students. 2.Come to agreement on the definition of each term. 3.Write the identified words and definitions in language that students will readily understand (student- friendly) and that teachers can easily explain to students. 4.Develop “I can” statements for students to understand the language of the standard. 5.Use the activity sheets to record answers. 42

Work Session 2: Unpacking Math CCSS Activity 2-A: Unpacking Directions: Identify key words of the CCSS indicated below. Write definitions, student-friendly language, and “I can” statements in the appropriate box. Math K.G.4 Analyze and compare two- and three dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). 43

Work Session 2: Unpacking Math CCSS Activity 2-B: Unpacking Directions: Identify key words of the CCSS indicated below. Write definitions, student-friendly language, and “I can” statements in the appropriate box. Math 1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 44

Work Session 2: Unpacking Math CCSS Activity 2-C: Unpacking Directions: Identify key words of the CCSS indicated below. Write definitions, student-friendly language, and “I can” statements in the appropriate box. Math 2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. Note: Students do not need to learn formal names such as “right rectangular prism.” 45

Work Session 2: Unpacking Math CCSS Activity 2-D: Progression Directions: Refer to the CCSS Math 2.G.1, Math 1.G.1, Math K.G.4 in activities 2A - 2C. Discuss as a group the guiding questions below. Guiding Questions: 1.How does the content progress from one grade level to the next? 2.What prerequisite instruction may be needed for each standard? 3.What skills will be developed from one grade to the next? 46

Work Session 2: Unpacking Math CCSS Reflection (See Reflection Worksheet.) Directions: 1.Discuss how this work session helped with unpacking the standards. 2.Discuss how you plan to use these activities with teachers in your district. 3.Record responses on the Reflection Worksheet. 47

Work Session 3: Using Resources for ELA CCSS The CCSS document provides three appendices for English Language Arts. 1.Appendix A: Research Supporting Key Elements of the Standards and Glossary of Key Terms 2.Appendix B: Text Exemplars and Sample Performance Tasks 3.Appendix C: Samples of Student Writing Note: Appendices are included on the flash drive because documents are too large for printing. 48

Work Session 3: Using Resources for ELA CCSS Activity 3-A: Identifying Tier Words Directions: Use the descriptions indicated in Activity 3-A to identify Tier 1, 2, and 3 words. Read the excerpt from Appendix B (Grade 2 – Text Exemplar for Informational Text). Underline Tier 1 words, circle Tier 2 words, and draw a box around Tier 3 words. Base judgments on CCSS expectations for 2 nd grade students. Be prepared to share with the large group. 49

Work Session 3: Using Resources for ELA CCSS Activity 3-B: Appropriate Texts Directions: Refer to the K-1 and Grades 2-3 texts listed from Appendix B. Circle any texts (stories and read-aloud stories) currently used in your school and compare the grade level in which they are currently used to the grade level indicated. Discuss when and how teachers might use these lists. 50

Work Session 3: Using Resources for ELA CCSS Activity 3-C: Performance Tasks Directions: Using Performance Tasks from Appendix B Refer to the Sample Performance Tasks for Informational Text (K-1). Select three of the performance tasks and refer to the ELA CCSS identified. Discuss and record how each of the selected performance tasks addresses the standard. Discuss other ways that teachers could use the performance tasks. 51

Work Session 3: Using Resources for ELA CCSS Activity 3-D: Writing Samples Directions: Using Writing Samples from Appendix C Read the excerpt. Discuss the questions below. Questions: 1.Does the writer identify the name of the book? 2.Does the writer state an opinion about the book? 3.According to the CCSS for kindergarten on page 19 of CCSS ELA, is this writing sample grade-appropriate? Explain. 4.What conclusions can you make about the writer of this sample? 52

Work Session 3: Using Resources for ELA CCSS Activity 3-D Writing Samples Continued Directions: Using Writing Samples from Appendix C Read the excerpt. Discuss the questions below. Questions: 1.Does the writer identify the name of the book? 2.What facts does the writer supply about the topic? 3.How does the writer provide closure? 4.How does the writer demonstrate command of some of the conventions of standard written English? 5.Is this writing sample grade-appropriate according to the Writing CCSS for Grade 1 on page 19 of CCSS ELA? Explain. 53

Work Session 3: Using Resources for ELA CCSS Activity 3-D Writing Samples Continued Directions: Using Writing Samples from Appendix C Read the excerpt. Discuss the questions below. Questions: 1.How does the writer establish a situation in time and place appropriate for what is to come? 2.How does the writer recount a well-elaborated sequence of events using temporal words to signal event order? 3.Give examples of how the author includes details to describe actions, thoughts, and feelings. 4.How does the author provide a sense of closure? 5.How does the author demonstrate a growing command of the conventions of standard written English? 6.Is this writing sample grade-appropriate according to the writing CCSS for Grade 2 on page 19 of the CCSS ELA? 54

Work Session 3: Using Resources for ELA CCSS Reflection (See Reflection Worksheet.) Directions: 1.Discuss how this work session helped with understanding the ELA Resources (Appendix A,B,C). 2.Discuss how you plan to use these activities with teachers in your district. 3.Record responses on the Reflection Worksheet. 55

Work Session 4: Focusing on Mathematical Practices 56 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. 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.

Work Session 4: Focusing on Mathematical Practices Activity 4-A: Understanding Mathematical Practices Directions: Refer to pages 6-8 of the CCSS Mathematics. Review mathematical practices. Identify key words or phrases that help with understanding the mathematical practices. Use the activity sheet to record information. Discuss as a group. 57

Work Session 4: Focusing on Mathematical Practices Activity 4-B: Teaching Strategy Directions: Read the geometry teaching strategy indicated in Activity 4-B. As a group, discuss the guiding questions below. Guiding Questions: 1.How does the teaching strategy align to the CCSS for grades K-2? List the CCSS. 2.Indicate the mathematical practice(s) addressed in the strategy. 3.What are ways that a teacher may modify the strategy? 58

Work Session 4: Focusing on Mathematical Practices Activity 4-C: Teaching Strategy Directions: Read the teaching strategy indicated in Activity 4-C regarding composing and decomposing numbers. Discuss as a group the guiding questions below. Guiding Questions: 1.How does the teaching strategy align to the CCSS for grades K-2? List the CCSS. 2.Indicate the mathematical practice(s) addressed in the strategy. 3.What are ways that a teacher may modify the strategy? 59

Work Session 4: Focusing on Mathematical Practices Reflection (See Reflection Worksheet.) Directions: 1.Discuss how this work session helped with understanding the Mathematical Practices. 2.Discuss how you plan to use these activities with teachers in your district. 3.Record responses on the Reflection Worksheet. 60

Work Session 5: Identifying Challenging Standards Activity 5-A: Math Directions: Identify two CCSS for Mathematics per grade level that will be most challenging for teachers. Indicate reasons why the standards chosen may be most challenging. Discuss possible ways to address the challenging standards. 61

Work Session 5: Identifying Challenging Standards Activity 5-B: ELA Directions: Identify two CCSS for English Language Arts per grade level that will be most challenging for teachers. Indicate reasons why the standards chosen may be most challenging. Discuss possible ways to address the challenging standards. 62

Work Session 5: Identifying Challenging Standards Reflection (See Reflection Worksheet.) Directions: 1.Discuss how this work session helped with identifying challenging Standards. 2.Discuss how you plan to use this activity with teachers in your district. 3.Record responses on the Reflection Worksheet. 63

Work Session 6: Writing an Action Plan for Local District/School Training (See Action Plan Template.) Directions: Use the template to begin the development of an action plan for implementing the K-2 training in your school district over the next six months. You will be asked to share the estimated timeframe for conducting the training in your district. 64

Work Session 6: Writing an Action Plan for Local District/School Training Reflection (See Reflection Worksheet.) Directions: 1.Indicate how this work session helped with developing an action plan for K-2 training. 2.Indicate how you plan to use this action plan. 3.Record responses on the reflection worksheet. 4.Discuss one way that the action plan template helped with developing the plan. 65

Evaluation and Feedback on district needs Please complete the evaluation form. Provide feedback regarding district needs. Provide suggestions for the training of the trainers for grades 3-5. Each participant will receive a thumb-drive when the evaluation is submitted. 66

Common Core Website List of Resources 67 1.Reaching Higher: the Common Core State Standards Validation Committee 2.Summary of Public Feedback for K-12 Standards 3.Summary of Public Feedback for College and Career Readiness Standards 4.Common Core State Standards Criteria 5.Common Core State Standards Considerations 6.Joint International Benchmarking Report 7.Key Points of the English Language Arts Standards 8.Key Points of the Math Standards (Key Resources) Cont.

Common Core Website List of Resources 68 Cont. 9. Frequently Asked Questions 10.Myths vs. Facts 11.Common Core Standards PowerPoint, March Common Core State Standards Webinar (PowerPoint presentation),June 30, CCSS MASA PowerPoint, October CCSS PowerPoint and Webinar, November 30, Common Core State Standards Initiative: Key Resources

Common Core Websites Common Core PARCC MDE Website (hot topics) 69

Contact Information Curriculum and Instruction Mississippi Department of Education