Moving to the Common Core Janet Rummel Assessment Specialist Indiana Department of Education

 Know your state’s transition plan  Know where to find available resources  Analyze local curriculum  Align instructional resources  Identify teacher professional development needs  Timeline  Transition plan  District  School  Classroom

 State Assessments  Standards Analysis  State standards vs. CCSS  Provided at the state level?  Potential misuse of “crosswalk” documents  Assessment Consortia  PARCC – Partnership for Assessment of College and Career Readiness  SBAC – SMARTER Balanced Assessment Consortium

 Which CCSS concepts and skills are included in your state’s standards?  How strong is the match?  Which concepts and skills are missing?  Which of the CCSS occur before our grade level?  Which of the CCSS occur after our grade level?  How are the Mathematical Practices incorporated?  How do we engage other subject are teachers in the literacy standards?

 When will we conduct a crosswalk of our district curriculum (e.g. curriculum maps, scope and sequence) based on state standards with the CCSS?  How will we conduct such crosswalks? Who will be involved in the process?  What will we do when there are differenced between the district curriculum and CCSS?  What is our plan for ensuring concepts and skills that appear in a different grade in CCSS will be taught effectively between now and ?

 How will we determine what curriculum materials are needed at each grade level to implement CCSS?  If some of those materials are already in the district, how will we ensure they are in the proper place for implementing CCSS?  How and when will we acquire needed curriculum materials that are not already in the district?  What is our plan for identifying and analyzing the quality of instructional materials that reflect the changes in the CCSS?

 Which CCSS concepts and skills are primary targets for instruction? Secondary targets for instruction?  How strong is the alignment?  Can alignment be strengthened through improvement in cognitive demand or greater focus for student performance?  What supplemental materials are needed?  Teacher instructional strategies  Rubrics  Student directions/expectations  Sample student performances

 How will we determine if our current district assessments measure student knowledge and skills as listed in CCSS?  How and when will we make modifications to our district assessments, if needed?  How will we ensure that students continue to be prepared for state assessments?  How will we prepare students for common state assessments aligned to CCSS (by or )?

 How will we determine what professional development teachers will need related to content and pedagogy for implementing CCSS?  How will we plan time for professional development within the district during the school year? Who will deliver the professional development?  What other professional development options exist?

 Which stakeholders will be involved in the implementation of the transition plan, and what are their specific roles and responsibilities?  Which district leaders have been identified as responsible for ensuring the transition plan is implemented with fidelity?  How will we inform parents about the transition to CCSS?

 Does student performance demonstrate expectations identified in the targeted CCSS?  What similarities and differences are there in student performances within grades? Across grades? Is there evidence of the intended progression?  What teaching strategies and approaches to instruction appeared to be effective?  What improvements are needed?

 What are Common Core State Standards (CCSS)?  Why are CCSS a good idea for students in ________?  What expectations for implementation of CCSS have been decided? (When?)  What resources are available to help guide educators through the process of implementing CCSS?  How are CCSS going to impact the student learning that occurs in each classroom?

 Note: Printing these materials/resources is recommended.  Where are my state standards located?  What resources are available to compare the standards that I teach to CCSS?  Where can I find CCSS?  In what different formats are CCSS published?

 How do I read CCSS? What does the formatting really mean? How are the CCSS designed?  What terminology is found in CCSS that is new to me?  What are the major shifts in ELA and Mathematics with CCSS?  What work has been done to help educators see how the current state frameworks compare to CCSS?

 Which CCSS concepts and skills are included in our state standards?  How strong is the match between CCSS and our state standards?  Which CCSS concepts and skills are missing? Which state standards are missing?  Which CCSS occur before your grade level?  Which CCSS occur after your grade level?

 How does my curriculum address text complexity?  Does my curriculum use a three-part model for measuring text complexity?  How do my current expectations for text complexity align to the suggested Lexile ranges at each grade band (from Appendix A)?  How does my students’ writing compare to the writing samples in Appendix C?

 How are the mathematical practices incorporated into the intent of the CCSS?  Consider any of the content standards from the CCSS and determine how you might develop mathematical fluency related to the selected standard.  Create a continuum of content that indicates what you might do to introduce, build, and master a content standard in your classroom.  Will you need to modify your lessons and units to better reflect true learning progressions and mathematical fluency?

 How will the adoption of the new CCSS impact your work? What supports will you need to help students learn the knowledge and skills in the standards?  How do your curriculum and instructional materials align with CCSS? Do they have: rigor, coherence, focus, best practices, text complexity and/or balanced pedagogy?  How do your assessments (formative, end-of-course, intermittent/interim/targeted) align with the learning expectations outlined in CCSS?

 Will you need to develop new instructional lessons or units? Can you change what you have to fit the demands of CCSS? How?  How do we engage other subject area teachers in the literacy standards?  What research-based teaching strategies or instructional strategies appear to be useful when thinking about how to teach students the deep intent of the CCSS?  Does your curriculum reflect the intended progressions for student learning?