2 Change is Coming!Change is coming and the x really does change in education.
3 The new X is: Common Core State Standards/Essential Standards “In an increasingly complex world, sometimes old questions require new answers.”And the answer to what to teach to prepare our students for college and career will change in the next 2 years and will become Common Core State Standards/Essential Standards. We are getting ready to make one of the biggest changes ever in education in NC. Never before have the standards and objectives for every subject changed at one time. But they are about to.I know you have heard a lot about our transition to Common Core State Standards and Essential standards, but what do we know about what, when, and how?Qhwolihjpsjf[ojf[p[qpfojfojo
4 And we certainly don’t want to be the last to know what this is all about – we want to be at the head of the school instead of the back like this fish, which is the reason for this presentation today.
5 What is all the talk about? An overview of the transition to Common Core State Standards and Essential StandardsSo, I hope to enlighten you somewhat today on what will be going on in the next few years with CCSS/Essential Standards., so again brace yourself.
6 I don’t know what I don’t know! DisclaimerI don’t know what I don’t know!Before we go any farther, I must add this disclaimer. Most of what I will share today comes from my studying the documents, attending webinars, state meetings, but it seems the information changes with each new session – so this is how I understand it at the moment – hopefully somewhat correct. I had planned to do this back in January, but I think the information that is coming to us now is more stable and more accurate – so hopefully I won’t say anything that is totally wrong.
7 Like all change, it is scary and exciting Like all change, it is scary and exciting! I think it is going to be a good change, but the scary part is how fast the change is coming and how much there will be to change.My feeble attempts at humor are so we can laugh rather than cry when you see what is going to be expected of us and our teachers in the next year. – so keep your courage and together we will meet this challenge as we have met others.
8 The Process 2008: Framework for Change 2008: Response to change: ACRE 2009: CCSSO and NGA develop college and career readiness standardsBased on the college and career readiness standards, K-12 learning progressions developedMultiple rounds of feedback from states, teachers, researchers, higher education, and the general publicJune 2, 2010:Final Common Core State Standards releasedJune 2010: Adopted by NCSBEExplain what ACRE was doing – response to NCSCOS being too much and not deep enough – resulted in covering rather than teaching to masteryCCSSO – council of chief state school officersNGA - National Governor’s Association
9 Similar Goals for Standards North Carolina’s MandatesCommon Core“Essential”“Narrow”“Deep”“Rigorous + Relevant”“Readiness for College and Career”“Enduring”“Measurable”“Clear and Concise”“Prioritized and Focused”“Essential””Fewer, Higher, Clearer””Focused””Rigorous””Readiness for College and Career”Common Core fit what North Carolina was also working on with ACRe and the Essential Standards99
10 What are CCSS? For ELA and Math only Align with best evidence on college and career readinessexpectationsMaintain focus on what matters most for readiness for college and careerAre clear, understandable and consistentInclude rigorous content and application of knowledge through high-order skillsBuild upon strengths and lessons of current state standardsAre informed by other top performing countries, so that all students are prepared to succeed in our global economy and societyAre evidence-basedAlthough the ELA has a SS and Science component.
11 In North Carolina Fewer, Higher, Clearer Adopted in June 2010 by State Board of EducationAmong the first group of states to adopt Common Core State StandardsTransition to CCSS is part of NC and LCPS RttT planHad to be adopted in order to received RttT money.
12 What CCSS are not A National Curriculum Everything that could or should be taughtA federal government initiativeDoes not includeHow teachers should teachAdvanced work beyond the coreInterventions needed for students well below grade levelA full range of support for English language learners and students with special needsEverything needed to be college and career readyThe Common Core State Standards Initiative is a state‐led effort that is not part of No Child Left Behind and adoption of the Standards is in no way mandatory. States began the work to create clear, consistent standards before the Recovery Act or the Elementary and Secondary Education Act blueprint was released because this work is being driven by the needs of the states, not the federal government.The Standards are not a curriculum. They are a clear set of shared goals and expectations for what knowledge and skills will help our students succeed. Local teachers, principals, superintendents and others will decide how the standards are to be met. Teachers will continue to devise lesson plans and tailor instruction to the individual needs of the students in their classrooms.By emphasizing required achievements, the Standards leave room for teachers,curriculum developers, and states to determine how those goals should bereached and what additional topics should be addressed. Thus, the Standardsdo not mandate such things as a particular writing process or the full range ofmetacognitive strategies that students may need to monitor and direct theirthinking and learning. Teachers are thus free to provide students with whatevertools and knowledge their professional judgment and experience identify asmost helpful for meeting the goals set out in the Standards.
13 ELA CCSS Three main sections K−5 (cross-disciplinary) 6−12 English Language Arts6−12 Literacy in History/Social Studies,Science, and Technical SubjectsShared responsibility for students’ literacy developmentThree appendicesA: Research and evidence; glossary of key termsB: Reading text exemplars; sample performance tasksC: Annotated student writing samplesInformation came form webinar that you can download on CCSS site.Show in table of Contents1313
14 Design and Organization Four strandsReading (including Reading Foundational Skills)WritingSpeaking and ListeningLanguageAn integrated model of literacyMedia requirements blended throughoutYou can see this best by looking at the table of contents.
15 Design and Organization College and Career Readiness (CCR)anchor standardsBroad expectations consistent across grades and content areasBased on evidenceabout college andworkforce trainingexpectationsRange and content1515
16 Design and Organization K−12 standardsGrade-specific end-of-year expectationsDevelopmentally appropriate, cumulative progression of skills and understandingsOne-to-one correspondence with CCR standardsLay all 3 sheets out from CCR standards for reading to K-5 standardsThe same document for informational text1616
17 Reading Comprehension (standards 1−9) Standards for reading literature and informational textsStrong and growing across-the-curriculum emphasis onstudents’ ability to read and comprehend informational textsAligned with NAEP Reading frameworkRange of reading and level of text complexity (standard 10, Appendices A and B)“Staircase” of growing text complexity across gradesHigh-quality literature and informational texts in a rangeof genres and subgenresLook at graphic to better explain1717
18 Reading Foundational Skills Four categories (standards 1−4)Print concepts (K−1)Phonological awareness (K−1)Phonics and word recognition (K−5)Fluency (K−5)In addition for elementary grades18
19 Writing Writing types/purposes (standards 1−3) Writing arguments Writing informative/explanatory textsWriting narrativesStrong and growing across-the-curriculum emphasis on students writing arguments and informative/explanatory textsAligned with NAEP Writing frameworkSame framework for all the domains of reading1919
20 Writing Production and distribution of writing (standards 4−6) Developing and strengthening writingUsing technology to produce and enhance writingResearch (standards 7−9)Engaging in research and writing about sourcesRange of writing (standard 10)Writing routinely over various time frames2020
21 Speaking and Listening Comprehension and collaboration (standards 1−3)Day-to-day, purposeful academic talk in one-on-one,small-group, and large-group settingsPresentation of knowledge and ideas (standards 4−6)Formal sharing of information and concepts,including through the use of technology
22 Language Conventions of standard English Knowledge of language (standards 1−3)Using standard English in formal writing and speakingUsing language effectively and recognizing language varietiesVocabulary (standards 4−6)Determining word meanings and word nuancesAcquiring general academic and domain-specific words and phrasesLook at graphic to better explain22
23 Key Advances Reading Balance of literature and informational texts Text complexityWritingEmphasis on argument and informative/explanatory writingWriting about sourcesSpeaking and ListeningInclusion of formal and informal talkLanguageStress on general academic and domain-specific vocabulary23
24 Key Advances Standards for reading and writing in history/ social studies, science, and technical subjectsComplement rather than replace content standardsin those subjectsResponsibility of teachers in those subjectsAlignment with college and career readinessexpectations24
25 Math CCSS Standards for Mathematical Practice Carry across all grade levelsDescribe habits of mind of a mathematically expert studentStandards for Mathematical ContentK-8 standards presented by grade levelOrganized into domains that progress over several gradesGrade introductions give 2–4 focal points at each grade levelHigh school standards presented by conceptual theme (Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability)graphic2525
26 Design and Organization Focal points at each grade levelSee handouts – at high school under themes – not courses2626
28 Design and Organization Content standards define what students should understand and be able to doClusters are groups of related standardsDomains are larger groups that progress across gradesClustered together under categories2828
29 Fractions, Grades 3–63. Develop an understanding of fractions as numbers.4. Extend understanding of fraction equivalence and ordering.4. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.4. Understand decimal notation for fractions, and compare decimal fractions.5. Use equivalent fractions as a strategy to add and subtract fractions.5. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.6. Apply and extend previous understandings of multiplication and division to divide fractions by fractions.Progressions as well29
30 Algebra, Grade 8 Graded ramp up to Algebra in Grade 8 Properties of operations, similarity, ratio and proportional relationships, rational number system.Focus on linear equations and functions in Grade 8Expressions and EquationsWork with radicals and integer exponents.Understand the connections between proportional relationships, lines, and linear equations.Analyze and solve linear equations and pairs of simultaneous linear equations.FunctionsDefine, evaluate, and compare functions.Use functions to model relationships between quantities.
31 High School Conceptual themes in high school Number and Quantity AlgebraFunctionsModelingGeometryStatistics and ProbabilityCollege and career readiness threshold(+) standards indicate material beyond the threshold; can be in courses required for all students.+ are additional mathematics students should learn in order to take advanced classes – may be included in all courses.3131
32 Key Advances Focus and coherence Focus on key topics at each grade level.Coherent progressions across grade levels.Balance of concepts and skillsContent standards require both conceptual understanding and procedural fluency.Mathematical practicesFoster reasoning and sense-making in mathematics.College and career readinessLevel is ambitious but achievable.32
33 Essential Standards http://www. dpi. state. nc Currently adoptedScienceSocial StudiesInformation and Technology SkillsWorld LanguagesArts EducationOccupational Course of StudyHealthful LivingDraftGuidanceFewer, Higher, ClearerBased on Revised Bloom’s Taxonomy
34 The Future Transition to CCSS/ES 2011-12 Professional development for all teachers and administratorsCrosswalks and Unpacked contentField tests for CCSS/ESCCSS/ES Fully OperationalSBAC Operational (online) ?Add unpacked content
36 Plan to Support and Transition For All New StandardsToolsInstructional Toolkits including:Crosswalks between Old and NewVertical Learning ProgressionsGlossary of TermsUnpacked ContentAssessment PrototypesLesson Plans, Unit PlansDiagnostic, Formative, and Benchmarking Assessment ToolsHoused in Instructional Improvement System in education cloud363636
37 Lenoir County Implementation Currently 2009-present: Workshops on Revised Bloom’s TaxonomyFall 2010: Formed Math CCSS TeamFall 2011: DSW includes RttT funds for PD for CCSS/ESWinter 2011: Formed CCSS Leads TeamMarch 2011: CCSS Leads view webinarMarch 2011: 2 PD facilitators in place for Region 2June 13, 2011: CCSS Leads Module 1 TrainingJuly 12, : CCSS Leads to CC/ES Summer InstitutesAugust 3, 2011: LEA Plan due for PD for CCSS/ES
38 2011-12 Professional Development Plan Form content level teamsParticipate in DPI developed modulesContent level training: TBDDesign Instructional Plans for each subject and grade/courseDevelop new benchmark assessments
39 Professional Development: Access and Support MODULESCC and Essential Standards ToolsInstructional Tools targeted to aid in the transition and to complement the professional development.Online support to increase teacher understanding and implementation of standards1: The Call for Change: An Overview of the Common Core and Essential StandardsUnpacking StandardsCrosswalk6: NC Teacher Standards Course2: Understanding the Standards2: Understanding the Standards3: Revised Bloom’s Taxonomy (RBT)4: Developing Local Curricula5: NC FALCONTraining Implementation GuidePresentational ResourcesState is releasing these 6 modules to prepare for the transition.Module 1 will be released June 3. The others June 24.These instructional tools will also be released.3/27/2017 • page 39
40 Key Instructional Tool Dates and Activities Crosswalks and Unpacking ToolsModule 1 Accessible for LEA useModules 2-6 Accessible for LEA useApril 1, 2011June 3, 2011June 24, 2011Content-specific professional development offerings availableAugust 2011-August 20143/27/2017 • page 4040
41 Smarter Balanced Assessment Consortium (SBAC) What is SBAC?What impact will it have on students?31 States working together to develop an assessment system aligned to the Common Core Standards in ELA and Math.Equity of expectationsComparability of resultsMore authentic tasks and more accurate measurement (particularly of growth)Will include:Computer-adaptive summative assessments with performance tasks in ELA and Math for 3-8 and high schoolFlexible tools for teaching (formative assessment tools, data display and analysis tools, diagnostics, checks for misconceptions)What impact will it have on teachers?Focused instructionBetter-aligned teaching resources (instructional and assessment)More resources and shared language across state-linesWhat do schools and educators need to do to prepare?What is the SBAC time line?See Next….The big question is how all of this will be tested? North Carolina has joined the SBAC which is designing a new assessment system.Start Professional Development on the Common CoreStart teaching the Common Core in (schools will be held accountable for Common Core)Prepare for online delivery of assessments3/27/2017 • page 4141
42 Smarter Balanced Assessment Consortium (SBAC) Development of AssessmentsThe state will be developing interim tests for the NCLB requirements.3/27/2017 • page 4242
43 Feeling like this yet?This is for information – not action –Recommendations at this point – make sure your staff knows about this change that will take place. May use power point- I will go to schools on request if you’d like – but we don’t want to scare everyone off either- yes its’ going to be a lot of work – but put a positive spin on it.Share websites