college-and career- ready standards: implementation & resources university of mobile march 13,...

COLLEGE-AND CAREER-READY STANDARDS: IMPLEMENTATION &

RESOURCES

University of MobileMarch 13, 2013

=

CCRS-K-8 Mathematics

Adopted by State Board of Education

November 2010

Click icon to add clip art

CCRS-9-12 Mathematics

+Alabama Added

Content =

Where Have We Been?

Click icon to add clip art

Phase I-Awareness

Summer 2011

Phase II-Preparation for Implementation

Fall 2011- August 2012

Phase II-Implementation2012-2013

Click icon to add clip art

Implemented in Grades K-12 August 2012

• CCRS Implementation Team • Summer Academy

What’s New About the CCRS-Mathematics?

Click icon to add clip art

• Standards for Mathematical Practice + Content Standards

• Increased rigor in the standards• Content shifts in all grade levels• New expectations for classrooms

What’s New About the CCRS-Mathematics?

Click icon to add clip art

• Standards for Mathematical Practice + Content Standards

• Increased rigor in the standards• Content shifts in all grade levels• New expectations for classrooms

Standards for Mathematical Practice

Click icon to add clip art

Mathematically proficient students:

Standard 1: Make sense of problems and persevere in solving them.Standard 2: Reason abstractly and quantitatively.Standard 3: Construct viable arguments and critique the 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.

Click icon to add clip art

Model with mathematics#4I can recognize math in everyday life and use math I know to solve everyday problems.

I can…• make assumptions and estimate to

make complex problems easier• identify important quantities and use tools to show their relationships• evaluate my answer and make

changes if needed

What’s New About the CCRS-Mathematics?

Click icon to add clip art

• Standards for Mathematical Practice + Content Standards

• Increased rigor in the standards

• Content shifts in all grade levels• New expectations for classrooms

Comparing Standards…

Click icon to add clip art

2003 ACOS – Grade 1 3. Demonstrate computational fluency of basic addition and subtraction facts by identifying sums to 10 and differences with minuends of 10 or less.

2010 ACOS – Grade 16. Add and subtract within 20, demonstrating fluency for

addition and subtraction within 10. Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction; and creating equivalent but easier or known sums by creating the known equivalent. [1-OA6]

Another Example…

2003 ACOS – Grade 42. Write money amounts in words and dollar-and-cent notation.

2010 ACOS – Grade 420. 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].

What’s New About the CCRS-Mathematics?

Click icon to add clip art

• Standards for Mathematical Practice + Content Standards

• Increased rigor in the standards• Content shifts in all grade levels• New expectations for classrooms

Content Shifts…

Click icon to add clip art

2003 ACOS 8th

VolumeIntroduced

5th2010 ACOS 6th 7th 8th

VolumeIntroduced

Volume required for solving problems

What’s New About the CCRS-Mathematics?

Click icon to add clip art

• Standards for Mathematical Practice + Content Standards

• Increased rigor in the standards• Content shifts in all grade levels

• New expectations for classrooms

Changes in the Classroom…

Click icon to add clip art

• “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

Changes in the Classroom…

Click icon to add clip art

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

What About English

Language Arts?

Click icon to add clip art

+Alabama Added

Content =

CCRS-English Language Arts

Adopted by State Board of Education

November 2010

Phase 1-Awareness2011-2012

Click icon to add clip art

• MEGA Conference• Webinars

Topics Included:• Components of the Course of Study• Strands (Comparison, New Emphases)• Vertical Alignment• Content Movement• Literacy Standards, Grades 6-12

Phase II- Initiation2012-2013

Click icon to add clip art

CCRS Implementation Team Training

• Analyzing the Standards• Sample Units of Study• Sample Lessons/Curriculum

Development• Differentiated Instruction for RtI• Resources

Phase II –Implementation2013-2014

Click icon to add clip art

• CCRS Implementation Team (Continued)

• Summer Academy

Will be implemented in

Grades K-12 August 2013

Three Key Shifts in ELA

Click icon to add clip art

1. Building knowledge through content-rich nonfiction and informational texts.

2. Reading, writing and speaking grounded in evidence from text, both literary and informational

3. Regular practice with complex text and its academic language.

Shift #1Content–rich Non-fiction

Click icon to add clip art

• K-5 - 50/50 ratio• Gr. 9-12 - 70/30 ratio

Building Knowledge through Content -rich Non-fiction

Click icon to add clip art

• Very little informational text required in elementary and middle school.

• Informational text is harder for students to comprehend than narrative text.

Shift #2Reading, Writing, and Speaking Grounded in Evidence from Text

Click icon to add clip art

• Ability to cite evidence.

• Being able to locate and deploy evidence are hallmarks of strong readers and writers.

Shift #3Regular Practice with Complex Text and its Academic

Language

Click icon to add clip art

• What students can read, in terms of complexity is greatest predictor of success in college (ACT study).

• Standards include a staircase of increasing text complexity from elementary through high school.

• Standards also focus on building general academic vocabulary so critical to comprehension.

What are the Features of Complex Text?

Click icon to add clip art

• Density of information

• Unfamiliar settings, topics or events

• Complex sentences

• Uncommon vocabulary

• Longer paragraphs

Changes in the Classroom…

Students are:

• Doing more reading on their own• Getting a great deal of information from the

text• Using note-taking organizers, question charts, prompt sheets• Engaging in discussion around text read• Backing up responses to questions with evidence

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

RESOURCE

S

Implementation Timeline

August 2012 – The 2010 Math Course of Study (CCRS) implemented for all Grades K-12.August 2013 – The 2010 ELA Course of Study (CCRS) implemented for all Grades K-12 and Literacy Standards in History, Science & Technical Subjects

Alabama Explorations’ Guides: Mathematics

http://alex.state.al.us/ccrs/node/159

User Name: ccrsmathPassword: alexplore

ALABAMA COLLEGE- & CAREER-READY STANDARDS & SUPPORT WEBSITE

www.alex.state.al.us/ccrs

Updates from the SDE

Alabama State Board of Education

PLAN 2020

Our VisionEvery Child a Graduate – Every Graduate Prepared

forCollege/Work/Adulthood in the 21st Century

Prepared Graduate Defined Possesses the

knowledge and skills needed to enroll and succeed in credit-bearing, first-year courses at a two- or four-year college, trade school, technical school, without the need for remediation.

Possesses the ability to apply core academic skills to real-world situations through collaboration with peers in problem solving, precision, and punctuality in delivery of a product, and has a desire to be a life-long learner.

Alabama’s PLAN 2020 Priorities

ALABAMA’S2020

LEARNERS

ALABAMA’S2020

PROFESSIONALS

ALABAMA’S2020

SUPPORT SYSTEMS

ALABAMA’S2020

SCHOOLS/SYSTEMS

Alabama’s 2020 Learners

Objectives

1. All students perform at or above proficiency and show continuous improvement (achievement/growth).

2. All students succeed (gap closure).

3. Every student graduates from high school (grad rate).

4. Every student graduates high school prepared (college and career readiness).

Plan 2020 STRATEGIES for Learners

Develop and implement a unified PreK through college and career readiness plan.

Develop and adopt college- and career-ready aligned standards in all subject areas.

Create and implement a balanced and meaningful assessment and accountability system.

ARMT and ACT

• If scores on the ACT will be the determinant of college/career readiness, what is the correlation between ARMT scores and the ACT?

• If we correlate ACT and ARMT Level III and IV the correlation is less than .5

ACT BenchmarksSubject Area Test ACT Benchmark

English 18Reading 21Mathematics 22Science 24

ACT College Readiness Benchmarks are scores on the ACT subject area tests that represent the level of achievement required for

students to have a 50% chance of obtaining a B or higher or about a 75% chance of obtaining a C or higher in corresponding credit-bearing

first-year college courses.

Alabama’s Students18% of 2012 ACT-Tested High School

Graduates met College Readiness Benchmarks in all four subject areas.

3% of Minority Students met the College Readiness Benchmarks in all four subject areas.

Assessment

Alabama College- and Career-Ready Assessment System

Implementation Timeline 2012-13 School Year

Grades K-2 Grades 3-7 Grades 8-12End-of-CourseAssessments

College-and Career-Ready Assessments

Formative/Interim/Benchmark Assessments (LEA Determined)

ARMT+ (Grades 3-8)

English 9English 10Algebra IGeometry(AHSGE Gr. 11-12)

EXPLORE (Gr. 8)PLAN (Gr. 10)

Alabama College- and Career-Ready Assessment System

Implementation Timeline 2013-14 School Year

Grades K-2 Grades 3-7 Grades 8-12End-of-CourseAssessments

College-and Career-Ready Assessments

Formative/Interim/Benchmark Assessments (LEA Determined)

New English 11Algebra IIChemistryU.S. HistoryBiologyPLUSEnglish 9English 10Algebra IGeometry(AHSGE Gr. 11-12)

EXPLORE (Gr. 8)PLAN (Gr. 10)ACT Plus Writing (Gr.11)

Alabama College- and Career-Ready Assessment System Implementation Timeline

2014-15 School Year

Grades K-2 Grades 3-7 Grades 8-12

End-of-CourseAssessments

College-and Career-Ready Assessments

Formative/Interim/Benchmark Assessments (LEA Determined)

New English 12PrecalculusPhysics PLUSEnglish 11Algebra IIChemistryU.S. HistoryBiologyPLUSEnglish 9English 10Algebra IGeometry(AHSGE Gr. 11-12)

EXPLORE (Gr. 8)PLAN (Gr. 10)ACT Plus Writing (Gr.11)

Alabama College- and Career-Ready Assessment System Implementation Timeline

2015-16 School Year

Grades K-2 Grades 3-7 Grades 8-12

End-of-CourseAssessments

College-and Career-Ready Assessments

Formative/Interim/Benchmark Assessments (LEA Determined)

New English 12PrecalculusPhysics PLUSEnglish 11Algebra IIChemistryU.S. HistoryBiologyPLUSEnglish 9English 10Algebra IGeometry(AHSGE Gr. 11-12)

EXPLORE (Gr. 8)PLAN (Gr. 10)ACT Plus Writing (Gr.11)WorkKeys (Gr. 12)

11 teams composed of SDE; IHE; OSR; AASCD

Partner with LEAs for planning Two purposes

• Provide resources and support as you transition to the CCRS

• Provide specific and precise support around 2-3 priorities that are LEA determined

Regional Planning Teams (RPT)

Differentiated Support

Available to provide on site or regional support for CCRS transition

Regional Support Staff (RSS)

Differentiated Support

“We can whenever we choose successfully teach all

children whose schooling is of importance to us.

We already know more than we need to do that.

Whether or not we do it must finally depend on how we feel about the fact that we

haven’t so far.”

Ron Edmunds

QUESTIONS?

http://alex.state.al.us/ccrs

334.353.1191

Send questions or comments to Cindy

FreemanCCRS Rollout Coordinator

cfreeman@alsde.edu334.353.1191