Common Core State Standards District Implementation

Lauderdale County School District

KEY/VITAL Points• EVERY teacher in the school must be involved initially, throughout the

entire implementation process and once the standards are fully implemented. – “Because the ELA classroom must focus on literature (stories, drama

and poetry) as well as literary nonfiction, a great deal of informational reading in grades 5-12 must take place in other classes to meet the demands of the standards.”

– COMMUNICATION!! – COMMUNICATION!!– PLC’s horizontally and vertically. 4th grade teachers and 5th grade

teachers must spend time together.– Imperative that all grade level teachers plan and share ideas of CCSS

implementation

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2011 - 2012 Grades K-22012 - 2013 Grades 3-82013 - 2014 Grades 9-122014 - 2015 Live Assessments

Suggested Implementation Timeline

It may help to think of implementation 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.

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Reading• Balance of literature and informational texts• Focus on text complexity and what students read

Writing• Emphasis on argument and informative/explanatory writing• Writing about sources (evidence)

Speaking and Listening• Inclusion of formal and informal talk

Language• Stress on academic and domain-specific vocabulary

Address reading and writing across the curriculum• Responsibility of teachers in those subjects• Complement rather than replace content standards in those

subjects

Key Advances in the Common Core ELA/Literacy Standards

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Key Advances in the Common Core Math Standards

Focus and coherence• Focus on key topics at each grade level• Coherent progressions across grade levels

Depth over breadth• Allows more time for mastery

Balance of concepts and skills• Content standards require both conceptual understanding and

procedural fluency

Mathematical practices• Foster reasoning and sense-making in mathematics

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Shift from “What’s Taught” to “What Students Need to Be Able to Do”

To succeed in 21st century college and careers, students need to be able to:

1. Solve problems

2. Manage oneself

3. Adapt to change

4. Analyze/conceptualize

5. Reflect on /improve performance

6. Communicate

7. Work in teams

8. Create / innovate / critique

9. Engage in learning throughout life

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Instructional Delivery System

At a minimum, to successfully implement Common Core State Standards and Assessments, 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.

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• 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

What is not included in the CCSS?

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Alignment of CCSS English Language Arts (ELA)

and MS ELA

• Overall alignment is good• Few specifics in the Common Core are not

addressed in the MS ELA Framework or not addressed at the same grade level

• Many of the MS ELA Framework objectives and sub-objectives are not mentioned in the Common Core

• Rigor is comparable

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• Overall alignment is not good

• Many specifics in the CCSS are addressed in the MS Math Framework but at a lower grade level(s)

• Several of the MS Math Framework objectives are not mentioned in the Common Core

• CCSS for Math are more rigorous than the MS Math Framework

Alignment of CCSS for Math and MS Math Framework

PARCC’s Original Assessment Design

Through-courseASSESSMENT4

• Speaking• Listening

25%

Through-courseASSESSMENT 1• ELA• Math

50%

Through-courseASSESSMENT 2• ELA• Math

90%

END OF YEARASSESSMENT

75%

Through-courseASSESSMENT 3• ELA• Math

PARTNERSHIP RESOURCE CENTER: Digital library of released items, formative assessments, model content frameworks, model instructional supports, student and educator tutorials and sample items, scoring training modules, and professional development materials

Summative assessment for accountability Required, but

not used tor accountability

English Language Arts and Mathematics, Grades 3 - 11

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Refinements Respond to State Concerns

In adopting the refined assessment design, PARCC incorporated feedback from member states regarding:

• The cost of the assessments

• The amount of testing time needed to administer the assessments

• Possible disruption to school schedules caused by through- course assessment preparation and administration

• Potential limits to local control of curriculum and instruction

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Partnership for the Assessment of Readiness for College and Careers:

PARCC

Revised design as of June 2011, pending USED approval

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PERFORMANCEASSESSMENT

END OF YEARASSESSMENT

• Given primarily on computer or other digital devices

• Composed primarily performance tasks with emphasis on hard-to-measure standards

• Results returned within 2 weeks

•Given on computer, with multiple item

types and technological tools

•Scored entirely by computer forfast results

PARCC: Two Components of the Summative Assessment

• Scores from the performance assessment and the end-of-year test will be combined for annual accountability scores.

In mathematics and in English language arts (ELA):

+

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PERFORMANCEASSESSMENT

• ELA• Math

PARCC:

Performance Assessment

Over several sessions/class periods, students will complete a project-like task that draws on a range of skills.

• ELA/literacy tasks will focus on writing effectively when analyzing texts, using evidence drawn from the texts to support claims.

• Math tasks will require students to apply key mathematical skills, concepts and processes to solve complex problems of the types encountered in everyday life, work and decision-making.

Final weeks of school year

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END OF YEARASSESSMENT

PARCC:

End-of-Year Assessment

•Consisting of a range of item types including innovative technology-enhanced items to sample the full set of grade level standards

•Will include items across a range of cognitive demand

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Final weeks of school year

PARCC:

Speaking/Listening Assessment

• Required assessment, but not used for accountability

• Administered in the ELA classroom, with flexible window for administration

• Scored by classroom teacher using standardized rubric

• Scores may be used within students’ grades

Flexible timing

ELA/Literacy• Speaking• Listening

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PARCC Supports:

Formative Assessments

Timing of formative components is flexible

Early indicator of knowledge and skills to inform

instruction, supports, PD

EARLY ASSESSMENT

Mid-Year Performance-Based Assessment

(Potentially summative*)

MID-YEAR ASSESSMENT

• Formative early assessment is designed to provide an indicator of student knowledge and skills so that instruction, supports and professional development can be tailored to student needs.

• Formative mid-year performance tasks are designed to prepare students for the Summative Performance Assessment and to yield instructionally useful feedback. Teachers will be given an online scoring tool to score tasks and improve understanding of the CCSS expectations.• For voluntary use, the timing of the administration is to be locally determined.

* Over time, states may consider using scores from these tasks in the summative/accountability scores.

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PARTNERSHIP RESOURCE CENTER: Digital library of released items, formative assessments, model content frameworks, instructional and formative tools and resources; student and educator tutorials and practice tests, scoring training modules; professional development materials; and an interactive report generation system

PARCC Supports:

The Partnership Resource Center

Partnership Resource Center:• Interactive Data Tool for accessing data and creating customized reports• Model 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 25

PARCC Implementation Milestones

2011-2012 Item and task development, piloting of components

Release of Model Content Frameworks and prototype items and tasks

Development of professional development resources and online platform

2012-2014 Field testing

2014-2015 New summative assessments in use

Summer 2015 Setting of common achievement standards

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2011 - 2012 Reading/Literature2012 - 2013 Mathematics2013 - 2014 English/Language Arts

Textbook Adoption Timeline

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Tools for Implementation

• Lexiles• Grade-Specific Text Complexity Bands• Appendices • PARCC Model Content Frameworks• Writing Rubrics• Vertical Aligned Standards• Mathematics-Standards of Mathematical Practice• Math Learning Progressions • Activities

Lexiles

• What are they?• How are they associated with CCSS?

Lexile Framework® for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lex

ile M

easu

re (L

)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1,ACT,AP*

* Source of National Test Data: MetaMetrics

Interquartile Ranges Shown (25% - 75%)

Text Complexity Grade Bands and Associated Lexile Ranges (in Lexiles)

Found in Appendix A

Text Complexity Grade Band in the Standards

Old Lexile Ranges Lexile Ranges Aligned to CCR expectations

K–1 N/A N/A

2-3 450-725 450–790

4-5 645–845 770–980

6-8 860–1010 955–1155

9-10 960–1115 1080–1305

11-CCR 1070–1220 1215–1355

The Progression of Reading Standard 10

• The importance of “Progression”• Changes from grade to grade• Informational texts, history/social studies

texts, science/technical texts• ALL teachers can help with the progression of

reading-read informational texts within the grade bands from Science, Social Studies & technical courses (all courses)

Appendix B: “Text Exemplars and Sample Performance Tasks”

• K-12 - Stories, Poetry, Read-Aloud Stories, Read-Aloud Poetry, Informational Texts, Read-Aloud Informational Texts, Drama

• Sample Performance Tasks for stories, Dramas, Poetry, Informational Texts

• This resource will tie directly into the PARCC LA Frameworks

Appendix C: “Samples of Student Writing”

• K-12 Writing examples– Narrative– Informative/Explanatory– Argument (Opinion)

PARCC Model Content Frameworks “English Language Arts/Literacy”

• Charts show key emphasis within the standards for Reading, Writing, Speaking and Listening, and language (including Vocabulary)

• Charts reflect the integrated nature of reading, writing and research• Suggests the number and type of texts to read and analyze.

– Students write about the texts either to express an opinion/make an argument or to inform/explain

– Research and narrative writing tasks appear as well– As indicated by the bar that stretches underneath the chart, reading, writing

and research rest on a foundational skill set that includes citing evidence, analyzing content, using correct grammar, acquiring and applying vocabulary, conducting discussions, and report findings.

– Pages 3-11, A MUST READ– Writing and Speaking and Listening Progression Charts-charts are devoted to

highlighting the shifts in a single standard from grade to grade

ELA/Literacy Model Content Framework Chart for Grade 3

ELA Model Content Framework Chart for Grade 7

PARCC Model Content Frameworks “Mathematics”

• Examples of key advances from the previous grade• Fluency expectations or examples of culminating standards

(definition on pg 8) • Examples of major within-grade dependencies• Examples of opportunities for connections among standards, clusters

or domains• Examples of opportunities for in-depth focus• Examples of opportunities for connecting mathematical content and

mathematical practices• Content emphasis by cluster• Pg 10 Add’l Resources-2 powerful websites• Pg 13 “Do’s and Don’ts

Writing Rubrics

• K-5– Opinion– Informational/Explanatory– Narrative

Vertical Alignment of the Anchor Standards

• Focus of instruction each year to help ensure adequate mastery of a range of skills and applications each year

Standards for Mathematical Practice

• 8 standards• These need to be incorporated into the

everyday practices of teaching Mathematics• The are links provided in the folder

CCSS-Mathematics-Learning Progressions

• Shows what is taught and in what grades• Reveals how learning should take place from

grade to grade• Good way to develop a pacing guide(s)

Eng/LA & Math Activities

• Help teachers understand the setup/format of the CCSS

• Help with the Mathematical Practices• Correlations between MS Frameworks and

CCSS• Focus on the standards themselves• Understanding the PARCC documents• Writing activities, close reading, research

Thank you!

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