implementation of ccss
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Implementation of CCSS. CCCOE Curriculum Council November 2011. Three Recently Published Documents. CCSS: Progress and Challenges in School Districts’ Implementation Publishers’ Criteria for the CCSS in ELA Supporting Implementation of CCSM: Recommendations for Professional Development. - PowerPoint PPT PresentationTRANSCRIPT
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Implementation of CCSS
CCCOE Curriculum Council
November 2011
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Three Recently Published Documents
1. CCSS: Progress and Challenges in School Districts’ Implementation
2. Publishers’ Criteria for the CCSS in ELA
3. Supporting Implementation of CCSM: Recommendations for Professional Development
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CCSS: Progress and Challenges in School Districts’ Implementation
Center on Education Policy Study
September 2011
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This Report
describes districts’ perception about the impact of the CCSS their progress in implementing the challenges they face
is based on a survey of nationally representa-tive school districts and was conducted in the winter and spring of 2011.
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6 Key Findings
1. Almost 60% of the districts viewed CCSS as more rigorous than the ones they are replacing, and expected the CCSS to improve student learning.
2. 67% have begun to develop a comprehensive plan and timeline for implementing the standards (or intend to do so in the 2011-12 school year.) AND 61% of the districts are developing and/or purchasing curriculum materials.
3. Adequate funding is a major challenge
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6 Key findings (cont.)
4. About 67% cited inadequate or unclear state guidance on the CCSS as a major challenge
5. Districts appear to be facing relatively little resistance to implementing the CCSS from parents, community, members or educators
6. District or school level staff, participated in various state, regional, or district activities in school year 2010-11 to become informed about the CCSS.
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CCSS More Rigorous than Previous State Standards?
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CCSS Will Improve Skills Among Students?
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Need for New or Substantially Revised Curriculum?
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Need for Fundamental Changes to Instruction?
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District Initiated Activities
Percent of Districts Starting to Implement Activity
Activity Math ELA
Develop or Purchase curriculum materials aligned with CCSS
55% 53%
Develop local assessments 48% 45%
Professional Development 47% 45%
Assign Resource Teachers to Assist staffs
29% 29%
Comprehensive plan and timeline 66%
Teacher evaluation system 30%
Educator induction programs 27%
* If difference between estimates is 15% or greater there is significant difference
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Challenges Districts Face
Challenge Major Minor Not
Inadequate funds 76% 21% 4%Inadequate guidance related to creating local assessments
48% 41% 11%
Inadequate curriculum materials 47% 42% 12%
Resistance from teachers and principals
10% 58% 32%
Resistance from parents and community
5% 35% 60%
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Local Staff Participation in Information Activities about CCSSState or Regional Activities
Introduction to CCSS 88%
Plan Implementation 63%
Understand implications for Instruction
62%
District Sponsored Activities
Introduction to CCSS 72%
Plan Implementation 61%
Understand implications for Instruction
54%
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Conclusions majority expectation is that CCSS is more
rigorous Many districts have begun to make changes Having inadequate funds is a major challenge
for over 80% of schools approximately half of the schools find a lack of
guidance on local assessments and lack of curriculum materials to be a major challenge
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Publishers’ Criteria for the CCSS in ELA
CCSSO – Achieve - NASBE
8/25/11
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Publishers’ Criteria for the CCSS in ELA Grades K-2 & 3-12
Paid for by a contract from Bill and Melinda Gates Foundation
Informally vetted by publishers, researchers, state officials, teachers and others
The documents are being circulated more widely now. And are eventually headed for posting online to guide not only publishers, but also anyone developing curriculum for the standards
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K-2 Criteria Center on Aspects of Significant Shift
Focus on reading informational text Building coherent knowledge within and
across grades More in-depth approach to vocabulary
development Students encounter sufficiently complex
texts through reading, writing, listening and speaking
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Grades K-2 Document Organization
Key Criteria for Reading Foundations Key Criteria for Text Selection Key Criteria for Questions and Tasks
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3-12 Criteria Center on Aspects of Significant Shift an intense focus on close examination of text
as the source for study across disciplines Students are expected to learn increasingly
complex readings (literary & informational), infer meaning from what they read and build agreements based in evidence from the text.
80-90% of reading standards in each grade require text-dependent analysis so curriculum should mirror this.
Materials should be sparing written or spoken activities based on students’ background knowledge and the experience they bring with them to school. These are not sufficient.
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Grades 3-12 Document Organization
Text selection: complexity & range and quality of texts
Questions and tasks Academic vocabulary Writing to sources and research Additional key criteria for student
reading, writing, listening and speaking
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Supporting Implementation of CCSM
Recommendations for Prof. Dev.
NSF Funded Research
November 2011
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Overview of Recommendations for CCSM-PD
1. Emphasize the Substance of CCSM-PD
2. Create and Adapt Materials for Use
3. Design PD based on Features that Support Teacher Learning
4. Build Coherent Programs of CCSM-PD
5. Prepare and Use Knowledgeable Facilitators
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6. Provide CCSM-PD Tailored to Key Role Groups, in addition to teachers
7. Educate Stakeholders about CCSSM
8. Continuously Assess CCSSM-PD
9. Create CCSSM Consortia
Overview of Recommendations for CCSM-PD (cont.)
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Three Recently Published Documents
1. CCSS: Progress and Challenges in School Districts’ Implementation
2. Publishers’ Criteria for the CCSS in ELA
3. Supporting Implementation of CCSM: Recommendations for Professional Development