Karen L. List

Superintendent

Paul Vicinus

Director of Secondary Education

Agenda

•Welcoming Remarks

•Large Scale Change – CCSS

•Coherence and the PELP Framework

•District Level Action Planning

•School Level Action Planning

•Building Your Own Plan

Three Minute Video Implementing the Common Core

Our West Hartford Plan: 2010-11

• Standards adopted by the State Board of Education, July 2010

Participated in activities with CSDE related to validation of the standards

Began internal study of the standards

Distributed to Leadership for information

Focused on understanding standards and anticipated assessments

Office of Curriculum, Instruction and Assessment prioritizes needs for change and expertise

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Our West Hartford Plan: 2011-12

A Year of Study & Design Provide overview for Extended

Leadership, Curriculum Specialists Individual leaders attend CCSS

workshops Individual leaders contribute to state

level work on standards/design Design and offer Professional

Development with district-wide information

Board of Education presentation/workshops

Begin evaluating computer readiness for test administration

Curriculum Design Involve CPDC in anticipate

changes Provide overview of

Ainsworth’s Rigorous Curriculum Design (linked to our curriculum criteria and review and renewal) to extended leadership, curriculum specialists.

Provide 9-day intensive workshops to engage in Ainsworth’s model to “unwrap” standards and begin revising curricula

Summer 2012 curriculum development

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Our West Hartford Plan: 2012-13 • Continue evaluating computer

readiness for administration

• Continue curriculum design/re-design and utilize teams to extend unit design

• Implement curricular changes, such as new units, performance tasks, assessments, etc.

• Monitor revisions/changes

• Provide townwide and departmental professional development on revised/new units of study and related content and performance tasks

• Utilize early release CSI time, faculty meeting and team time to monitor and refine curriculum implementation

• Consider next tier of training for rigorous curriculum design

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Our West Hartford Plan: 2013-2014

• Continue curriculum writing and revision

• Begin piloting of test items per requests CSDE

• Expand curriculum design training

• Evaluate/use any available testing resources

• Implement curricular changes, such as new units, performance tasks, assessments, etc.

• Integrate technology within new and revised units of study

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Our West Hartford Plan: 2014-2015

• Implement new assessments grades 3, 4, 5, 6, 7, 8, and high school per SMARTER Balanced consortium assessment guidelines/guidance from CSDE

• Continue model of continuous improvement and revise, review and modify curriculum as required to continue to align practice and expectations

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Leading Large Scale Change and Systems Thinking

Leader Actions

Maintain Focus

Share Leadership

Collaborate

Use Improvement Processes

Work Systematically

Adopting Common Core Standards

What adoption is…

A commitment to:

Significant academic expectations for students

Developing the content expertise of teachers

Developing the pedagogy of teachers

Educating stakeholders

What Adoption is not…

A checklist

Board policy

A memo to staff

Comparison to textbooks

A coded reference within curriculum documents or lesson plans

Common Core – Major Shifts and Challenges

Mathematics

Algebra by grade 8 + translation of content

Depth vs Breadth + teaching for understanding

Balancing rigor, procedural fluency, and conceptual understanding

Role of performance tasks and technology in instruction and assessment

Literacy – ELA, Sci, SS, Tech

Balance of literature and informational text

Literacy as a component of Science and Social Studies

Complexity of text

Text dependent questions

Writing to inform or argue and use of evidence

Short sustained research

The Road Ahead / Full Plate

Planning Template

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English Language

Arts/Literacy Standards

Prepare students for college and

career

Demonstrate independence

Build strong content

knowledge

Respond to the varying demands of audience,

task, purpose and discipline Comprehend

as well as critique

Value evidence

Understand other

perspective and cultures

Use technology and digital

media strategically and capably

ELA/Literacy: 6 shifts 1. Balance of literature and literary non-fiction (K-5)

2. Literacy as part of science and social studies/history; informational text as part of ELA (6-12)

3. Appropriately complex text

4. Questions regarding text are text-dependent

5. Writing to inform or argue using evidence

6. Use of academic vocabulary

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College and Career Readiness: Anchor Standards for ELA

Reading Writing

• Key Ideas and Details

• Craft and structure

• Integration of Knowledge and Ideas

• Range of Reading and Level of Text Complexity

• Text Types and Purposes

• Production and Distribution of Writing

• Research to build and present knowledge

• Range of Writing

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College and Career Readiness: Anchor Standards for ELA

Speaking and Listening Language

• Comprehension and Collaboration

• Presentation of Knowledge and Ideas

• Conventions of Standard English

• Knowledge of Language

• Vocabulary acquisition and use

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Text-Dependent Discussion

How did Frederick Douglass’ ability to read contribute to his emotional struggle for freedom? Cite examples from the text to support your answer.

Narrative of the Life of Frederick Douglass, an American Slave by Frederick

Douglass (1845)

Text-Dependent Discussion

A rigorous curriculum is an inclusive set of intentionally aligned components—clear learning outcomes with matching assessments, engaging learning experiences, and instructional strategies—organized into sequenced units of study that serve as both the detailed road map and the high-quality delivery system for ensuring that all students achieve the desired end: the attainment of their designated grade- or course-specific standards within a particular content area.

- Larry Ainsworth

Rigorous Curriculum Design

Rigorous Curriculum Design

Assessment

Learning Plan Teaching Points Resources Assured Learning Experiences

Unwrapped Standards Skills Concepts Bloom's Taxonomy/Webb's DOK

Standards

Sample Learning Progression: Making Meaning from Text

Grade 2 Grade 6 Grade 8 Grade 10

Unit 2: Community

of Readers

Overarching Theme:

Exploring New

Perspectives

Overarching Theme:

Individual and

society

Individual and Society:

Analyzing & Critiquing

Issues of Class, Gender,

and Race

How do narrative

elements help me

recount a story?

How do I use words and phrases to establish rhythm and meaning?

How do authors

develop and strengthen

their narrative writing?

Whose side am I on?

Am I making myself

clear?

Do I have what it takes?

Which path do I

follow?

How do I get what I

want?

How do family,

community, and society

influence one’s

decisions? (The Heart of

the Matter; Against All

Odds)

How does literature help

us define the tension

between the needs of

the individual and the

greater good of society?

(Is it Worth the Fight?)

How do issues of race, class,

and gender impact

character/author identity,

reflect social structures, and

produce social responses?

How is written expression a

vehicle for forming identify,

challenging norms,

impacting change, and

transforming the world in

which we live?

Mathematics

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Focus and Coherence

Balance of concepts and skills

Mathematical Practices

Learning Progressions

Emphasis on application of knowledge

College and career readiness

Organization of Common Core State Standards for Mathematics Standards for Mathematical Practice

Describe mathematical habits of mind

Provide insights into instructional strategies for grade level content

Grade Level Standards

K-8 standards organized by domain

9-12 standards organized by conceptual category

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Components of a Balanced Mathematical Program

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Standards for Mathematical Practice

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Make sense of problems and persevere in solving them

Reason abstractly and quantitatively

Construct viable arguments and critique the reasoning of others

Model with mathematics

Use appropriate tools strategically

Attend to precision

Look for and make use of structure

Look for and express regularity in repeated reasoning

Learning Progressions within Mathematical Domains

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Domains in math are discrete topics with finite life spans

Understanding the connections and flow among mathematical topics

Common Core State Standards Mathematics – Key Design Features

Grades K – 5 Build a solid foundation

in Whole numbers Addition Subtraction Multiplication Division Fractions Decimals Stress procedural skill

and conceptual understanding to ensure success at higher levels

Grades 9 – 12

Emphasize

Mathematical modeling

Use of mathematics and statistics to analyze empirical situations

Application to real world settings

Thinking and reasoning mathematically

Set rigorous definition of college and career readiness

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Grades 6 – 8

Provide for hands on learning in

Geometry Algebra Probability and

statistics Students who have

mastered the content and skills through the 7th grade will be well-prepared for algebra in grade 8

Critical Areas of Focus

Grade Key concepts instructed

K – 2 Addition and subtraction, measurement using whole number quantities

3 – 5 Multiplication and division of whole numbers and fractions

6 Ratios and proportional reasoning; early expressions and equations

7 Ratios and proportional reasoning; arithmetic of rational numbers

8 Linear algebra

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Emphasis on Fluency as a part of Numeracy

Fluency by Grade Level

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2.OA.2. Fluently add and subtract within 20 using mental strategies. By the end of Grade 2, know from memory all sums of two one-digit numbers.

Fluency Examples

A Strong Focus on Fractions

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Common Core State Standards

Building a Foundation

Generalize Place Value Understanding for Multi-Digit Whole Numbers (grade 4)

Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.

Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place.

Builds from earlier grades:

(grade 2)

Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones

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Kevin and Ruth each threw 7 darts which landed as shown.

Common Core State Standards

Modeling to Build Conceptual Understanding

Use Place Value Understanding and Properties of Operations to Perform Multi-Digit Arithmetic (grade 4)

Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Make Sense of Problems and Persevere in Solving Them

Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem.

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Which of the five models displayed could represent the solution to the problem:

Common Core State Standards

Progression of Modeling and Understanding

Use Functions to Model Relationships Between Quantities (grade 8)

Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

Model with Mathematics

A student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. They can analyze those relationships mathematically to draw conclusions.

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Mathematics Standards for High School

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College and Career Readiness

Apply mathematical

ways of thinking

Depth of understanding

Use Mathematical Modeling to analyze empirical situations

Applications

Summary

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Focus and Coherence

Balance of concepts and skills

Mathematical Practices

Learning Progressions

Emphasis on application of knowledge

College and career readiness

Overview of the anticipated Assessment System (SMARTER Balanced)

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Assessment Consortia Memberships

http://visual.ly/common-standards-and-assessment-consortia-membership

September 28, 2012

Optional Interim assessment system — no stakes

Summative assessment for accountability

Last 12 weeks of year*

DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; an interactive reporting system; scorer training modules; and teacher collaboration tools.

Scope, sequence, number, and timing of interim assessments locally determined

PERFORMANCE TASKS

• Reading • Writing • Math

COMPUTER ADAPTIVE

ASSESSMENT

Re-take option

The SBAC Assessment System

2-Nov-12 39 * Time windows may be adjusted based on results from the research agenda and final implementation decisions.

English Language Arts and Mathematics, Grades 3 – 8 and High School

Computer Adaptive Assessment and Performance Tasks

INTERIM ASSESSMENT

Computer Adaptive Assessment and Performance Tasks

INTERIM ASSESSMENT

Anticipated changes… Summative assessment in grades 3, 4, 5, 6, 7, 8, and 11

During last 12 weeks of school year

Computer adaptive testing

Selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks

Performance tasks

Reading

Writing

Math

Nationally established standard setting

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Consortium Assessment Plan 2014-2015: New national administration of assessments

in grades 3, 4, 5, 6, 7, 8 and 11

2013-2014: Pilot of computer-based items

2012-2013: Small and large scale pilot testing; student and teacher focus groups

2011-12: State led item writing

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Cost considerations

Professional learning for leaders and teachers including experts and conference attendance

Substitutes for teachers professional learning and curriculum writing

Summer curriculum work

Supplemental costs for materials

Technology for online assessments

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Resources for Parents

There are a variety of print and electronic resources available to parents, often in multiple languages.

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How do I know what my child will be expected to know and do?

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The National Parent Teacher Association, in coordination with Common Core, has published a Parent’s Guide to Student Success for all grade levels

Resources

There are a variety of print and electronic resources available, often in multiple languages.

CCSS http://www.corestandards.org/

National Parent Teacher Association http://www.pta.org/common_core_state_standards.asp

Connecticut State Dept of Education http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=322592

Achieve the Core http://www.achievethecore.org/

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