Tim Ott, President Successful Practices Network

Strategic Planning for Common Core State Standards

December 7,2010

Session Overview

Setting the Stage Why Do We Need

CCSS And New

Assessments

Critical Components

Of The CCSS

and New Assessments

Tools for Planningand

Successful Implementation

?? Why are CCSS Important ??

The primary aim of education is not to enable students to do well in school, but to help them do well

in the lives they lead outside of

school.

Schools are Improving

School Improvement

Schools are Improving

School Improvement

Changing World

Skills GapSkills Gap

?? Why are CCSS Important ??

Grade 4 Reading ProficiencyGrade 4 Reading Proficiency

ProficientRequired

NAEP Score

Mississippi 90%

Tennessee 88 %

North Carolina 82 %

Texas 81 %

Iowa 77 %

Florida 71 %

Massachusetts 48 %

California 48 %

Grade 4 Reading ProficiencyGrade 4 Reading Proficiency

ProficientRequired

NAEP Score

Mississippi 90% 163

Tennessee 88 % 170

North Carolina 82 % 183

Texas 81 % 190

Iowa 77 % 197

Florida 71 % 202

Massachusetts 48 % 234

California 48 % 210

Grade 4 Mathematics ProficiencyGrade 4 Mathematics Proficiency

ProficientRequired

NAEP Score

North Carolina 91 % 203

Tennessee 87 % 200

Mississippi 81% 204

Iowa 80 % 219

Michigan 73 % 222

Florida 63 % 230

California 51 % 231

South Carolina 39 % 246

Massachusetts 39 % 255

Grade 8 Reading ProficiencyGrade 8 Reading Proficiency

ProficientRequired

NAEP Score

North Carolina 88 % 217

Tennessee 87 % 222

Iowa 72 % 250

Mississippi 51% 251

Florida 44 % 265

California 39 % 262

South Carolina 30 % 276

Grade 8 Mathematics ProficiencyGrade 8 Mathematics Proficiency

ProficientRequired

NAEP Score

Tennessee 88 % 230

North Carolina 84 % 247

Iowa 76 % 262

Texas 61 % 273

Michigan 61 % 269

Mississippi 54% 262

Florida 58 % 269

Massachusetts 42 % 301

?? Why are CCSS Important ??

Source: Tough Choices Tough Times, National Center on Education and the Economy

Cities with 1 Million PeopleCities with 1 Million People

• United States

• Europe

• China (2006)

• China (2020)

9

36

100 +

160 +

Teachers struggling

to teach an overloaded curriculum!

Achievement GapAchievement Gap

• 4 in 10 fourth grade students read ‘below basic’ - NAEP

• Average African-American and Hispanic 12th grade student reads and computes at the same level of the White 8th grade student - Ed Trust

• Less than 20% of age cohort earn college degree by age 25 - NGA

• US students rank 24th of 29 countries in math achievement - PISA

We Surveys Teacher – Student Comparisons

T – Students can apply what I am teaching to their everyday lives.

92%

S – I can apply what I learn to my everyday life.

59%

We SurveysTeacher – Student Comparisons

T – I make learning exciting for my students.

85%

S – My teachers make learning fun.

41%

Remember !!!

Critical Components Of The CCSS

and New Assessments

Common Core State StandardsCommon Core State Standards

• Fewer• Clearer

• Higher

• Build upon strengths and lessons of current state standards

• Internationally benchmarked so that all students are prepared to succeed in our global economy and society

• State led- coordinated by NGA Center and CCSSO

Common Core Standards Criteria

• Raise the bar for all students

• All students are prepared for all entry-level, credit-bearing, academic college courses in English, mathematics, the sciences, the social sciences, and the humanities.

• All students enter these classes ready for success (defined for these purposes as a C or better).

Key Points in Reading Key Points in Reading Text Complexity Grade Bands and Associated Text Complexity Grade Bands and Associated

Lexile RangesLexile Ranges

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

Key Points in Reading Key Points in Reading Reading Framework for NAEP 2009Reading Framework for NAEP 2009

Grade Literary Informational

4 50% 50%

8 45% 55%

12 30% 70%

Key Points in Writing Key Points in Writing

Write Logical ArgumentsWrite Logical Arguments

Grade To Persuade To Explain To Convey Experience

4 30% 35% 35%

8 35% 35% 30%

12 40% 40% 20%

Key Points in WritingKey Points in Writing

The Use of Technology

Write Routinely

Research

Key Points in Key Points in Speaking and Listening Speaking and Listening

Students should gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media.

Increase opportunities for informal discussion where students collaborate to answer questions, build understanding, and solve problems.

Key Points in MathKey Points in Math

Focus and coherence• Focus on key topics at each grade level.• Coherent progressions across grade levels.Balance of concepts and skills• Content standards require both conceptual

understanding and procedural fluency.Mathematical practices• Foster reasoning and sense-making in

mathematics.College and career readiness• Level is ambitious but achievable.

High School - ModelingHigh School - Modeling

Linking mathematics and statistics to everyday life, work, etc.

Use appropriate mathematics and statistics to:• Design a movie theater with unimpeded viewing angles. • Develop pricing schemes for a record store, • Determine how to evenly illuminate a room, • Determine how to seat friends and enemies at the United Nations

Percentage of Common Core Standards

Not Aligned to State Standards ELA Mathematics

FL 2.81 21

HI 3.4 33

IN 16.99 33.41

KY 27.5 24.37

MS 15 48

NC 15.94 28.7

OH 5.88 26.62

OK 8.35 39.36

TN 32 48

Next Generation Assessments

In September 2010, the U.S. Department of Education awarded two grants:

– Partnership for Assessment of Readiness for College and Careers (PARCC)

– Smarter Balanced Assessment Consortium (SBAC)

Participating states will administer new assessment statewide by 2014-2015

PARCC STATES

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PARCC STATES11 Governing States •Arizona•District of Columbia•Florida-Fiscal Agent•Illinois•Indiana•Louisiana•Maryland•Massachusetts-Board Chair•New York•Rhode Island•Tennessee

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15 Participating States

Alabama New Hampshire

Arkansas New Jersey

California North Dakota

Colorado Ohio

Delaware Okalahoma

Georgia Pennsylvania

Kentucky South Carolina

Mississippi

Smarter Balanced Assessment Consortium

SBAC STATES

Fiscal Agent: Washington State

Governing Advisory

CT, HI, ID, KS, ME, MI, MO, MT, NC, NM, NV, OR, UT, VT, WA, WI, WV

AL, CO, DE, GA, IA, KY, ND, NH, NJ, OH, OK, PA, SC, SD

17 14

Total Number of States = 31

Next Generation Assessments

ELA/Literacy

– Reading complex literary and informational text

– Writing – both on demand and over time

– Research

– Speaking and listening

– Language , conventions, vocabulary

Mathematics

– Conceptual understanding and procedural fluency

– Application via modeling and strategic problem solving

– Reasoning, explaining, justifying

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Next Generation Assessments

Through-course and Summative assessments using online computer adaptive technologies

• Efficiently provide accurate measurement of all students, across the spectrum of knowledge and skills

• Incorporate performance tasks and events• Will assess full range of CCSS in English language arts and

mathematics• Describe both current achievement and growth across time,

showing progress toward college- and career-readiness• Scores can be reliably used for state-to-state comparability, with

standards set against research-based benchmarks • The option of giving the summative tests twice a year.

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1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication

CC DD

AA BB

Current Assessments

Next Generation Assessments

Examples:

CCSS Appendix B: Text Exemplars and Sample Performance Tasks

www.corestandards.org

Transitioning to the Common Core State Standards and Next Generation Assessments

www.leadered.com

Successful Practices Network

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Tools for Planningand

Successful Implementation

RIGOR

RELEVANCE

AA BB

DDCC

Increasing Rigor/RelevanceIncreasing Rigor/Relevance

High

HighLow

Low

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Our Work in Desoto County

• Facilitate a 3-year transition from current standards and assessments to the new Common Core Standards (CCS) and Next Generation Assessments

• Build deep understanding of and commitment to the new CCS and Assessments

• Support Schools in planning, goal setting, deep professional development, and implementation

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• Correlate current standards and assessments to the new CCS and Assessments to identify gaps

• Adjust curriculum to address the new requirements

• Enhance current instructional and assessment practices to increase capacity from the district to the classroom level

• Develop and implement a process to monitor ongoing adherence to plans and goals

2010-11

•District meetings in August

•Awareness Building and Communication – Ongoing beginning in August

•Needs Assessment /Gap Analysis – October

•Planning – December -February 2011

Year 2Implementation and Review

•Comprehensive Awareness Programs Continue

•Capacity Building through Leadership Development

•Job-embedded Professional Development

Year 3Build Capacity and Refine

•Comprehensive Awareness Programs Continue

•Align with Next Generation Assessments

•Capacity Building through Leadership Development

•Job-embedded Professional Development

Initial Meeting

Build a deeper understanding of and commitment to the new CCS and Assessments

Organize District Leadership Team to Support Planning for the transition to the new CCSS and Assessments

Fully Plan:•Awareness Program•Needs Assessment/Gap Analysis•Strategic Planning

Awareness Program•Comprehensive and Ongoing

•Include All Stakeholders

•Connect to Current Initiatives

•Focus on the Impact on Classroom Instruction •Comparisons to existing state standards and assessments•Sample assessments•Quadrant B & D Authentic Assessment vs. Quadrant A & C NCLB testing•Technology

Needs Assessment Gap AnalysisData-Driven, User-Friendly Comparison of Existing Programs and Requirements to Those Needed for Implementation of CCS & Assessments

•Standards•Instruction•Assessments•Curriculum•Technology•Accountability Measures•Student Achievement Levels

Gap Analysis Tools

•We Surveys•Components of School Excellence Rubric•Learning Criteria Rubric•Principals’ Self Assessment •Curriculum Matrix

Strategic PlanningUse Gap Analysis Report to:

•Develop strategic action plans for each priority goal aligned to the implementation of Common Core Standards/assessments

•Determine professional development plan to support priority goals

•Develop a financial plan to support implementation activities

Strategic Planning

Focus Area Priority Goal Topics/Recommendations

Leadership

Benchmarking /Accountability System

Ongoing Awareness

Empower Teachers and Students

Common Planning Time

Instruction and Assessment

Student Engagement Common Rubrics

Instructional Design Process

College/Career Ready Curriculum

Revise Pacing Guides

Develop Math Progressions

Literacy across all content Areas

Technology Revise Technology Plan

Successful Practices Network

Tim@SPNET.US518-723-2070

Thank You