EHS and EMS Presentation11/12/10With thanks to Lucille E. Davy, Senior Advisor, James B. Hunt, Jr. Institute

• Consistent learning goals for all students regardless of where they live; faithful implementation

• Too many students graduating from high school and passing required tests but not ready for college and career success

• Opportunities for system efficiencies so resources can be dedicated to improving student performance

Disparate standards across states – student mobility

College remediationEntry-level workforce skill deficiencies21st century global competitionTechnology’s impact on the workplace

Fewer, clearer and higherAligned with college and work

expectationsBuilt upon the best of existing state

standardsBased on evidence and researchInternationally benchmarked to

ensure students are globally competitive

• State-led development (voluntary)• College and career readiness standards

first• Learning progressions linked• K-12 and higher education involved• Multiple drafts with feedback from states,

teacher, feedback group and validation committee

• Public comment period before final release (>10,000 comments received)

Expectation that all content teachers will be included in literacy instruction – it’s an integrated model

K-5 standards are cross-disciplinary6-12 standards for English and

Language Arts6-12 standards for literacy in social

studies, science and technical studies

Text complexity Balance of literature and informational

texts Clear vertical progressions across grades Background knowledge Literacy standards for science and social

studies – all content teachers must help students develop literacy skills

Beyond the narrative. . . Writing persuasive arguments with evidence

SpeakingListeningMedia and technology are integrated

Address the “math wars” Eliminate the “mile-wide – inch-deep”

approach Focus in the early grades on numbers to

build a solid foundation -- conceptual understanding and computational fluency--including mastery of arithmetic, operations, and then fractions

• Math facts matter!• High school math focus on using and

applying math to solve complex and “real world” problems

• Develop understanding of real world applications and data in middle and high school years

• Optional path described for students interested in STEM-focused college programs and careers

• Each state makes its own adoption decision

• At this time, all but 9 states have adopted in some form whether provisionally or whole-heartedly (2 of the states haven’t formally announced; DC has adopted)

• NH announced provisional acceptance on July 8, 2010

• Adoption means all of the standards; we can add up to an additional 15%

Fall 2011 NECAP – field test items included Fall 2012 NECAP – transitional items Fall 2013 NECAP – best possible

transitional test Fall 2014 – no test Spring 2015 – new assessment based on

CCSS

Common summative tests in English language arts and Mathematics that assess student progress and mastery of core concepts and critical transferable skills using a range of formats: selected-response and constructed-response items, and performance tasks, designed together to assess the full range of standards.

Formative assessment tools and supports that are shaped around curriculum guidance which include learning progressions, and that link evidence of student competencies to the summative system.

Summative assessments for grades 3-8, and course specific tests in 9, 10 and 11 or one high school summative assessment.

Our District Reform Model provides a plan to incorporate CCSS

District curriculum committees that are meeting will work with CCSS

During this first year our purpose is awareness and understanding of the Common Core

Our transition will be purposeful and intentional

There is good alignment between CCSS and NH Framework. NH DOE is providing the areas where we do not align.

Today’s tasks are all related to work in the CCSS.