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CCCS: Implications for practice

CCCS: Implications for practice. Principals’ meeting October 14, 2011. Connecticut Common Core Standards CCCS. As part of CT’s Race to the Top Application, the state BOE adopted the Common Core Standards in July 2010 46 states/territories have adopted CCS (TX, VA, MN, NB, MT, AK have not)

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CCCS: Implications for practice

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  1. CCCS: Implications for practice Principals’ meeting October 14, 2011

  2. Connecticut Common Core Standards CCCS As part of CT’s Race to the Top Application, the state BOE adopted the Common Core Standards in July 2010 46 states/territories have adopted CCS (TX, VA, MN, NB, MT, AK have not) CCS signals move to national/international standards rather than each state having their own CCS limited to English Language Arts and Math

  3. What we know: CSDE has been working for a full year on documents to assist the transition and implementation Crosswalks were completed linking old standards to CCS Previous Grade Level Expectations (GLEs) are no longer in effect or posted on the state website, although they will continue to be assessed on the Generation 4 CMT CCS standards have been grouped into priority and supporting standards CSDE-led teams have created sample units based on Larry Ainsworth's Rigorous Curriculum Design model

  4. English Language Arts Standards defined in the following areas: • Reading • Classic and contemporary literature • Informational (non-fiction) text • Writing • Writing arguments • Informational/explanatory texts • Narratives • Research • Listening and Speaking • Informal discussions • Presentations

  5. ELA standards • Language • Vocabulary • Conventions (grammar) • Formal/Standard English and self-expression • Media and Technology • Integrated through all standards

  6. CCCS/SBAC Claims for ELA Claim #1 - Students can read closely and critically to comprehend a range of increasingly complex literary and informational texts. Claim #2 - Students can produce effective writing for a range of purposes and audiences. Claim #3 - Students can employ effective speaking and listening skills for a range of purposes and audiences. Claim #4 - Students can engage appropriately in collaborative and independent inquiry to investigate/research topics, pose questions, and gather and present information. Claim #5 - Students can skillfully use and interpret written language across a range of literacy tasks.

  7. Math Standards • K-5 as the solid foundation • whole numbers • addition, subtraction • Multiplication • Division • fractions • decimals • Procedural skill and conceptual understanding • Middle school as rich preparation for high school math (ready for Algebra by grade 8) • High school focus on application of mathematical thinking and modeling to solve problems

  8. CCCS/SBAC Claims for Math Claim #1 - Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency. Claim #2 - Students can frame and solve a range of complex problems in pure and applied mathematics. Claim #3 - Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. Claim #4 - Students can analyze complex, real-world scenarios and can use mathematical models to interpret and solve problems.

  9. What does this mean for TPS? There will be changes! Going through process aligning current curriculum with CCCS at department and grade level meetings Some math topics re-arranged or dropped at elementary Middle school math more rigorous High school math with more focus on application Middle and high school ELA with less emphasis on classic core literature and more on non-fiction, writing, and presenting Knowledge of vertical articulation-what comes before and after- will be important so there is less re-teaching and more use of prior knowledge

  10. What we don’t know/issues Implications for spiraling curriculum Impact of half day Kindergarten for “getting it all in” What this approach really looks like in practice: will we need time and pd to get our heads around “how do we do this?” Letting go of certain topics: there will be displaced content When/how do we remediate and re-teach to keep students on pace with new grade level expectations

  11. New paradigm for assessment Delivered entirely through a technology platform 12 week testing window Computer adaptive testing (no test is the same and questions adjust as student answers items) Assessments will have formative, benchmark, and summative capacity—not just mastery, testing data will provide a diagnostic profile of students Tests will include different types of items: constructed, extended, performance based

  12. What does this mean for TPS? Significant technology infrastructure and hardware upgrades will be needed Students will need more opportunities to gain necessary technology competencies to access the testing format Students will be accessed more on application and understanding than on rote memorization of facts or procedures Staff will need to be familiar with testing format and purposes to adequately prepare students

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