READY, SET, GO COMMON CORE

1. LEA Transition Planning Rhode Island Department of Education September 2011 READY, SET, GOCOMMON CORE! Goal: To foster discussion within and amongst LEAs regarding transition to CCSS and implications for planning purposes Goal: To foster discussion within and amongst LEAs regarding transition to CCSS and implications for planning purposes

2. Rhode Island’s Transition to CCSS State’s transition timeframe. The adoption and PARCC assessment are fixed points on the timeline. However, implementation for by grade level OR ELA/literacy and mathematics to the CCSS may happen at any time within the transition period. State’s transition timeframe. The adoption and PARCC assessment are fixed points on the timeline. However, implementation for by grade level OR ELA/literacy and mathematics to the CCSS may happen at any time within the transition period.

3. Transition Phase 2010-2013 Develop Multi-Year Transition Plan to include: Curriculum Alignment When will curricula be aligned to CCSS? Based on data: Which content should be completed first? Consider: Should some grades transition prior to others? OR does it make more sense to roll-out one content at a time for all grades? Identify Priority or Challenge Standards within CCSS Identify any standards within either content where instruction should begin immediately, prior to completion of curricula alignment? Frame planning: Implications for curricula: Mathematics, K-12 ELA, K-12 Implications for instruction: Content specific Mathematics vs. English Language Arts Grade Level(s) Frame planning: Implications for curricula: Mathematics, K-12 ELA, K-12 Implications for instruction: Content specific Mathematics vs. English Language Arts Grade Level(s)

4. Transition Phase 2010-2013 Develop Multi-Year Transition Plan (continued) Study of the Standards Schedule Study of the Standards per LEA RTTT Scope of Work Determine who is attending which content session from each school within the LEA – Principal, Teacher Leaders, Coaches, etc. Plan roll-out session(s) for all educators in the LEA ; How will each educator learn the process of working with the standards? Implement plan after LEA personnel have attended Study of the Standards Workshop After/Beyond Study of the Standards sessions Formulate thinking to ensure all educators have numerous meaningful opportunities to deepen their understanding the CCSS through the SY 2011-2012? SY 2012-2013? and beyond utilizing these tools Questions to frame planning: Have educators been provided with information on participation of Study of the Standards and Curriculum work and what his/her role will be in that work? Do educators understand the difference between learning the process of how to study standards (RIDE’s Study of Standards Workshops) and the work of examining the content within the standards to apply when implementing the curriculum?Questions to frame planning: Have educators been provided with information on participation of Study of the Standards and Curriculum work and what his/her role will be in that work? Do educators understand the difference between learning the process of how to study standards (RIDE’s Study of Standards Workshops) and the work of examining the content within the standards to apply when implementing the curriculum?

5. Transition Phase 2010-2013 Develop Multi-Year Transition Plan (continued) Implementation Create a plan for the Roll-out of CCSS aligned Curricula Conduct needs assessment regarding Resources & Materials in support of CCSS Curricula Articulate Professional Development/ Technical Assistance needs of LEA leadership and all educators Deep understanding of CCSS Launch of CCSS curricula Implementation of CCSS curricula Communication plan Define how LEA will educate and reach all stakeholders (e.g., families, school committee, community members) to ensure CCSS understanding Questions to frame planning: What is your LEA’s plan to support teachers in developing a deep understanding of the standards beyond the Study of the Standards workshop? What resources/tools will your LEA use? What are the expectations for teachers (e.g., Will CCSS be included in professional learning goals? LEA will focus collaborative team time (common planning time, grade level meetings) for CCSS? How will the LEA’s plan for the transition to the Common Core State Standards be communicated to principals, teachers, and families? What connections can the LEA make to other RIDE initiatives? How will LEA operational resources be reallocated and assigned to support CCSS? Might LEA use Title II, CRP resources? If your LEA has participated within the Building a Strong Foundation / Race to the Top Curriculum Development, be sure to refer to the Assessing and Advancing the Implementation of the Common Core State Standards: A Set of Strategic Levers document from the Leadership Strand as a resource and guide for planning. Questions to frame planning: What is your LEA’s plan to support teachers in developing a deep understanding of the standards beyond the Study of the Standards workshop? What resources/tools will your LEA use? What are the expectations for teachers (e.g., Will CCSS be included in professional learning goals? LEA will focus collaborative team time (common planning time, grade level meetings) for CCSS? How will the LEA’s plan for the transition to the Common Core State Standards be communicated to principals, teachers, and families? What connections can the LEA make to other RIDE initiatives? How will LEA operational resources be reallocated and assigned to support CCSS? Might LEA use Title II, CRP resources? If your LEA has participated within the Building a Strong Foundation / Race to the Top Curriculum Development, be sure to refer to the Assessing and Advancing the Implementation of the Common Core State Standards: A Set of Strategic Levers document from the Leadership Strand as a resource and guide for planning.

6. Student Transition Timeline When planning how your LEA should transition to the CCSS it is important to take into consideration the following thinking demonstrated within the graphic: a view of CCSS/PARCC transition from the vantage point of students. The first animation takes a close look at second grade students during the 2010-2011 school year and provides a clear pathway articulating the impact of the CCSS & PARCC for that group of students as they progress through the grade levels. The next two animations (Kindergarten and grade 8) further demonstrate how this graphic may be used for to take a close look at any grade level and track their progression through the grades. This view of students progressing through the grades will help frame conversations as LEAs determine when/which/how contents should be implemented. When planning how your LEA should transition to the CCSS it is important to take into consideration the following thinking demonstrated within the graphic: a view of CCSS/PARCC transition from the vantage point of students. The first animation takes a close look at second grade students during the 2010-2011 school year and provides a clear pathway articulating the impact of the CCSS & PARCC for that group of students as they progress through the grade levels. The next two animations (Kindergarten and grade 8) further demonstrate how this graphic may be used for to take a close look at any grade level and track their progression through the grades. This view of students progressing through the grades will help frame conversations as LEAs determine when/which/how contents should be implemented.

7. RIDE Resources www.ride.ri.gov/Instruction/CommonCoreMaterials.aspx Introductory Resources Timelines & Benchmarks Introduction to CCSS PPT Videos of Authors of CCSS Overview of CCSS vs. GLE/GSEs Myths and Facts / FAQ Informational Guides (e.g., Teachers, Families, Community) Transition Resources After Study of the Standards Modules www.ride.ri.gov/Instruction/CommonCoreMaterials.aspx www.ride.ri.gov/Instruction/CommonCoreMaterials.aspx