CCSS: Have you thought of ????

1. CCSS: Have you thought of ???? Mississippi Association of Secondary Schools Principals June, 2011

2. WHAT are Common Core State Standards (CCSS)? … a common foundation for building excellence and equity for all students in the United States.

3. We are standing at a once in a lifetime moment in education reform!

4. Stuff Reading intensity? Who requires what of whom? When? Appendix B How do we assess this action? Training teachers, staff, communities school boards???? Stay on message…….. Technology, how much where, when?

5. The Bottom Line • Common Core Standards are intended to get all students ready for college, workforce training and life. Hence they require content rich curriculum and robust assessments aligned to those standards. • This is NOT a new name for what we are already doing. It means committing to making education responsive to our changing society.

6. Connections http://www.parcconline.org/classroom-resources http:vimeo.com/channels/parccinstitute/page:2 Rethink how when and where we do things. SAS curriculum pathways

7. Common Core Standards Are… • Aligned to college and work expectations • Built on rigorous content and APPLICATION of knowledge through higher order skills • Internationally benchmarked so all students are prepared to succeed in the global economy • Based on evidence and research • State led - - coordinated through the National Governor’s Association

8. WHY Should MS Adopt CCSS? The great proficiency debate ---- The discrepancy between State and National Assessments (MCT2 and SATP vs. NAEP) Mississippi students perform below basic on the NAEP (national standards)

9. How big is the discrepancy?Reading Grade 4

10. How big is the discrepancy?Math Grade 4

11. Proficiency Defined Differently by States • Currently, each State defines proficiency, creating great disparity between what is expected of students across the nation. • Next 2 slides indicate the % of students scoring proficient on THAT State’s standards and the corresponding NAEP score. (Ex. It takes a score of 203 on the NAEP for 91% of students to be proficient in NC but score of 246 for 39% to be proficient in SC.)

12. ProficiencyGrade 4 Mathematics (MS scored < 210 on NAEP)

13. ProficiencyGrade 4 Reading (MS scored < 160 on NAEP)

14. WHY Should MS Adopt CCSS? • Changing Workplace • Global Competition • Technology • Our children must be able to compete when they graduate from high school – and it’s a tough market out there…

15. …..Global Competition • Of Walmart’s 6,000 suppliers, 5,000 are in China • IBM’s PC business is owned by a Chinese company • The World Economic Forum ranks U.S. 48th in quality of math and science education • US is 27th in # undergraduate degrees in science and engineering

16. …Changing Workplace • MRI’s done in Mississippi can be read moments later by radiologist in Australia • Pilots in U.S. guide unmanned aircraft in Afghanistan • 32 unemployed individuals competing for every opening in construction industry • 77% of global firms planning to build R&D centers will build in China or India

17. …Technology • US ranks 72nd in density of mobile telephone subscriptions • In 2009, 51% of U.S. patents were awarded to non-U.S. companies • China graduates more English speaking engineers than the U.S. • Hon Hai (computer manufacturer) employs more people worldwide than Apple, Dell, Microsoft, Intel and Sony combined

18. U.S. Scoring Internationally • U.S. ranks 17th in Reading (average range) • U.S. ranks 31st in Math (below average score) • U.S. ranks 23rd in Science (average range)

19. PISA 2009 Overall Reading Scale

20. PISA 2009 Overall Math Scale

21. PISA 2009 Overall Science Scale

22. SO – What Has MS Decided? • Our state joined a consortium called PARCC (Partnership for Assessment of Readiness for College and Careers). • There are 25 states in this consortium. • 31 states are in the other consortium (SMARTER Balanced Assessment).

23. Consortium Membership: PARCC • 13 Governing States Arizona Illinois Massachusetts Arkansas Indiana New York District of Columbia Louisiana Rhode Island Florida Maryland Tennessee Georgia • 12 Participating States Alabama Kentucky Ohio California Mississippi Oklahoma Colorado New Jersey Pennsylvania Delaware North Dakota South Carolina

24. Consortium MembershipDark Blue – Governing States, Light Blue – Participating States Governing States Participating State

26. PARCC Timeline • 2010-11 Design Work/Logistics • 2011-12 Development Process • 2012-13 Field Testing • 2013-14 Field Testing • 2014-15 Live Administration

28. MCSD Timeline – May 2011 • Introduce concept of Common Core Standards to teachers • Revise K-2 report cards to reflect changes • Discuss instructional and assessment changes needed so teachers can investigate during the summer • Provide documents on Common Core for K-2 teacher review • Revise pacing guides and units for K-2 to reflect the changes • Develop performance based assessments for K-2 to give teachers an example of how to measure student growth

29. MCSD Timeline School Year 2011-12 • Implement Common Core in grades K-2 • Study Common Core and what changes are necessary for grades 3-12 • Revise pacing guides and assessments • Professional development on instructional and assessment practices necessary for success on the upcoming test • Address technology issues – develop plan • Determine timeline through SY 2014-15 (when assessment is live)

30. How Will Instruction Change? • Increased RIGOR and RELEVANCE • Emphasis on higher order thinking skills • Move toward performance based learning opportunities – problem based learning • More emphasis on research and writing • Increased use of technology to present products • Change in products required of students

31. 1. Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation Knowledge Taxonomy (BLOOM)

32. Application Model 1.Knowledge in one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real-world predictable situations 5. Application to real-world unpredictable situations

33. 6 5 4 3 2 1 Rigor/Relevance Framework Knowledge Application 1 2 3 4 5  International Center for Leadership in Education

34. Levels Bloom’s C D A B 6 5 4 3 2 1 2 3 4 5 1 Application

35. Students gather and store bits of knowledge/information and are expected to remember or understand this acquired knowledge. Application 3 A Acquisition Comprehension 2 Awareness 1 Low-level Knowledge 1 Knowledge in one discipline 2 Apply knowledge in one discipline

36. A Quadrant name label define select identify list memorize recite locate record definition worksheet list quiz test workbook true-false reproduction recitation Verbs Products

37. Students use acquired knowledge to solve problems, design solutions, and complete work. Application 3 B Application Comprehension 2 Awareness 1 Low-level Application 3 Apply knowledge across disciplines 5 Apply to real-world unpredictable situation 4 Apply to real-world predictable situation

38. B Quadrant apply sequence demonstrate interview construct solve calculate dramatize interpret illustrate scrapbook summary interpretation collection annotation explanation solution demonstration outline Verbs Products

39. Students extend and refine their knowledge so that they can use it automatically and routinely to analyze and solve problems and create solutions. Evaluation 6 C Assimilation Synthesis 5 Analysis 4 High-level Knowledge Application 3 1 Knowledge in one discipline 2 Apply knowledge in one discipline

40. C Quadrant sequence annotate examine report criticize paraphrase calculate expand summarize classify diagram Products Verbs essay abstract blueprint inventory report plan chart questionnaire classification diagram discussion collection annotation

41. Students think in complex ways and apply acquired knowledge and skills, even when confronted with perplexing unknowns, to find creative solutions and take action that further develops their skills and knowledge. Evaluation 6 D Adaptation Synthesis 5 Analysis 4 High-level Application Application 3 3 Apply knowledge across disciplines 4 Apply to real-world predictable situation 5 Apply to real-world unpredictable situation

42. D Quadrant evaluate validate justify rate referee infer rank dramatize argue conclude evaluation newspaper estimation trial editorial radio program play collage machine adaptation poem debate new game invention Verbs Products

43. Increase in percentage of informational text used Provide evidence to support reasoning Critical reading that leads through large amounts of information to create a product/answer to a question Write original text to support conclusions and assertions Write for a purpose and an identified audience Inquiry based learning and providing solutions to problems posed Write essays based on research using several sources and evaluating credibility Research/Writing

44. How Will Assessment Change? • K-2 will not have a nationally administered test but is expected to reach MASTERY on the objectives designated for their grades. • 3rd-12th will eventually take an online national test in reading/language arts, math and science. These will be administered each 9 weeks so teachers can adjust instruction to meet student need. (keyboarding skills required grades 6 up; 3rd-5th will have pencil/paper test at first where do we teach keyboarding?)

45. Implications for MCSD Instruction and Assessment LANGUAGE ARTS/READING • Continue to utilize a balanced literacy approach (reader’s workshop, writer’s workshop, literature circles) and emphasize comprehension skills (critical reading) • Teach language arts/reading in an INTEGRATED format (reading and writing are reciprocal processes) • Increase reading of informational text (50% in K-2; 70% by 9th) • Require different formats of writing, inclusive of informative, persuasive and narrative and in a variety of product forms • Emphasize text structures when reading and writing • Use concept (thinking) maps to promote idea organization

46. Gettysburg Address

47. Implications for MCSD Instruction and Assessment MATHEMATICS/SCIENCE/TECHNICAL SUBJECTS • Teach literacy skills across the curriculum (reading and writing) • Require written citations of evidence from research in projects/products, inclusive of explanation of reasoning • Analyze text structures when reading and writing • Use concept (thinking maps) to organize ideas • Use extended response items in Everyday Math without fail as these mirror future test question format and reasoning required • K-2 must develop performance based tasks in reading/language arts, math and science to prepare students for the upcoming national tests **national math test in 3rd grade up will include constructed/ extended response items • Assure that students are ready to take algebra in the 8th grade

48. Reading: Required? Homer. The Odyssey Ovid. Metamorphoses Gogol, Nikolai. “The Nose” De Voltaire, F.A.M. Candicie, Or the Optimist Turgenev, Ivan. Fathers and Sons Henry, O. “The Gift of the Magi”

49. Questions? http://www.parcconline.org/classroom-resources IBE and AP questions

50. Be Resilient(adj) capable of bouncing back from or adjusting to challenges and change! Focus on results: Embrace that results are what we’re all really after. Commit to delivering! Make lessons of failures. Minimize the tendency to make a mistake anything more than a lesson on how not to do something. We need to learn from our experiences and accept them as tuition of future success.