Common Core Standards June 26-27, 2012 Margaret Claymore Education Program Specialist ADD-East

1. Common Core Standards June 26-27, 2012Margaret ClaymoreEducation Program SpecialistADD-East Bureau of Indian Education

2. Phase One Learning to . . . Introduction

3. Phase One Steps

4. Teachers Coming Together • http://www.bing.com/videos/search?q=Common+Core+Learning+Standards+Video&view=detail&mid=8E37B5A5CA6BABE753B58E37B5A5CA6BABE753B5&first=41

5. Let’s Get It Started! The Mega System Three interrelated aspects of decision making • Shared Leadership • Data • Research

6. Decision Making All parties charged with managing and improving a school’s “system” know . . . • When to call on researchers for guidance http://centerii.org/ • When to listen to the various constituents within the system (teachers, students, parents) http://thechangeplace.com/

7. Listening

8. Decision Making (Continued) • How to understand each part of the system in relationship to the whole • What data to examine to inform their decisions: http://www.nwea.org/common-core-standards

9. Our Partners

10. The Common Core State Standards Why Now?

11. One Word: Rigor College and Career Readiness Requires RIGOR

12. Common Core State Standards States

13. What Momentum is Therefor the Initiative? 48 States District of Columbia Two Territories Signed Common Core State Standards Initiative

14. Why Now? Disparate standards across states Student mobility Global competition Today’s jobs require different skills

15. Criteria • Fewer, Clearer, and HIGHER! • Aligned with COLLEGE and WORK EXPECTATIONS • Include rigorous content and application of knowledge through high-order skills • 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 • Based on evidence and research

16. Standards Development Process College and career readiness standards developed in summer 2009 Based on the college and career readiness standards, K-12 learning progressions developed Multiple rounds of feedback from states, teachers, and feedback group and validation committee Groups representing English language learners and students with disabilities: instrumental in developing the ELL and students with disabilities statements in the introduction to the standards Public comment period on K-12 standards ends April 2

17. ELA Standards Advances The standards devote as much attention on what students read, in terms of complexity, quality, and range, as they do on how students read. As students progress through the grades, they must both develop their comprehension skills and apply them to increasingly complex texts. The progression of the standards is based on evidence and anchored in the college and career readiness (CCR) standards. The CCR standards define broad competencies and reading, writing, speaking, listening, and language while the K-12 standards lend further specificity by defining a developmentally appropriate progression of skills and understandings. In order to prepare students for the challenges of college and career texts, the standards require a rich reading of literature as well as extensive reading in science, history/social studies, and other disciplines. Students are required to learn certain critical content, including classic myths and stories from around the world, America’s Founding Documents, and foundational American literature. The standards also require that students systematically develop knowledge of literature as well as knowledge in other disciplines through reading, writing, speaking, and listening in history/social studies and science

18. Math Standards Advances This draft focuses on core conceptual understandings and procedures starting in the early grades. This enables teachers to take the time needed to teach core concepts and procedures well and give students the opportunity to master them. In grades K-5 students gain a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions, and decimals. For example, students in Kindergarten focus on the number core (learning how numbers correspond to quantities and learning how to put together and take apart numbers) in order to prepare them for addition and subtraction. In the middle grades, students build upon the strong foundation in grades K-5 through hands on learning in geometry, algebra, probability, and statistics. The high school standards call on students to practice applying mathematical ways of thinking to real world issues and challenges and emphasize mathematical modeling.

19. Adoption State adopts 100% of the common core K-12 standards in ELA and mathematics (word for word), with option of adding up to an additional 15% of standards on top of the core. A state will have adopted when the standards authorizing body within the state has taken formal action to adopt and implement the common core. States are responsible for demonstrating that they have adhered to this definition of adoption.

20. Common Standards: The First Step Standards are essential, but inadequate. Need . . . • Instructional materials needed that align to the standards. Phase 2 • Educators must be given resources, tools, and time to adjust classroom practice: Professional Development Phase 3 • Assessmentsmust be developed to measure student progress. Phase 4 • Federal, state, and district policies will need to be reexamined to ensure they support alignment of the common core state standards with student achievement. Phase 5

21. More Information Visit www.corestandards.org Sign up for Common Core State Standards updates: www.ccsso.org/whats_new/newsletters/commoncoreupdates.html

22. So . . . What’s the DIFFERENCE? SO…WHAT’S THE DIFFERENCE? According to leading experts very rarely do we find schools with . . . Vision of teaching for critical thinking and communicating. Very rarely is learning from One year strongly connected to the previous and next years. Very rarely do we see students engaged in Debates and discussion where their Opinion, based on evidence, is the focus. AND Very rarely, if ever, do we see lessons designed to improve students’ Speaking and listening skills. But this is precisely what is expected of our students in the Common Core Standards (Reeves, Wiggs, Lassiter, Piercy, Ventura & Bell, 2011).

23. Beyond the bubble speech

24. Today’s text gap Today’s Text Gap Source: Metametrics

25. Change in text complexity in textbooks over the last century Change In Text Complexity in textbooks over the last Century! Source: Metametrics

30. Tentative Strategic Framework Bureau of Indian Education Common Core Standards and College- and Career-Ready Standards (CCS) Implementation 4-Year Timeline

32. Deciding ?Professional Learning Shared Leadership Data Research • Associate Deputy Director • Education Line Offices • Schools Goal: Build capacity to implement the Common Core Standards

33. Major Areas That Must Be Addressed • Adoption of the CCS • PARCC and/or Smarter Balanced • Transition to CCS • Timeline (Present to SY 2014-15) • Implementation Process – 5 Phases • Professional Development Activities • Teachers • Administrators • Addressing all students’ needs (LEP, SpEd, Low Achieving, GT, etc.)

34. Major Areas That Must Be Addressed • Teacher and Principal Evaluations • Teacher Licensure • Outreach and Partnerships • Dual Enrollment • Higher Education • Professional Organizations • Local Standards – 15% Flexibility

35. Suggested Process for Developing Plan Initial mandate Process Completed Plan • Strategic Framework suggested for Common Core Work Group • Overall purpose and scope • Awareness • Objectives • Consultation requirements • Planning and reporting requirements • Plan Components • Executive Summary • Mission • Vision • Challenges and Opportunities • Objectives and strategies • Performance goals • Action items and milestones • Funding Input from ADD’s BIE leadership, ADD’s, Review and finalize SOW Develop appropriate, action items and milestones Synchronize with current BIE plans and budget Create Common Core data base and align with plan objectives Align BIE Plan timing and content with Common Core Goals Define roles Technical review for quality, validity and consistency with current commitments Steps in plan development Support in plan development

36. Tentative Strategic Framework ` Expand educational opportunities and improve college and career readiness for all American Indian and Alaska Native students by implementing Common Core Standards Mission Every American Indian and Alaska Native student in BIE-operated schools, tribal schools, and BIE post secondary institutions will be provided with equitable opportunities to optimize college and career readiness Vision Implement Common Core Standards-SY13/14 Increase student preparedness for college and careers Goals Develop and implement a plan with stakeholder input Increase access to college and career readiness opportunities Objectives Develop & implement training plan Build capacity at school and regional levels Meet unique cultural, educational, and language needs through the 15% flexibility Proposed performance measures to support achievement of objectives Measures Actions Proposed action items and milestones to support achievement of objectives

38. Resources to Research • http://www.corestandards.org/resourceshttp • //www.corestandards.org/frequently-asked-questions • http://centeroninstruction.org/resources_searchresults.cfm?searchterms=Common%20Core%20State%20Standards&explicit=1 • http://www.isbe.state.il.us/common_core/htmls/nclb_presentations.htm • http://www.commoncore.org/ourreports.php • http://www.scoop.it/t/common • corehttp://www.cep-dc.org/