Alabama’s Implementation Path to College and Career Readiness

1. Alabama’s Implementation Path to College and Career Readiness “Putting the Pieces Together” November, 2012

2. http://www.youtube.com/watch?v=L2zqTYgcpfg&NR=1

3. How does it ALL fit together? CIP Professional Learning Formative Assessment College-and Career-Ready Students RtI EducateAlabama

4. What is the SDE’s Role and Responsibilities? • Provide districts the information, professional learning, and resources to support transition to new standards and assessment.

5. Four Phases and Resources forNEW GOAL ofCollege and Career Readiness

6. What is the SDE’s Role and Responsibilities? 2. Ensure alignment of policies and structures to support transition: *Aligned assessments *Flexibility of reading coach *CIP flexibility *Differentiated Support and Accountability *Diploma

7. What is the SDE’s Role and Responsibilities? • Stay focused and ON MESSAGE! • *Communicate, communicate, communicate! (Two way) • *Partnership with organizations • *CCRS website • *Posted videos from Dr. Bice

8. CCRS-K-8 Mathematics = Alabama Added Content Adopted by State Board of Education November 2010

9. Where Have We Been? Phase I-Awareness Summer 2011 Phase II-Preparation for Implementation Fall 2011- August 2012

10. Phase II-Implementation2012-2013 • CCRS Implementation Team • Summer Academy Implemented in Grades K-12 August 2012

11. What’s New About the CCRS-Mathematics? • Standards for Mathematical Practice + Content Standards • Increased rigor in the standards • Content shifts in all grade levels • New expectations for classrooms

12. What’s New About the CCRS-Mathematics? • Standards for Mathematical Practice + Content Standards • Increased rigor in the standards • Content shifts in all grade levels • New expectations for classrooms

13. Standards for Mathematical Practice Mathematically proficient students: Standard 1: Make sense of problems and persevere in solving them. Standard 2: Reason abstractly and quantitatively. Standard 3: Construct viable arguments and critique the reasoning of others. Standard 4: Model with mathematics. Standard 5: Use appropriate tools strategically. Standard 6: Attend to precision. Standard 7: Look for and make use of structure. Standard 8: Look for and express regularity in repeated reasoning.

14. Model with mathematics #4 I can recognize math in everyday life and use math I know to solve everyday problems. • I can… • make assumptions and estimate to make • complex problems easier • identify important quantities and use • tools to show their relationships • evaluate my answer and make changes if • needed

15. What’s New About the CCRS-Mathematics? • Standards for Mathematical Practice + Content Standards • Increased rigor in the standards • Content shifts in all grade levels • New expectations for classrooms

16. Comparing Standards… 2003 ACOS – Grade 1 3. Demonstrate computational fluency of basic addition and subtraction facts by identifying sums to 10 and differences with minuends of 10 or less. 2010 ACOS – Grade 1 6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction; and creating equivalent but easier or known sums by creating the known equivalent. [1-OA6]

17. Another Example… 2003 ACOS – Grade 4 2. Write money amounts in words and dollar-and-cent notation. 2010 ACOS – Grade 4 20. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. [4-MD2].

18. What’s New About the CCRS-Mathematics? • Standards for Mathematical Practice + Content Standards • Increased rigor in the standards • Content shifts in all grade levels • New expectations for classrooms

19. Content Shifts… Volume Introduced 8th 2003 ACOS 5th 6th 7th 8th 2010 ACOS Volume required for solving problems Volume Introduced

20. What’s New About the CCRS-Mathematics? • Standards for Mathematical Practice + Content Standards • Increased rigor in the standards • Content shifts in all grade levels • New expectations for classrooms

21. Changes in the Classroom… Students are: • “Talking” math • Actively engaged in activities • Solving problem using different strategies • “Struggling productively” with problems • Using tools and manipulatives • Justifying their answers NCTM, 2012

22. Changes in the Classroom… Teachers are: • Using formative assessment to guide their instruction • Providing challenging tasks for students • Facilitating learning • Differentiating instruction to meet their students’ needs NCTM, 2012

23. What About English Language Arts?

24. CCRS-English Language Arts + = Alabama Added Content Adopted by State Board of Education November 2010

25. Phase 1-Awareness2011-2012 • MEGA Conference • Webinars • Topics Included: • Components of the Course of Study • Strands (Comparison, New Emphases) • Vertical Alignment • Content Movement • Literacy Standards, Grades 6-12

26. Phase II- Initiation2012-2013 • CCRS Implementation Team Training • Analyzing the Standards • Sample Units of Study • Sample Lessons/Curriculum Development • Differentiated Instruction for RtI • Resources

27. Phase II –Implementation2013-2014 • CCRS Implementation Team (Continued) • Summer Academy Will be implemented in Grades K-12 August 2013

28. Three Key Shifts in ELA 1. Building knowledge through content-rich nonfiction and informational texts. 2. Reading, writing and speaking grounded in evidence from text, both literary and informational 3. Regular practice with complex text and its academic language.

29. Shift #1Content–rich Non-fiction • K-5 - 50/50 ratio • Gr. 9-12 - 70/30 ratio

30. Building Knowledge through Content -rich Non-fiction • Very little informational text required in elementary and middle school. • Informational text is harder for students to comprehend than narrative text.

31. Shift #2Reading, Writing, and Speaking Grounded in Evidence from Text • Ability to cite evidence. • Being able to locate and deploy evidence are hallmarks of strong readers and writers.

32. Shift #3Regular Practice with Complex Text and its Academic Language • What students can read, in terms of complexity is greatest predictor of success in college (ACT study). • Standards include a staircase of increasing text complexity from elementary through high school. • Standards also focus on building general academic vocabulary so critical to comprehension.

33. What are the Features of Complex Text? • Density of information • Unfamiliar settings, topics or events • Complex sentences • Uncommon vocabulary • Longer paragraphs

34. Changes in the Classroom… Students are: • Doing more reading on their own • Getting a great deal of information from the text • Using note-taking organizers, question charts, • prompt sheets • Engaging in discussion around text read • Backing up responses to questions with • evidence

35. Changes in the Classroom… Teachers are: • Providing students with consistent, explicit • writing instruction • • Providing opportunities for students to write • from multiple sources about a single topic • Engaging students in more complex texts with • scaffolding • Engaging students in rigorous conversations

36. What is the District Leader’s Role and Responsibilities? • Provide schools the information, professional learning, and resources to support transition to College and Career Readiness. • Ensure alignment of policies and structures to support transition. • Stay focused and ON MESSAGE!

37. What is the Principal’s Role and Responsibilities? • Provide teachers the information, professional learning, and resources to support transition to College and Career Readiness. • Ensure alignment of policies and structures to support transition. • Stay focused and ON MESSAGE!

38. How? • Professional Learning is ESSENTIAL • Instructionally focused on CCRS • Teachers must work in Community (PLCs) • Provide time for collaboration

39. "Leadership effects on student learning occur largely because leadership strengthens professional community; teachers engagement in professional community, in turn, fosters the use of instructional practices that are associated with student achievement." Investigating the Links to Improved Student Learning: Executive Summary of Research Findings, July 2010, p. 10.

40. Resources for School Based Professional Learning

41. Connect the pieces • Educate Alabama – PLPs • CIP • RTI • Deliberate use of data • Formative assessments • Benchmark assessments • High Stakes tests • Other How?

42. How? • INSPIRE! • Students • Teachers • Parents and families • Community business and government

43. Questions?

44. Contact Information Dr. Julie Hannah, jhannah@alsde.edu Ms. Cindy Freeman, cfreeman@alsde.edu Mrs. Pam Higgins, phiggins@alsde.edu