Common Core Implementation Overview and Resources GEAR UP August, 2013

1. Common Core ImplementationOverview and ResourcesGEAR UPAugust, 2013

2. Turn and talk… (5 min) In groups of 2-3: • Where are you/where is your district in transitioning to the Common Core State Standards? Early successes and challenges? • What are you hoping to get out of today’s session?

3. Today’s Presentation • Context of TN’s transition • The mathematics and ELA Instructional Shifts • Expectations of the Standards & Shifts through PARCC • TN’s Transition Plan • Resources/Opportunities

4. The transition to Common Core Standards is central to strengthening Tennessee’s competitiveness 21% of adults in TN have a college degree Tennessee’s Competitiveness 54% of new jobs will require post-secondary education TN ranks 46thin 4th grade math and 41st in 4th grade reading nationally 16% of high school seniors in TN are college ready Source: “Projections of Jobs and Education Requirements Through 2018” (The Georgetown University Center on Education and the Workforce), 2011 NCES NAEP data, ACT

5. Our goal is to be the fastest improving state

6. Notes on Common Core State Standards • Common Core State Standards implementation in Tennessee began during the 2011-2012 School Year. • 2011-2012 School Year: K-2 Implementation • Summer 2012: Trained 13,000 educators in grades 3-8 math • 2012-2013 School Year: Partial Implementation 3-8 Math, 62 Districts in ELA Pilot • Trained 3,000 school and district leaders through the Common Core Leadership Course • Summer 2013: Trained 30,000 educators in math, English language arts, and literacy • 2013-2014 School Year: Implementation K-12 Math and ELA • Training up to 10,000 educators in year-long reading courses • Training up to 4,000 school and district leaders through the Common Core Leadership Course • 2014-2015: Transition from TCAP to PARCC Assessment

7. There are six key instructional shifts in the transition to the Common Core State Standards MATH: • Focus strongly where the Standards focus • Coherence: think across grades, and link to major topics within grades • Rigor: require conceptual understanding, procedural skill and fluency, and application with intensity. ELA: • Building knowledge through content-rich nonfiction and informational texts • Reading and writing grounded in evidencefrom text • Regular practice with complex text and its academic vocabulary

8. Considering the Instructional Shifts • Please turn to the handout of the instructional shifts • Choose a shoulder partner. Read through the shifts, one partner reading math, the other ELA. • Underline the most important information • Circle new information • Turn and talk: • What do you notice about the instructional shifts, particularly as it relates to your work with college access and readiness? • What do you wonder after reading (or re-reading them)?

9. Common Core State Standards largely cover the same content of our current standards with greater clarity and depth 7th Grade English Language Arts Example: Sample of Writing Standards

10. Tennessee is a member of the PARCC Assessment Consortia PARCC: the Partnership for the Assessment for Readiness of College and Career To learn more about PARCC visit: www.parcconline.org

11. PARCC will include two components • Performance Based Assessment • (75%) • End of Year / End of Course • (90%)

12. PARCC will be given in two sessions Traditional Schedule PBA End of Year Feb/ March April / May High School Block Option PBA I PBA II EOC I EOC II Oct / Nov Dec /Jan Feb/ March April / May

13. The PBA will require some human scoring, the EOY assessment will be computer scorable

14. High School Math Item

16. Part B

17. Part C

18. High School ELA Item

19. Sample Item: Grade 10 ELA Which of the following sentences best states an important theme about human behavior as described in Ovid’s “Daedalus and Icarus”? •  a. Striving to achieve one’s dreams is a worthwhile endeavor. •  b. The thoughtlessness of youth can have tragic results. •  c. Imagination and creativity bring their own rewards •  d. Everyone should learn from his or her mistakes.

20. Sample Item: Grade 10 ELA • Select three pieces of evidence from Ovid’s “Daedalus and Icarus” that support the answer to Part A. •  a. "and by his playfulness retard the work/his anxious father planned" (lines 310-311) •  b. "But when at last/the father finished it, he poised himself" (lines 312-313). •  c. "he fitted on his son the plumed wings/ with trembling hands, while down his withered cheeks/the tears were falling" (lines 327-329). •  d. "Proud of his success/the foolish Icarus forsook his guide” (lines 348-349)." •  e. "and, bold in vanity, began to soar/rising upon his wings to touch the skies" •  f. "and as the years went by the gifted youth/began to rival his instructor's art " •  g. "Wherefore Daedalus/enraged and envious, sought to slay the youth " •  h. "The Partridge hides/in shaded places by the leafy trees…for it is mindful of its former fall "

21. Sample Item: Grade 10 ELA

22. Sample Item: Grade 10 ELA Use what you have learned from reading "“Daedalus and Icarus"” by Ovid and “"To a Friend Whose Work Has Come to Triumph"” by Anne Sexton to write an essay that provides an analysis of how Sexton transforms “Daedalus and Icarus.”  As a starting point, you may want to consider what is emphasized, absent, or different in the two texts, but feel free to develop your own focus for analysis. Develop your essay by providing textual evidence from both texts. Be sure to follow the conventions of standard English.

23. Sample Item: Grade 10 ELA Use what you have learned from reading “ Daedalus and Icarus ” by Ovid and “ To a Friend Whose Work Has Come to Triumph ” by Anne Sexton to write an essay that analyzes how Icarus’s experience of flying is portrayed differently in  the two texts. Develop your essay by providing textual evidence from both texts. Be sure to follow the conventions of standard English.

24. A task consists of up to four components For example, Research Simulation Task Assessment Items: • Summary of Text 1 • Central Idea in Text 2 • Claims and Evidence in Text 3 • Analysis of Texts 1, 2, 3 Note: Students would not complete this item in a single sitting

25. Summary of PARCC Advances • Authentic assessment • Real-world situations • Data about readiness for college and career • A realistic picture of competitiveness

26. Turn and talk: what is your reaction to these items?

27. We are focused on three priorities to support the transition and prepare students for PARCC • Effective Communication Student achievement • Continuous Improvement

28. Across these priorities, we are placing significant focus on the support for school leaders • Communication We will place significant focus on leadership. • Continuous Improvement

29. Narrowofficial assessments Assessment Transition Approach Expand no-stakes assessments reflecting PARCC 2013-2014 2011-2012 2012-2013 2014-2015 PARCC

30. Training Summary

31. Optional Instructional Materials

32. Curriculum guidance for the 2013-14 school year In mathematics… Key Priorities: • Stop teaching dropped SPIs • Spend 60-75% of time on content of focus clusters

33. Curriculum guidance for the 2013-14 school year In English Language Arts/Literacy… Key Priorities: • Stop teaching dropped SPIs • Structure opportunities for students to read text and cite evidence daily – across subject areas

34. Opportunities:

35. Potential Risks:

36. Resources to Consider • TNCore: www.tncore.org • Other states: http://www.engageny.org/ • Student Achievement Partners (www.achievethecore.org) • PARCC: www.parcconline.org • Achieve: http://www.achieve.org/ • Smarter Balanced: http://www.smarterbalanced.org/ • Expect More, Achieve More: http://expectmoretn.org/

37. Communications

38. Core Beliefs

39. tiffany.mcdole@tn.gov615-210-3941