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Implementation of CCSS

Implementation of CCSS. CCCOE Curriculum Council November 2011. Three Recently Published Documents. CCSS: Progress and Challenges in School Districts’ Implementation Publishers’ Criteria for the CCSS in ELA Supporting Implementation of CCSM: Recommendations for Professional Development.

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Implementation of CCSS

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  1. Implementation of CCSS CCCOE Curriculum Council November 2011

  2. Three Recently Published Documents • CCSS: Progress and Challenges in School Districts’ Implementation • Publishers’ Criteria for the CCSS in ELA • Supporting Implementation of CCSM: Recommendations for Professional Development

  3. CCSS: Progress and Challenges in School Districts’ Implementation Center on Education Policy Study September 2011

  4. This Report • describes districts’ perception about • the impact of the CCSS • their progress in implementing • the challenges they face • is based on a survey of nationally representa-tive school districts and was conducted in the winter and spring of 2011.

  5. 6 Key Findings • Almost 60% of the districts viewed CCSS as more rigorous than the ones they are replacing, and expected the CCSS to improve student learning. • 67% have begun to develop a comprehensive plan and timeline for implementing the standards (or intend to do so in the 2011-12 school year.) AND 61% of the districts are developing and/or purchasing curriculum materials. • Adequate funding is a major challenge

  6. 6 Key findings (cont.) • About 67% cited inadequate or unclear state guidance on the CCSS as a major challenge • Districts appear to be facing relatively little resistance to implementing the CCSS from parents, community, members or educators • District or school level staff, participated in various state, regional, or district activities in school year 2010-11 to become informed about the CCSS.

  7. CCSS More Rigorous than Previous State Standards?

  8. CCSS Will Improve Skills Among Students?

  9. Need for New or Substantially Revised Curriculum?

  10. Need for Fundamental Changes to Instruction?

  11. District Initiated Activities * If difference between estimates is 15% or greater there is significant difference

  12. Challenges Districts Face

  13. Local Staff Participation in Information Activities about CCSS

  14. Conclusions • majority expectation is that CCSS is more rigorous • Many districts have begun to make changes • Having inadequate funds is a major challenge for over 80% of schools • approximately half of the schools find a lack of guidance on local assessments and lack of curriculum materials to be a major challenge

  15. Publishers’ Criteria for the CCSS in ELA CCSSO – Achieve - NASBE 8/25/11

  16. Publishers’ Criteria for the CCSS in ELA Grades K-2 & 3-12 • Paid for by a contract from Bill and Melinda Gates Foundation • Informally vetted by publishers, researchers, state officials, teachers and others • The documents are being circulated more widely now. And are eventually headed for posting online to guide not only publishers, but also anyone developing curriculum for the standards

  17. K-2 Criteria Center on Aspects of Significant Shift • Focus on reading informational text • Building coherent knowledge within and across grades • More in-depth approach to vocabulary development • Students encounter sufficiently complex texts through reading, writing, listening and speaking

  18. Grades K-2 Document Organization • Key Criteria for Reading Foundations • Key Criteria for Text Selection • Key Criteria for Questions and Tasks

  19. 3-12 Criteria Center on Aspects of Significant Shift • an intense focus on close examination of text as the source for study across disciplines • Students are expected to learn increasingly complex readings (literary & informational), infer meaning from what they read and build agreements based in evidence from the text. • 80-90% of reading standards in each grade require text-dependent analysis so curriculum should mirror this. • Materials should be sparing written or spoken activities based on students’ background knowledge and the experience they bring with them to school. These are not sufficient.

  20. Grades 3-12 Document Organization • Text selection: complexity & range and quality of texts • Questions and tasks • Academic vocabulary • Writing to sources and research • Additional key criteria for student reading, writing, listening and speaking

  21. Supporting Implementation of CCSM Recommendations for Prof. Dev. NSF Funded Research November 2011

  22. Overview of Recommendations for CCSM-PD • Emphasize the Substance of CCSM-PD • Create and Adapt Materials for Use • Design PD based on Features that Support Teacher Learning • Build Coherent Programs of CCSM-PD • Prepare and Use Knowledgeable Facilitators

  23. Overview of Recommendations for CCSM-PD (cont.) • Provide CCSM-PD Tailored to Key Role Groups, in addition to teachers • Educate Stakeholders about CCSSM • Continuously Assess CCSSM-PD • Create CCSSM Consortia

  24. Three Recently Published Documents • CCSS: Progress and Challenges in School Districts’ Implementation • Publishers’ Criteria for the CCSS in ELA • Supporting Implementation of CCSM: Recommendations for Professional Development

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