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WELCOME & THANKS!. Common Core Transition Team (CCTT) A subcommittee of the Norwalk District Data Team Introduction: Tony Daddona, Assistant Superintendent for Curriculum & Instruction CCTT Facilitators: Helene Becker, Craig Creller, Jean Evans Davila,
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WELCOME & THANKS! Common Core Transition Team (CCTT) A subcommittee of the Norwalk District Data Team Introduction: Tony Daddona, Assistant Superintendent for Curriculum & Instruction CCTT Facilitators: Helene Becker, Craig Creller, Jean Evans Davila, Pauline Smith Common Core Transition Team (CCTT): Meeting #1, 2/29/12
MISSION • “The DDDMT will form a District Common Core Transition Committee. The purpose of this subcommittee will be to direct and oversee the transition to Common Core State Standards at all 19 schools.” • Norwalk Public Schools • District Improvement Plan (DIP) • 20l1-2014 • (p. 22)
ROLES & RESPONSIBILITIES • 1.) member of the CCTT – a subcommittee of the District Data-Driven Decision Making Team (DDDMT). • 2.) member and/or leader of a work group assigned by the CCTT. • 3.) Liaison between the CCTT and your school building. • * for additional information – Please see expanded description in the packet.
ORGANIZATION • (See chart on next slide or in packet)
Monitors and evaluates Monitors and assesses Monitors progress of Connecticut Assessment and Learning Initiative (CALI) linking the CCSS: Data Teams Common Formative Assessments Effective Teaching Strategies Decision Making for Results Maintains communication with Communicates vision to Coordinates State Dept of Education required Focused on CCSS Develops curriculum & professional development English Language Arts K-12 Math K-12 The Role of the District Common Core Transition Team (CCTT) and Stakeholders of the Norwalk Public Schools (NPS) Community The District Common Core Transition Committee (CCTT) is a subcommittee of the District Data Team. The purpose of the CCTT is to direct and oversee the transition to Common Core State Standards at all 19 schools with clear and consistent communication to all NPS stakeholders.
PRIORITY # 1 • COMMUNICATION • Strategy #1 - Develop the multi-media communications package about the CCSS • Strategy #2 – Develop the internal and external roll out plan
FUTURE PRIORITIES • Stakeholder Involvement and Collaboration • Technology • District Capacity • Leadership Development • Funding
Common Core Transition Team • Common Core State Standards (CCSS) OVERVIEW -Math (Craig Creller) • Language Arts (Jean Evans Davila) • ELL (Helene Becker) • Special Education (Pauline Smith)
Math CONTENT changes… Surprises Some topics held “sacred” at certain grade levels have changed. K – No time, money, calendar, graphs or patterning. Count by 10’s and 1’s to 100, using fingers to represent addition and subtraction. Gr. 1 – No money or fractions. Count, read, write and represent numbers to 120. Gr. 2 – No fractions, perimeter and area. Memory of all addition facts. Gr. 3 – Memory of all multiplication facts. Study of fractions begins. Gr. 4 – Fluently add and subtract multi-digit problems using the standard algorithm. Emphasis on unit fractions and using the numberline. Gr. 5 – No ratio, proportion and percent – starts in grade 6. Gr. 6-12 – To be determined (2018-2021); but we know there will be “EXIT” exams in Algebra 1, geometry, biology, American history, and grade 10 English as per CT Statute 10-221.
Instructional Shifts in MATH • FOCUS “Less is more”, “Depth over Breadth”, Fewer topics • COHERENCE Developmentally appropriate progressions: ie – What can or should a child learn at each grade level • RIGOR (balanced) Fluency (“fast & accurate”), Concepts (“Deep Understanding”) & Application (“Real World”)
MATH Department Update • K-5 Common Core Curriculum and Pacing Guides already complete (and on website). • Textbook/program already chosen and being piloted in 6 elementary schools. All 12 schools begin September 2012 (GO Math). • Ongoing PD for Teachers and Administrators. • 6-8 program already selected and PD and pilots begun (Big Ideas). • 9-12 – To be determined. CT has delayed reform to 2018-2021. Curriculum drafts have been released; Expect exit exams.
Instructional Shifts in ELA & Literacy ELA & Literacy: 6 Shifts Condensed into 3 Shifts Building knowledge through content-rich nonfiction and informational texts. Reading and writing grounded in evidence from text. Regular practice with complex text and its academic vocabulary. 50:50 info text to lit (K-5) 70:30 info text to lit (6-12) Appropriately complex text Text-dependent questions Writing to inform/argue based on evidence Academic vocabulary vs. domain-specific vocabulary
What’s Different with the ELA CCSS?Appropriately Complex Texts Measures of Text Complexity (Gr 2/+) Qualitative: levels of meaning, purpose, structure, clarity of language, conventionality of language, knowledge demands Quantitative: word length, word frequency, sentence length, cohesion Reader & Task: reader’s motivation, knowledge, experiences; the assigned tasks, questions, and activities
Grades K-12 Text ComplexityProgression of Reading Standard 10
Grades K-12 Text ComplexityProgression of Reading Standard 10
ELL Challenges • “Students are expected to meet each year’s grade-specific standards.” • “Students demonstrate command of standard English…” • “…teachers are prepared and qualified” [to teach ELLs and students with special needs] • “…all students are college and career ready by the end of high school.” There is very little guidance on how to make this happen for ELL students!
Special Education Challenges Will CCCSS change what special educators need to know? Will CCCSS lend itself to modifications for learning profiles without minimizing the expectations? How will important access and transition skills be integrated into the teaching schedule? CES February 2012 There is very little guidance on how to answer these questions!
