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CCRS Implementation Update Fall 2012

CCRS Implementation Update Fall 2012. Outcomes for the Day. Participants will: Receive information on SDE Plan 2020, Assessment, and Accountability Identify Key Shifts in the ELA Standards Gain awareness of new Literacy Standards. Implementation Timeline.

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CCRS Implementation Update Fall 2012

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  1. CCRS Implementation Update Fall 2012

  2. Outcomes for the Day Participants will: • Receive information on SDE Plan 2020, Assessment, and Accountability • Identify Key Shifts in the ELA Standards • Gain awareness of new Literacy Standards

  3. Implementation Timeline August 2012 – The 2010 Math Course of Study (CCRS) implemented for all Grades K-12. August 2013 – The 2010 ELA Course of Study (CCRS) implemented for all Grades K-12 and Literacy Standards in History, Science & Technical Subjects

  4. ALABAMA COLLEGE- & CAREER-READY STANDARDS & SUPPORT WEBSITE www.alex.state.al.us/ccrs

  5. Alabama State Board of Education PLAN 2020

  6. Our Vision Every Child a Graduate – Every Graduate Prepared for College/Work/Adulthood in the 21st Century

  7. Prepared Graduate Defined Possesses the ability to apply core academic skills to real- world situations through collaboration with peers in problem solving, precision, and punctuality in delivery of a product, and has a desire to be a life-long learner. Possesses the knowledge and skills needed to enroll and succeed in credit-bearing, first-year courses at a two- or four-year college, trade school, technical school, without the need for remediation.

  8. Alabama’s PLAN 2020 Priorities ALABAMA’S 2020 LEARNERS ALABAMA’S 2020 SUPPORT SYSTEMS ALABAMA’S 2020 PROFESSIONALS ALABAMA’S 2020 SCHOOLS/SYSTEMS

  9. Alabama’s 2020 Learners Objectives • All students perform at or above proficiency and show continuous improvement (achievement/growth). 2. All students succeed (gap closure). 3. Every student graduates from high school (grad rate). 4. Every student graduates high school prepared(college and career readiness).

  10. Plan 2020 STRATEGIES for Learners Develop and implement a unified PreK through college and career readiness plan. Develop and adopt college- and career-ready aligned standards in all subject areas. Create and implement a balanced and meaningful assessment and accountability system.

  11. ARMT and ACT • If scores on the ACT will be the determinant of college/career readiness, what is the correlation between ARMT scores and the ACT? • If we correlate ACT and ARMT Level III and IV the correlation is less than .5

  12. ACT Benchmarks ACT College Readiness Benchmarks are scores on the ACT subject area tests that represent the level of achievement required for students to have a 50% chance of obtaining a B or higher or about a 75% chance of obtaining a C or higher in corresponding credit-bearing first-year college courses.

  13. The Background of the Common Core According to ACT, Inc.

  14. Alabama’s Students 18% of 2012 ACT-Tested High School Graduates met College Readiness Benchmarks in all four subject areas. 3% of Minority Students met the College Readiness Benchmarks in all four subject areas.

  15. Monroe County Students

  16. Assessment

  17. Alabama College- and Career-Ready Assessment System Implementation Timeline 2012-13 School Year

  18. Alabama College- and Career-Ready Assessment System Implementation Timeline 2013-14 School Year

  19. Alabama College- and Career-Ready Assessment System Implementation Timeline 2014-15 School Year

  20. Alabama College- and Career-Ready Assessment System Implementation Timeline 2015-16 School Year

  21. Focus on Formative, Interim, and Benchmark Assessment • State purchased Global Scholar – available this school year • Aligned with CCRS • Two Series • Achievement – all grade levels and subjects; online or paper/pencil • Performance – computer adaptive test; diagnostic, student placement, growth, recommended instructional adjustments

  22. Accountability

  23. Differentiated and Customized Support and Intervention System

  24. Differentiated Support Regional Planning Teams (RPT) • 11 teams composed of SDE; IHE; OSR; AASCD • Partner with LEAs for planning • Two purposes • Provide resources and support as you transition to the CCRS • Provide specific and precise support around 2-3 priorities that are LEA determined

  25. Differentiated Support Regional Support Staff (RSS) • Available to provide on site or regional support for CCRS transition

  26. The Background of the Common Core

  27. English Language Arts and Content Literacy: The Key Shifts College and Career Ready Standards Implementation Team Quarterly – Session 1

  28. Comparing Strands in the ELA Standards

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

  30. Shift #1: Content-Rich Nonfiction • Studentslearning to read should exercise their ability to comprehend complex text through read-aloud texts. • In grades 2+, students begin reading more complex texts, consolidating the foundational skills with reading comprehension. • Reading aloud texts that are well-above grade level should be done throughout K-5 and beyond.

  31. Reading, Writing and Speaking Grounded in Evidence from Text: Why? Most college and workplace writing requires evidence. Ability to cite evidence differentiates strong from weak student performance on NAEP Evidence is a major emphasis of the ELA Anchor Standards: Reading Standard 1, Writing Standard 9, Speaking and Listening standards 2, 3 and 4, all focus on the gathering, evaluating and presenting of evidence from text. Being able to locate and deploy evidence are hallmarks of strong readers and writers.

  32. Regular Practice With Complex text and Its Academic Language: Why? Gap between complexity of college and high school texts is huge. What students can read, in terms of complexity is the greatest predictor of success in college (ACT study). Too many students are reading at too low a level.(<50% of graduates can read sufficiently complex texts). 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. Literacy Standards: History/Social Studies, Science, and Technical Subjects (6-12) • Integrated model of literacy • Strands are closely connected • Strands are foundational to every disciplinary content area Big Idea: “Reading and writing are about thinking and making meaning essential to understanding any content area”.

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