Scott County Training October 11, 2012

1. Scott County Training October 11, 2012

3. What is the CCSS Initiative? • An initiative of the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO) • A significant and historic opportunity for states collectively to develop and adopt a core set of academic standards in Mathematics and English/Language Arts

4. Why is this initiative important? • Provides consistency across states • Allows for equal access • Prepares students to compete globally • Allows for more focused professional development • Allows for the development of a common assessment • Provides the opportunity to compare and evaluate policies that affect student achievement across states

5. What are the Common CoreState Standards (CCSS)? • Fewer, clearer, and higher • Aligned with college and work expectations • Rigorous content requiring higher-order thinking and application of knowledge • Internationally benchmarked • Evidence and/or research-based

6. Instructional Delivery System At a minimum, to implement Common Core State Standards successfully, TEACHERS must: • Know how to plan intentionally for rigorous and deep learning experiences. • Know how to design and utilize formative assessment that ensures retention and the ability to apply learning. • Be able to create a learning environment that fosters deep thinking, engagement of students, integration of subject areas, and problem-based learning experiences. • Must be able to analyze and use a variety of data to drive instructional practice. • Must embrace continuous professional learning.

7. Shift from “What’s Taught” to “What Students Need to Be Able to Do” To succeed in 21st century college and careers, students need to be able to: Solve problems Manage themselves Adapt to change Analyze/conceptualize Reflect on/improve performance Communicate Work in teams Create/innovate/critique Engage in learning throughout life

8. What is not included in the CCSS? • How teachers should teach • All that can or should be taught • Intervention strategies to support students well below grade level • The full range of support appropriate for English Language Learners and for students with special needs • Textbooks to help with implementation

9. MDE Implementation Timeline • Proposed implementation schedule pending funding and additional PARCC resources • Intended to get MS ready for CCSS and Assessment as early as possible Summer 2011 Fall 2011 Spring 2012 Summer 2012 Fall 2012 Spring 2013 Summer 2013 Grades K – 2 3 – 5 6 – 8 9 – 12 Follow Up Follow Up Training Follow Up Follow Up Training Training Follow Up Follow Up Follow Up Follow Up Training K-12 follow-up sessions will occur around the state in late summer 2013.

10. Partnership for Assessment of Readiness for College and Careers (PARCC) About PARCC PARCC is a state consortium working together to develop next-generation K-12 assessments in English and math.  PARCC benefits: • Students,who will know if they are on track to graduate and ready for college and careers • Teachers with regular results available to guide learning and instruction • Parents with clear and timely information about the progress of their children • States with valid results that are comparable across the 25 member states • The nation as it is based on college- and career-ready, internationally-benchmarked CCSS http://PARCConline.org

11. PARCC – Two Types of Summative Assessments END OF YEAR COMPREHENSIVE ASSESSMENT FOCUSED ASSESSMENTS • One to three tasks that assess a • few “keystone” standards/topics • Given at three points during the • school year, near the end of quarters • Results within 2 weeks to inform • instruction and intervention • Taken on computer, with mixed • item types • Scored entirely by computer for • fast results Scores from both focused & end-of-year assessments will be combined for annual accountability score.

12. The PARCC System English Language Arts and Mathematics, Grades 3 - 11 25% 50% 75% 90% PARTNERSHIP RESOURCE CENTER: Digital library of released items, formative assessments, model curriculum frameworks, curriculum resources, student and educator tutorials and practice tests, scoring training modules, and professional development materials • Focused • ASSESSMENT 1 • ELA • Math • Focused • ASSESSMENT 2 • ELA • Math • Focused • ASSESSMENT 3 • ELA • Math END OF YEAR COMPREHENSIVE ASSESSMENT • Focused • ASSESSMENT4 • Speaking • Listening Summative assessment for accountability Required, but not used tor accountability Center for K – 12 Assessment & Performance Management at ETS

13. PARCC: Resources, Tools, and Supports PARTNERSHIP RESOURCE CENTER: Digital library of released items, formative assessments, model curriculum frameworks, curriculum resources, student and educator tutorials and practice tests, scoring training modules, and professional development materials • Partnership Resource Center: • Interactive Data Tool for accessing data and creating customized reports • Exemplar lesson plans • Formative assessment items and tasks • Professional development materials regarding test administration, scoring, and use of data • Online practice tests • Item development portal • Tools and resources developed by Partner states • Optional “ready-to-use” performance tasks for K-2 Center for K – 12 Assessment & Performance Management at ETS

14. Domains are larger groups that progress across grades • Clusters are groups of related standards • Content standards define what students should understand and be able to do.

15. Design and Organization Anchor Standards

16. Domains for K-5 CCSSLanguage Arts • Literature (RL) • Informational Text (RI) • Foundational Skills (RF) • Writing (W) • Speaking and Listening (SL) • Language (L)

17. Domains for K-5 CCSSMathematics • Counting and Cardinality (CC) [K only] • Operations and Algebraic Thinking (OA) • Number and Operations in Base Ten (NBT)—3rd -5th adds Numbers and Operations with Fractions • Measurement and Data (MD) • Geometry (G)

18. Referencing the CCSS ELA Examples RI.2.3 Strand: Reading College and Career Readiness Anchor Standard for Reading #3 RI.2.3 - Reading Informational Text RI.2.3 - Grade level RI.2.3 – Grade specific standard W.3.1a Strand: Writing • College and Career Readiness Anchor Standard for Writing #1 • W.3.1a - Writing • W.3.1a – Grade level • W.3.1a– Grade specific standard

19. Referencing the CCSSMathematics Examples 2.G.1 2.G.1 - Grade level 2.G.1 - Geometry Domain 2.G.1 - Standard K.CC.4b • K.CC.4b - Grade level • K.CC.4b - Counting and Cardinality Domain • K.CC.4b- Standard

20. College and Career ReadinessAnchor Standards for Reading • Key Ideas and Details • 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific • textual evidence when writing or speaking to support conclusions drawn from the text. • 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting • details and ideas. • 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. • Craft and Structure • 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and • figurative meanings, and analyze how specific word choices shape meaning or tone. • 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., • a section, chapter, scene, or stanza) relate to each other and the whole. • 6. Assess how point of view or purpose shapes the content and style of a text. • Integration of Knowledge and Ideas • 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as • well as in words. • 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well • as the relevance and sufficiency of the evidence. • 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the • approaches the authors take. • Range of Reading and Level of Text Complexity • 10. Read and comprehend complex literary and informational texts independently and proficiently.

21. College and Career ReadinessAnchor Standards for Writing • Text Types and Purposes • 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. • 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. • 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. • Production and Distribution of Writing • 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. • 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. • 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. • Research to Build and Present Knowledge • 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. • 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. • 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. • Range of Writing • 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

22. College and Career ReadinessAnchor StandardsforSpeaking and Listening • Comprehension and Collaboration • 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. • 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. • 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. • Presentation of Knowledge and Ideas • 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. • 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. • 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

23. College and Career ReadinessAnchor Standards for Language • Conventions of Standard English • 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. • 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. • Knowledge of Language • 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. • Vocabulary Acquisition and Use • 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. • 5. Demonstrate understanding of word relationships and nuances in word meanings. • 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

24. Work Session 1:Identifying Challenging StandardsMath Directions: • Identify two CCSS for Mathematicsper grade level that will be most challenging for teachers. • Indicate reasons why the standards chosen may be most challenging. • Discuss possible ways to address the challenging standards.

25. Work Session 2:Identifying Challenging Standards Directions: • Identify two CCSS for English Language Artsper grade level that will be most challenging for teachers. • Indicate reasons why the standards chosen may be most challenging. • Discuss possible ways to address the challenging standards.

26. Work Session 3:Writing an Action Plan for Local District/School Training (See Action Plan Template.) Directions: • Use the template to begin the development of an action plan for implementing the K-2 training in your school district over the next six months. • You will be asked to share the estimated timeframe for conducting the training in your district.

27. Common Core Websites Common Core http://www.corestandards.org/ PARCC http://PARCConline.org MDE Website www.mde.k12.ms.us(hot topics)