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SSA New Superintendents’ Meeting

SSA New Superintendents’ Meeting. November 14, 2012. Our Vision. Every Child a Graduate – Every Graduate Prepared for College/Work/Adulthood in the 21 st Century. College and Career Readiness. Ability to draw inferences/conclusions from text Analyzing conflicting source documents

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SSA New Superintendents’ Meeting

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  1. SSA New Superintendents’ Meeting November 14, 2012

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

  3. College and Career Readiness Ability to draw inferences/conclusions from text Analyzing conflicting source documents Supporting arguments with evidence Solving complex problems with no obvious answer

  4. October SSA Meeting • Basis for Change in Standards, Assessment, Support, and Accountability • Process of Change • Result of Change

  5. Absolutes During the Transition Teach to the standards for each of the required subjects (Alabama College- and Career-Ready Standards - Courses of Study) Through a clearly articulated and locally aligned K-12 curriculum (Sample curricula found on ALEX and Alabama Insight) Supported by aligned resources, support, and professional development (Sample lesson plans and supporting resources found on ALEX, differentiated support through ALSDE Regional Support Teams and ALSDE Initiatives, etc.) Monitored regularly through formative, interim/benchmark assessments to inform the effectiveness of the instruction and continued learning needs of individuals and groups of students (GlobalScholar, QualityCore Benchmarks, and other locally determined assessments) With a goal that each student graduates from high school with the knowledge and skills to succeed in post-high school education and the workforce without the need for remediation as evidenced by multiple measures achieved through multiple pathways to meet the graduation requirements set for students in Alabama. (Alabama High School Graduation Requirements/Diploma)

  6. CCRS-Mathematics What am I supposed to teach? + = Alabama Added Content Adopted by State Board of Education November 2010

  7. What’s New About the CCRS-Mathematics? • Standards for Mathematical Practice PLUS Content Standards • Increased rigor in the standards • Content shifts in all grade levels • New expectations for classrooms

  8. Standards for Mathematical Practice Mathematically proficient students: Standard 1: Make sense of problems and persevere in solving them. Standard 2: Reason abstractly and quantitatively. Standard 3: Construct viable arguments and critique the reasoning of others. Standard 4: Model with mathematics. Standard 5: Use appropriate tools strategically. Standard 6: Attend to precision. Standard 7: Look for and make use of structure. Standard 8: Look for and express regularity in repeated reasoning.

  9. Example of Increased Rigor 2003 ACOS – Grade 4 2. Write money amounts in words and dollar-and-cent notation. 2010 ACOS – Grade 4 20. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. [4-MD2].

  10. Content Shifts… Volume Introduced 8th 2003 ACOS 5th 6th 7th 8th 2010 ACOS Volume required for solving problems Volume Introduced

  11. Changes in the Classroom… Students are: • “Talking” math • Actively engaged in activities • Solving problem using different strategies • “Struggling productively” with problems • Using tools and manipulatives • Justifying their answers NCTM, 2012

  12. Changes in the Classroom… Teachers are: • Using formative assessment to guide their instruction • Providing challenging tasks for students • Facilitating learning • Differentiating instruction to meet their students’ needs NCTM, 2012

  13. CCRS-English Language ArtsWhat am I supposed to teach? + = Alabama Added Content Adopted by State Board of Education November 2010

  14. Key Shifts in ELA 1. Greater emphasis on non-fiction texts 2. Focus on evidence 3. Regular practice with complex text 4. Speaking and listening 5. Literacy in the Content Areas

  15. 1. Greater Emphasis on Non-fiction • K-5 – 50% Non-fiction to 50% Fiction • 6-8 – 55% Non-fiction to 45% Fiction • Gr. 9-12 – 70% Non-fiction to 30% Fiction

  16. 2. Focus on Evidence • Ability to cite evidence, not rely on personal feelings or opinions • Reading, writing, and speaking grounded in evidence from text

  17. 3. Regular Practice with Complex Text • Comprehension of increasingly complex text from elementary through high school. • Use of academic vocabulary so critical to comprehension.

  18. 4. Speaking and Listening • Must demonstrate effective speaking, writing, and listening (engaging in small group and whole class discussions)

  19. 5. Literacy in the Content Areas • Includes both reading and writing • Students glean accurate information from a document (primary or secondary source, etc.) • Students make judgments about the credibility of information, author’s point of view, and use a variety of sources to address a question or solve a problem • Produce clear and coherent writing; write arguments citing evidence

  20. Changes in the Classroom… Students are: • Doing more reading on their own • Getting a great deal of information from • non-fiction and informational text • Using note-taking organizers, question charts, • prompt sheets • Engaging in discussion about text with peers • and teacher • Backing up responses to questions with • evidence

  21. Changes in the Classroom… Teachers are: • Providing students with consistent, explicit • writing instruction • • Providing opportunities for students to write • from multiple sources about a single topic • Engaging students in more complex texts with • scaffolding • Engaging students in rigorous conversations

  22. Absolutes During the Transition Teach to the standards for each of the required subjects (Alabama College- and Career-Ready Standards - Courses of Study) Through a clearly articulated and locally aligned K-12 curriculum (Sample curricula found on ALEX and Alabama Insight) Supported by aligned resources, support, and professional development (Sample lesson plans and supporting resources found on ALEX, differentiated support through ALSDE Regional Support Teams and ALSDE Initiatives, etc.) Monitored regularly through formative, interim/benchmark assessments to inform the effectiveness of the instruction and continued learning needs of individuals and groups of students (GlobalScholar, QualityCore Benchmarks, and other locally determined assessments) With a goal that each student graduates from high school with the knowledge and skills to succeed in post-high school education and the workforce without the need for remediation as evidenced by multiple measures achieved through multiple pathways to meet the graduation requirements set for students in Alabama. (Alabama High School Graduation Requirements/Diploma)

  23. What are the SDE’s Roles and Responsibilities? • Provide districts the information, professional learning, and resources to support transition to new standards and assessment.

  24. Four Implementation Phases and Resources for NEW GOAL ofCollege and Career Readiness

  25. Resources for School Based Professional Learning

  26. What are the SDE’s Roles and Responsibilities? 2. Ensure alignment of policies and structures to support transition: *Aligned assessments *Flexibility of reading coach *CIP flexibility *Differentiated Support and Accountability *Diploma

  27. Alabama College- and Career-Ready Assessment System Timeline for Implementation NOTE: State-provided formative/interim/benchmark assessments aligned to college- and career-ready standards will be available August 2012 for Grades K-12.

  28. Formative Assessment • Global Scholar • QualityCore • www.act.org/qualitycore • Username alstateuser • Password ACT001

  29. Differentiated Support and Accountability Goal: Precise, differentiated and customized support – ONE SIZE DOES NOT FIT ALL! • Regional Planning Teams (RPTs) • Plan with LEAs around 2-3 priorities identified by LEAs • Plan with LEAs for support and professional learning related to CCRS transition • Regional Support Staff • ARI, AMSTI, and Instructional Services are combining fieldstaff efforts • Turnaround Program • Support for struggling schools – individualized and customized

  30. What are the SDE’s Roles and Responsibilities? • Stay focused and ON MESSAGE! • *Communicate, communicate, communicate! (Two way) • *Partnership with organizations • *CCRS website • *Posted videos from Dr. Bice

  31. Your Role? • Be prepared to lead the change process • Communicate expectations • Build support systems that differentiate • Ensure professional learning is focused on CCRS implementation and includes teachers working in PLCs with coaching and follow up • Monitor and measure implementation and results • Call your Regional Planning Team for any assistance!

  32. All Systems Go! • Individual capacity - Individuals get better • Collective capacity - Groups get better “The big collective capacity and the one that ultimately counts is when they get better conjointly – collective, collaborative capacity.” Michael Fullan, 2010

  33. Julie Hannah jhannah@alsde.edu 334 353-1608 (office) 205 862-7485 (cell)

  34. Overview of Proposed Alabama Accountability Model To be implemented in two phases over the next three years.

  35. Data Points for Accountability Student Achievement New Assessment 3-7, AAA, QualityCore Algebra I and English 10 Student Growth New Assessment 3-7, AAA, EXPLORE to PLAN to ACT Achievement Gap New Assessment 3-7, AAA, QualityCore Algebra I and English 10 College and Career Readiness Benchmark on ACT WorkKeys Silver and Platinum Recognition Industry Recognized CTE Credential AP/IB Qualifying Score Transcripted College Credit/Dual Enrollment or Early College ASVAB Qualifying Score Graduation Rate Four-year Cohort Rate with a fifth-year option Attendance TBD Program Reviews TBD Participation Rates 95% Teacher and Leader Effectiveness TBD Locally Determined Indicator Determined based on Local Continuous Improvement Plan

  36. Timelines 2012-2013 ARMT+, AAA, AHSGE (Grades 11 and 12 only) EXPLORE/Grade 8, PLAN/Grade 10 and QualityCore EOC for Algebra I, Geometry, English 9, and English 10 2013-2014 New 3-7 Assessment, AAA, AHSGE (Grade 12 only) EXPLORE/Grade 8, PLAN/Grade 10, ACT w/writing/Grade 11, and additional QualityCore EOC for Algebra II, English 11, Biology, Chemistry, and U.S. History 2014-2015 Continue all above minus the ARMT+ and AHSGE and add QualityCore EOC for Pre-calculus, English 12, and Physics 2015-2016 Begin new comprehensive State-Developed and Differentiated Recognition, Accountability and Support System based on a multi-dimensional School Performance Index

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