ccss: have you thought of ????

CCSS: Have you CCSS: Have you thought of ????thought of ????

Mississippi Association of Mississippi Association of Secondary Schools PrincipalsSecondary Schools Principals

June, 2011June, 2011

WHAT are Common WHAT are Common Core State Standards Core State Standards

(CCSS)?(CCSS)?… … a common foundation a common foundation

for building excellence and for building excellence and equity for all students equity for all students

in the United States.in the United States.

We are standing at a once in a lifetime moment in education reform!

StuffStuff

►Reading intensity? Who requires what Reading intensity? Who requires what of whom? When? Appendix Bof whom? When? Appendix B

►How do we assess this action? How do we assess this action? ►Training teachers, staff, communities Training teachers, staff, communities

school boards????school boards????►Stay on message……..Stay on message……..►Technology, how much where, when?Technology, how much where, when?

The Bottom LineThe Bottom Line

► Common Core Standards are intended to get Common Core Standards are intended to get all students ready for college, workforce all students ready for college, workforce training and life. Hence they require training and life. Hence they require content rich curriculum and robust content rich curriculum and robust assessments aligned to those standards.assessments aligned to those standards.

► This is NOT a new name for what we are This is NOT a new name for what we are already doing. It means committing to already doing. It means committing to making education responsive to our making education responsive to our changing society.changing society.

ConnectionsConnections

►http://www.parcconline.org/classroom-resources

► http:vimeo.com/channels/parccinstitute/http:vimeo.com/channels/parccinstitute/page:2page:2

► Rethink how when and where we do things. Rethink how when and where we do things. ► SAS curriculum pathwaysSAS curriculum pathways

Common Core Standards Common Core Standards Are…Are…

►Aligned to college and work expectationsAligned to college and work expectations►Built on rigorous content and Built on rigorous content and

APPLICATION of knowledge through APPLICATION of knowledge through higher order skillshigher order skills

► Internationally benchmarked so all Internationally benchmarked so all students are prepared to succeed in the students are prepared to succeed in the global economyglobal economy

►Based on evidence and researchBased on evidence and research►State led - - coordinated through the State led - - coordinated through the

National Governor’s AssociationNational Governor’s Association

WHY Should MS Adopt CCSS? WHY Should MS Adopt CCSS?

The great proficiency debate ----The great proficiency debate ----The discrepancy between The discrepancy between

State and National Assessments State and National Assessments

(MCT2 and SATP vs. NAEP) (MCT2 and SATP vs. NAEP)

Mississippi students perform Mississippi students perform

below basic on the NAEP (national below basic on the NAEP (national standards) standards)

How big is the How big is the discrepancy?discrepancy?

Reading Grade 4Reading Grade 4

How big is the How big is the discrepancy?discrepancy?Math Grade 4Math Grade 4

Proficiency Defined Differently Proficiency Defined Differently by Statesby States

►Currently, each State defines proficiency, Currently, each State defines proficiency, creating great disparity between what is creating great disparity between what is expected of students across the nation.expected of students across the nation.

►Next 2 slides indicate the % of students Next 2 slides indicate the % of students scoring proficient on THAT State’s scoring proficient on THAT State’s standards and the corresponding NAEP standards and the corresponding NAEP score. score. (Ex. It takes a score of 203 on the NAEP for 91% (Ex. It takes a score of 203 on the NAEP for 91% of students to be proficient in NC but score of of students to be proficient in NC but score of 246 for 39% to be proficient in SC.)246 for 39% to be proficient in SC.)

ProficiencyProficiencyGrade 4 Mathematics Grade 4 Mathematics

(MS scored < 210 on NAEP)(MS scored < 210 on NAEP)ProficientProficient

Required Required

NAEP ScoreNAEP Score

North CarolinaNorth Carolina 91 %91 % 203203

TexasTexas 82 %82 % 219219

IowaIowa 80 %80 % 219219

MichiganMichigan 73 %73 % 222222

FloridaFlorida 63 %63 % 230230

CaliforniaCalifornia 51 %51 % 231231

South CarolinaSouth Carolina 39 %39 % 246246

MassachusettsMassachusetts 39 %39 % 255255

ProficiencyProficiencyGrade 4 Reading Grade 4 Reading

(MS scored < 160 on NAEP)(MS scored < 160 on NAEP)

ProficientProficientRequired Required

NAEP ScoreNAEP Score

North CarolinaNorth Carolina 82 %82 % 183183

TexasTexas 81 %81 % 190190

IowaIowa 77 %77 % 197197

FloridaFlorida 71 %71 % 202202

MassachusettsMassachusetts 48 %48 % 234234

CaliforniaCalifornia 48 %48 % 210210

South CarolinaSouth Carolina 35 %35 % 228228

WHY Should MS Adopt CCSS?WHY Should MS Adopt CCSS?

►Changing WorkplaceChanging Workplace►Global CompetitionGlobal Competition►TechnologyTechnology

►Our children must be able to compete Our children must be able to compete when they graduate from high school – when they graduate from high school – and it’s a tough market out there… and it’s a tough market out there…

……..Global Competition..Global Competition

►Of Walmart’s 6,000 suppliers, Of Walmart’s 6,000 suppliers, 5,000 are in China5,000 are in China

►IBM’s PC business is owned by a IBM’s PC business is owned by a Chinese companyChinese company

►The World Economic Forum ranks The World Economic Forum ranks U.S. 48U.S. 48thth in quality of math and in quality of math and science educationscience education

►US is 27US is 27thth in # undergraduate in # undergraduate degrees in science and engineeringdegrees in science and engineering

……Changing WorkplaceChanging Workplace

►MRI’s done in Mississippi can be read MRI’s done in Mississippi can be read moments later by radiologist in Australiamoments later by radiologist in Australia

►Pilots in U.S. guide unmanned aircraft in Pilots in U.S. guide unmanned aircraft in AfghanistanAfghanistan

►32 unemployed individuals competing for 32 unemployed individuals competing for every opening in construction industryevery opening in construction industry

►77% of global firms planning to build R&D 77% of global firms planning to build R&D centers will build in China or Indiacenters will build in China or India

……TechnologyTechnology

►US ranks 72US ranks 72ndnd in density of mobile in density of mobile telephone subscriptionstelephone subscriptions

► In 2009, 51% of U.S. patents were In 2009, 51% of U.S. patents were awarded to non-U.S. companiesawarded to non-U.S. companies

►China graduates more English speaking China graduates more English speaking engineers than the U.S.engineers than the U.S.

►Hon Hai (computer manufacturer) Hon Hai (computer manufacturer) employs more people worldwide than employs more people worldwide than Apple, Dell, Microsoft, Intel and Sony Apple, Dell, Microsoft, Intel and Sony combinedcombined

U.S. Scoring Internationally U.S. Scoring Internationally

►U.S. ranks 17U.S. ranks 17thth in Reading in Reading (average range)(average range)

►U.S. ranks 31U.S. ranks 31stst in Math in Math (below average (below average

score)score)

►U.S. ranks 23U.S. ranks 23rdrd in Science in Science (average range)(average range)

PISA PISA 20092009

11 Shanghai-ChinaShanghai-China 556556

22 KoreaKorea 539539

33 FinlandFinland 536536

44 Hong Kong-ChinaHong Kong-China 533533

55 SingaporeSingapore 526526

66 CanadaCanada 524524

77 New ZealandNew Zealand 521521

88 JapanJapan 520520

99 AustraliaAustralia 515515

1010 NetherlandsNetherlands 508508

1717 United StatesUnited States 500500

2020 GermanyGermany 497497

2121 IrelandIreland 496496

2222 FranceFrance 496496

2525 United KingdomUnited Kingdom 494494

3333 SpainSpain 481481

4343 Russian FederationRussian Federation 459459

4848 MexicoMexico 425425

5353 BrazilBrazil 412412

5757 IndonesiaIndonesia 402402

Overall Reading

Scale

SignificantlSignificantly Above y Above

OECD OECD AverageAverage

Not Not SignificantlSignificantly Differenty Different

(OECD (OECD Average Average

493)493)

SignificantlSignificantly below y below OECD OECD

AverageAverage

PISA PISA 20092009

Overall Math Scale





496)496)


AverageAverage

















3838Russian Russian FederationFederation

468468




PISA PISA 20092009

Overall Science

Scale





501)501)


AverageAverage

















3939 Russian FederationRussian Federation 478478




SO – What Has MS Decided?SO – What Has MS Decided?

►Our state joined a consortium called Our state joined a consortium called PARCC (Partnership for Assessment of PARCC (Partnership for Assessment of Readiness for College and Careers). Readiness for College and Careers).

►There are 25 states in this consortium.There are 25 states in this consortium.

►31 states are in the other consortium 31 states are in the other consortium (SMARTER Balanced Assessment).(SMARTER Balanced Assessment).

Consortium Membership: Consortium Membership: PARCCPARCC

► 13 Governing States13 Governing StatesArizonaArizona IllinoisIllinois MassachusettsMassachusetts

ArkansasArkansas IndianaIndiana New New YorkYork

District of Columbia District of Columbia Louisiana Louisiana Rhode IslandRhode Island Florida Florida Maryland Maryland TennesseeTennessee GeorgiaGeorgia

► 12 Participating States12 Participating States AlabamaAlabama KentuckyKentucky OhioOhio CaliforniaCalifornia MississippiMississippi OklahomaOklahoma ColoradoColorado New JerseyNew Jersey PennsylvaniaPennsylvania DelawareDelaware North DakotaNorth Dakota South CarolinaSouth Carolina

Consortium MembershipConsortium MembershipDark Blue – Governing States, Light Blue – Participating Dark Blue – Governing States, Light Blue – Participating

StatesStates

Governing States

Participating State

PARCC TimelinePARCC Timeline

►2010-11 2010-11 Design Work/Logistics Design Work/Logistics►2011-122011-12 Development Process Development Process ►2012-13 2012-13 Field Testing Field Testing ►2013-142013-14 Field Testing Field Testing►2014-152014-15 Live Administration Live Administration

MCSD Timeline – May 2011MCSD Timeline – May 2011

► Introduce concept of Common Core Standards to Introduce concept of Common Core Standards to teachersteachers► Revise K-2 report cards to reflect changesRevise K-2 report cards to reflect changes► Discuss instructional and assessment changes Discuss instructional and assessment changes

needed so teachers can investigate during the needed so teachers can investigate during the summer summer

► Provide documents on Common Core for K-2 teacher Provide documents on Common Core for K-2 teacher review review

► Revise pacing guides and units for K-2 to reflect the Revise pacing guides and units for K-2 to reflect the changeschanges

► Develop performance based assessments for K-2 to Develop performance based assessments for K-2 to give teachers an example of how to measure student give teachers an example of how to measure student growthgrowth

MCSD Timeline MCSD Timeline School Year 2011-12School Year 2011-12

► Implement Common Core in grades K-2Implement Common Core in grades K-2► Study Common Core and what changes areStudy Common Core and what changes are necessary for grades 3-12necessary for grades 3-12► Revise pacing guides and assessmentsRevise pacing guides and assessments► Professional development on instructional Professional development on instructional

and assessment practices necessary for and assessment practices necessary for success on the upcoming test success on the upcoming test

► Address technology issues – develop planAddress technology issues – develop plan► Determine timeline through SY 2014-15 Determine timeline through SY 2014-15

(when assessment is live)(when assessment is live)

How Will Instruction Change?How Will Instruction Change?

► Increased RIGOR and RELEVANCEIncreased RIGOR and RELEVANCE►Emphasis on higher order thinking skillsEmphasis on higher order thinking skills►Move toward performance based learning Move toward performance based learning

opportunities – problem based learningopportunities – problem based learning►More emphasis on research and writingMore emphasis on research and writing► Increased use of technology to present Increased use of technology to present

productsproducts►Change in products required of studentsChange in products required of students

1.1. KnowledgeKnowledge2.2.Comprehension Comprehension

3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation

Knowledge Knowledge Taxonomy (BLOOM)Taxonomy (BLOOM)

Application Application ModelModel

1.1. Knowledge in one disciplineKnowledge in one discipline

2. Application within discipline2. Application within discipline

3. Application across disciplines3. Application across disciplines

4. Application to real-world 4. Application to real-world predictable situationspredictable situations

5. Application to real-world 5. Application to real-world unpredictable situationsunpredictable situations

International Center for Leadership in Education

1 2 3 4 5

ApplicationApplication

KnowledgeKnowledge

1

2

3

4

5

6

Rigor/Relevance FrameworkRigor/Relevance Framework

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication

Awareness 1

Comprehension 2

Application 3

1

Knowledge in one

discipline

2

Apply knowledge

in one discipline

A

Acquisition

Students gather and store bits of knowledge/information and are expected to remember or understand this acquired knowledge.

Low-level Knowledge

A QuadrantA Quadrant

► namename► labellabel► definedefine► selectselect► identifyidentify► listlist► memorizememorize► reciterecite► locatelocate► recordrecord

► definitiondefinition► worksheetworksheet► listlist► quizquiz► testtest► workbookworkbook► true-falsetrue-false► reproductionreproduction► recitationrecitation

Verbs Products

Awareness 1

Comprehension 2

Application 3

B

Application

3

Apply knowledge

across disciplines

4

Apply to real-world

predictable situation

5

Apply to real-world

unpredictable situation

Students use acquired knowledge to solve problems, design solutions, and complete work.

Low-level Application

B QuadrantB Quadrant

► applyapply► sequencesequence► demonstratedemonstrate► interviewinterview► constructconstruct► solvesolve► calculatecalculate► dramatizedramatize► interpretinterpret► illustrateillustrate

► scrapbookscrapbook► summarysummary► interpretationinterpretation► collectioncollection► annotationannotation► explanationexplanation► solutionsolution► demonstrationdemonstration► outlineoutline

Verbs Products

Application 3

Analysis 4

Synthesis 5

Evaluation 6

1

Knowledge in one

discipline

2

Apply knowledge

in one discipline

C

Assimilation

Students extend and refine their knowledge so that they can use it automatically and routinely to analyze and solve problems and create solutions.

High-level Knowledge

C QuadrantC Quadrant

► sequencesequence► annotateannotate► examineexamine► reportreport► criticizecriticize► paraphrasparaphras

ee► calculatecalculate► expandexpand► summarizesummarize► classifyclassify► diagramdiagram

Verbs Productsessayabstractblueprintinventoryreportplanchartquestionnaireclassificationdiagramdiscussioncollectionannotation

3

Apply knowledge

across disciplines

4

Apply to real-world

predictable situation

5

Apply to real-world

unpredictable situation

Application 3

Analysis 4

Synthesis 5

Evaluation 6

D

Adaptation

Students think in complex ways and apply acquired knowledge and skills, even when confronted with perplexing unknowns, to find creative solutions and take action that further develops their skills and knowledge.

High-level Application

D QuadrantD Quadrant

► evaluateevaluate► validatevalidate► justifyjustify► raterate► refereereferee► inferinfer► rankrank► dramatizedramatize► argueargue► concludeconclude

► evaluationevaluation► newspapernewspaper► estimationestimation► trialtrial► editorialeditorial► radio programradio program► playplay► collagecollage► machinemachine► adaptationadaptation► poempoem► debatedebate► new gamenew game► inventioninvention

Verbs Products

Research/WritingResearch/Writing

► Increase in percentage Increase in percentage of informational text of informational text usedused

► Provide evidence to Provide evidence to support reasoningsupport reasoning

► Critical reading that Critical reading that leads through large leads through large amounts of information amounts of information to create a to create a product/answer to a product/answer to a questionquestion

► Write original text to Write original text to support conclusions support conclusions and assertions and assertions

► Write for a purpose and Write for a purpose and an identified audiencean identified audience

► Inquiry based learning Inquiry based learning and providing solutions and providing solutions to problems posedto problems posed

► Write essays based on Write essays based on research using several research using several sources and evaluating sources and evaluating credibilitycredibility

How Will Assessment How Will Assessment Change?Change?

► K-2 will not have a nationally administered K-2 will not have a nationally administered test but is expected to reach MASTERY on test but is expected to reach MASTERY on the objectives designated for their grades.the objectives designated for their grades.

► 33rdrd-12-12thth will eventually take an online will eventually take an online national test in reading/language arts, math national test in reading/language arts, math and science. These will be administered and science. These will be administered each 9 weeks so teachers can adjust each 9 weeks so teachers can adjust instruction to meet student need. instruction to meet student need. (keyboarding skills required grades 6 up; 3(keyboarding skills required grades 6 up; 3rdrd-5-5thth will have will have pencil/paper test at first where do we teach keyboarding?)pencil/paper test at first where do we teach keyboarding?)

Implications for MCSD Implications for MCSD Instruction and Assessment Instruction and Assessment

LANGUAGE ARTS/READINGLANGUAGE ARTS/READING► Continue to utilize a balanced literacy approach Continue to utilize a balanced literacy approach

(reader’s workshop, writer’s workshop, literature (reader’s workshop, writer’s workshop, literature circles) and emphasize comprehension skills (critical circles) and emphasize comprehension skills (critical reading)reading)

► Teach language arts/reading in an INTEGRATED Teach language arts/reading in an INTEGRATED format (reading and writing are reciprocal processes)format (reading and writing are reciprocal processes)

► Increase reading of informational text Increase reading of informational text (50% in K-2; 70% (50% in K-2; 70% by 9by 9thth))

► Require different formats of writing, inclusive of Require different formats of writing, inclusive of informative, persuasive and narrative and in a variety informative, persuasive and narrative and in a variety of product formsof product forms

► Emphasize text structures when reading and writingEmphasize text structures when reading and writing► Use concept (thinking) maps to promote idea Use concept (thinking) maps to promote idea

organizationorganization

Gettysburg AddressGettysburg Address

Implications for MCSD Implications for MCSD Instruction and Assessment Instruction and Assessment

MATHEMATICS/SCIENCE/TECHNICAL SUBJECTSMATHEMATICS/SCIENCE/TECHNICAL SUBJECTS► Teach literacy skills across the curriculum (reading and writing)Teach literacy skills across the curriculum (reading and writing)► Require written citations of evidence from research in Require written citations of evidence from research in

projects/products, inclusive of explanation of reasoning projects/products, inclusive of explanation of reasoning ► Analyze text structures when reading and writingAnalyze text structures when reading and writing► Use concept (thinking maps) to organize ideasUse concept (thinking maps) to organize ideas► Use extended response items in Everyday Math without fail as Use extended response items in Everyday Math without fail as

these mirror future test question format and reasoning these mirror future test question format and reasoning requiredrequired

► K-2 must develop performance based tasks in K-2 must develop performance based tasks in reading/language arts, math and science to prepare students reading/language arts, math and science to prepare students for the upcoming national tests for the upcoming national tests

****national math test in 3national math test in 3rdrd grade up will include constructed/ grade up will include constructed/ extended response itemsextended response items

► Assure that students are ready to take algebra in the 8Assure that students are ready to take algebra in the 8thth grade grade

Reading: Required?Reading: Required?

►Homer. The OdysseyHomer. The Odyssey►Ovid. MetamorphosesOvid. Metamorphoses►Gogol, Nikolai. “The Nose”Gogol, Nikolai. “The Nose”►De Voltaire, F.A.M. Candicie, Or the De Voltaire, F.A.M. Candicie, Or the

OptimistOptimist►Turgenev, Ivan. Fathers and SonsTurgenev, Ivan. Fathers and Sons►Henry, O. “The Gift of the Magi”Henry, O. “The Gift of the Magi”

Questions?Questions?

►http://www.parcconline.org/classroom-resources

► IBE and AP questionsIBE and AP questions

Be ResilientBe Resilient(adj) capable of bouncing back (adj) capable of bouncing back from or adjusting to challenges from or adjusting to challenges

and change!and change!►Focus on results: Embrace that results Focus on results: Embrace that results

are what we’re all really after. Commit to are what we’re all really after. Commit to delivering!delivering!

►Make lessons of failures. Minimize the Make lessons of failures. Minimize the tendency to make a mistake anything tendency to make a mistake anything more than a lesson on how not to do more than a lesson on how not to do something. We need to learn from our something. We need to learn from our experiences and accept them as tuition of experiences and accept them as tuition of future success.future success.

Continue on :SmarterContinue on :Smarter

►Reinforce. Support each other and Reinforce. Support each other and ourselves by continually reminding ourselves by continually reminding and encouraging one another to and encouraging one another to deliver on these points.deliver on these points.

►Phone a FriendPhone a Friend

ccss: have you thought of ????

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