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Alabama’s Implementation Path to College and Career Readiness. “Putting the Pieces Together” November, 2012. http://www.youtube.com/watch?v=L2zqTYgcpfg&NR=1. How does it ALL fit together?. CIP. Professional Learning. Formative Assessment. College-and Career-Ready Students. RtI. - PowerPoint PPT Presentation
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Alabama’s Implementation Path to College and Career
Readiness
“Putting the Pieces Together”
November, 2012
http://www.youtube.com/watch?v=L2zqTYgcpfg&NR=1
College-and Career-Ready
Students
CIP
Professional Learning
EducateAlabamaRtI
Formative Assessment
How does it ALL fit together?
What is the SDE’s Role and Responsibilities?
1.Provide districts the information, professional learning, and resources to support transition to new standards and assessment.
Four Phases and Resources forNEW GOAL of
College and Career Readiness
What is the SDE’s Role 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
What is the SDE’s Role and Responsibilities?
3.Stay focused and ON MESSAGE!
*Communicate, communicate, communicate! (Two way)
*Partnership with organizations
*CCRS website*Posted videos from Dr.
Bice
Alabama Added
Content
CCRS-K-8 Mathematics
Adopted by State Board of Education
November 2010
Where Have We Been?
Phase I-Awareness
Summer 2011
Phase II-Preparation for Implementation
Fall 2011- August 2012
Phase II-Implementation2012-2013
Implemented in Grades K-12
August 2012
• CCRS Implementation Team • Summer Academy
What’s New About the CCRS-Mathematics?
• Standards for Mathematical Practice + Content Standards
• Increased rigor in the standards• Content shifts in all grade levels• New expectations for classrooms
What’s New About the CCRS-Mathematics?
• Standards for Mathematical Practice + Content Standards
• Increased rigor in the standards• Content shifts in all grade levels• New expectations for classrooms
Standards for Mathematical Practice
Mathematically proficient students:
Standard 1Standard 1: Make sense of problems and persevere in solving: Make sense of problems and persevere in solving them.them.Standard 2Standard 2: Reason abstractly and quantitatively.: Reason abstractly and quantitatively.Standard 3Standard 3: Construct viable arguments and critique the: Construct viable arguments and critique the reasoning of others.reasoning of others.Standard 4Standard 4: Model with mathematics.: Model with mathematics.Standard 5Standard 5: Use appropriate tools strategically.: Use appropriate tools strategically.Standard 6Standard 6: Attend to precision.: Attend to precision.Standard 7Standard 7: Look for and make use of structure.: Look for and make use of structure.Standard 8Standard 8: Look for and express regularity in : Look for and express regularity in repeated reasoning.repeated reasoning.
Model with mathematics#4I can recognize math in everyday life and use math I know to solve everyday problems.
I can…• make assumptions and estimate to make complex problems easier• identify important quantities and use tools to show their relationships• evaluate my answer and make changes if needed
What’s New About the CCRS-Mathematics?
• Standards for Mathematical Practice + Content Standards
• Increased rigor in the standards• Content shifts in all grade levels• New expectations for classrooms
Comparing Standards…2003 ACOS – Grade 1 3. Demonstrate computational fluency of basic addition and subtraction facts by identifying sums to 10 and differences with minuends of 10 or less.
2010 ACOS – Grade 16. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction; and creating equivalent but easier or known sums by creating the known equivalent. [1-OA6]
Another Example…
2003 ACOS – Grade 42. Write money amounts in words and dollar-and-cent notation.
2010 ACOS – Grade 420. 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].
What’s New About the CCRS-Mathematics?
• Standards for Mathematical Practice + Content Standards
• Increased rigor in the standards• Content shifts in all grade levels• New expectations for classrooms
Content Shifts…
2003 ACOS 8th
VolumeIntroduced
5th2010 ACOS 6th 7th 8th
VolumeIntroduced
Volume required for solving problems
What’s New About the CCRS-Mathematics?
• Standards for Mathematical Practice + Content Standards
• Increased rigor in the standards• Content shifts in all grade levels• New expectations for classrooms
Changes in the Classroom…
• “Talking” math• Actively engaged in activities• Solving problem using different
strategies• “Struggling productively” with problems• Using tools and manipulatives• Justifying their answers
Students are:
NCTM, 2012
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
What About English Language Arts?
Alabama Added
Content
CCRS-English Language Arts
Adopted by State Board of Education
November 2010
Phase 1-Awareness2011-2012
• MEGA Conference• Webinars
Topics Included:• Components of the Course of Study• Strands (Comparison, New Emphases)• Vertical Alignment• Content Movement• Literacy Standards, Grades 6-12
Phase II- Initiation2012-2013
CCRS Implementation Team Training
• Analyzing the Standards•Sample Units of Study•Sample Lessons/Curriculum Development•Differentiated Instruction for RtI•Resources
Phase II –Implementation2013-2014
• CCRS Implementation Team (Continued) • Summer Academy
Will be implemented in
Grades K-12 August 2013
Three Key Shifts in ELA
1. Building knowledge through content-rich nonfiction and informational texts.
2. Reading, writing and speaking grounded in evidence from text, both literary and informational
3. Regular practice with complex text and its academic language.
Shift #1Content–rich Non-fiction
• K-5 - 50/50 ratio• Gr. 9-12 - 70/30 ratio
Building Knowledge through Content -rich Non-fiction
• Very little informational text required in elementary and middle school.
• Informational text is harder for students to comprehend than narrative text.
Shift #2Reading, Writing, and Speaking Grounded in Evidence from Text
• Ability to cite evidence.
• Being able to locate and deploy evidence are hallmarks of strong readers and writers.
Shift #3Regular Practice with Complex Text
and its Academic Language• What students can read, in terms of complexity is
greatest predictor of success in college (ACT study).
• 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.
What are the Features of Complex Text?
• Density of information
• Unfamiliar settings, topics or events
• Complex sentences
• Uncommon vocabulary
• Longer paragraphs
Changes in the Classroom…
Students are:
• Doing more reading on their own• Getting a great deal of information from the text• Using note-taking organizers, question charts, prompt sheets• Engaging in discussion around text read• Backing up responses to questions with evidence
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
What is the District Leader’s Role and Responsibilities?
1.Provide schools the information, professional learning, and resources to support transition to College and Career Readiness.
2.Ensure alignment of policies and structures to support transition.
2.Stay focused and ON MESSAGE!
What is the Principal’s Role and Responsibilities?
1.Provide teachers the information, professional learning, and resources to support transition to College and Career Readiness.
2.Ensure alignment of policies and structures to support transition.
2.Stay focused and ON MESSAGE!
How?•Professional Learning is ESSENTIAL
Instructionally focused on CCRS
Teachers must work in Community (PLCs)
Provide time for collaboration
"Leadership effects on student learning occur largely because leadership
strengthens professional community; teachers engagement in professional community, in turn, fosters the use of
instructional practices that are associated with student achievement."
Investigating the Links to Improved Student Learning: Executive Summary of Research Findings, July 2010, p. 10.
Resources for School Based Professional Learning
How?
•Connect the pieces Educate Alabama – PLPs CIP RTI
•Deliberate use of data Formative assessments Benchmark assessments High Stakes tests Other
How?
•INSPIRE! Students Teachers Parents and families Community business and
government
Questions?
Contact Information
Dr. Julie Hannah, [email protected]. Cindy Freeman, [email protected]
Mrs. Pam Higgins, [email protected]
