WELCOME & THANKS! Common Core Transition Team (CCTT) A subcommittee of the Norwalk District Data Team Introduction: Tony Daddona, Assistant Superintendent for Curriculum & Instruction CCTT Facilitators: Helene Becker, Craig Creller, Jean Evans Davila, Pauline Smith Common Core Transition Team (CCTT): Meeting #1, 2/29/12

MISSION “The DDDMT will form a District Common Core Transition Committee. The purpose of this subcommittee will be to direct and oversee the transition to Common Core State Standards at all 19 schools.” Norwalk Public Schools District Improvement Plan (DIP) 20l (p. 22)

ROLES & RESPONSIBILITIES 1.) member of the CCTT – a subcommittee of the District Data-Driven Decision Making Team (DDDMT). 2.) member and/or leader of a work group assigned by the CCTT. 3.) Liaison between the CCTT and your school building. * for additional information – Please see expanded description in the packet.

ORGANIZATION (See chart on next slide or in packet)

Connecticut Assessment and Learning Initiative (CALI) linking the CCSS: Data Teams Common Formative Assessments Effective Teaching Strategies Decision Making for Results The Role of the District Common Core Transition Team (CCTT) and Stakeholders of the Norwalk Public Schools (NPS) Community The District Common Core Transition Committee (CCTT) is a subcommittee of the District Data Team. The purpose of the CCTT is to direct and oversee the transition to Common Core State Standards at all 19 schools with clear and consistent communication to all NPS stakeholders. Monitors and evaluates Monitors and assesses Monitors progress of Maintains communication with Communicates vision to Coordinates Focused on CCSS State Dept of Education required English Language Arts K-12 Math K-12 Develops curriculum & professional development

PRIORITY # 1 COMMUNICATION Strategy #1 - Develop the multi-media communications package about the CCSS Strategy #2 – Develop the internal and external roll out plan

FUTURE PRIORITIES Stakeholder Involvement and Collaboration Technology District Capacity Leadership Development Funding

QUESTIONS…

Common Core Transition Team Common Core State Standards (CCSS) OVERVIEW -Math (Craig Creller) - Language Arts (Jean Evans Davila) - ELL (Helene Becker) - Special Education (Pauline Smith)

Math CONTENT changes… Surprises Some topics held “sacred” at certain grade levels have changed. K – No time, money, calendar, graphs or patterning. Count by 10’s and 1’s to 100, using fingers to represent addition and subtraction. Gr. 1 – No money or fractions. Count, read, write and represent numbers to 120. Gr. 2 – No fractions, perimeter and area. Memory of all addition facts. Gr. 3 – Memory of all multiplication facts. Study of fractions begins. Gr. 4 – Fluently add and subtract multi-digit problems using the standard algorithm. Emphasis on unit fractions and using the numberline. Gr. 5 – No ratio, proportion and percent – starts in grade 6. Gr – To be determined ( ); but we know there will be “EXIT” exams in Algebra 1, geometry, biology, American history, and grade 10 English as per CT Statute

Math PRACTICE changes …

Instructional Shifts in MATH FOCUS “Less is more”, “Depth over Breadth”, Fewer topics COHERENCE Developmentally appropriate progressions: ie – What can or should a child learn at each grade level RIGOR (balanced) Fluency (“fast & accurate”), Concepts (“Deep Understanding”) & Application (“Real World”)

MATH Department Update K-5 Common Core Curriculum and Pacing Guides already complete (and on website). Textbook/program already chosen and being piloted in 6 elementary schools. All 12 schools begin September 2012 (GO Math). Ongoing PD for Teachers and Administrators. 6-8 program already selected and PD and pilots begun (Big Ideas) – To be determined. CT has delayed reform to Curriculum drafts have been released; Expect exit exams.

Instructional Shifts in ELA & Literacy 1. 50:50 info text to lit (K-5) 2. 70:30 info text to lit (6-12) 3. Appropriately complex text 4. Text-dependent questions 5. Writing to inform/argue based on evidence 6. Academic vocabulary vs. domain-specific vocabulary ELA & Literacy: 6 Shifts Condensed into 3 Shifts 1. Building knowledge through content-rich nonfiction and informational texts. 2. Reading and writing grounded in evidence from text. 3. Regular practice with complex text and its academic vocabulary.

What’s Different with the ELA CCSS? Appropriately Complex Texts Measures of Text Complexity (Gr 2/+) Qualitative: levels of meaning, purpose, structure, clarity of language, conventionality of language, knowledge demands Quantitative: word length, word frequency, sentence length, cohesion Reader & Task: reader’s motivation, knowledge, experiences; the assigned tasks, questions, and activities

Grades K-12 Text Complexity Progression of Reading Standard 10 Grade Reading Standard 10 (individual text types omitted) KActively engage in group reading activities with purpose and understanding. 1With prompting and support, read prose and poetry [informational texts] of appropriate complexity for grade 1. 2By the end of the year, read and comprehend literature [informational texts] in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. 3By the end of the year, read and comprehend literature [informational texts] at the high end of the grades 2-3 text complexity band independently and proficiently. 4By the end of the year, read and comprehend literature [informational texts] in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. 5By the end of the year, read and comprehend literature [informational texts] at the high end of the grades 4-5 text complexity band independently and proficiently.

Grades K-12 Text Complexity Progression of Reading Standard 10 Grade Reading Standard 10 (individual text types omitted) 6 & 7 By the end of the year, read and comprehend literature [informational texts] in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. 8 By the end of the year, read and comprehend literature [informational texts] at the high end of the grades 6-8 text complexity band independently and proficiently. 9 By the end of the year, read and comprehend literature [informational texts] in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. 10 By the end of the year, read and comprehend literature [informational texts] at the high end of the grades 9-10 text complexity band independently and proficiently. 11 By the end of the year, read and comprehend literature [informational texts] in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. 12 By the end of the year, read and comprehend literature [informational texts] at the high end of the grades 11-CCR text complexity band independently and proficiently.

ELA Department Update ActionsK Unpacking CCSS and Appendices A, B, C Training in Instructional Strategies (Webinars & CES) Identifying District-wide Instructional Strategies Reviewing Curriculum Mapping Project Materials Working as a Vertical Team to Review CCSS and the Current Curriculum Reviewing Anthology Programs for Core Instruction and Curriculum Development

ELL Challenges “Students are expected to meet each year’s grade- specific standards.” “Students demonstrate command of standard English…” “…teachers are prepared and qualified” [to teach ELLs and students with special needs] “…all students are college and career ready by the end of high school.” There is very little guidance on how to make this happen for ELL students!

Special Education Challenges Will CCCSS change what special educators need to know? Will CCCSS lend itself to modifications for learning profiles without minimizing the expectations? How will important access and transition skills be integrated into the teaching schedule? CES February 2012 There is very little guidance on how to answer these questions!

QUESTIONS…