Brace Yourself Are you ready for this?

Change is Coming! Change is coming and the x really does change in education.

The new X is: Common Core State Standards/Essential Standards “In an increasingly complex world, sometimes old questions require new answers.” And the answer to what to teach to prepare our students for college and career will change in the next 2 years and will become Common Core State Standards/Essential Standards. We are getting ready to make one of the biggest changes ever in education in NC. Never before have the standards and objectives for every subject changed at one time. But they are about to. I know you have heard a lot about our transition to Common Core State Standards and Essential standards, but what do we know about what, when, and how? Qhwolihjpsjf[ojf[p[qpfojfojo

And we certainly don’t want to be the last to know what this is all about – we want to be at the head of the school instead of the back like this fish, which is the reason for this presentation today.

What is all the talk about? An overview of the transition to Common Core State Standards and Essential Standards So, I hope to enlighten you somewhat today on what will be going on in the next few years with CCSS/Essential Standards., so again brace yourself.

I don’t know what I don’t know! Disclaimer I don’t know what I don’t know! Before we go any farther, I must add this disclaimer. Most of what I will share today comes from my studying the documents, attending webinars, state meetings, but it seems the information changes with each new session – so this is how I understand it at the moment – hopefully somewhat correct. I had planned to do this back in January, but I think the information that is coming to us now is more stable and more accurate – so hopefully I won’t say anything that is totally wrong.

Like all change, it is scary and exciting Like all change, it is scary and exciting! I think it is going to be a good change, but the scary part is how fast the change is coming and how much there will be to change. My feeble attempts at humor are so we can laugh rather than cry when you see what is going to be expected of us and our teachers in the next year. – so keep your courage and together we will meet this challenge as we have met others.

The Process 2008: Framework for Change 2008: Response to change: ACRE 2009: CCSSO and NGA develop college and career readiness standards Based on the college and career readiness standards, K-12 learning progressions developed Multiple rounds of feedback from states, teachers, researchers, higher education, and the general public June 2, 2010:Final Common Core State Standards released June 2010: Adopted by NCSBE Explain what ACRE was doing – response to NCSCOS being too much and not deep enough – resulted in covering rather than teaching to mastery CCSSO – council of chief state school officers NGA - National Governor’s Association

Similar Goals for Standards North Carolina’s Mandates Common Core “Essential” “Narrow” “Deep” “Rigorous + Relevant” “Readiness for College and Career” “Enduring” “Measurable” “Clear and Concise” “Prioritized and Focused” “Essential” ”Fewer, Higher, Clearer” ”Focused” ”Rigorous” ”Readiness for College and Career” Common Core fit what North Carolina was also working on with ACRe and the Essential Standards 9 9

What are CCSS? For ELA and Math only Align with best evidence on college and career readiness expectations Maintain focus on what matters most for readiness for college and career Are clear, understandable and consistent Include rigorous content and application of knowledge through high-order skills Build upon strengths and lessons of current state standards Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society Are evidence-based Although the ELA has a SS and Science component.

In North Carolina Fewer, Higher, Clearer Adopted in June 2010 by State Board of Education Among the first group of states to adopt Common Core State Standards Transition to CCSS is part of NC and LCPS RttT plan Had to be adopted in order to received RttT money.

What CCSS are not A National Curriculum Everything that could or should be taught A federal government initiative Does not include How teachers should teach Advanced work beyond the core Interventions needed for students well below grade level A full range of support for English language learners and students with special needs Everything needed to be college and career ready The Common Core State Standards Initiative is a state‐led effort that is not part of No Child Left Behind and adoption of the Standards is in no way mandatory. States began the work to create clear, consistent standards before the Recovery Act or the Elementary and Secondary Education Act blueprint was released because this work is being driven by the needs of the states, not the federal government. The Standards are not a curriculum. They are a clear set of shared goals and expectations for what knowledge and skills will help our students succeed. Local teachers, principals, superintendents and others will decide how the standards are to be met. Teachers will continue to devise lesson plans and tailor instruction to the individual needs of the students in their classrooms. By emphasizing required achievements, the Standards leave room for teachers, curriculum developers, and states to determine how those goals should be reached and what additional topics should be addressed. Thus, the Standards do not mandate such things as a particular writing process or the full range of metacognitive strategies that students may need to monitor and direct their thinking and learning. Teachers are thus free to provide students with whatever tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards.

ELA CCSS Three main sections K−5 (cross-disciplinary) 6−12 English Language Arts 6−12 Literacy in History/Social Studies, Science, and Technical Subjects Shared responsibility for students’ literacy development Three appendices A: Research and evidence; glossary of key terms B: Reading text exemplars; sample performance tasks C: Annotated student writing samples Information came form webinar that you can download on CCSS site. Show in table of Contents 13 13

Design and Organization Four strands Reading (including Reading Foundational Skills) Writing Speaking and Listening Language An integrated model of literacy Media requirements blended throughout You can see this best by looking at the table of contents.

Design and Organization College and Career Readiness (CCR) anchor standards Broad expectations consistent across grades and content areas Based on evidence about college and workforce training expectations Range and content 15 15

Design and Organization K−12 standards Grade-specific end-of-year expectations Developmentally appropriate, cumulative progression of skills and understandings One-to-one correspondence with CCR standards Lay all 3 sheets out from CCR standards for reading to K-5 standards The same document for informational text 16 16

Reading Comprehension (standards 1−9) Standards for reading literature and informational texts Strong and growing across-the-curriculum emphasis on students’ ability to read and comprehend informational texts Aligned with NAEP Reading framework Range of reading and level of text complexity (standard 10, Appendices A and B) “Staircase” of growing text complexity across grades High-quality literature and informational texts in a range of genres and subgenres Look at graphic to better explain 17 17

Reading Foundational Skills Four categories (standards 1−4) Print concepts (K−1) Phonological awareness (K−1) Phonics and word recognition (K−5) Fluency (K−5) In addition for elementary grades 18

Writing Writing types/purposes (standards 1−3) Writing arguments Writing informative/explanatory texts Writing narratives Strong and growing across-the-curriculum emphasis on students writing arguments and informative/explanatory texts Aligned with NAEP Writing framework Same framework for all the domains of reading 19 19

Writing Production and distribution of writing (standards 4−6) Developing and strengthening writing Using technology to produce and enhance writing Research (standards 7−9) Engaging in research and writing about sources Range of writing (standard 10) Writing routinely over various time frames 20 20

Speaking and Listening Comprehension and collaboration (standards 1−3) Day-to-day, purposeful academic talk in one-on-one, small-group, and large-group settings Presentation of knowledge and ideas (standards 4−6) Formal sharing of information and concepts, including through the use of technology

Language Conventions of standard English Knowledge of language (standards 1−3) Using standard English in formal writing and speaking Using language effectively and recognizing language varieties Vocabulary (standards 4−6) Determining word meanings and word nuances Acquiring general academic and domain-specific words and phrases Look at graphic to better explain 22

Key Advances Reading Balance of literature and informational texts Text complexity Writing Emphasis on argument and informative/explanatory writing Writing about sources Speaking and Listening Inclusion of formal and informal talk Language Stress on general academic and domain-specific vocabulary 23

Key Advances Standards for reading and writing in history/ social studies, science, and technical subjects Complement rather than replace content standards in those subjects Responsibility of teachers in those subjects Alignment with college and career readiness expectations 24

Math CCSS Standards for Mathematical Practice Carry across all grade levels Describe habits of mind of a mathematically expert student Standards for Mathematical Content K-8 standards presented by grade level Organized into domains that progress over several grades Grade introductions give 2–4 focal points at each grade level High school standards presented by conceptual theme (Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability) graphic 25 25

Design and Organization Focal points at each grade level See handouts – at high school under themes – not courses 26 26

Design and Organization Grade Level Overviews

Design and Organization Content standards define what students should understand and be able to do Clusters are groups of related standards Domains are larger groups that progress across grades Clustered together under categories 28 28

Fractions, Grades 3–6 3. Develop an understanding of fractions as numbers. 4. Extend understanding of fraction equivalence and ordering. 4. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. 4. Understand decimal notation for fractions, and compare decimal fractions. 5. Use equivalent fractions as a strategy to add and subtract fractions. 5. Apply and extend previous understandings of multiplication and division to multiply and divide fractions. 6. Apply and extend previous understandings of multiplication and division to divide fractions by fractions. Progressions as well 29

Algebra, Grade 8 Graded ramp up to Algebra in Grade 8 Properties of operations, similarity, ratio and proportional relationships, rational number system. Focus on linear equations and functions in Grade 8 Expressions and Equations Work with radicals and integer exponents. Understand the connections between proportional relationships, lines, and linear equations. Analyze and solve linear equations and pairs of simultaneous linear equations. Functions Define, evaluate, and compare functions. Use functions to model relationships between quantities.

High School Conceptual themes in high school Number and Quantity Algebra Functions Modeling Geometry Statistics and Probability College and career readiness threshold (+) standards indicate material beyond the threshold; can be in courses required for all students. + are additional mathematics students should learn in order to take advanced classes – may be included in all courses. 31 31

Key Advances Focus and coherence Focus on key topics at each grade level. Coherent progressions across grade levels. Balance of concepts and skills Content standards require both conceptual understanding and procedural fluency. Mathematical practices Foster reasoning and sense-making in mathematics. College and career readiness Level is ambitious but achievable. 32

Essential Standards http://www. dpi. state. nc Currently adopted Science Social Studies Information and Technology Skills World Languages Arts Education Occupational Course of Study Healthful Living Draft Guidance Fewer, Higher, Clearer Based on Revised Bloom’s Taxonomy

The Future Transition to CCSS/ES 2011-12 Professional development for all teachers and administrators Crosswalks and Unpacked content http://www.ncpublicschools.org/acre/standards/support-tools/ Field tests for CCSS/ES 2011-12 CCSS/ES Fully Operational 2012-13 SBAC Operational (online) 2014-15? Add unpacked content

1 Essential Standards Timeline 2/14/2011 • page 35

Plan to Support and Transition For All New Standards Tools Instructional Toolkits including: Crosswalks between Old and New Vertical Learning Progressions Glossary of Terms Unpacked Content Assessment Prototypes Lesson Plans, Unit Plans Diagnostic, Formative, and Benchmarking Assessment Tools Housed in Instructional Improvement System in education cloud 36 36 36

Lenoir County Implementation Currently 2009-present: Workshops on Revised Bloom’s Taxonomy Fall 2010: Formed Math CCSS Team Fall 2011: DSW includes RttT funds for PD for CCSS/ES Winter 2011: Formed CCSS Leads Team March 2011: CCSS Leads view webinar March 2011: 2 PD facilitators in place for Region 2 June 13, 2011: CCSS Leads Module 1 Training July 12,13 2011: CCSS Leads to CC/ES Summer Institutes August 3, 2011: LEA Plan due for PD for CCSS/ES

2011-12 Professional Development Plan Form content level teams Participate in DPI developed modules Content level training: TBD Design Instructional Plans for each subject and grade/course Develop new benchmark assessments

Professional Development: Access and Support MODULES CC and Essential Standards Tools Instructional Tools targeted to aid in the transition and to complement the professional development. Online support to increase teacher understanding and implementation of standards 1: The Call for Change: An Overview of the Common Core and Essential Standards Unpacking Standards Crosswalk 6: NC Teacher Standards Course 2: Understanding the Standards 2: Understanding the Standards 3: Revised Bloom’s Taxonomy (RBT) 4: Developing Local Curricula 5: NC FALCON Training Implementation Guide Presentational Resources State is releasing these 6 modules to prepare for the transition. Module 1 will be released June 3. The others June 24. These instructional tools will also be released. 3/27/2017 • page 39

Key Instructional Tool Dates and Activities Crosswalks and Unpacking Tools Module 1 Accessible for LEA use Modules 2-6 Accessible for LEA use April 1, 2011 June 3, 2011 June 24, 2011 Content-specific professional development offerings available August 2011-August 2014 3/27/2017 • page 40 40

Smarter Balanced Assessment Consortium (SBAC) What is SBAC? What impact will it have on students? 31 States working together to develop an assessment system aligned to the Common Core Standards in ELA and Math. Equity of expectations Comparability of results More authentic tasks and more accurate measurement (particularly of growth) Will include: Computer-adaptive summative assessments with performance tasks in ELA and Math for 3-8 and high school Flexible tools for teaching (formative assessment tools, data display and analysis tools, diagnostics, checks for misconceptions) What impact will it have on teachers? Focused instruction Better-aligned teaching resources (instructional and assessment) More resources and shared language across state-lines What do schools and educators need to do to prepare? What is the SBAC time line? See Next…. The big question is how all of this will be tested? North Carolina has joined the SBAC which is designing a new assessment system. Start Professional Development on the Common Core Start teaching the Common Core in 2012-13 (schools will be held accountable for Common Core) Prepare for online delivery of assessments 3/27/2017 • page 41 41

Smarter Balanced Assessment Consortium (SBAC) Development of Assessments 2014-15 The state will be developing interim tests for the NCLB requirements. 3/27/2017 • page 42 42

Feeling like this yet? This is for information – not action – Recommendations at this point – make sure your staff knows about this change that will take place. May use power point- I will go to schools on request if you’d like – but we don’t want to scare everyone off either- yes its’ going to be a lot of work – but put a positive spin on it. Share websites

Useful websites ACRE: http://www.ncpublicschools.org/acre/ Essential Standards: http://www.ncpublicschools.org/acre/standards/ Instructional Tools (crosswalks, unpacked content): http://www.ncpublicschools.org/acre/standards/support-tools/

Useful Websites Common Core State Standards: http://www.corestandards.org/ Smarter Balanced Assessment Consortium: http://www.k12.wa.us/smarter/ SBAC in North Carolina: http://www.ncpublicschools.org/newsroom/news/2010-11/20100903-01 Highly recommend webinar that is on home page Download the standards