How the CCSS Influence the Work of Administrators, Teachers, Students, and Parents Joanne K. Monroe, Ed.D. Manalapan-Englishtown Regional Schools

Supporting and implementing the standards District-level vision, explanation, and support Building-level expectation and monitoring Team-level goal-setting and investigation Classroom level implementation and refining

District Level Establishing the vision: We will prepare students for college and careers. Explaining the job: This is not business as usual for anyone. Extending the support: Study of the standards; revision of curriculum, instruction, and assessment; engagement of community and parents.

Building Level Building administrators set their expectations as part of the study of the standards; they are the primary providers of professional development for the CCCS for ELA. Building administrators monitor the work through review of lesson plans and assess- ment data, walk-throughs, observations, conversations, and continued PD.

Team Level Professional Learning Community goals are set on specific standards. Team members collaborate in designing instruction to meet goals and investigations of extent to which goals are met.

Classroom Level Lesson planning, delivery, and assessment based in standards: More complex text, more informational text, more targeted writing, speaking, and listening. Reviewing past practices for alignment with standards: “Keep, tweak, or toss.” Using assessment data to refine, re-teach, and differentiate.