1. Alabama’s Implementation Path to College and Career Readiness
“Putting the Pieces Together”
November, 2012

3. How does it ALL fit together?
CIP
Formative Assessment
Professional Learning
College-and Career-Ready Students
RtI
EducateAlabama

4. What is the SDE’s Role and Responsibilities?
Provide districts the information, professional learning, and resources to support transition to new standards and assessment.

5. Four Phases and Resources for NEW GOAL of College and Career Readiness
CCRS Team Professional Learning
Alabama Insight Tool
Global Scholar
Summer Teaching Academies
Regional Planning Team
Regional Support Staff (RSS)
Differentiated Support
CCRS website
CCRS Self Assessment
Evaluation and Accountability
Awareness
Initiation & Implementation
Follow up/ Support

6. 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

7. What is the SDE’s Role and Responsibilities?
Stay focused and ON MESSAGE!
*Communicate, communicate, communicate! (Two way)
*Partnership with organizations
*CCRS website
*Posted videos from Dr. Bice

8. Adopted by State Board of Education November 2010
CCRS-K-8 Mathematics =
Alabama Added Content
Adopted by State Board of Education November 2010

9. Phase II-Preparation for Implementation
Where Have We Been?
Phase I-Awareness
Summer 2011
Phase II-Preparation for Implementation
Fall August 2012

10. Phase II-Implementation 2012-2013
CCRS Implementation Team
Summer Academy
Implemented in Grades K-12
August 2012

11. 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

12. 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

13. Standards for Mathematical Practice
Mathematically proficient students:
Standard 1: Make sense of problems and persevere in solving
them.
Standard 2: Reason abstractly and quantitatively.
Standard 3: Construct viable arguments and critique the
reasoning of others.
Standard 4: Model with mathematics.
Standard 5: Use appropriate tools strategically.
Standard 6: Attend to precision.
Standard 7: Look for and make use of structure.
Standard 8: Look for and express regularity in
repeated reasoning.
We have always had content standards….but now we have Mathematical Practice Standards which describe the “habits of mind” we want our students to exhibit…..Teachers must model these behaviors and provide tasks that will allow the students the opportunity to exhibit this behavior.

14. Model with mathematics#4
I 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

15. 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

16. Comparing Standards… 2003 ACOS – Grade 1 2010 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 1
6. 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]

17. Another Example… 2003 ACOS – Grade 4 2010 ACOS – Grade 4
2. Write money amounts in words and dollar-and-cent notation.
2010 ACOS – Grade 4
20. 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].

18. 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

19. Volume required for solving problems
Content Shifts…
Volume
Introduced
8th
2003 ACOS
5th
6th
7th
8th
2010 ACOS
Volume required for solving problems
Volume
Introduced

20. 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

21. Changes in the Classroom…
Students are:
“Talking” math
Actively engaged in activities
Solving problem using different strategies
“Struggling productively” with problems
Using tools and manipulatives
Justifying their answers
NCTM, 2012

22. 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

23. What About English Language Arts?

24. CCRS-English Language Arts+ =
Alabama Added Content
Adopted by State Board of Education November 2010

25. Phase 1-Awareness 2011-2012 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 1 of the professional development implementation began at MEGA in the summer of 2011.
Following this PD, a team of folks began developing several webinars that covered these topics.
They were developed for grades K-5 and These are posted on our website and if your schjool hasn’t started the process of PD for ELA, this is where you want to start.

26. Phase II- Initiation 2012-2013 CCRS Implementation Team Training
Analyzing the Standards
Sample Units of Study
Sample Lessons/Curriculum Development
Differentiated Instruction for RtI
Resources
Phase 2 began this past summer. PD was done in all 11 in-service regions for several weeks in June.
This was repeated at MEGA.
We are now in the process of providing PD for the LEA’s Implementation teams 4 times this year.

27. Phase II –Implementation 2013-2014
CCRS Implementation Team (Continued)
Summer Academy
Will be implemented in Grades K-12
August 2013

28. 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.
Since the standards represent a fundamental shift in what is expected of students, they also represent a significant shift in what must be taught and how.
For ELA there are 3 key instructional shifts identified by Achieve the Core. (Read each shift on slide) .

29. Shift #1 Content–rich Non-fiction
K /50 ratio
Gr /30 ratio
50/50 balance K-5
70/30 in grades 9-12
Students learning to read should exercise their ability to comprehend complex text through read-aloud texts.
In grades 2+, students begin reading more complex texts, consolidating the foundational skills with reading comprehension.
Reading aloud texts that are well-above grade level should be done throughout K-5 and beyond.

30. 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.
Literacy plays a role in science and technology, history and social studies and in classes focused on the Arts – and in English Language Arts.
Background knowledge has long been connected to comprehension. Reading informational text is essential in building background knowledge.
The standards demand that students work on literacy in all the content areas, not as a distraction or as an addition to their study of content, but to build their understanding of the content being studied.
Students are required to read very little informational text in elementary and middle school.
Non-fiction makes up the vast majority of required reading in college/workplace.
Informational text is harder for students to comprehend than narrative text.
Supports students learning how to read different types of informational text.

31. Shift #2 Reading, 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.
Most college and career writing requires students to take a position or inform others citing evidence from the text, not provide a personal opinion.
Across the grades, and even across the content areas, students need to develop the skill of grounding their responses in evidence from the text.
Requiring students to use evidence can and should occur during oral discussions with read aloud in the youngest grades and continue across all grades and content areas.
This is a sharp departure from much current practice where the focus is commonly to relate the text to yourself in narrative expressive pieces where students share their views on various topics.
Most college and workplace writing requires evidence.
Ability to cite evidence differentiates strong from weak student performance on NAEP
Evidence is a major emphasis of the ELA Standards: Reading Standard 1, Writing Standard 9, Speaking and Listening standards 2, 3 and 4, all focus on the gathering, evaluating and presenting of evidence from text.
Being able to locate and deploy evidence are hallmarks of strong readers and writers

32. Shift #3 Regular 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.
Research that informed the development of the Standards revealed that there is a significant gap in the complexity of what students read by the end of high school and what they are required to read in both college and careers – 4 years!
In a study done by ACT in 2006, it was found that the complexity level of what students read at each grade level has dropped 4 years in the last half of the 20th century (and has remained the same in the last decade.)
The academic language of informational text is different than narrative literature. Exposing students to this enhances the breadth of their academic language, lack of this exposure
Gap between complexity of college and high school texts is huge.
What students can read, in terms of complexity is greatest predictor of success in college (ACT study).
Too many students are reading at too low a level. (<50% of graduates can read sufficiently complex texts).
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

33. What are the Features of Complex Text?
Density of information
Unfamiliar settings, topics or events
Complex sentences
Uncommon vocabulary
Longer paragraphs
Complex text contains any and all combinations of these features in many combinations.
The complexity level is determined by both quantitative and qualitative measures. The details of text complexity are well described in Appendix A of the Standards, one of the supplemental readings offered with this module. New tools have been developed since the Standards were developed to help determine qualitative text complexity. Those materials are available on
Students who struggle with reading almost always have gaps in their vocabulary and their ability to deal with more complex sentence structures. This too is well documented in research.
Subtle and/or frequent transitions
Multiple and/or subtle themes and purposes
Density of information
Unfamiliar settings, topics or events
Lack of repetition, overlap or similarity in words and sentences
Complex sentences
Uncommon vocabulary
Lack of words, sentences or paragraphs that review or pull things together for the student
Longer paragraphs
Any text structure which is less narrative and/or mixes structures

34. 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

35. 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

36. What is the District Leader’s Role and Responsibilities?
Provide schools the information, professional learning, and resources to support transition to College and Career Readiness.
Ensure alignment of policies and structures to support transition.
Stay focused and ON MESSAGE!

37. What is the Principal’s Role and Responsibilities?
Provide teachers the information, professional learning, and resources to support transition to College and Career Readiness.
Ensure alignment of policies and structures to support transition.
Stay focused and ON MESSAGE!

38. How? Professional Learning is ESSENTIAL
Instructionally focused on CCRS
Teachers must work in Community (PLCs)
Provide time for collaboration

39. "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.

40. Resources for School Based Professional Learning

41. How? Connect the pieces Educate Alabama – PLPs CIP RTI
Deliberate use of data
Formative assessments
Benchmark assessments
High Stakes tests
Other

42. How? INSPIRE! Students Teachers Parents and families
Community business and government

43. Questions?

44. Contact Information
Dr. Julie Hannah,
Ms. Cindy Freeman,
Mrs. Pam Higgins,