1. Monroe County CCRS and PLAN 2020 Update January 2013
Welcome participants to first quarterly meeting.

2. Outcomes for the Day Participants will:
Receive information on SDE Plan 2020, Assessment, and Accountability
Explore available resources for CCRS implementation (CCRS website, Insight Tool, PD opportunities)
Receive information about End of Course assessments

3. Implementation Timeline
August 2012 – The 2010 Math Course of Study
(CCRS) implemented for all
Grades K-12.
August 2013 – The 2010 ELA Course of Study
(CCRS) implemented for all
Grades K-12 and Literacy
Standards in History, Science &
Technical Subjects
This is why we are here…the implementation of the College-and Career-Ready Standards for mathematics and ELA.
These standards are a SEISMIC change for the state of Alabama.
The mathematics standards were implemented this year for all grades K-12; the ELA standards will be implemented next August for all grades K-12 and Literacy standards will be implemented in history, science and technical subjects.
We realize this is all somewhat overwhelming and we want assist you with implementation and provide training and resources that you might need.
In these meetings, you will have the opportunity to network with other districts about CCRS implementation and receive updates on resources, training, etc.
Regional staff from ARI, AMSTI and Instructional Services are here with us today and are available to assist.

4. ALABAMA COLLEGE- & CAREER-READY STANDARDS & SUPPORT WEBSITE
All the resources from today are posted on the CCRS website. Simply click on the _________________ button and you will be taken to the resources.

5. Alabama State Board of Education
Plan 2020 is an 8 year plan…4 year segments
Mirrors what we ask schools to do – CIP (Continuous Improvement Plan)
Where do we want to go? How will we get there? How will we know we have arrived?
This is a constantly changing plan constantly being revisited and revised…
PLAN 2020

6. Our Vision Every Child a Graduate – Every Graduate Prepared for
College/Work/Adulthood in the 21st Century
Whereas our previous goal had been for every child to graduate…..now the emphasis is on every graduate being prepared for whatever it is they want to do
Prepared for citizenship and prepared for life

7. Prepared Graduate Defined
Possesses the knowledge and skills needed to enroll and succeed in credit-bearing, first-year courses at a two- or four-year college, trade school, technical school, without the need for remediation.
Possesses the ability to apply
core academic skills to real-
world situations through collaboration with peers in problem solving, precision, and punctuality in delivery of a product, and has a desire to be a life-long learner.
On the left side of the screen you find the definition of a prepared graduate….not much new here…stress being able to succeed in a credit bearing course at a two-year or four-year college, trade school, or technical school. THIS SIDE REFLECTS SHIFTS IN CONTENT
On the right side….Once students know something, do they know what to do with it? Can they apply their knowledge? These are skills that the business community wants in their employees. THIS SIDE REFLECTS A SHIFT IN INSTRUCTION.

8. Alabama’s PLAN 2020 Priorities
LEARNERS
ALABAMA’S
2020
SUPPORT SYSTEMS
These are the 4 priorities….Arrows are significant – each area supports and informs the other – equal focus on all four
The beauty of Plan 2020 – The focus is on the learners. Structures must be in place to support students and ensure they are being taught by highly effective teachers and leaders.
ALABAMA’S
2020
PROFESSIONALS
ALABAMA’S
2020
SCHOOLS/SYSTEMS

9. Alabama’s 2020 Learners Objectives
All students perform at or above proficiency and show continuous improvement (achievement/growth).
2. All students succeed (gap closure).
3. Every student graduates from high school (grad rate).
4. Every student graduates high school prepared (college and career readiness).
Key Word is GROWTH….Student proficiency not just based on 1 high stakes test
GAP between subgroups and the whole group….We have to own this data before we can fix it. (We have to admit we have a problem)
Focus on #4…This objective is NEW. The key work here is PREPARED. For college and career.
Now there are multiply ways to be counted as a prepared graduate (not just passing the graduation exam)
Prepared for college - How many of you have kids in college? How many of you know students who have had to take remedial courses? A large number of our students graduate now and they are NOT college ready. ACT can determine college readiness.
Prepared for career – Industry credentials, a Silver on the Workeys test, a certain score on the ASVAB

10. Plan 2020 STRATEGIES for Learners
Develop and implement a unified PreK through college and career readiness plan. Develop and adopt college- and career-ready aligned standards in all subject areas. Create and implement a balanced and meaningful assessment and accountability system.
Strategies:
PreK – Office of Student Readiness – located in Governor’s Office – we are now working closely with this office – they are represented on the regional planning teams…Did you know there are standards for pre-K to prepare students to be college and career ready?
Currently math, ELA and Literacy Standards for the content areas are adopted and will be implemented in 2012 and 2013…
Balanced assessment – In Dr. Bice’s plan, assessment and accountability have been separated….assessment can take many forms (formative, summative) but not all assessments will be included in the accountability measures for the state….Dr. Bice told a group of several hundred teachers are MEGA, get back to having fun and teaching…quit worrying about that test in the spring…make sure your kids are learning….
Alignment of resources – SDE has developed regional planning teams to help the LEAs plan….to assist them in aligning resources to what their data indicates their needs are

11. ARMT and ACT
If scores on the ACT will be the determinant of college/career readiness, what is the correlation between ARMT scores and the ACT?
If we correlate ACT and ARMT Level III and IV the correlation is less than .5
The new section at the SDE is responsible for data and research…They began running numbers on ARMT data and ACT scores…..SCORING A 4 ON 8TH GRADE ARMT IS A GREAT INDICATOR OF ACT SUCCESS…..NOT 3’S AND 4’S…..NOT 2 2’S MAKE A 4….BUT 4’S….
NOTE: The closer the correlation is to 1, the stronger the correlation (or relationship) between college readiness on the ACT and Level 3’s and 4’s on the ARMT.

12. What this slide tells us is that a 4 on the ARMT is an excellent predictor of hitting the college benchmark on the ACT.
We have set the bar too low.
We have said that 3’s and 4’s are ‘proficient’, this is no longer acceptable. We have to expect more from our students.
Remember: The closer the correlation is to 1, the stronger the correlation (or relationship) between college readiness on the ACT and Level 4’s on the ARMT.

13. The math scores bear out the same message.
Once again, we are not expecting enough out of our students. We have to raise the bar!

14. ACT Benchmarks Subject Area Test ACT Benchmark English 18 Reading 21
Mathematics 22
Science 24
ACT College Readiness Benchmarks are scores on the ACT subject area tests that represent the level of achievement required for students to have a 50% chance of obtaining a B or higher or about a 75% chance of obtaining a C or higher in corresponding credit-bearing first-year college courses.

15. Alabama’s Students
18% of 2012 ACT-Tested High School Graduates met College Readiness Benchmarks in all four subject areas.
3% of Minority Students met the College Readiness Benchmarks in all four subject areas.
Ask when slide appears…What percent of Alabama’s students who graduated last year and took the ACT met all 4 benchmark scores? (Allow time for them to guess). The click to bring in first statement.
Then, ask the same question about minority students. Click to bring in the next statement.
The bears out the statement that 3’s and 4’s are not good enough for college readiness. We have to push our students to a Level 4.
Dr. Bice often says “We have to own the problem before we can solve it”. We need to own this problem.

16. Assessment
One of the major changes that Dr. Bice made when he was appointed superintendent was to separate assessment from accountability. Assessment is a vital part of the instructional process. Great teachers are constantly assessing whether each and every student is learning and then using that information to re-teach in a different way or to accelerate learning to ensure all students are progressing. Well, one of the things that the previous 10 years has done for us is to increase our awareness of whether all students were learning. However, we did get out of balance focusing so much more, and sometimes entirely, on summative assessment when the research on school improvement suggests a significant impact on student learning when teachers and students use formative assessment well. So one of the things we have learned is that we cannot let our assessments get out of balance.
We have to think about assessments by its purpose. What assessment do we need prior to instruction, during instruction, in between instruction, and then after instruction?
(Condense this part to say as much as you are comfortable with.)
Over the last year or so, Dr. Bice convened an assessment task force composed of practitioners and posed the challenge to think about assessment without thinking about accountability. Because our focus had been so heavy on assessment for accountability purposes that we lost the richness and purpose of genuine authentic assessment. So they worked over the course of the year identifying what assessment would be helpful to classroom teachers to move learning forward for each and every students. What assessment would give real time information that would enable teachers to make informed decisions about their instruction for students. This is when we make a difference as educators – when we can design instruction based on the needs of each student at the time that students benefit.
Our goal is that each student will be college and/or career ready – whether they choose the workforce right out of high school, 2 year college, a 4 year college – and our assessment system must help teachers and students determine their readiness for this.
The task force recommended assessments K-12 that measure CCReadiness. These include developmentally appropriate early learning assessments for K-2 through the ACT for our 11th graders. They suggested end-of-course tests for high school as well as project-based assessments for grades Also, more intentional use of career aptitude and interest assessments to guide students and their parents.
They expressed a need for a focus on formative assessment and benchmark assessments for grades 3-12.

17. Implementation Timeline
Alabama College- and Career-Ready Assessment System
Implementation Timeline
School Year
Grades K-2
Grades 3-7
Grades 8-12
End-of-Course
Assessments
College-and Career-Ready Assessments
Formative/Interim/
Benchmark Assessments
(LEA Determined)
ARMT+
(Grades 3-8)
English 9
English 10
Algebra I
Geometry
(AHSGE Gr )
EXPLORE (Gr. 8)
PLAN (Gr. 10)
So, here is the result….
For the school year, K-2 will have access to formative/interim/benchmark assessments that are aligned with CCRS. Each district may elect to use an assessment already in place….but DIBELS is no longer required. It will be made available to each district if they would like to continue to use it. That is the key….choose the assessment that you will use….this will inform your instruction.
Grades 3-8 will have the ARMT+ as well as access to this formative assessment system that includes benchmarks.
There will be 4 EOC tests in (Algebra I, Geometry, English 9, English 10) Biology will NOT be administered in ….The AHSGE will only be administered for current 11th and 12th grade students. The EOC tests for this year will provide a baseline and will not be used to determine graduation or accountability.
EXPLORE will be given to all 8th graders and PLAN to all 10th graders….

18. Implementation Timeline
Alabama College- and Career-Ready Assessment System
Implementation Timeline
School Year
Grades K-2
Grades 3-7
Grades 8-12
End-of-Course
Assessments
College-and Career-Ready Assessments
Formative/Interim/
Benchmark Assessments
(LEA Determined)
New
English 11
Algebra II
Chemistry
U.S. History
Biology
PLUS
English 9
English 10
Algebra I
Geometry
(AHSGE Gr )
EXPLORE (Gr. 8)
PLAN (Gr. 10)
ACT Plus Writing (Gr.11)
Then, in …Additional EOC tests will be added (Biology, English 11, Algebra II, Chemistry, US History)

19. Alabama College- and Career-Ready Assessment System Implementation Timeline
School Year
Grades K-2
Grades 3-7
Grades 8-12
End-of-Course
Assessments
College-and Career-Ready Assessments
Formative/Interim/
Benchmark Assessments
(LEA Determined)
New
English 12
Precalculus
Physics
PLUS
English 11
Algebra II
Chemistry
U.S. History
Biology
English 9
English 10
Algebra I
Geometry
(AHSGE Gr )
EXPLORE (Gr. 8)
PLAN (Gr. 10)
ACT Plus Writing (Gr.11)
Then, in …Additional EOC tests will be added (English 12, Pre-Calculus, Physics)

20. Alabama College- and Career-Ready Assessment System Implementation Timeline
School Year
Grades K-2
Grades 3-7
Grades 8-12
End-of-Course
Assessments
College-and Career-Ready Assessments
Formative/Interim/
Benchmark Assessments
(LEA Determined)
New
English 12
Precalculus
Physics
PLUS
English 11
Algebra II
Chemistry
U.S. History
Biology
English 9
English 10
Algebra I
Geometry
(AHSGE Gr )
EXPLORE (Gr. 8)
PLAN (Gr. 10)
ACT Plus Writing (Gr.11)
WorkKeys (Gr. 12)
Then, I all the new assessments will be in place. Notice Workeys is added for seniors here.
We hope that you see that it is intentional that the assessment system was developed prior to the accountability system. Assessment serves a major purpose for improving our schools by informing our instruction, our curriculum, and our students.

21. Focus on Formative, Interim, and Benchmark Assessment
State purchased Global Scholar – available this school year
Aligned with CCRS
Two Series
Achievement – all grade levels and subjects; online or paper/pencil
Performance – computer adaptive test; diagnostic, student placement, growth, recommended instructional adjustments
f you have something that is working, great. If you need something to use, I would encourage you to check this out. State has purchased Global Scholar a program that can be used for formative, interim, and benchmark assessment. Most of you have probably already received training on Global Scholar. Thorough review process….this was selected. How many of you went to Global Scholar training? Formative assessments were very important to the task force; hence the purchase of Global Scholar.

22. Accountability
As you may have heard, things are changing with accountability. NCLB helped to bring accountability into our lives, and there is nothing wrong with being accountable, but it’s time for things to change. There will be a new accountability system for the school year. It will not be based on 1 test but on a combination of data. If you want to know what is being proposed, there is a waiver on the alsde website that will fully explain the process. But, just realize accountability will be composed of a number of things. And, this is accountability for college and career readiness rather than basic proficiency.

23. Differentiated and Customized Support and Intervention System

24. Differentiated Support Regional Support Staff (RSS)
Available to provide on site or regional support for CCRS transition
Regional support staff from the Reading Initiative, AMSTI and Instructional Services are available to provide support for CCRS transition.

25. Alabama’s 2020 Support Systems
Objectives
1. All students will attend school daily and be engaged in rigorous and relevant learning environments.
2. All students will develop a sense of personal and civic responsibility to ensure a learning environment that is safe and civil.
3. All students will be provided with individual and group counseling services.
4. All students will enter 9th grade prepared and with a 4-year plan that addresses their individual academic and career interest needs.
5. All students will be provided with healthy meals, physical education and health instruction supported with needed medical and related services.

26. Plan 2020 Strategies for Support Systems
Implement an early warning system for students absences and build a community-based support and intervention system. Implement a Positive Behavior Support or other related students and school culture program to support student ownership of their actions that includes alternatives to traditional disciplinary sanctions. Implement Alabama’s Comprehensive Guidance and Counseling Plan. Develop and implement a Coordinated School Health and Support Program.

30. How does it ALL fit together?
CIP
Formative Assessment
Professional Learning
College and Career Ready Students
EducateAlabama
RTI
A LOT of things happen in school. We, as leaders in schools, districts, and SDE, have to ensure that everything we do connects to our goals and to other “things”
This is the new vision – a prepared graduate – one that is college and career ready.
So, how do the “things” we do fit together to make that happen.
CIP – Everyone should have a plan – they may not all look the same or be on the same template – but you should have a plan THAT YOU USE. Your CIP should address what and how you are moving to CCR.
Teachers can only attend so much professional learning before they are in overload. You must make tough decisions over the next few years to ensure that professional learning is focused on this shift in content and shift in instruction that reflects CCR.
Educate Alabama provides an opportunity to make tight connections. A teacher’s PLP should indicate how they are learning more about the CCRS and how they are making that change in their instruction. Your observations could/should be focused on this.
Really implementing RTI so it is a part of the instructional process. Our students are going to have to be scaffolded to achieve this new goal.
You all know that formative assessment can make the most significant impact on student learning IF it is used – used by the teacher and the student – use the formative assessment tools we have provided for you (Global Scholar and/or QualityCore) or ones you already have or ones that teachers develop. Make it important and intentional.
Again, it is our job as leaders to make sure our puzzle pieces fit together and to discard them if they don’t.

31. “We can whenever we choose successfully teach all children whose schooling is of importance to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far.” Ron Edmunds
Use 5 minutes to complete note-taking tool. Remind them of where to go next.