1. Critical Elements of the Transition to Common Core State Standards What Do Leaders Need to Know?

2. What are Common Core State Standards? Rigorous, research-based standards for mathematics, and English- language arts and literacy in history/social studies, science, and technical subjects for grades K-12 Designed to prepare the nation’s students with the knowledge and skills needed for success in college and the workforce Internationally benchmarked to ensure that students will be globally competitive A clear and consistent educational framework A collaborative effort that builds on the best of current state standards 2

3. Why Transition to Common Core Now? It better serves our students and teachers. Providing a focus on mastery and not isolated skill development. The CCSS creates a common language for all students and teachers. Student outcomes will be will be assessed and instructional effectiveness will be evaluated based on CCSS. Federal funding is tied to CCSS adoption, implementation, and accountability. 3

4. Why Is CCSS Good For Students? College & Career Readiness Focus: – Prepare students with the knowledge and skills they need to be successful. Consistent: – Provide expectations that are not dependent on a student’s race, socio economic status, gender, disability or ELL status. – Standards ensure equitable access and high expectations for ALL students Mobility: – Eliminates gaps for highly mobile students. Student Ownership: – Students know what is expected of them; can be more self- directed in their learning 4

5. Why Is CCSS Good for Teachers? Ensures focus on: – Further alignment of standards with assessments – Refines curriculum and teaching methods to focus on standards based instruction, focus on student needs and high effect strategies. – Ensures that students develop a deeper understanding of the standards and their relationship to each other. – Providing equitable expectations for all instructional staff and for student learning 5

6. Educator Supports Needed Ongoing and substantive site-based professional development Access to instructional materials and resources Teacher evaluation system aligned to research and model teaching standards Develop principal instructional leadership capacity Provide support for the development of rigorous summative and formative assessments to inform instruction 6

7. How Can Educators Begin to Align Their Instruction to the Common Core Standards? Educators should: – Focus on content depth, “chunking” the content standards, and clustering of learning goals under these big idea. – Integrate the concepts and skills from reading, writing, speaking and listening, language, and mathematics into instructional units. – Avoid teaching skills in isolation. – Use research based instructional strategies and formative assessments K-12. – Promote performance-based assessment. – Plan and implement appropriate professional development for both teachers and administrators, building both content and pedagogical knowledge for students as well as educators. 7

8. What Must School Administrators Do to Support Transition to CCSS? Maintain CCSS as a primary focus. Provide support teachers as they transition to CCSS. Develop team and collaborative processes to support ongoing planning and collegial dialogue. Align “look for” tools Support teachers as they collaboratively develop learning goals and learning objectives Support process to collaboratively develop progression/learning scales and rigorous assessments Support process for intervention and acceleration to ensure students make acceptable gains on the learning progression scale and ultimately achieve the goals Align assessments to learning goals and progression scales 8

9. Student Supports Needed Align intervention and instructional supports (MTSS) Alignment of funding for intervention and support Data driven instructional support/intervention Clear communication regarding new standards, expectations, learning goals and assessments Develop a college/career going culture (not “if” but “when”) 9

10. “Look For”.. What Should You See? Instruction that looks and feels different Evidence of teacher collaboration and alignment Evidence of the use of data to inform instruction and intervention/acceleration for students as they make improvement on the learning progression scales. Differentiation to support student progression and maintenance Absence of mini-benchmarking and/or assessments. Integration of Common Core State Standards for English language arts and mathematics across ALL content areas 10

11. Progress Monitoring A comprehensive assessment program is a vital component of any instructional process as it provides: – Students with ongoing feedback regarding their performance, – Teachers with data for gauging each students’ depth of understanding of specific concepts and skills, – Parents with information about their children’s performance in the context of academic goals, and – Administrators with an accurate means to track/monitor student achievement. 11

12. What Should Progress Monitoring Look Like in CCSS? Focuses on: – The whole rather than individual parts. “Chunking” rather than isolated benchmarks. – Student mastery of the target on learning progression scale for ALL. – Aligning resources, remediation and/or acceleration for students. (What interventions and or supports are in place for students?) – A continuum of learning that provides opportunities to refine and enhance student understanding. (How do we get all students to the highest levels possible?) 12

13. How to Address Benchmarks? Common Core works to develop a deeper understanding and put students on a path to college and career readiness. Assessment data is imperative to informing teachers and students of gaps and to further refine the development of learning goals. However, it should not emphasize the mini-benchmark process or re-teaching of isolated benchmarks. Instead the focus should remain on developing a deeper meaningful connection of individual learning goals towards mastery of the “Big Idea” and standards. 13

14. COMMON CORE STATE STANDARDS A New “Look” for Teaching and Learning 14

15. Arithmetic A Rehearsal for Algebra 15

16. Fundamental Math Skills (K-12) MACC.K.CC.3.7 Compare two numbers between 1 and 10 presented as written numerals. MACC.3.NF.1.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. MACC.6.NS.3.6 Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. MACC.8.EE.1.1 Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 3 2 × 3 –5 = 3 –3 = 1/3 3 = 1/27. MACC.912.N-CN.1.1 Know there is a complex number i such that i 2 = –1, and every complex number has the form a + bi with a and b real. MACC.912.A-SSE.2.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. MACC.912.F-TF.1.3 Use special triangles to determine geometrically the values of sine, cosine, tangent for π/3, π/4 and π/6, and use the unit circle to express the values of sine, cosine, and tangent for π–x, π+x, and 2π–x in terms of their values for x, where x is any real number. 16

17. Course:Mathematics for College Success Standard:MACC.6.EE.1, MACC.8.EE.1, MACC.8.NS.1 Score 4.0 Students apply and extend previous understandings of arithmetic to algebraic expressions including one or two variables, rational and irrational numbers, numbers expressed in scientific notation, numbers that include rational exponents, and imaginary numbers. Sample Progress Monitoring and Assessment Activities Score 3.0 (Target) Students apply and extend previous understandings of arithmetic to algebraic expressions including one or two variables, rational and irrational numbers, numbers expressed in scientific notation, and those that include rational exponents. Score 2.0 Students evaluate expressions at specific values for one or two variables including those involving rational and irrational numbers, whole number exponents, and those in conventional order when there are no parentheses. Score 1.0 Students evaluate expressions at specific values for one variable involving rational numbers and some with whole number exponents and square roots. Score 0.0 Students evaluate expressions that include no variables, but may include rational numbers, whole number exponents, and some square roots. Learning Goal 17 Handout 1A

18. Number Line Activity 18 Activity 1B

19. Math for College Success Goal: Students will solve real-life and mathematical problems involving rational numbers using numerical and algebraic expressions and equations. Goal: Students apply and extend previous understandings of arithmetic to algebraic expressions including one or two variables, rational and irrational numbers, numbers expressed in scientific notation, and those that include rational exponents Goal: Students will apply and extend previous understandings of operations with fractions to divide rational numbers Expressions and Equations 19 Monitor Student Progression Level 2Level 3Level 3+Level 3+ Monitor Student Progression Level 2Level 3Level 3+Level 3+ Monitor Student Progression Level 2Level 3Level 3+Level 3+

20. Florida Transitions to Common Core State Standards NGSSS Standards-based instruction Test item specifications guide development of curriculum maps Focus mini-assessments aligned to individual benchmarks and used to monitor student progress Teaching benchmarks in isolation results in long lists of tasks to master CCSS Standards-based instruction facilitated by learning goals Big ideas and learning goals guide the development of curriculum maps Learning progressions or scales describe expectations for student progress in attaining the learning goals Assessments used to monitor student progress are aligned directly to the learning progressions or scales Teaching big ideas narrows the focus and allows students to delve deeper for a greater depth of understanding 20

21. 21 Course Requirements/Standards Learning Goal 1 Learning Goal 2 Learning Goal 3 Learning Goal 4 Monitor Student Progression “Chunks” or Big Ideas

22. Course Requirements and Standards Curriculum Mapping in Layers “Chunks” or Big Ideas 22 Major Learning Goals Progression Scales for Major Learning Goals Progress Monitoring Assessments

23. Florida’s CCSS Implementation Plan 2011-2012 Full Implementation Grade K Begin Implementation of Literacy Standards in ALL Content Areas for Grades 6- 12 Begin Implementation of Rich and Complex Text and Informational Text for Grades K-12 2012-2013 Full Implementation Grades K-1 Full Implementation of Literacy Standards in ALL Content Areas for Grades 6- 12 Continue Implementation of Rich and Complex Text and Informational Text for Grades K-12 2013-2014 Full Implementation Grades K-2 Implementation of a Blended Curriculum (CCSS and Supplemental NGSSS Aligned to FCAT 2.0 and EOCs) for Grades 3-12 Continue Implementation of Rich and Complex Text and Informational Text for Grades K-12 2014-2015 Full Implementation Grades K-12 PARCC Assessments Aligned to CCSS

24. Bringing the Standards to Life The standards come alive when teachers study student work, collaborate with other teachers to improve their understanding of subjects and students’ thinking, and develop new approaches to teaching that are relevant and useful for them and their students. - Linda Darling-Hammond 24

25. An Integrated System – at All Levels 25 State District School Grade Classroom Student Subgroup Student