1. Destination--- Common Core Staff Meeting/SSC February 2013

2. Why Common Core? Move from every state having own standards with definitions and proficiency levels. Consistency Help create equal access to a consistent set of knowledge regardless of where one lives. Equity Students prepared to succeed nationally and globally. Competitiveness Clear and coherent standards will help students, parents and teachers understand what is expected of them. Clarity Create a foundation for districts and states to be able to work collaboratively. Collaboration

3. Common Core State Standards (CCSS) Adopted Adopted English Language Arts Standards Not Yet Adopted As of November 4, 2011

4. Key Advances in ELA Attention to text complexity Balance of literature and informational texts Reading Emphasis on argument and informative/explanatory writing Writing Inclusion of formal and informal communication Integrates media sources across the standards Speaking and Listening

5. Key Advances in Math Fewer topics more deeply Emphasis on big ideas and key concepts (areas of emphasis) Focus Connections between ideas within grade levels (across domains) Connections of ideas across grade levels (progressions) Coherence Increased depth of knowledge and ability to justify/explain reasoning Apply and generalize to real world situations (modeling) Rigorous Application

6. Instruction Instructional Delivery Materials and Resources Curriculum Alignment Creativity Critical Thinking Collaboration Communication Rigor Research Integration of Media

7. SMARTER Balanced Assessment Consortium (SBAC) 27 states representing 43% of K-12 students 20 governing, 7 advisory states

8. SBAC Assessment System 8

9. Stages of Implementation AwarenessTransitionImplementationSustainability StagesStage 1 Understand CCSS Stage 2 Align standards and instruction Stage 3 Implement CCSS in classrooms Stage 4 Align assessments and progress monitoring tools Stage 5 Implement CCSS in schools and district Stage 6 Evaluate Assessment Data to make systemic changes and supports GOALAll Students Graduate College and Career Ready Indicators  The Common Core Standards have been studied and the content, structure and organization of the CCSS for each grade level are understood.  The major shifts for math, ELA and assessment have been discussed.  Professional development activities have been scheduled and are being attended by teachers.  Teachers have identified the similarities and differences between their current standards and the CCSS.  Teachers have identified instructional resources aligned to the CCSS.  Teachers have unpacked CCSS grade level standards.  A timeline for incorporating CCSS lessons into practice has been developed.  Teams have chosen standards to implement and gathered resources to create lessons.  Teams have created a timeline for pilot lessons and units.  Teams have created CCSS lessons and units.  Teams have set aside time to discuss lessons, student work and make adjustments to pilot lessons as needed.  Teachers understand the SBAC system.  Teams begin to make changes to classroom and team assessments to align to SBAC expectations.  Analyze and utilize CCSS formatted and aligned questions from item bank to create assessments.  District benchmarks are analyzed with regards to SBAC expectations and changes to format and question type discussed.  A timeline for new assessments is created.  CCSS aligned lessons and units are in use in all classrooms and all schools in the district.  Grade level and content team collaborative conversations are focused on improving CCSS instruction.  Student progress is monitored and additional learning opportunities created for students who have not yet mastered the standards.  District benchmarks align to SBAC expectations.  Data is collected and analyzed from interim and summative assessments to measure effectiveness of programs.  Processes and procedures are established to make systemic improvements based upon results of data.

11. Burning Questions