Transcript CCCS: Implications for practice

CCCS: Implications for practice
PRINCIPALS’ MEETING
OCTOBER 14, 2011
Connecticut Common Core Standards CCCS
 As part of CT’s Race to the Top Application, the state
BOE adopted the Common Core Standards in July
2010
 46 states/territories have adopted CCS (TX, VA, MN, NB,
MT, AK have not)
 CCS signals move to national/international
standards rather than each state having their own
 CCS limited to English Language Arts and Math
What we know:
 CSDE has been working for a full year on documents to
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assist the transition and implementation
Crosswalks were completed linking old standards to CCS
Previous Grade Level Expectations (GLEs) are no longer
in effect or posted on the state website, although they will
continue to be assessed on the Generation 4 CMT
CCS standards have been grouped into priority and
supporting standards
CSDE-led teams have created sample units based on
Larry Ainsworth's Rigorous Curriculum Design model
English Language Arts
Standards defined in the following areas:
 Reading
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Classic and contemporary literature
Informational (non-fiction) text
 Writing
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Writing arguments
Informational/explanatory texts
Narratives
Research
 Listening and Speaking
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Informal discussions
Presentations
ELA standards
 Language
 Vocabulary
 Conventions (grammar)
 Formal/Standard English and self-expression
 Media and Technology
 Integrated through all standards
CCCS/SBAC Claims for ELA
 Claim #1 - Students can read closely and critically to
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comprehend a range of increasingly complex literary
and informational texts.
Claim #2 - Students can produce effective writing for a
range of purposes and audiences.
Claim #3 - Students can employ effective speaking and
listening skills for a range of purposes and audiences.
Claim #4 - Students can engage appropriately in
collaborative and independent inquiry to
investigate/research topics, pose questions, and gather
and present information.
Claim #5 - Students can skillfully use and interpret
written language across a range of literacy tasks.
Math Standards
 K-5 as the solid foundation
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whole numbers
addition, subtraction
Multiplication
Division
fractions
decimals
 Procedural skill and conceptual understanding
 Middle school as rich preparation for high school math
(ready for Algebra by grade 8)
 High school focus on application of mathematical
thinking and modeling to solve problems
CCCS/SBAC Claims for Math
 Claim #1 - Students can explain and apply
mathematical concepts and carry out mathematical
procedures with precision and fluency.
 Claim #2 - Students can frame and solve a range of
complex problems in pure and applied mathematics.
 Claim #3 - Students can clearly and precisely construct
viable arguments to support their own reasoning and to
critique the reasoning of others.
 Claim #4 - Students can analyze complex, real-world
scenarios and can use mathematical models to interpret
and solve problems.
What does this mean for TPS?
 There will be changes!
 Going through process aligning current curriculum with
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CCCS at department and grade level meetings
Some math topics re-arranged or dropped at elementary
Middle school math more rigorous
High school math with more focus on application
Middle and high school ELA with less emphasis on
classic core literature and more on non-fiction, writing,
and presenting
Knowledge of vertical articulation-what comes before
and after- will be important so there is less re-teaching
and more use of prior knowledge
What we don’t know/issues
 Implications for spiraling curriculum
 Impact of half day Kindergarten for “getting it all in”
 What this approach really looks like in practice: will
we need time and pd to get our heads around “how
do we do this?”
 Letting go of certain topics: there will be displaced
content
 When/how do we remediate and re-teach to keep
students on pace with new grade level expectations
New paradigm for assessment
 Delivered entirely through a technology platform
 12 week testing window
 Computer adaptive testing (no test is the same and
questions adjust as student answers items)
 Assessments will have formative, benchmark, and
summative capacity—not just mastery, testing data
will provide a diagnostic profile of students
 Tests will include different types of items:
constructed, extended, performance based
What does this mean for TPS?
 Significant technology infrastructure and hardware
upgrades will be needed
 Students will need more opportunities to gain
necessary technology competencies to access the
testing format
 Students will be accessed more on application and
understanding than on rote memorization of facts or
procedures
 Staff will need to be familiar with testing format and
purposes to adequately prepare students