Transcript Title

Bureau of Indian Education
Common Core Standards
June 26-27, 2012
Margaret Claymore
Education Program Specialist
ADD-East
1
Introduction
Phase One
Learning to . . .
2
Phase One Steps
3
Teachers Coming Together
• http://www.bing.com/videos/search?q=Com
mon+Core+Learning+Standards+Video&view=
detail&mid=8E37B5A5CA6BABE753B58E37B5
A5CA6BABE753B5&first=41
4
Let’s Get It Started!
The Mega System
Three interrelated aspects of decision making
Shared Leadership
Data
Research
5
Decision Making
All parties charged with managing and
improving a school’s “system” know . . .
• When to call on researchers for guidance
http://centerii.org/
• When to listen to the various constituents
within the system (teachers, students, parents)
http://thechangeplace.com/
6
Listening
7
Decision Making (Continued)
• How to understand each part of the system in
relationship to the whole
• What data to examine to inform their
decisions: http://www.nwea.org/common-core-standards
8
Our Partners
9
The Common Core
State Standards
Why Now?
10
One Word: Rigor
College and Career Readiness
Requires RIGOR
11
Common Core State Standards
States
12
What Momentum is There
for the Initiative?
• 48 States
• District of Columbia
• Two Territories
Signed Common Core State
Standards Initiative
13
Why Now?
• Disparate standards across states
• Student mobility
• Global competition
• Today’s jobs require different skills
14
Criteria
• Fewer, Clearer, and HIGHER!
• Aligned with COLLEGE and WORK EXPECTATIONS
• Include rigorous content and application of knowledge
through high-order skills
• Build upon strengths and lessons of current state
standards
• Internationally benchmarked, so that all students are
prepared to succeed in our global economy and society
• Based on evidence and research
15
Standards Development Process
• College and career readiness standards developed in
summer 2009
• Based on the college and career readiness standards, K12 learning progressions developed
• Multiple rounds of feedback from states, teachers, and
feedback group and validation committee
• Groups representing English language learners and
students with disabilities: instrumental in developing the
ELL and students with disabilities statements in the
introduction to the standards
• Public comment period on K-12 standards ends April 2
16
ELA Standards Advances
•
The standards devote as much attention on what students read, in terms of complexity,
quality, and range, as they do on how students read. As students progress through the
grades, they must both develop their comprehension skills and apply them to
increasingly complex texts.
•
The progression of the standards is based on evidence and anchored in the college and
career readiness (CCR) standards. The CCR standards define broad competencies and
reading, writing, speaking, listening, and language while the K-12 standards lend
further specificity by defining a developmentally appropriate progression of skills and
understandings.
•
In order to prepare students for the challenges of college and career texts, the standards
require a rich reading of literature as well as extensive reading in science, history/social
studies, and other disciplines.
•
Students are required to learn certain critical content, including classic myths and stories
from around the world, America’s Founding Documents, and foundational American
literature.
•
The standards also require that students systematically develop knowledge of literature
as well as knowledge in other disciplines through reading, writing, speaking, and
listening in history/social studies and science
17
Math Standards Advances
•
•
•
•
This draft focuses on core conceptual understandings and procedures starting
in the early grades. This enables teachers to take the time needed to teach
core concepts and procedures well and give students the opportunity to
master them.
In grades K-5 students gain a solid foundation in whole numbers, addition,
subtraction, multiplication, division, fractions, and decimals. For example,
students in Kindergarten focus on the number core (learning how numbers
correspond to quantities and learning how to put together and take apart
numbers) in order to prepare them for addition and subtraction.
In the middle grades, students build upon the strong foundation in grades K-5
through hands on learning in geometry, algebra, probability, and statistics.
The high school standards call on students to practice applying mathematical
ways of thinking to real world issues and challenges and emphasize
mathematical modeling.
18
Adoption
• State adopts 100% of the common core K-12 standards in
ELA and mathematics (word for word), with option of
adding up to an additional 15% of standards on top of the
core.
• A state will have adopted when the standards authorizing
body within the state has taken formal action to adopt and
implement the common core.
• States are responsible for demonstrating that they have
adhered to this definition of adoption.
19
Common Standards: The First Step
Standards are essential, but inadequate. Need . . .
• Instructional materials needed that align to the standards.
Phase 2
• Educators must be given resources, tools, and time to adjust
classroom practice: Professional Development
Phase 3
• Assessments must be developed to measure student progress.
Phase 4
• Federal, state, and district policies will need to be reexamined
to ensure they support alignment of the common core state
standards with student achievement.
Phase 5
20
More Information
• Visit www.corestandards.org
• Sign up for Common Core State Standards
updates:
www.ccsso.org/whats_new/newsletters/commoncoreupdates.h
tml
21
So . . . What’s the DIFFERENCE?
SO…WHAT’S THE DIFFERENCE?
According to leading experts very rarely do we find schools with . . .
Vision of teaching for critical thinking and communicating.
Very rarely is learning from
One year strongly connected to the previous and next years.
Very rarely do we see students engaged in
Debates and discussion where their Opinion, based on evidence, is the focus.
AND
Very rarely, if ever, do we see lessons designed to improve students’
Speaking and listening skills.
But this is precisely what is expected of our students in the Common Core Standards
(Reeves, Wiggs, Lassiter, Piercy, Ventura & Bell, 2011).
22
Beyond the bubble speech
23
Today’s
Text
Today’s
textGap
gap
Source: Metametrics
24
Change in text complexity in textbooks
Change In over
Text Complexity
in textbooks over the
the last century
last Century!
Source: Metametrics
25
26
27
28
29
Bureau of Indian Education
Common Core Standards and College- and Career-Ready
Standards (CCS) Implementation
4-Year Timeline
Tentative Strategic Framework
2011-12
Phase 1: Awareness and understanding, alignment and
adoption
Phase 2: Build capacity, collaborate to develop and
align resources and materials
Phase 3: Professional Development and classroom
transition
Phase 4: BIE-wide implementation through the
assessment system
Phase 5: Evaluation
30
2012-13
School Year
2013-14
2014-15
Date
Action
June 2012
Bureau of Indian Education Annual National
Summer Institute: Four-day summer institute.
Keynote presentation will provide an overview of
the CCS. Also, CCS overview sessions including
BIE’s timeline will focus on implications for
specific groups, i.e., educators, administrators,
school board members, postsecondary educators
and administrators, etc. Audience: 2,500 BIE
educators, school administrators, Education Line
Officers, Associate Deputy Directors, school
board members and postsecondary educators and
administrators.
July 2012-August 2012
Associate Deputy Director and Education Line
Officer Webinar: Presentation will review
frequently asked questions and introduce Phase
Two.
West Region Webinar – 1 Associate
Deputy Director, 7 Education Line Offices
East Region Webinar – 1 Associate Deputy
Director, 9 Education Line Offices
Navajo Region Webinar – 1 Associate
Deputy Director, 6 Education Line Offices
31
Deciding ?
Professional Learning
Shared Leadership
Data
• Associate Deputy Director
• Education Line Offices
• Schools
Goal:
Research
Build capacity to implement the
Common Core Standards
32
Major Areas That Must Be
Addressed
• Adoption of the CCS
– PARCC and/or Smarter Balanced
• Transition to CCS
– Timeline (Present to SY 2014-15)
– Implementation Process – 5 Phases
– Professional Development Activities
• Teachers
• Administrators
• Addressing all students’ needs (LEP, SpEd, Low
Achieving, GT, etc.)
33
Major Areas That Must Be
Addressed
• Teacher and Principal Evaluations
• Teacher Licensure
• Outreach and Partnerships
– Dual Enrollment
– Higher Education
– Professional Organizations
• Local Standards – 15% Flexibility
34
Suggested Process for Developing Plan
Initial mandate
Strategic Framework
suggested for Common
Core Work Group
• Overall purpose and
scope
• Awareness
•Objectives
•Consultation
requirements
•Planning and reporting
requirements
Process
Input from ADD’s
Create Common Core
data base and align
with plan objectives
Completed Plan
BIE leadership,
ADD’s, Review and
finalize SOW
Develop appropriate,
action items and
milestones
Synchronize with
current BIE plans and
budget
Define roles
Technical review for
quality, validity and
consistency with
current commitments
Align BIE Plan
timing and content
with Common Core
Goals
Steps in plan development
Support in plan development
35
Plan Components
•Executive Summary
•Mission
• Vision
• Challenges and
Opportunities
• Objectives and
strategies
• Performance goals
• Action items and
milestones
• Funding
Tentative Strategic Framework
Mission
Vision
Expand educational opportunities and
improve college and career readiness for all
American Indian and Alaska Native students
by implementing Common Core Standards
Every American Indian and Alaska Native
student in BIE-operated schools, tribal
schools, and BIE post secondary
institutions will be provided with equitable
opportunities to optimize college and
career readiness
Goals
Implement Common
Core Standards-SY13/14
Objectives
Develop and implement a
plan with stakeholder
input
Develop & implement
training plan
`
Increase student preparedness
for college and careers
Increase access to college
and career readiness
opportunities
Build capacity at school
and regional levels
Meet unique cultural,
educational, and language
needs through the 15%
flexibility
Measures
Actions
Proposed performance measures to support achievement of objectives
Proposed action items and milestones to support achievement of
objectives
36
37
Resources to Research
• http://www.corestandards.org/resourceshttp
• //www.corestandards.org/frequently-askedquestions
• http://centeroninstruction.org/resources_searchresu
lts.cfm?searchterms=Common%20Core%20State%20
Standards&explicit=1
• http://www.isbe.state.il.us/common_core/htmls/ncl
b_presentations.htm
• http://www.commoncore.org/ourreports.php
• http://www.scoop.it/t/common
• corehttp://www.cep-dc.org/
38