Transcript Common Core Georgia Performance Standards

Common Core Georgia
Performance Standards:
Connecting the WHAT to
the HOW
LWE Parent Presentation
District Goals
• Graduation Rate – 90% of Fulton students will graduate
on time
• College Readiness – 85% of Fulton’s high school seniors
will meet the average SAT score of the 25th percentile of
students accepted to University System of Georgia
colleges or universities
• Career Readiness – An aggressive percentage of students
(measurement to be determined) will meet an objective
standard for work readiness in the areas of applied math,
reading for information and locating information.
Key Features of Common Core
• aligned with college and work expectations
• clear, understandable, and consistent
• rigorous content and application of knowledge
through higher-order skills
• built upon strengths and lessons of current state
standards
• informed by other top-performing countries so that
all students are prepared to succeed in the global
economy and society
Daggett and Gendron (Aug., 2010). Common Core State Standards Initiative: Classroom Implications for 2014
http://www.leadered.com/pdf/Common%20Core%20Standards%20Paper%20FINAL.pdf
CCGPS Implementation Plan
Themes of CCGPS: Depth
Of Knowledge (Rigor),
Text Complexity, Literacy,
Integration of Standards,
and Balanced Assessment
Begin with key level staff
for redelivery
Fall 2011
Preparation for Implementation:
Develop August roll-out PL;
continue alignment of teacher
resources and assessments
Spring 2012
Implementation:
Continue with addition of
Math 10th grade; updates as
necessary; field test PARCC
assessments; new Science
standards expected
Summer 2012 2012 - 2013
Preparation for Implementation:
Create a network of school level
facilitators; continue redelivery;
redesign ELA and Math Scope and
Sequences and Instructional Units;
begin alignment of assessments and
progress monitoring; communication
to all stakeholders
Implementation:
ELA K-12, Math K – 9,
Literacy in SS, Sci, and CTAE
6 – 12; support school level
facilitators; communicate
PARCC updates; revise
instructional units, align
policies as needed
2013 - 2014 2014 - 2015
Full Implementation
Standards, Policies, and
Practices in alignment;
PARCC Assessments
Providing a Foundation of Academic Excellence for Our Students
Underlying themes of
Common Core GPS
Text Writing Balanced
Assessment
Complexity
Literacy
Across Content
Depth of
Areas
Knowledge
Common Core Georgia Performance Standards
Health,
Physical
Education
ESOL, World
Languages
Career Tech
English/
Language Arts
Mathematics
Social
Studies
Fine Arts
Science
(Rigor)
Common Core GPS requires a shift in
• Focus from high school completion to college and
career readiness for all students.
• Mind sets from all students can learn to all students
will learn and demonstrate learning at high levels.
• Instructional practices for all teachers, not just ELA
and Math.
• Focus from daily reading and writing in ELA to
literacy across all content areas.
Transitioning State
Assessments to CCGPS
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• State assessment programs will transition
to CCGPS, not be redeveloped
– A Common Assessment (PARCC) will be
implemented in 2014-2015.
– Transition is possible given the alignment of the
GPS to the CCGPS.
– Care will be taken to ensure students are not
tested on content they have not had an
opportunity to learn.
– New content will be carefully infused.
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CCGPS Assessment Transition Timeline
2014-15 (current plan)
• Grades 3 – 8
• PARCC in ELA/literacy and Math
• CRCT in Science and Social Studies
• High School
• PARCC in ELA/literacy and Math
• EOCT in Science and Social Studies
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PARCC
Partnership for Assessment of
Readiness for College and Careers
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PARCC Assessment Priorities
1. Determine whether students are college- and
career-ready or on track
2. Assess the full range of the Common Core
Standards, including standards that are difficult
to measure with performance based tasks
3. Measure the full range of student performance,
including the performance of high and low
performing students
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PARCC Assessment Priorities
4. Provide data during the academic year to inform
instruction, interventions and professional
development
5. Provide data for accountability, including measures of
growth
6. Incorporate innovative approaches throughout the
system
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PARCC Assessment Design
English Language Arts/Literacy and Mathematics, Grades 3-11
Required
States may choose to provide to systems
Diagnostic Assessment
• Early indicator of
student knowledge and
skills to inform
instruction, supports,
and professional learning
Mid-Year Assessment
• Performance-based
• Emphasis on hard-tomeasure standards
• Potentially summative
Performance-Based
Assessment (PBA)
• Extended tasks
• Applications of concepts
and skills
Speaking
And
Listening
Summative,
Required assessment
Nonsummative/Formative,
optional assessment
End-of-Year
Assessment
• Innovative, computerbased items
Significant Shifts in Assessment
• Performance Tasks
–
–
–
–
Close Reading
Informational Text
Analytical writing
Mathematical Practices
• Technology Enhanced Questions
• Expanded Accommodations
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