EHS and EMS Presentation 11/12/10 With thanks to Lucille E. Davy, Senior Advisor, James B. Hunt, Jr. Institute

• • • Consistent learning goals for implementation all students regardless of where they live; faithful Too many students graduating from high school and passing required tests but not ready for college and career success Opportunities for system efficiencies so resources can be dedicated to improving student performance

 Disparate standards across states – student mobility  College remediation  Entry-level workforce skill deficiencies  21 st century global competition  Technology’s impact on the workplace

 Fewer, clearer and higher  Aligned with college and work expectations  Built upon the best of existing state standards  Based on evidence and research  Internationally benchmarked to ensure students are globally competitive

• • • • • • State-led development (voluntary) College and career readiness standards first Learning progressions linked K-12 and higher education involved Multiple drafts with feedback from states, teacher, feedback group and validation committee Public comment period before final release (>10,000 comments received)

 Expectation that all content teachers will be included in literacy instruction – it’s an integrated model  K-5 standards are cross-disciplinary  6-12 standards for English and Language Arts  6-12 standards for literacy in social studies, science and technical studies

     Text complexity Balance of literature and informational texts Clear vertical progressions across grades Background knowledge Literacy standards for science and social studies – all content teachers must help students develop literacy skills

 Beyond the narrative. . . Writing persuasive arguments with evidence  Speaking  Listening  Media and technology are integrated

   Address the “math wars” Eliminate the “mile-wide – inch-deep” approach Focus in the early grades on numbers to build a solid foundation -- conceptual understanding and computational fluency- including mastery of arithmetic, operations, and then fractions

• • • • Math facts matter!

High school math focus on applying world” problems using and math to solve complex and “real Develop understanding of real world applications and data in middle and high school years Optional path described for students interested in STEM-focused college programs and careers

• • • • Each state makes its own adoption decision At this time, all but 9 states have adopted in some form whether provisionally or whole heartedly (2 of the states haven’t formally announced; DC has adopted) NH announced provisional acceptance on July 8, 2010 Adoption means all of the standards; we can add up to an additional 15%

     Fall 2011 NECAP – field test items included Fall 2012 NECAP – transitional items Fall 2013 NECAP – best possible transitional test Fall 2014 – no test Spring 2015 – new assessment based on CCSS

 Common summative tests in English language arts and Mathematics that assess student progress and mastery of core concepts and critical transferable skills using a range of formats: selected-response and constructed-response items, and performance tasks, designed together to assess the full range of standards.

  Formative assessment tools and supports that are shaped around curriculum guidance which include learning progressions, and that link evidence of student competencies to the summative system.

Summative assessments for grades 3-8, and course specific tests in 9, 10 and 11 or one high school summative assessment.

    Our District Reform Model provides a plan to incorporate CCSS District curriculum committees that are meeting will work with CCSS During this first year our purpose is awareness and understanding of the Common Core Our transition will be purposeful and intentional

  There is good alignment between CCSS and NH Framework. NH DOE is providing the areas where we do not align.

Today’s tasks are all related to work in the CCSS.