Common Core State Standards:
Transitioning from Awareness to
Implementation
December 1, 2011
Rutledge Conference Center
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GOALS
• Provide an overview of the SCDE Professional
Development Delivery Model for CCSS.
• Support district (or LEA) leadership in the use and
analysis of student achievement data to align
instructional and assessment practices for
implementing CCSS.
• Provide resources for the development or refinement of
a plan for integrating CCSS standards into classroom
practice.
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AGENDA
9:00 a.m. – 11:45 a.m.
•Welcome
•Setting the Stage
•Framework for Professional Development Support
•Impact of Student Achievement Data
11:45 a.m. – 12:30 p.m.
Lunch
12:30 – 3:30 p.m.
•Assessment Update
•Implications for Instructional Modeling
•Next Steps
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SCDE is committed to assisting districts in
implementing the Common Core State Standards
adopted on July14, 2010.
School Year
2011-12
2012-13
2013-14
2014-15
Implementation Phase
Transition Year
Transition Year
Bridge Year
Full Implementation
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SCDE has begun the planning process for the
understanding and implementation of the
Common Core State Standards.
During the transition process, SCDE will
work with educators from around the state to
review/adapt resources from other states and
to develop/refine South Carolina specific
resources.
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Professional Development Support for CCSS
Phase 1: Preparation (Video Series)
• Overview of the CCSS
• Key Advances
• Implementation Timeline for CCSS
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Professional Development Support for CCSS
Phase 2: Exploration
• Needs Assessment and Data Review Process
• Unwrapping the CCSS
• Vertical Articulation and Deeper Understanding of the
CCSS
• Critical Thinking and Problem Solving
• Transition Planning
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Needs Assessment
Explanation of Ratings
•
Awareness = Cognizant (Phase 1: Preparation) The district is beginning to seek information (overview,
organization, and implementation timeline) about the Common Core State Standards for English Language Arts and
Mathematics.
•
Getting Started = Underway (Phase 1: Preparation) A District Implementation Team (DIT) is formed at the
district and school levels to complete a comparative review of the Common Core State Standards and SC Academic
Standards, provide faculty members with an overview and organization of the CCSS, and investigate key advances in
core subject areas.
•
Progressing = Beginning Implementation (Phase 2: Exploration) The DIT has identified the most pressing needs
using pertinent data and has begun the process of vertical articulation and unwrapping the common core state
standards. The team facilitates the creation of a transition plan that is aligned with the timeline that is presented by the
South Carolina Department of Education.
•
Implementing = Refining and Expanding Implementation (Phase 3: Infusion and Integration) The DIT has
progressed to working with faculty members to integrate common core state standards into classroom instruction and
assessment by utilizing gap lessons, aligning and revising curriculum, and customizing professional development to
fit identified needs.
•
Monitoring = Progress Monitoring and Evaluation (Phase 4) The DIT has progressed to assessing its
implementation strategies. All aspects of the transition plan have been implemented for all stakeholders.
Achievement data are examined to assess the effectiveness of the components of the transition plan. Based on the data
analysis, on-going revisions are made to the transition plan.
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Professional Development Support
Guiding Questions
Transition Strategy
How does one modify what has been done in order to
begin implementation of the Common Core State
Standards?
Clustering Standards
How do standards in different Domains relate to one
another and how can they be grouped to maximize
teaching time?
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Guiding Questions
Scope and Sequence
Is there an order in which standards should be taught
and if so, what and why?
Vertical Articulation of Content
How do concepts progress across grades and how can
grades work together to maximize instruction?
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Guiding Questions
Unpacking the Standards
What are the standards really saying and how do
the verbs impact curriculum, instruction, and
assessment?
Content Knowledge
What content knowledge do teachers need as a result
of shifts in grade level content?
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Guiding Questions
Using MAP Data for Flexible Grouping
How can MAP and other benchmark assessments be
used to better meet student needs?
Effective Use of Technology
What is the difference between tutorial and practice
technology and how can each be used to support
student understanding?
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Professional Development Support for CCSS
Phase 3: Infusion and Integration
•
•
•
•
•
•
Implications for Classroom Instruction and Assessment
Gap Lessons
Alignment and Revision of S3 Modules
Customized and Targeted PD Based on Identified Needs
Interactive Website Launch
Topical Seminar Series: The Role of the Instructional
Leader in Implementing the CCSS for English Language
Arts and Mathematics
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Professional Development Support for CCSS
Phase 4: Progress Monitoring and Evaluation
•
•
•
•
Assessment of Implication Practices
Refinement of PD Delivery Services
Data Analysis: Determination of Additional PD Needs
Exploration of School Transformation Initiatives
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What is most important for you to do
today?
• Become familiar with pertinent data and develop an
understanding of what it means to transition from
awareness to implementation at the
national/state/district/classroom levels.
• Become aware of key needs to make the transition from
awareness to implementation.
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What kinds of things can I do to help all
students reach success with CCSS?
Provide learning opportunities for students to
• read closely, read critically, and evaluate text
• have deep thoughtful engagement to build knowledge with
reasoning and use of evidence
• read, write, speak, and listen
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Contact Information
Office of Teacher Effectiveness
Ethel Johnson
English Language Arts
803-734-8376
eljohnso@ed.sc.gov
Mary Ruzga
Mathematics
803-734-5954
mruzga@ed.sc.gov
Office of Standards and Curriculum
Cathy Jones
803-734-0790
cjones@ed.sc.gov
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