Fall 2013
Missouri Learning Standards
Continued Learning Implementation Checkup
Agenda & Goals:
1. Continued Learning…
• Missouri Learning Standards (MLS)
• Origin, Purpose, Concerns
• Appendix
• Shifts
• SBAC Test (Michele Hedges)
2. Where are you with CCSS implementation?
3. What is your next step? How will you assign
leadership positions to make this happen?
The Missouri Learning Standards
include the Common Core State Standards for English language arts and math.
Developed by educators across the country, including Missouri, the Common
Core State Standards provide a clear, consistent road map for what students are
expected to learn at every grade level. Learning outcomes improve when students,
parents and teachers are on the same page, working toward shared goals.
The standards help ensure students learn basic and higher-order skills, including
problem solving and critical thinking. The standards are relevant to the real world
and reflect the knowledge and skills students need to know to achieve their goals.
The Common Core State Standards:
• Build upon the strengths of Missouri’s existing state standards.
• Are research- and evidence-based.
• Are designed to prepare students to live and work in today’s global society.
The standards do not require schools to use specific curriculum or teaching
methods – those decisions will continue to be made at the local level by school
boards, superintendents, principals and teachers.
Adopted by the Missouri State Board of Education in 2010, the standards will go
into effect with the 2014-2015 school year.
Background
Origin, Purpose, Concerns
Key Reasons for change to CCSS
• Competition in Global market
• College and Career readiness
7 Whys
•
•
•
•
•
•
•
Equity
Results
Efficiency
Cost Effectiveness
Consistency
Collaboration
Innovation
• See Frequently Asked Questions
Criteria and Considerations for the Development
of the Common Core Standards
The common Core State Standards are:
Designed to be fewer and clearer
Aligned with college and work expectations
Inclusive of rigorous content and application
of knowledge through higher-order skills
Evidence and/or research-based
Informed by top-performing countries
CCSS Appendices
ELA Appendix A
• Research Supporting
• Key Elements of Standards
• Glossary
ELA Appendix B
• Text exemplars
• Sample Performance tasks
ELA Appendix C
• Samples of Student Writing
Math Appendix
• Designing High School Mathematics Courses based on CCSS
ELA Shifts
1. Content Rich Nonfiction
All teachers must emphasize literacy
Grade
Literary
Informational
4
50%
50%
8
45%
55%
12
30%
70%
2. Increased Text Complexity
How are these
Shifts reflected in
your Pacing
Guides?
Resources?
• Requires close and careful reading of complex texts
• Provides support to make the central text accessible to ALL students
• Builds academic vocabulary to access grade level complex texts
3. Reading & Writing Grounded in Evidence from Text
Students make arguments based on a common, complex text,
both in conversations and writing to assess their comprehension
of a text.
Math Shifts
How are these
1. Focus – Deeper and Narrower
Shifts reflected
• Grade Level Critical Areas of Focus
in your Pacing
• Mathematical Practices
Guides?
2. Coherence – Making Math Make Sense
Resources?
• Linking from one grade to the next
• Linking secondary topics to the major focus of the grade
3. Rigor – Content Rigor and Instructional Rigor
• Conceptual Understanding
• Procedural Skill & Fluency
• Applications
Mathematical Practice Standards
1. Make sense of problems & persevere in solving
them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the
reasoning of others.
How are these
Practices
4. Model with mathematics.
5. Use appropriate tools strategically. reflected in your
Pacing Guides?
6. Attend to precision.
Resources?
7. Look for and make use of structure.
8. Look for and express regularity in repeated
reasoning.
SBAC Test
Smarter Balanced Assessment Consortium
Online Asessment Viewing Guide
http://www.sbac.portal.airast.org/practice-test/
PRACTICE ITEMS Directions:
*Divide into small groups
*Each member of the group gets online and goes to
sbac.portal.airast.org/practice-test
*Each member decides on a focus area, or item within the area, he/she will
focus on while taking the practice test
*Each member takes his/her grade-appropriate practice test, taking notes on
focus area
*Each member reports back to the group
*Each group reports back to their building administrator
Please complete by end of first semester
DOK SBAC Text Viewing Guide
This viewing guide should be turned in by the end of the first semester.
DOK Levels
Level 1 – Recall:
recall of a fact, term, principle, concept, or
perform a routine procedure
Level 2 – Skill/Concept:
use of information, select appropriate
procedure for a task, two or more steps with
decision points along the way, organize/display
data, interpret/use simple graphs
Level 3 – Strategic Thinking:
requires reasoning, develop a plan or sequence
of steps to approach problem, requires some
decision making and justification, abstract and
complex problems, often more than one
possible answer
Level 4 – Extended Thinking:
investigation or application to the real world,
research, process multiple conditions of the
problem or task, non-routine manipulations,
across disciplines/content areas/multiple
sources
Tally
Notes
Math Practices SBAC Text Viewing Guide
This viewing guide should be turned in by the end of the first semester.
Shifts in Mathematics
Focus – Deeper and Narrower
•Grade Level Critical Areas of Focus
•Mathematical Practices
Make sense of problems and persevere in solving
them
Reason abstractly and quantitatively
Construct viable arguments and critique the
reasoning of others
Model with mathematics
Use appropriate tools strategically
Attend to precision
Look for and make use of structure
Look for and express regularity in repeated reasoning
Coherence – Making Math Make Sense
•Linking from one grade to the next NA for viewing
•Linking secondary topics to the major focus of the
grade
Rigor – Content Rigor and Instructional Rigor
•Conceptual Understanding
•Procedural Skill & Fluency
•Applications
Tally
Notes
ELA Shifts SBAC Text Viewing Guide
This viewing guide should be turned in by the end of the first semester.
Shifts in ELA
Content Rich Nonfiction (Balancing
information & literary text)
All teachers must emphasize literacy
Increased Text Complexity
•Requires close and careful reading of
complex texts
•Provides support to make the central text
accessible to ALL students
•Builds academic vocabulary to access
grade level complex texts
Reading and Writing Grounded in Evidence
from Text
•Students make arguments based on a
common, complex text, both in
conversations and writing, to assess their
comprehension
of a text.
•Text-based answers
•Writing from sources
Other:
Tally
Nonfiction
Fiction
Notes
Technology SBAC Text Viewing Guide
This viewing guide should be turned in by the end of the first semester.
Technology
General directions for moving within the test:
•Arrows
•Save
•Drag
•Undrag
•Buttons to Click
•Function Keys (undo/redo)
•Highlighting
•Other:
Vocabulary for technological directions,
list…
Content specific technology tools:
•calculator
•Thesaurus
•other
Other:
Notes
Correlation to Course Content SBAC Text Viewing Guide
This viewing guide should be turned in by the end of the first semester.
Content
My Course
4 Stages of MLS Implementation
Awareness
•background and overview of the CCSS
•know the Shifts in CCSS
•understand the impact the CCSS have on our work
Application and Experimentation
•try CCSS Strategies (5’s & 6’s)
•try resources tied to CCSS
Ownership
•able to judge available resources
•apply our understanding to integrate the standards into our practice.
Advocacy & Innovation
•support the development of our colleagues
•go beyond judging resources to actually creating tools and resources
Lebanon R-III MLS Implementation Plan Check-Up Fall 2013
Awareness
Application &
Experimentation
Ownership
Advocacy &
Innovation
Origin
Purpose
Concerns
Appendices
Shifts
SBAC Test
What is the timeline for completion of the training needed for implementation?
Lebanon R-III MLS Implementation Plan Check-Up Fall 2013
EVIDENCE OF IMPLEMENTATION
Stage of
Implementation
Currriculum Key Considerations
Analyze the CCSS standards to determine targets.
Identify CCSS alignment with current curriculum.
Decide what to change and what to keep.
Develop pacing guides.
Map (re-map) curriculum. Establish a sequence for and a
clustering of CCSS standards.
Create (modify) units.
Assessment Key Considerations
Align current district assessments.
Compare rigor of CCSS with current assessments, address
discrepancies, including proficiency standards.
Design and implement quality formative assessments
(including pretests).
Develop & administer summative/post assessments.
Establish progress monitoring.
Implement Data Teams.
Instruction Key Considerations
Focus on clearly defined standards.
Use research-based strategies for effective teaching.
Consider technology capacity and current instructional use.
Design instruction for student engagement.
Design differentiated instructional components and
interventions for all sub-groups. (ELL, IEP, gifted)
Incorporate effective instructional feedback practices.
Implement research-based grading practices.
Pacing
Guide
Assessments
Maps/
Calendars
Units
How can we tell that CCSS are being
implemented? What stage of
implementation is your PLC?
Grade Level/Content Experts Needed for
Full Implementation of CCSS (MLS)
•
•
•
•
•
•
Awareness/Overview
Understanding CCSS in depth
Inclusion of CCSS (including Mathematical Practices in Math) in Pacing Guides
(Pacing Guides = Our Curriculum)
Map Curriculum
Create/Modify Units aligned to CCSS (MLS)
Familiarity with SBAC Testing
The Carol’s will work with the
–
–
–
–
–
–
•
•
•
•
•
•
Content Specifications/Test Blueprint
Achievement Level Descriptors
Samples Items
DOK
Scoring Guides
Technology
experts to prepare the
training.
Vocabulary - 3 Tiers identified in Pacing Guides
Creation/Alignment of Assessment to CCSS (MLS)
Alignment of Resources to CCSS (MLS)
Alignment of Instruction to CCSS (MLS)
Complex Text used with ALL students
Mathematical Practices are a part of instruction and assessment
Lebanon R-III MLS Implementation Plan Fall 2013
What are your
NEXT steps?
Who will be
your
leader(s)?
When will it
happen?
What
resources are
needed?
Notes
Where does each PLC need to start as we work toward full implementation?
What will our timeline be? Specifically….What is the “minimum” implementation
levels for each identified category by the end of May 2014.
The End
OR….The Beginning 
CCSS ELA Categories
Reading: Foundation (RF)
•
Print Concepts (K-1)
•
Phonological Awareness (K-1)
•
Phonics/Word Recognition (K-5)
•
Fluency (K-5)
Reading: Literature (RL) and Informational Text (RI)
• Key Ideas and Details
• Craft and Structure
• Integration of Knowledge
• Range of Reading & Level of Text Complexity
Writing (W)
• Text Types and Purposes
• Production and Distribution
• Research to Build and Present Knowledge
• Range of Writing
Language Standards (L)
• Conventions
• Knowledge of Language (2-12)
• Vocabulary
Speaking and Listening (SL)
• Comprehension and Collaboration
• Presentation of Knowledge and Ideas
DOMAIN
Counting & Cardinality
Operations & Algebraic Thinking
#s & Operations in Base 10
#s & Operations—Fractions
Measurement & Data
Geometry
Ratios & Proportional
Relationships
The # System
Expressions & Equations
Statistics & Probability
Functions
K
1
2
3
4
5
6
7
8
Common Core Standards
MATH Conceptual Categories 9-12
N - Number and Quantity (9-12)
A – Algebra (9-12)
F - Functions (8-12)
G - Geometry (K-8)
SP Statistics and Probability (6-12)
Modeling, (No CCSS coded to Modeling, it is embedded in the
other 9-12 Conceptual Categories)
• Check DOK Quote re: 3 & 4 vs coding in
Reading series many 1s & 2s
• Consider some chart organized by CCSS to
determine implementation/emphasis, etc.
find missing CCSS, etc.
Parents, Staff, Public
• Principal newsletters to parents
• RE-Emphasis on critical thinking, therefore
test scores may decline,
• Use Rationale for CCSS & Principles for CCSS &
7 Whys
• Maybe use in weekly communication to all
staff.
Resources to Consider
• From Cheryl Dunkle, St. Louis Conference Reflecting Actions to Implement
CCSS ELA & math handouts saved in Presentations 2013-14 folder
• TED Video Simon Sinek, Start with Why
• Itunes—cartoon to use with parents Achieve the Core???
• States—Massachusetts, FL, NC, Mass., KY, CO, KY, Denver Public Schools,
KS for writing
• Think about accountability—tell what you will do, do it, look at results.
• engageNY
• SBAC& PARCC
• PARCC has good ELA/Literacy & Math Shifts info
• Subscription to Marshal Memo—summaries week’s most relevant articles
• Download CRESST Report 823
• Cherl Dunkle’s powerpoint—leadership implications of the shifts????
• AchievetheCore.org
MLS Awareness/Background
Origin/Purpose/Concerns-criticisms/Katie’s
article activity MLS based
Shifts
MLS for your grade, organizational schema
Appendix and what it covers
Math Critical Areas of Focus for your grade
3 Tiers of MLS Vocabulary—Academic vocab
What is going away, what is new
???Intro & Appendix Info????
High School SBAC Text Viewing Guide by Course
This viewing guide should be turned in by the end of the first semester.
Lebanon R-III MLS Implementation Plan Check-Up Fall 2013
Awareness
Application &
Experimentation
Ownership
Advocacy &
Innovation
Origin
Purpose
Concerns
Appendices
Shifts
SBAC Test
What is the timeline for completion of the training needed for implementation?
Lebanon R-III MLS Implementation Plan Check-Up Fall 2013
EVIDENCE OF IMPLEMENTATION
Stage of
Implementation
Currriculum Key Considerations
Analyze the CCSS standards to determine targets.
Identify CCSS alignment with current curriculum.
Decide what to change and what to keep.
Develop pacing guides.
Map (re-map) curriculum. Establish a sequence for and a
clustering of CCSS standards.
Create (modify) units.
Assessment Key Considerations
Align current district assessments.
Compare rigor of CCSS with current assessments, address
discrepancies, including proficiency standards.
Design and implement quality formative assessments
(including pretests).
Develop & administer summative/post assessments.
Establish progress monitoring.
Implement Data Teams.
Instruction Key Considerations
Focus on clearly defined standards.
Use research-based strategies for effective teaching.
Consider technology capacity and current instructional use.
Design instruction for student engagement.
Design differentiated instructional components and
interventions for all sub-groups. (ELL, IEP, gifted)
Incorporate effective instructional feedback practices.
Implement research-based grading practices.
Pacing
Guide
Assessments
Maps/
Calendars
Units
Grade Level/Content Experts Needed for
Full Implementation of CCSS (MLS)
•
•
•
•
•
•
Awareness/Overview
Understanding CCSS in depth
Inclusion of CCSS in Pacing Guides (Pacing Guides = Our Curriculum)
Map Curriculum
Create/Modify Units aligned to CCSS (MLS)
Familiarity with SBAC Testing
–
–
–
–
–
–
•
•
•
•
•
•
Content Specifications/Test Blueprint
Achievement Level Descriptors
Samples Items
DOK
Scoring Guides
Technology
Vocabulary - 3 Tiers identified in Pacing Guides
Creation/Alignment of Assessment to CCSS (MLS)
Alignment of Resources to CCSS (MLS)
Alignment of Instruction to CCSS (MLS)
Complex Text used with ALL students
Mathematical Practices are a part of instruction and assessment