Guam Department of Education
Federal Programs Division
FY’12 US-Ed Consolidated Grant Application & Consultative Workshop
June 7th -8th, 2012
College and Career Readiness…
…from Standards to the Common Core
Implications for Guam and beyond
Presented by Joe Sanchez,
Acting Deputy Superintendent of
Curriculum and Instructional Improvement
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VII.
VIII.
Welcoming
Overview of presentation
Review of Educational Reform Efforts on Guam
-from Standards to the Common Core…
Review-Foundations of Curriculum, Instruction and
Assessment: C-I-A Model
Common Core State Standards
-Standards
-Instruction
-Assessments
Where do we go from here…proposed timelines
Questions, comments, discussion…
Thank you and enjoy the rest of your week!

Advanced understanding the concept of C-IA “been there, done that”
 Looking more for an advanced analysis of
relationships.
 Have already studied the major implications for
practice, possibly though graduate work.


Basic understanding of the C-I-A
 Know terminology, see general relationship.
 More of a practitioner, not concerns with
scholarship of topic.
Novice- almost new information
 New Teacher, or never thought of it this way.
 Only heard of model in university classes, not yet
in practice.
3
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Back-1998: Pre- Standards
1999: Adoption and Implementation of
Content Standards and Performance
Indicators
2001:
Alignment of Standards with SAT9
Passing of PL26-26
Elected School Board/School Performance Report
Cards
Passage of No Child Left Behind (NCLB) Act

SY03-04:
Adopted 2003 5 Year- District Action Plan
Adoption of SAT10/Testing of all grades
Implementation of Direct Instruction ProgramReading (Math in 04-05)
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SY04-05: Teacher Quality Enhancement
Grant- Project HATSA.
2007: Passing of PL28-45
Adequate Education Act-14 points
Identified Performance Levels of SAT10 as Target
SY07-08: Revised 5-yr District Action Plan
 SY09-10:
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Adoption of revised content standards
Implementation (continuation of DI) of respective
reform programs (SFA, DI)
American Recovery and Reinvestment Act (ARRA)School Level Improvement Plans (SLIP)

SY10-11: Development of Standards Based
Assessments (LA/R, Math, Science), NCL (3-8,
10 for ELA and 5,8,10 Science)
Spring, 2012:
 Adoption of the Common Core State
Standards
 Governor’s Education Reform Proposals
 Hiring of New Superintendent of Education
Curriculum
Assessment
Instruction
Goal: Get a Driver’s License (car)
DMV-Tested on a motorcycle
Practice on a Boat
School 1
Curriculum
School 2
Curriculum
ASSESSMENT
Which school would most people think has a better school/i.e. more effective instruction?
Curriculum
Assessment
Instruction
Please note 3 incorrect assumptions often
related to C-I-A Model…
1)
Not mutually exclusive categories
2)
Not a linear process
3)
Time is not spent equally in all area
Full site-based curriculum development:
- Negative correlation to student achievement
- Pockets of excellence, but no systemic improvement
- No mechanism for dispersal of best practices
Full directive/top-down approach
- No buy in from school community
- Disconnected, unrealistic processes
- No clear guidance or understanding of initiatives
- Even with accountability structure in place, deep
understanding and implementation is not fully
realized
“Defined Autonomy” or “simultaneous loosetight leadership”
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Non-discretionary student goals
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Common language
-
Common framework and parameters for
processes in the use of researched based
practices
-
Marzano & Dufour, 2011
Overview of the Initiative
State-led
and developed; common core
standards for K-12 in English/language arts
and mathematics
Initiative
led by Council of Chief State School
Officers (CCSSO) and National Governors
Association (NGA)
Addresses…

Disparate standards across states

Student mobility

Global competition

Today’s jobs require different skills

Prepares students with the knowledge and
skills they need to succeed in college and
work

Ensures consistent expectations regardless of
a student’s zip code

Provides educators, parents, and students with
clear, focused guideposts

Offers economies of scale


College- and career-readiness standards for
English language arts/literacy and
mathematics developed summer of 2009
Based on the college and career readiness
standards, K-12 learning progressions
developed
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
Multiple rounds of feedback from states,
teachers, researchers, higher education, and
the general public
Final standards released on June 2, 2010

Fewer, clearer, and higher

Aligned with college and work expectations
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Include rigorous content and application of
knowledge through high-order skills

Build upon strengths and lessons of current
state standards
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
Internationally benchmarked, so that all
students are prepared to succeed in our global
economy and society
Based on evidence and research
Source: CCSS Presentation, 2010
-46 states, the District of Columbia, and
three territories have signed on to the
Common Core State Standards Initiative
-Assessments are currently being developed
Standards
1) Word Analysis, Fluency, Vocabulary
2) Reading Comprehension and Analysis of NonFiction Texts
3) Reading Comprehension and Analysis of Literary
Texts
4) Writing Purposes, Processes
5) Language Structure and Language Conventions
6) Listening and Speaking Skills and Strategies
7) Informational Literacy
8) Lifelong Literacy
Standard #2: Reading Comprehension and
Analysis of Non-Fiction Texts
Students read a wide range of nonfiction texts to acquire new
information, to respond to the demands of society and the
workplace, and to learn about themselves and the world.
Standard #3: Reading Comprehension and
Analysis of Literary Texts
Students read a wide variety of classic and contemporary
literature in many genres to build an understanding of the
human experience.

College and Career Readiness Anchor Standards for
Reading
◦ Reading Standards for Literature
◦ Reading Standards for Informational Text
◦ Reading Standards: Foundational Skills

College and Career Readiness Anchor Standard for
Writing

College and Career Readiness Anchor Standards for
Speaking and Listening

College and Career Readiness Anchor Standards for
Language
Standard #2: Reading Comprehension
and Analysis of Non-Fiction Texts
Students read a wide range of nonfiction texts to acquire new
information, to respond to the demands of society and the
workplace, and to learn about themselves and the world.
Performance indicator:
Kinder2.2- Generate and respond to questions who?, what?,
where?, When, Why?.
Grade 1.2- Respond to who?, what?, where?, When, Why? and
How questions and recognize the main idea of what is read.
Standard #3: Reading Comprehension
and Analysis of Literary Texts
Students read a wide variety of classic and contemporary
literature in many genres to build an understanding of the
human experience.
Performance indicator:
Kinder2.2- Identify characters, setting and key elements
Grade 1.2- Identify and describe to story elements of plot,
setting and characters including the story’s beginning, middle
and end.
Standard #3: Reading Comprehension
and Analysis of Literary Texts
Students read a wide variety of classic and contemporary
literature in many genres to build an understanding of the
human experience.
Performance indicator:
Grade 11- 3.2 Analyze ways in which the theme or meaning of a
selection represents a view or comment on life, using textual
evidence to support the claim.
Anchor Standard #2: Determine central ideas or
themes of a text and analyze their development;
summarize the key supporting details and ideas.

Reading Standards for Literature
Kinder: #2- With prompting and support, retell familiar
stories, including key details.
1st Grade: #2- Retell stories, including key details, and
demonstrate understanding of their central message or
lesson.
3rd Grade: #2- Recount Stories, including fables and folktales,
and myths from diverse cultures; determine the central
message, lesson, or moral and explain how it is conveyed
through key details in the text.
Anchor Standard #2: Determine central ideas or themes of a
text and analyze their development; summarize the key
supporting details and ideas.

Reading Standards for Literature
6th Grade: #2- Determine theme or central idea of a text and
how it is conveyed through particular details; provide a
summary of the texts distinct from personal opinions or
judgments.
11th and 12th: #2- Determine two or more themes or central
ideas of a text and analyze their development over the course
of the text, including how they interact and build on one
another to produce a complex account; provide an objective
summary of the text.

College and Career Readiness Anchor
Standards for Reading
◦ Reading Standards for Literacy in History/Social
Studies 6-12

College and Career Readiness Anchor
Standards for Writing
◦ Writing Standards for Literacy in History/Social
Studies 6-12
CCSSM stands for
Common Core State Standards
for Mathematics
The Common Core proposes a set of
Mathematical Practices that all teachers should
develop in their students. These practices are
similar to NCTM’s Mathematical Processes from
the Principles and Standards for School
Mathematics.
1.
2.
3.
4.
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.
5.
Use appropriate tools strategically.
6.
Attend to precision.
7.
Look for and make use of structure.
8.
Look for and express regularity in repeated
reasoning.
Domains are large groups of related
standards. Standards from different
domains may sometimes be closely
related. Look for the name with the
code number on it for a Domain.
Clusters are groups of related
standards. Standards from different
clusters may sometimes be closely
related, because mathematics is a
connected subject.
Clusters appear inside domains.
Standards define what students should
be able to understand and be able to
do – part of a cluster.
K-8
High School
Grade
Conceptual
Category
Domain
Cluster
Standards
Domain
Cluster
Standards
“Common Core State Standards:
Progress and Challenges in School
Districts’ Implementation”
-Center on Education Policy
September, 2011
Educators must be given resources, tools, and
time to adjust classroom practice.
Instructional materials needed that align to the
standards.
Assessments must be developed to measure
student progress.
Federal, state, and district policies will need to
be reexamined to ensure they support
alignment of the common core state standards
with student achievement.
Proposed working timeline
SY11-12:
-Amendment to District Action Plan, Adoption of
Common Core State Standards.
- Promote Awareness of Standards and efforts
SY12-13:
-Training provided to school administrators and
teacher cadres
- Development of Curriculum Alignment,
Curriculum Guides, Standards Based Assessments.
- Implementation of concurrent standards.
- Administer Guam Standards Based Assessments.
Collect baseline data.
SY13-14:
-Full Implementation of alignment guide,
Curriculum Guides and SBA.
-Continue with formal training in the Common
Core State Standards and resources for all teachers
SY14-15:
-CCSS Assessment become available to states and
territories
My dear colleagues, our work and
conversations here are far from over. But
thank you for your time today.
Thank you and have a great day!