CCSS: Have you thought
of ????
Mississippi Association of
Secondary Schools Principals
June, 2011
WHAT are Common Core
State Standards (CCSS)?
… a common foundation
for building excellence and equity
for all students
in the United States.
We are standing at a
once in a lifetime
moment in education
reform!
Stuff
► Reading
intensity? Who requires what of
whom? When? Appendix B
► How do we assess this action?
► Training teachers, staff, communities school
boards????
► Stay on message……..
► Technology, how much where, when?
The Bottom Line
► Common
Core Standards are intended to get all
students ready for college, workforce training and
life. Hence they require content rich curriculum
and robust assessments aligned to those
standards.
► This
is NOT a new name for what we are already
doing. It means committing to making education
responsive to our changing society.
Connections
► http://www.parcconline.org/classroom-
resources
► http:vimeo.com/channels/parccinstitute/page:2
► Rethink
how when and where we do things.
► SAS curriculum pathways
Common Core Standards Are…
► Aligned
to college and work expectations
► Built on rigorous content and APPLICATION
of knowledge through higher order skills
► Internationally benchmarked so all students
are prepared to succeed in the global
economy
► Based on evidence and research
► State led - - coordinated through the
National Governor’s Association
WHY Should MS Adopt CCSS?
The great proficiency debate ---The discrepancy between
State and National Assessments
(MCT2 and SATP vs. NAEP)
Mississippi students perform
below basic on the NAEP (national standards)
How big is the discrepancy?
Reading Grade 4
How big is the discrepancy?
Math Grade 4
Proficiency Defined Differently
by States
► Currently,
each State defines proficiency,
creating great disparity between what is
expected of students across the nation.
► Next 2 slides indicate the % of students
scoring proficient on THAT State’s standards
and the corresponding NAEP score.
(Ex. It takes a score of 203 on the NAEP for 91%
of students to be proficient in NC but score of 246
for 39% to be proficient in SC.)
Proficiency
Grade 4 Mathematics
(MS scored < 210 on NAEP)
North Carolina
Texas
Iowa
Michigan
Florida
California
South Carolina
Massachusetts
Proficient
Required
NAEP Score
91 %
82 %
80 %
73 %
63 %
51 %
39 %
203
219
219
222
230
231
246
39 %
255
Proficiency
Grade 4 Reading
(MS scored < 160 on NAEP)
North Carolina
Texas
Iowa
Florida
Massachusetts
California
South Carolina
Proficient
Required
NAEP Score
82 %
81 %
77 %
71 %
48 %
48 %
183
190
197
202
234
210
35 %
228
WHY Should MS Adopt CCSS?
► Changing
Workplace
► Global Competition
► Technology
► Our
children must be able to compete when
they graduate from high school – and it’s a
tough market out there…
…..Global Competition
► Of
Walmart’s 6,000 suppliers, 5,000
are in China
► IBM’s PC business is owned by a
Chinese company
► The World Economic Forum ranks U.S.
48th in quality of math and science
education
► US is 27th in # undergraduate degrees
in science and engineering
…Changing Workplace
► MRI’s
done in Mississippi can be read
moments later by radiologist in Australia
► Pilots in U.S. guide unmanned aircraft in
Afghanistan
► 32 unemployed individuals competing for
every opening in construction industry
► 77% of global firms planning to build R&D
centers will build in China or India
…Technology
► US
ranks 72nd in density of mobile telephone
subscriptions
► In 2009, 51% of U.S. patents were awarded
to non-U.S. companies
► China graduates more English speaking
engineers than the U.S.
► Hon Hai (computer manufacturer) employs
more people worldwide than Apple, Dell,
Microsoft, Intel and Sony combined
U.S. Scoring Internationally
►U.S.
ranks 17th in Reading
(average range)
►U.S.
ranks 31st in Math
(below average score)
►U.S.
ranks 23rd in Science
(average range)
1
Shanghai-China
556
2
Korea
539
3
Finland
536
4
Hong Kong-China
533
5
Singapore
526
6
Canada
524
7
New Zealand
521
8
Japan
520
9
Australia
515
10
Netherlands
508
17
United States
500
20
Germany
497
21
Ireland
496
22
France
496
25
United Kingdom
494
33
Spain
481
43
Russian Federation
459
48
Mexico
425
53
Brazil
412
57
Indonesia
402
PISA
2009
Overall
Reading
Scale
Significantly
Above OECD
Average
Not
Significantly
Different
(OECD
Average 493)
Significantly
below OECD
Average
1
Shanghai-China
600
2
Singapore
562
3
Hong Kong-China
555
4
Korea
546
6
Finland
541
9
Japan
529
10
Canada
527
11
Netherlands
526
13
New Zealand
519
15
Australia
514
16
Germany
513
22
France
497
28
United Kingdom
492
31
United States
487
32
Ireland
487
34
Spain
483
38
Russian Federation
468
51
Mexico
419
57
Brazil
386
61
Indonesia
371
PISA
2009
Overall
Math
Scale
Significantly
Above OECD
Average
Not
Significantly
Different
(OECD
Average 496)
Significantly
below OECD
Average
1
Shanghai-China
575
2
Finland
554
3
Hong Kong-China
549
4
Singapore
542
5
Japan
539
6
Korea
538
7
New Zealand
532
8
Canada
529
10
Australia
527
11
Netherlands
522
13
Germany
520
16
United Kingdom
514
20
Ireland
508
23
United States
502
27
France
498
36
Spain
488
39
Russian Federation
478
50
Mexico
416
53
Brazil
405
60
Indonesia
383
PISA
2009
Overall
Science
Scale
Significantly
Above OECD
Average
Not
Significantly
Different
(OECD
Average 501)
Significantly
below OECD
Average
SO – What Has MS Decided?
► Our
state joined a consortium called PARCC
(Partnership for Assessment of Readiness
for College and Careers).
► There
► 31
are 25 states in this consortium.
states are in the other consortium
(SMARTER Balanced Assessment).
Consortium Membership: PARCC
► 13
Governing States
Arizona
Arkansas
District of Columbia
Florida
Georgia
► 12
Illinois
Indiana
Louisiana
Maryland
Massachusetts
New York
Rhode Island
Tennessee
Participating States
Alabama
California
Colorado
Delaware
Kentucky
Mississippi
New Jersey
North Dakota
Ohio
Oklahoma
Pennsylvania
South Carolina
Consortium Membership
Dark Blue – Governing States, Light Blue – Participating States
Governing States
Participating State
PARCC Timeline
► 2010-11
► 2011-12
► 2012-13
► 2013-14
► 2014-15
Design Work/Logistics
Development Process
Field Testing
Field Testing
Live Administration
MCSD Timeline – May 2011
Introduce concept of Common Core Standards to
teachers
► Revise K-2 report cards to reflect changes
► Discuss instructional and assessment changes needed so
teachers can investigate during the summer
► Provide documents on Common Core for K-2 teacher
review
► Revise pacing guides and units for K-2 to reflect the
changes
► Develop performance based assessments for K-2 to give
teachers an example of how to measure student growth
►
MCSD Timeline
School Year 2011-12
► Implement
Common Core in grades K-2
► Study Common Core and what changes are
necessary for grades 3-12
► Revise pacing guides and assessments
► Professional development on instructional and
assessment practices necessary for success on the
upcoming test
► Address technology issues – develop plan
► Determine timeline through SY 2014-15 (when
assessment is live)
How Will Instruction Change?
► Increased
RIGOR and RELEVANCE
► Emphasis on higher order thinking skills
► Move toward performance based learning
opportunities – problem based learning
► More emphasis on research and writing
► Increased use of technology to present
products
► Change in products required of students
Knowledge
Taxonomy (BLOOM)
1.
2.
3.
4.
5.
6.
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Application Model
1.
2.
3.
4.
Knowledge in one discipline
Application within discipline
Application across disciplines
Application to real-world
predictable situations
5. Application to real-world
unpredictable situations
Rigor/Relevance Framework
6
Knowledge
5
4
3
2
Application
1
1
International Center
for Leadership in
2
3
4
5
Levels
Bloom’s
6
5
4
3
2
1
C
D
A
B
1
2 3 4 5
Application
Students gather and store bits of knowledge/information and are
expected to remember or understand this acquired knowledge.
Application
3
A
Comprehension
Awareness
2
Acquisition
1
Low-level Knowledge
1
2
Knowledge
in one
discipline
Apply
knowledge
in one
discipline
A Quadrant
Verbs
name
► label
► define
► select
► identify
► list
► memorize
► recite
► locate
► record
►
Products
► definition
► worksheet
► list
► quiz
► test
► workbook
► true-false
► reproduction
► recitation
Students use acquired knowledge to solve problems,
design solutions, and complete work.
Application
3
B
Comprehension
Awareness
2
Application
1
Low-level Application
3
4
5
Apply
knowledge
across
disciplines
Apply to
real-world
predictable
situation
Apply to
real-world
unpredictable
situation
B Quadrant
Verbs
apply
► sequence
► demonstrate
► interview
► construct
► solve
► calculate
► dramatize
► interpret
► illustrate
►
Products
► scrapbook
► summary
► interpretation
► collection
► annotation
► explanation
► solution
► demonstration
► outline
Students extend and refine their knowledge so that they can use it
automatically and routinely to analyze and solve problems and create
solutions.
Evaluation
6
Synthesis
5
Analysis
4
Application
3
C
Assimilation
High-level Knowledge
1
2
Knowledge
in one
discipline
Apply
knowledge
in one
discipline
C Quadrant
Verbs
sequence
► annotate
► examine
► report
► criticize
► paraphrase
► calculate
► expand
► summarize
► classify
► diagram
►
Products
essay
abstract
blueprint
inventory
report
plan
chart
questionnaire
classification
diagram
discussion
collection
annotation
Students think in complex ways and apply acquired knowledge and
skills, even when confronted with perplexing unknowns, to find
creative solutions and take action that further develops their skills and
knowledge.
Evaluation
6
D
Synthesis
5
Adaptation
Analysis
Application
4
High-level Application
3
3
4
5
Apply
Apply to
Apply to
knowledge real-world
real-world
across predictable unpredictable
disciplines situation
situation
D Quadrant
Verbs
►
►
►
►
►
►
►
►
►
►
evaluate
validate
justify
rate
referee
infer
rank
dramatize
argue
conclude
Products
►
►
►
►
►
►
►
►
►
►
►
►
►
►
evaluation
newspaper
estimation
trial
editorial
radio program
play
collage
machine
adaptation
poem
debate
new game
invention
Research/Writing
►
►
►
Increase in percentage of
informational text used
Provide evidence to
support reasoning
Critical reading that leads
through large amounts of
information to create a
product/answer to a
question
Write original text to
support conclusions and
assertions
► Write for a purpose and an
identified audience
► Inquiry based learning and
providing solutions to
problems posed
► Write essays based on
research using several
sources and evaluating
credibility
►
How Will Assessment Change?
► K-2
will not have a nationally administered test but
is expected to reach MASTERY on the objectives
designated for their grades.
► 3rd-12th
will eventually take an online national test
in reading/language arts, math and science.
These will be administered each 9 weeks so
teachers can adjust instruction to meet student
need.
(keyboarding skills required grades 6 up; 3rd-5th will have pencil/paper
test at first where do we teach keyboarding?)
Implications for MCSD Instruction
and Assessment
LANGUAGE ARTS/READING
► Continue to utilize a balanced literacy approach (reader’s
workshop, writer’s workshop, literature circles) and
emphasize comprehension skills (critical reading)
► Teach language arts/reading in an INTEGRATED format
(reading and writing are reciprocal processes)
► Increase reading of informational text (50% in K-2; 70% by
9th)
►
►
►
Require different formats of writing, inclusive of
informative, persuasive and narrative and in a variety of
product forms
Emphasize text structures when reading and writing
Use concept (thinking) maps to promote idea organization
Gettysburg Address
Implications for MCSD Instruction
and Assessment
MATHEMATICS/SCIENCE/TECHNICAL SUBJECTS
► Teach literacy skills across the curriculum (reading and
► Require written citations of evidence from research in
►
►
►
►
►
writing)
projects/products, inclusive of explanation of reasoning
Analyze text structures when reading and writing
Use concept (thinking maps) to organize ideas
Use extended response items in Everyday Math without fail as
these mirror future test question format and reasoning required
K-2 must develop performance based tasks in reading/language
arts, math and science to prepare students for the upcoming
national tests
**national math test in 3rd grade up will include constructed/
extended response items
Assure that students are ready to take algebra in the 8th grade
Reading: Required?
► Homer.
The Odyssey
► Ovid. Metamorphoses
► Gogol, Nikolai. “The Nose”
► De Voltaire, F.A.M. Candicie, Or the Optimist
► Turgenev, Ivan. Fathers and Sons
► Henry, O. “The Gift of the Magi”
Questions?
► http://www.parcconline.org/classroom-
resources
► IBE and AP questions
Be Resilient
(adj) capable of bouncing back from
or adjusting to challenges and
change!
► Focus
on results: Embrace that results are
what we’re all really after. Commit to
delivering!
► Make lessons of failures. Minimize the
tendency to make a mistake anything more
than a lesson on how not to do something.
We need to learn from our experiences and
accept them as tuition of future success.
Continue on :Smarter
► Reinforce.
Support each other and ourselves
by continually reminding and encouraging
one another to deliver on these points.
► Phone a Friend