Webinar PowerPoint: A Strong State Role in CCSS Implementation

A Strong State Role in CCSS Implementation:

Rubric and Self-Assessment Tool April 16, 2012

Why a Strong State Role?

Capacity-building can’t be left to classrooms, schools or districts on their own CCSS “instructional shifts” require fundamentally different instruction Educators need support coupled with new assessments and aligned accountability Even in local-control contexts, states can provide leadership and stimulate partnerships 2

CCSS Key Instructional Shifts: Literacy

Building knowledge through content-rich nonfiction and informational texts Reading and writing grounded in evidence from texts Regular practice with complex text and its vocabulary

Source: Student Achievement Partners

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CCSS Key Instructional Shifts: Mathematics

Focus strongly where the standards focus: narrow and deepen instruction Coherence: think across grades, and link to major topics within grades Rigor: require conceptual understanding, procedural skill and fluency, and application with intensity Source: Student Achievement Partners

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A State Example: CCSS are narrower ‌ # of TN Standards for 3rd Grade Math:

# of Common Core Standards for 3rd Grade Math:

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113

There are 1,119 Tennessee ELA standards not covered in the Common Core CLE

CU

GLE

SPI

Grand Total

45

501

109

464

1119

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‌and deeper.

3rd Grade Math 3OA.3 (Operations and Algebraic thinking): Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problems.

There were 28 cookies on a plate.

Five children each ate 1 cookie.

Two children each ate 3 cookies.

One child ate 5 cookies.

The rest of the children each ate 2 cookies.

Then the plate was empty How many children ate 2 cookies? Use multiplication equations and other operations, if needed, to show how you found your answer.

Jane thinks this question can be solved by dividing 28 by 2.

She is wrong. Explain using equations and operations why this is not possible.

Source: University of Pittsburgh, Copyrighted

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Quick Reflection: Understanding and Awareness of the Shifts?

Do educators in your state understand these shifts?

How are your current and planned activities emphasizing these shifts?

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Why a Strong State Role?

The Strong State Role: Accountability, Quality and Alignment Accountability for results: Are tools and supports reaching all teachers, classroom coaches, principals?

Do users report that state-provided TA and training is useful?

Are teachers demonstrating proficiency in applying the CCSS to instruction?

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Why a Strong State Role?

The Strong State Role: Accountability, Quality and Alignment Quality of services and products: Has the state defined what quality looks like?

Do educators, schools, districts and regional providers have access to high-quality professional development, materials, resources and tools?

How do you know?

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Why a Strong State Role?

The Strong State Role: Accountability, Quality and Alignment Alignment of products and services with CCSS: Has the state communicated the six “instructional shifts” in CCSS? Are all professional development, training, resources and tools aligned to the CCSS? How do you know?

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educators, administrators and other providers with advice and support to use high-quality, aligned, voluntary resources: develop examples, templates, models, identify experts, convene and train educators on voluntary tools

Provide

districts, regional providers, vendors, higher education and professional associations adopt or provide materials and supports with strong quality assurance

Guide

Require

Three Approaches

Materials and supports directly to schools, in partnership with districts, regional providers, vendors, higher education, professional associations and other states

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What’s in a Comprehensive State Plan?

A comprehensive state plan aligns:

Educator supports Student supports System alignment Infrastructure Outreach

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What’s in a Comprehensive State Plan?

A comprehensive state plan aligns:

  Educator supports: Teacher Professional Development Curricular Resources and Instructional Materials Teacher Evaluation Principal Instructional Leadership and Capacity Formative Assessment Teacher preparation and advancement

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What’s in a Comprehensive State Plan?

A comprehensive state plan aligns:

Student supports: Targeted Interventions Funding for Student Supports System alignment: Summative assessments Accountability K-12 and higher education alignment with CCSS High school graduation requirements

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What’s in a Comprehensive State Plan?

A comprehensive state plan aligns:

Infrastructure: Technology infrastructure State funding alignment Outreach: Communications Stakeholder engagement

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A Strong State Role: Educator Supports TEACHER PROFESSIONAL DEVELOPMENT

CURRICULAR RESOURCES & INSTRUCTIONAL MATERIALS

State requires, provides or cer1fies aligned teacher professional development

State provides resources—funding (realloca1ng exis1ng funding, providing new, targeted funding or a combina1on of the two) and 1me—to support state/regional/local provision of only aligned professional development

State has system in place to target support, track progress of professional development efforts and hold itself and others accountable for con1nuous improvement based on feedback

State defines and either provides or cer1fies models and exemplars of high-quality, aligned teacher professional development

State provides at least an aligned model curriculum framework

State engages educators directly or provides tools and/or resources for districts to engage educators in development, iden1fica1on and/or pilo1ng of aligned materials

State develops and makes widely available tools (e.g., criteria or rubrics) that administrators and educators can use to evaluate the alignment of classroom materials

State has system in place to track administrator and teacher access to and use of high-quality, aligned materials and to address problems based on feedback

The common thread?

TEACHER EVALUATION SYSTEMS State connects CCSS implementa1on to teacher evalua1on by describing plans to use PARCC or SBAC assessments in ELA/Literacy and mathema1cs as one factor in determining teachers’ contribu1ons to student learning growth

State plans to connect the measures for teachers in NTSGs—such as student learning objec1ves, adapted classroom assessments or porPolios of student work —to the CCSS

State requires or provides guidance such that individual teacher evalua1on results (both forma1ve informa1on provided throughout the year and summa1ve annual ra1ngs) are used to iden1fy and target CCSS-based professional development for individual teachers

The state takes a leadership role to ensure that teachers and principals get professional development and curricular resources aligned to the CCSS.

State provides aligned tools or requires that AND, the new teacher evaluation systems observa1on rubrics and other forma1ve materials/ are aligned to CCSS and the results tools designed to assess and improve instruc1onal

drive support and assistance to classroomprac1ce be clearly connected to CCSS teachers.

State has mechanism to track and address gaps in the extent to which teachers are geRng CCSS-aligned professional development linked to their individual teacher evalua1on results

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Three State Examples:

New Jersey New Mexico North Carolina

NJDOE: Model Curriculum Unit Version 1.0

Version 2.0

WHAT Students need to Learn

HOW We can best Instruct

Standard

Student Learning Objectives

CCSS Scaffolded Standard 1 SLOs

Instruction

Formative Assessments

Version 1.0 How We know students have Learned Summative/Formative

• Model Lessons • Model Tasks • Engaging Instructional Strategies

• Effective checks for understanding Unit Assessment • Teacher SLOs 1-5 CCSS Standard 2 Scaffolded designed formative SLOs assessments General Unit Bank of Assessment Items 2.0 Student level learning reports - Professional development - Resource reviews 18

NJDOE Model Curriculum 2.0: Instructional Improvement System CCSS aligned unit-based SLOs CCSS aligned 6-week unit assessments Model Lessons by CCSS aligned SLOs Model and Teacher-developed formative assessments

Professional Development:

By Content Area and grade level bands Priority & Focus Schools (all staff) Key staff by Region (On-going Train the Trainer)

Instructional resource rating system School, Classroom, Student level assessment reports

On-line resources used extensively for feedback and future-planning

Unit level Item bank

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North Carolina Big Goals Believe in the Standards Build and reinforce educators’ and stakeholders’ belief that the new standards will improve student outcomes.

Know and Teach the Standards Ensure every teacher in NC has a deep, specific understanding of the standards and can implement them to improve student outcomes.

Assess the Standards Institute a comprehensive assessment system with a focus on using data to improve instruction and moving to an online assessment environment.

North Carolina Tools • Overview of change we aspire to (READY) • Unpacking • Crosswalks • Sample Items • Classroom Examples/Video Vignettes • Learning Experiences/Lesson Plans • Sample Pacing Guides Assess the Standards • assessment Online Modules Institute comprehensive system including a focus on using data and moving to an online assessment environment • Instructional Improvement System

North Carolina Training

Summer Institute

April

Formative Support

Annual Professional Development Cycle

Oct

Formative Support

July

RESA

RESA

Session

Session

Jan

RESA Session

Using the tool State examples Possible directions Your ideas

How States Have Used the Tool At recent PARCC Institute, state teams used the tool in different ways to push their implementation work forward:

Arkansas: committed to use initial self-assessment as baseline and strong /exemplary category descriptions to guide senior leadership meetings Florida: team members self-assessed, found differences that pointed to SEA-LEA disconnects Oklahoma: worked through “questions to consider” in key areas to assess and revise new plan

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Early Lessons We learned from state team time at PARCC about how to use—and not use—the tool productively:

Truly helpful as a self-assessment tool: use it to determine where the state stands now Don’t make this about who’s not doing their job: make it about our collective responsibility for implementation, whether we work in the state agency, in a district, in higher education or elsewhere Have one plan: need a “plan” in one place (rather than across RTTT SOW, board policy, ESEA waiver) that the public and educators see and can digest 25

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Possible New Directions Ideas surfaced at PARCC to enhance/expand tool:

School and/or district level version Exercises for a two-hour team meeting in your state Professional development module for districts and educators Neutral/expert facilitation

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Discussion and Feedback What do you think?

  Would you find any of the possible new directions discussed here useful to your state?   What do you need to make this tool a productive way to improve ongoing implementation in your state?

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