NEW STANDARDS FOR THE 21 S T CENTURY

Connecticut Common Core Standards

Implementation process

Adopted (2010)Crosswalks and gap analysis (2010-11)Transition starts (2011-12)

Examining new resources to address shifts Curriculum revision PD for staff on instructional shifts

Full implementation continues (2012-present)

Big paradigm shifts

New standards will impact the way instruction is delivered and assessment (not simply tweaks in content)

Most teachers will not know how to teach in this new model—they will all need to learn together

District decisions about curriculum are made within the boundaries/parameters of CCS

Although the CCSS are specifically for ELA and Math, they will impact other content areas through the focus on informational reading and problem solving

Accountability

Although supervision and evaluation is done on a local level, teacher compliance in delivering the CCSS will be measured and reported in a number of visible and public ways

Student performance on the CCSS-aligned SBAC will be embedded in: Teacher Evaluation Plan

Student Growth and Development component Whole school performance component

School Performance Index Part of teacher evaluation Part of administrator evaluation Reported to public in media and websites Monitored by CSDE to determine school classification (excelling,

progressing, transition, review/focus, turnaround)

ELA Standards

Reading Classic and contemporary literature Informational (non-fiction) text

Writing Writing arguments Informational/explanatory texts Narratives Research

Listening and Speaking Informal discussions Presentations

ELA Standards, con’t

Language Vocabulary Conventions (grammar) Formal/Standard English and self-expression

Media and Technology Integrated through all standards

CCCS/SBAC Claims for ELA

Claim #1 - Students can read closely and critically to comprehend a range of increasingly complex literary and informational texts.

Claim #2 - Students can produce effective writing for a range of purposes and audiences.

Claim #3 - Students can employ effective speaking and listening skills for a range of purposes and audiences.

Claim #4 - Students can engage appropriately in collaborative and independent inquiry to investigate/research topics, pose questions, and gather and present information.

Claim #5 - Students can skillfully use and interpret written language across a range of literacy tasks.

The instructional shifts ELA

Building knowledge through content-rich non-fiction and informational texts

Reading, writing, and speaking grounded in evidence from text, both literary and informational

Regular practice with complex text and its academic language

Math Standards

K-5 as the solid foundation whole numbers addition, subtraction Multiplication Division fractions decimals

Procedural skill and conceptual understandingMiddle school as rich preparation for high school

math (ready for Algebra by grade 8)High school focus on application of mathematical

thinking and modeling to solve problems

CCCS/SBAC Claims for Math

Claim #1 - Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency.

Claim #2 - Students can frame and solve a range of complex problems in pure and applied mathematics.

Claim #3 - Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.

Claim #4 - Students can analyze complex, real-world scenarios and can use mathematical models to interpret and solve problems.

Instructional shifts Math

Focus strongly where the standards focus (means giving up some previously covered content)

Coherence: think across the grades and link to major topics within the grades

Rigor: in major topics, pursue conceptual understanding, procedural skill and fluency, and application (not about getting a single correct answer—multiple methods rather than a single algorithm)

More new learning

Information about the new standards needs to be reported out to parents and other constituents

The standards will require changes in how student performance and progress is reported (standards-based report cards)

The nature of class activities and homework will change (texts, worksheets, use of technology, etc)

Curriculum developers should look at what has already been done and use the pieces that best fit local needs (EngageNY, NYC, OH, GA, OR)