Guam Department of Education Federal Programs Division FY’12 US-Ed Consolidated Grant Application & Consultative Workshop June 7 th -8 th, 2012 College.

Guam Department of Education Federal Programs Division FY’12 US-Ed Consolidated Grant Application & Consultative WorkshopJune 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

I. WelcomingII. Overview of presentation III. Review of Educational Reform Efforts on Guam

-from Standards to the Common Core…IV. Review-Foundations of Curriculum, Instruction and

Assessment: C-I-A ModelV. Common Core State Standards

-Standards-Instruction-Assessments

VI. Where do we go from here…proposed timelinesVII. Questions, comments, discussion…VIII. Thank you and enjoy the rest of your week!

Advanced understanding the concept of C-I-A “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

Back-1998: Pre- Standards

1999: Adoption and Implementation of Content Standards and Performance Indicators

2001: Alignment of Standards with SAT9Passing of PL26-26Elected School Board/School Performance Report

CardsPassage of No Child Left Behind (NCLB) Act

SY03-04: Adopted 2003 5 Year- District Action PlanAdoption of SAT10/Testing of all gradesImplementation of Direct Instruction Program-

Reading (Math in 04-05)

SY04-05: Teacher Quality Enhancement Grant- Project HATSA.

2007: Passing of PL28-45Adequate Education Act-14 points Identified Performance Levels of SAT10 as Target

SY07-08: Revised 5-yr District Action Plan SY09-10:

Adoption of revised content standardsImplementation (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

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?

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 loose-tight leadership”

- Non-discretionary student goals

- Common language

- Common framework and parameters for processes in the use of researched based practices

- Marzano & Dufour, 2011

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)

Overview of the Initiative

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

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 Include rigorous content and application of

knowledge through high-order skills Build upon strengths and lessons of current

state standards 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

Standards1) Word Analysis, Fluency, Vocabulary2) Reading Comprehension and Analysis of Non-

Fiction Texts3) Reading Comprehension and Analysis of Literary

Texts4) 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 TextsStudents 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 TextsStudents 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 TextsStudents 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 LiteratureKinder: #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 Literature6th 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. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. 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.

High School

Conceptual Category

Domain

Cluster

Standards

K-8

Grade

Domain

Cluster

Standards

“Common Core State Standards: Progress and Challenges in School Districts’ Implementation”

-Center on Education PolicySeptember, 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.

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.

Proposed working timeline

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!