Kent ISD Collaborative Five Year Transition Plan to the Common Core State Standards

Collaboration + Communication = Success!

Five Year Transition Plan Develop Transition Plan: The goal of the transition and the collaborative professional development is to ensure quality learning for every student, every day, in every classroom. This plan has built in time for teachers to learn and process the new instructional focus through a collaborative and coaching model. Technology tools will be integrated throughout the five year transition plan. The collaborative unit/lessons will be added to Curriculum Crafter in order to create a repository of instructional materials for all educators throughout the county.

• Summer 2010 (Kent County Five Year Plan)

– Brought in approximately 120 educators to complete the 10 Step Unwrapping Process (Lead and Learn) using the newly adopted Common Core Standards for ELA and Math. Grade/Course level teams completed this process for many of the units of instruction outlined by the CCSS. After the summer work, draft units of instruction were been released in Curriculum Crafter and now can be used for dialogue and exploration at the local level.

• The 2010-2011 School Year (Starting the Wheel in Motion)

– Created a common understanding of the purpose for Common Core State Standards – Created a county-wide Common Core Coaching Network (CCCN) to help with the transition and professional development

taking place at the county and district levels. – Held five face-to-face meetings with activities that were replicated back in the buildings throughout each district in order to

ensure that the information was shared with everyone on staff. We had approximately 375 educators involved in these sessions. – Focused on the change of the HOW of instruction – professional development centered on how UDL, PBL, Web 2.0 (MOODLE,

Skype, Google Apps) and 21st century skills can be embedded into classroom instruction. – Provided teacher collaborative time to discuss, critique, plan, and develop instructional unit(s) to be used in classrooms. – Teams gathered information, provided feedback, and sought out additional instructional ideas to be shared throughout the

county on how to successfully implement the Common Core State Standards. – All educators engaged in professional learning conversations and activities to explore the Common Core State Standards.

Five Year Transition Plan • Summer 2011 (Keeping the Wheel in Motion)

– Brought in approximately 150 educators to continue the work of the 10 Step Unwrapping Process (Lead and Learn) for additional units of instruction outlined by the CCSS. Online pre-learning modules were completed by all participants prior to the face to face training. A few of the draft units were revised and have been re-released for draft piloting, dialogue, and exploration at the local level. See previous summer and CCCN training information for more specifics.

• The 2011-2012 School Year (Keeping the Wheel in Motion)

– Continue with the CCSS professional development to reach out and train additional staff in every district. Teams will support the “Model for Learning” i.e. gradual release model for planning and implementing common K-12 units of instruction.

– Focus is on changing the HOW of instruction (UDL, PBL, Web 2.0, Balanced Assessment Systems, 21st Century Skills, etc.) in the following domains:

– K-12 ELA, Science, & Social Studies: Informational Text, Informational Writing, Argumentative Writing – Mathematics: Whole Number Operations K-2, Fraction 3-5, Ratios and Proportions 6-8, Modeling 9-12

– Provide teachers with collaborative time to discuss, critique, plan, and develop instructional unit(s) to be used in classrooms. – Introduction of new materials to assist with formative and interim assessment from the SMARTER Balanced Assessment Consortium

– Pilot the implementation of the new units of instruction K-12 – Gather information, provide feedback, seek out additional instructional ideas to be shared throughout the county on how to

successfully implement the Common Core State Standards into every classroom.

• Summer 2012 - 2014 (Continuing the Wheel in Motion)

– Bring in educators to continue the work of the 10 Step Unwrapping Process (Lead and Learn) for units of instruction outlined by the CCSS. Online pre-learning modules will be completed by all participants prior to the face to face training. Draft instructional units and updated assessment samples will be revised and will be placed in Curriculum Crafter for use in classrooms across the county. The units can be used to enhance the PLC dialogue and exploration at the local level during the 2012-2014 school years.

Five Year Transition Plan • The 2012-2015 School Year (Full Implementation Pilot)

– Continue with the CCSS professional development to reach out and train additional staff in every district. Teams will support the “Model for Learning” gradual release model for planning and implementing common K-12 units of instruction.

– Focus is on changing the HOW of instruction (UDL, PBL, Web 2.0, Performance Assessments, 21st Century Skills, etc.) in the following domains:

– K-12 ELA, Science, & Social Studies: Informational Text, Informational Writing, Argumentative Writing – Mathematics: Whole Number Operations K-2, Fraction 3-5, Ratios and Proportions 6-8, Modeling 9-12

– Provide teacher collaborative time to discuss, critique, plan, and develop instructional unit(s) to be used in classrooms. – Introduction of new materials to assist with formative and interim assessment from the SMARTER Balanced Assessment

Consortium will be shared, utilized as practice assessments to gauge student comfort with the new format of assessments. – Implementation of the new units of instruction K-12 (See Stages of Implementation) – Gather information, provide feedback, seek out additional instructional ideas to be shared throughout the county on how to

successfully implement the Common Core State Standards. – Introduce and share resources, materials, and assessment samples from the SBAC Digital Clearing House (see slide 14 for

more details).

• 2014-2015 (Full Implementation at Every School in Every Classroom)

– Facilitate training for new teachers and administrators on how to use the SBAC Digital Clearing House resources (see slide 14 for more details)

Understanding the Common Core State Standards and What It Means to Classroom Instruction and Student Learning

Kent County Five Year Plan

Kent County Five Year Plan

See County-Wide Five Year Collaborative Plan

Starting the Wheel in Motion… Awareness of Common Core

Understand the “Why” and New “How” Focus

Unwrap the CCSS

Engage and Explore in CCSS Dialogue at County and

District Level around Instruction

Participate in Professional Development (UDL, PBL, Web 2.0, 21st Century Skills,

Balanced Assessment

Educational Technology Integration – Explore,

Engage and Implement

Summer PD and Curriculum Development Work

Planning and Communication for next steps in

the process

2010-2012 Common Core Transition Plan

Starting the Wheel in Motion – Year 1 & 2

Implementation in Motion… Common Message about CCSS

Implementation

Implementation of Course Content and discussion about gaps in teaching the transition

Implementation of Units of Instruction/PLC Dialogue

Benchmarking Student Progressing –

Using Data to Drive Instruction

Additional Unit Development Work and Professional

Development for new staff

2012-2015 Common Core

Implementation Plan

Starting the Wheel in Motion – Year 3-5

Participate in Professional Development: Creating a

Balanced Assessment System and Exploring

SBAC Sample Assessments

Demonstrate the change in “How” and integration of

technology into classroom

instruction.

PLC Dialogue around CCSS Implementation

Our Model for Learning – Understanding the Common Core State Standards

ISD/DISTRICT RESPONSIBILITY

TEACHER RESPONSIBILITY

Focus ModelingGuided

Instruction

“I do it”

“We do it”

“You do it together”Collaborative

Independent “You do italone”

A Model for Success for All EducatorsFisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

Our Model for Learning – Year 2-5

Stages of Implementation Plan: Sequence of Instruction of CCSS Units

Develop: Process for implementing new instructional units.

Critique: Share thinking and gather ideas and deeper understandings from colleagues and district/ISD administrators.

Administer: Utilize new units, take notes throughout instruction, offer ideas and suggestions, enhance units with new ideas to be shared.

Revise: Provide ideas for revisions and enhancements to Units of Instruction.

Continuous Improvement

Model

Stages of Implementation – Year 2-5

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Enga

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CCS

S U

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Job embedded Professional Development

Successful Pilot and Gather

Feedback

Communication and Exploration

Implementation and Professional

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Reflection and Planning

Implementation with Success

Implementation with Success– Year 2-5

Bala

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Implementation and Professional Development Rubric Yet to be created MDE’s recommended school year for full implementation? 2012-2013 for district conversation time around gaps in

teaching the transition

District Level Implementation Planning Timeline Yet to be created Important Points to Keep In Mind: K & Grade 8 should implement CCSS 2011-2012 because they

will be the first students taking the Smarter Balanced Assessment in 2014-2015.

Kindergarten students that begin Common Core will not have any gaps in their learning.

MEAP Testing Scoring Year Assessment Criteria Scoring

2011-2012

Same MEAP Questions as in the past New Cut Scores – ALL MEAP Questions part of score

2012-2013 and 2013-2014

MEAP questions plus field testing of CCSS correlation questions as part of the assessment Content assessment questions may be previous MEAP questions but from a different grade levels.

Cut Score will maintain or may increase based on previous year scores – Some MEAP questions are part of the score CCSS field questions will be added but will not count for AYP purposes (like extended core)

2014-2015 SMARTER Balanced Assessment Begins • Summative Assessments includes: Computer adapted content assessment and reading, writing and math performance assessments every year in grades 3-8 & 11

Cut scores and accommodations will be consistent across all states in the consortium

Last 12 weeks of year*

DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars, released items and tasks, model curriculum units, educator training; professional development tools and resources, interactive reporting system; scoring training modules, and teacher collaboration tools.

SBAC Supports:

The Digital Clearinghouse

The system portal for information about the CCSS, SBAC, and assessment results: • Reporting suite with differentiated tools available to students, educators,

parents, and policymakers with visualization tools • Vetted curriculum units and formative tools, processes and exemplars • Research-based instructional strategies and interventions • Issue-focused chat rooms • Released performance tasks and rubrics • Professional development modules and videos • Item development/scoring training modules and tools

* Time windows may be adjusted based on results from the research agenda and final implementation decisions.

Next Generation Assessments

Test Breakdown: SMARTER Balanced Assessment Consortium (SBAC)

• 22% – Selected response • 41% – Technology enhanced • 18% – Traditional constructive response • 23% – Performance based SBAC Standards Eligible Criteria and Content Specifications (Link) ETS – Assessment Comparison (Link)

SBAC Assessment Criteria - Literacy Of the 333 grade-level standards in grades 3–8 and high school, all standards were judged to

be learnable during the school year and expected of all students; 285 standards were judged to be measurable via on-demand summative assessment and 48 not measurable.

Eligibility is distributed across the grades as follows: • In grade 3, 35 of 42 standards are eligible. • In grades 4 and 5, 35 of 43 standards are eligible. • In grades 6–12, 36 of 41 standards are eligible.

The following standards are not eligible at all grades: • Reading standard 10 (for both Literature and Informational Text) (Range of Reading) • Writing standards 6 and 10 (Range of Writing) • Speaking and Listening standard 1 (Comprehension)

Additional standards not eligible in grades 3–5 are: • Grades 4 and 5 Reading Foundational Skills standard 3 (Awareness of Phonics) • Grades 3–5 Reading Foundational Skills standard 4 (Fluency) • Grades 3–5 Writing standard 7 (Routinely write over extended time frames)

SBAC Assessment Criteria - Math Mathematics • Of the 316 grade-level and conceptual category–level standards in grades 3–8 and

high school, 270 were judged to be eligible for the summative assessment; 46 were not eligible.

The eligibility was distributed across the grades as follows: • In grades 3–7, all standards were eligible. • In grade 8, 27 of 28 standards were eligible. One grade 8 standard in the Geometry

domain was ineligible; this standard was judged to be not measurable via on-demand assessment.

• In high school, 111 of 156 standards were eligible and 45 were not eligible. • Of the 45 ineligible high school standards, 43 were not expected of all students.

The largest number of standards not expected of all students was in the Number and Quantity conceptual category, but every conceptual category included some standards not expected of all students. The remaining two ineligible standards, both in Geometry, were judged to be not measurable via on-demand assessment

and more appropriate for classroom assessment.

Together we will build a solid learning

structure to meet the needs of ALL students and prepare them to effectively

compete in the global economy. Purpose: Kent County Five Year Plan

We need to prepare Michigan Kids for Common Core Assessments . . . . NOW!