Implementation of CCSS

CCCOE Curriculum Council

November 2011

Three Recently Published Documents

1. CCSS: Progress and Challenges in School Districts’ Implementation

2. Publishers’ Criteria for the CCSS in ELA

3. Supporting Implementation of CCSM: Recommendations for Professional Development

CCSS: Progress and Challenges in School Districts’ Implementation

Center on Education Policy Study

September 2011

This Report

describes districts’ perception about the impact of the CCSS their progress in implementing the challenges they face

is based on a survey of nationally representa-tive school districts and was conducted in the winter and spring of 2011.

6 Key Findings

1. Almost 60% of the districts viewed CCSS as more rigorous than the ones they are replacing, and expected the CCSS to improve student learning.

2. 67% have begun to develop a comprehensive plan and timeline for implementing the standards (or intend to do so in the 2011-12 school year.) AND 61% of the districts are developing and/or purchasing curriculum materials.

3. Adequate funding is a major challenge

6 Key findings (cont.)

4. About 67% cited inadequate or unclear state guidance on the CCSS as a major challenge

5. Districts appear to be facing relatively little resistance to implementing the CCSS from parents, community, members or educators

6. District or school level staff, participated in various state, regional, or district activities in school year 2010-11 to become informed about the CCSS.

CCSS More Rigorous than Previous State Standards?

CCSS Will Improve Skills Among Students?

Need for New or Substantially Revised Curriculum?

Need for Fundamental Changes to Instruction?

District Initiated Activities

Percent of Districts Starting to Implement Activity

Activity Math ELA

Develop or Purchase curriculum materials aligned with CCSS

55% 53%

Develop local assessments 48% 45%

Professional Development 47% 45%

Assign Resource Teachers to Assist staffs

29% 29%

Comprehensive plan and timeline 66%

Teacher evaluation system 30%

Educator induction programs 27%

* If difference between estimates is 15% or greater there is significant difference

Challenges Districts Face

Challenge Major Minor Not

Inadequate funds 76% 21% 4%Inadequate guidance related to creating local assessments

48% 41% 11%

Inadequate curriculum materials 47% 42% 12%

Resistance from teachers and principals

10% 58% 32%

Resistance from parents and community

5% 35% 60%

Local Staff Participation in Information Activities about CCSSState or Regional Activities

Introduction to CCSS 88%

Plan Implementation 63%

Understand implications for Instruction

62%

District Sponsored Activities

Introduction to CCSS 72%

Plan Implementation 61%

Understand implications for Instruction

54%

Conclusions majority expectation is that CCSS is more

rigorous Many districts have begun to make changes Having inadequate funds is a major challenge

for over 80% of schools approximately half of the schools find a lack of

guidance on local assessments and lack of curriculum materials to be a major challenge

Publishers’ Criteria for the CCSS in ELA

CCSSO – Achieve - NASBE

8/25/11

Publishers’ Criteria for the CCSS in ELA Grades K-2 & 3-12

Paid for by a contract from Bill and Melinda Gates Foundation

Informally vetted by publishers, researchers, state officials, teachers and others

The documents are being circulated more widely now. And are eventually headed for posting online to guide not only publishers, but also anyone developing curriculum for the standards

K-2 Criteria Center on Aspects of Significant Shift

Focus on reading informational text Building coherent knowledge within and

across grades More in-depth approach to vocabulary

development Students encounter sufficiently complex

texts through reading, writing, listening and speaking

Grades K-2 Document Organization

Key Criteria for Reading Foundations Key Criteria for Text Selection Key Criteria for Questions and Tasks

3-12 Criteria Center on Aspects of Significant Shift an intense focus on close examination of text

as the source for study across disciplines Students are expected to learn increasingly

complex readings (literary & informational), infer meaning from what they read and build agreements based in evidence from the text.

80-90% of reading standards in each grade require text-dependent analysis so curriculum should mirror this.

Materials should be sparing written or spoken activities based on students’ background knowledge and the experience they bring with them to school. These are not sufficient.

Grades 3-12 Document Organization

Text selection: complexity & range and quality of texts

Questions and tasks Academic vocabulary Writing to sources and research Additional key criteria for student

reading, writing, listening and speaking

Supporting Implementation of CCSM

Recommendations for Prof. Dev.

NSF Funded Research

November 2011

Overview of Recommendations for CCSM-PD

1. Emphasize the Substance of CCSM-PD

2. Create and Adapt Materials for Use

3. Design PD based on Features that Support Teacher Learning

4. Build Coherent Programs of CCSM-PD

5. Prepare and Use Knowledgeable Facilitators

6. Provide CCSM-PD Tailored to Key Role Groups, in addition to teachers

7. Educate Stakeholders about CCSSM

8. Continuously Assess CCSSM-PD

9. Create CCSSM Consortia

Overview of Recommendations for CCSM-PD (cont.)

Three Recently Published Documents

1. CCSS: Progress and Challenges in School Districts’ Implementation

2. Publishers’ Criteria for the CCSS in ELA

3. Supporting Implementation of CCSM: Recommendations for Professional Development