mississippi department of education common core state standards and assessments k-2 training of...

Mississippi Department of EducationCommon Core State Standards

and Assessments

K-2 Training of TrainersMathematics and English/Language Arts

June-July 2011

3

Agenda

1. Welcome2. Agenda Review3. Binder Documents4. Overview of Common Core State Standards

(CCSS)5. MDE Implementation6. CCSS Assessment Update7. Structure and Key Terms8. Work Session Activities9. Closure

4

Overview of Binder Documents

• PowerPoint presentation• CCSS for Mathematics• CCSS for English Language Arts (ELA)• CCSS at a Glance• MS Framework for Mathematics• MS Framework for ELA• Vertical Alignments• Work Session Activities

5

What is the CCSS Initiative?

• An initiative of the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO)

• A significant and historic opportunity for states collectively to develop and adopt a core set of academic standards in Mathematics and English/Language Arts

6

Why is this initiative important?

• Provides consistency across states• Allows for equal access • Prepares students to compete globally• Allows for more focused professional

development• Allows for the development of a common

assessment• Provides the opportunity to compare and

evaluate policies that affect student achievement across states

7

What are the Common CoreState Standards (CCSS)?

• Fewer, clearer, and higher

• Aligned with college and work expectations

• Rigorous content requiring higher-order thinking and application of knowledge

• Internationally benchmarked

• Evidence and/or research-based

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Instructional Delivery System

At a minimum, to implement Common Core State Standards successfully, TEACHERS must:

1. Know how to plan intentionally for rigorous and deep learning experiences.

2. Know how to design and utilize formative assessment that ensures retention and the ability to apply learning.

3. Be able to create a learning environment that fosters deep thinking, engagement of students, integration of subject areas, and problem-based learning experiences.

4. Must be able to analyze and use a variety of data to drive instructional practice.

5. Must embrace continuous professional learning.

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Shift from “What’s Taught” to “What Students Need to Be Able to

Do”To succeed in 21st century college and careers,

students need to be able to:

Solve problemsManage themselves

Adapt to changeAnalyze/conceptualize

Reflect on/improve performanceCommunicateWork in teams

Create/innovate/critiqueEngage in learning throughout life

10

What is not included in the CCSS?

• How teachers should teach

• All that can or should be taught

• Intervention strategies to support students

• The full range of support appropriate for English Language Learners and for students with special needs

• Textbooks to help with implementation

11

MDE Implementation Timeline

Grades

K – 2

3 – 5

6 – 8

9 – 12

Training FollowUp

Training

Follow Up

Summer2011

Fall 2011

Spring 2012

Fall 2012

Spring 2013

Summer 2012

Training Follow Up

Follow Up

Training

Follow Up

Follow Up

Summer 2013

Follow Up

Follow Up

K-12 follow-up sessions will occur around the state in late summer 2013.

• Proposed implementation schedule pending funding and additional PARCC resources

• Intended to get MS ready for CCSS and Assessment as early as possible

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K-2 Implementation

The MDE will begin the implementation process with K-2 in 2011-12. K-2 was selected as the initial implementation grade span because:

• Participant feedback from overview sessions was highly favorable to begin with K-2.

• 2011-12 kindergarten students will be the first 3rd graders to participate in the Assessments for grades 3 - 11 during the 2014-15 school year.

• High stakes testing does not occur at the K-2 grade levels.

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K-2 Implementation• Training-of-the-Trainers sessions will be offered in three locations this summer with follow-up sessions offered across the 2011-12 school year.

• Training for grades 3-5, 6-8, and 9-12 will follow the same basic pattern with improvements that are learned along the way.

• All grade levels will be trained by summer 2012 and will have completed follow-up activities by the summer of 2013, well before the 2014-15 start date of the new assessments.

• Implementation may be considered as a multi-year process of weaving the Common Core State Standards into the fabric of classroom instruction until the CCSS have replaced the MS Curriculum Frameworks.

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CCSS Assessment Consortia

Two Comprehensive Assessment Proposalsthrough RttT Funding:

Partnership for Assessment of Readiness for College and Careers (PARCC) 25 states, 31 million students K-12

SMARTER Balanced Assessment Consortium (SBAC) 31 states, 21 million students K-12

Note: 12 states are currently in both and 6 states are in neither consortium.

New Consortia tests will replace current state NCLB tests in 2014-2015.

Center for K – 12 Assessment & Performance Management at ETS

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Partnership for Assessment of Readiness for College and

Careers (PARCC)

About PARCC PARCC is a 25-state consortium working together to develop

next-generation K-12 assessments in English and math. PARCC benefits:• Students, who will know if they are on track to graduate and ready for

college and careers• Teachers with regular results available to guide learning and instruction• Parents with clear and timely information about the progress of their

children• States with valid results that are comparable across the 25 member states• The nation as it is based on college- and career-ready, internationally-

benchmarked CCSS

http://PARCConline.org

http://parcconline.org/

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PARCC Timeline

SY 2011-12

Development of assessments and related resources

begins

SY 2012-13

First year pilot/field testing and

related research and

data collection

SY 2013-14

Second year pilot/field testing and

related research and

data collection

SY 2014-15

Full administration

of PARCC assessments

SY 2010-11

Launch and design phase

Summer 2015

Set achievement

levels, including

college-ready performance

levels

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PARCC – Two Types of Summative Assessments

FOCUSEDASSESSMENTS

END OF YEARCOMPREHENSIVE

ASSESSMENT

• One to three tasks that assess a few “keystone” standards/topics

• Given at three points during the school year, near the end of quarters

• Results within 2 weeks to inform instruction and intervention

•Taken on computer, with mixed item types

•Scored entirely by computer for fast results

Scores from both focused & end-of-year assessments will be combined for annual

accountability score.


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PARCC: Resources, Tools, and Supports

PARTNERSHIP RESOURCE CENTER: Digital library of released items, formative assessments, model curriculum frameworks, curriculum resources, student and educator tutorials and practice tests, scoring training modules, and professional development materials

Partnership Resource Center:

• Interactive Data Tool for accessing data and creating customized reports

• Exemplar lesson plans

• Formative assessment items and tasks

• Professional development materials regarding test administration, scoring,

and use of data

• Online practice tests

• Item development portal

• Tools and resources developed by Partner states

• Optional “ready-to-use” performance tasks for K-2Center for K – 12 Assessment & Performance Management at ETS

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The PARCC System

FocusedASSESSMENT4

• Speaking• Listening

25%

FocusedASSESSMENT 1• ELA• Math

50%


90%

END OF YEARCOMPREHENSIVE

ASSESSMENT

75%


PARTNERSHIP RESOURCE CENTER: Digital library of released items, formative assessments, model curriculum frameworks, curriculum resources, student and educator tutorials and practice tests, scoring training modules, and professional development materials

Summative assessment for accountability

Required, but not used tor accountability

English Language Arts and Mathematics, Grades 3 - 11


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Key Challenges for PARCC

Implementation Challenges

• Estimating costs over time, including long-term budgetary planning

• Transitioning to the new assessments at the classroom level

• Ensuring long-term sustainability

• Building on CCSS implementation

Policy Challenges

• Student supports and interventions

• Accountability

• High school course requirements

• College admissions/ placement

• How to change perceptions about what next-gen assessments can and will do

Technical Challenges

• Developing an interoperable technology platform

• Transitioning to an computer-based assessment system

• Developing and implementing automated scoring systems and processes

• Identifying effective, innovative item types

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Structure Sample fromCCSS - Mathematics

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Domains for K-2 CCSSMathematics

• Counting and Cardinality (CC) [K only]

• Operations and Algebraic Thinking (OA)

• Number and Operations in Base Ten (NBT)

• Measurement and Data (MD)

• Geometry (G)

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Referencing the CCSSMathematics Examples

2.G.12.G.1 - Grade level2.G.1 - Geometry Domain2.G.1 - Standard

K.CC.4bK.CC.4b - Grade levelK.CC.4b - Counting and Cardinality

DomainK.CC.4b - Standard

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Common Core State Standards for English/Language Arts

• College and Career Readiness (CCR) Anchor Standards drive the grade-specific standards.

• Grade-specific standards define what students should know and be able to do by the end of each year to progress toward achievement of the anchor standard.

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College and Career ReadinessAnchor Standards for Reading p. 10

Key Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specifictextual evidence when writing or speaking to support conclusions drawn from the text.2. Determine central ideas or themes of a text and analyze their development; summarize the key supportingdetails and ideas.3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure4. Interpret words and phrases as they are used in a text, including determining technical, connotative, andfigurative meanings, and analyze how specific word choices shape meaning or tone.5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g.,a section, chapter, scene, or stanza) relate to each other and the whole.6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, aswell as in words.8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as wellas the relevance and sufficiency of the evidence.9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare theapproaches the authors take.

Range of Reading and Level of Text Complexity10. Read and comprehend complex literary and informational texts independently and proficiently.

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College and Career ReadinessAnchor Standards for Writing p. 18

Text Types and Purposes1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

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College and Career ReadinessAnchor Standards for

Speaking and Listening p. 22

Comprehension and Collaboration1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

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College and Career ReadinessAnchor Standards for Language p. 25

Conventions of Standard English1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.5. Demonstrate understanding of word relationships and nuances in word meanings.6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

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Structure Sample from CCSS - ELA

Kindergartners: Grade 1 students: Grade 2 students:

Key Ideas and Details

1. With prompting and support, ask and answer questions about key details in a text.

1. Ask and answer questions about key details in a text.

1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

2. With prompting and support, identify the main topic and retell key details of a text

2. Identify the main topic and retell key details of a text.

2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

3. Describe the connection between two individuals, events, or pieces of information in a text.

3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Reading Standards for Informational Text K-5 RI

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Referencing the CCSS ELA Examples

RI.2.3

Strand: ReadingCollege and Career Readiness Anchor Standard for Reading #3

RI.2.3 - Reading Informational Text

RI.2.3 - Grade level

RI.2.3 – Grade specific standard

W.3.1a

Strand: WritingCollege and Career Readiness Anchor Standard for Writing #1

W.3.1a - Writing

W.3.1a – Grade level

W.3.1a – Grade specific standard

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CCSS Math Terminology

• Review and list the key terms of the MS Curriculum Framework for Math.

• Review and list the key terms of the CCSS for Math.

• Compare and contrast the structure of the MS Curriculum Framework and the CCSS key terms.

• Discuss as a group.

(See Structure and Key Terms Activity Worksheet)

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CCSS ELA Terminology

• Review and list the key terms of the MS Curriculum Framework for ELA.

• Review and list the key terms of the CCSS for ELA.

• Compare and contrast the structure of the MS Curriculum Framework and the CCSS key terms.

• Discuss as a group.

(See Structure and Key Terms Activity Worksheet)

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CCSS Structure and Key TermsActivity Reflection

(See Reflection Worksheet.)

Directions:1. Discuss how this activity helped with

understanding the structure and key terms of the CCSS.

2. Discuss how you plan to use this activity with teachers in your district.

3. Record responses on the Reflection Worksheet.

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Work Session 1:Unpacking ELA CCSS

Directions:Follow the steps in the process listed below to develop understanding of the standard by unpacking it into parts.1. Identify key terms/vocabulary, key nouns, and key

verbs in the CCSS that may be unfamiliar to students.2. Come to agreement on the definition of each term.3. Write the identified words and definitions in language

that students will readily understand (student-friendly) and that teachers can easily explain to students.

4. Develop “I can” statements for students to understand the language of the standard.

5. Use the activity sheets to record answers.

35


Activity 1-A: Unpacking

Directions:• Identify key words of the CCSS indicated below.• Write definitions, student-friendly language, and

“I can” statements in the appropriate box.

ELA RI.K.3With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

36


Activity 1-B: Video

Directions:• View the video for the Kindergarten CCSS indicated

below.• Discuss as a group the guiding questions below.

ELA RI.K.3With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

Guiding Questions:1. How has the teacher aligned the activities to the standard?2. How has the teacher checked for student understanding?3. What are other ways that a teacher may address the

standard?

37


Activity 1-C: Unpacking

Directions:• Identify key words of the CCSS indicated below.• Write definitions, student-friendly language, and

“I can” statements in the appropriate box.

ELA RL.1.6Identify who is telling the story at various points in a text.

38


Activity 1-D: Video

Directions:• View the video for the First Grade CCSS indicated

below.• Discuss as a group the guiding questions below.

ELA RL.1.6Identify who is telling the story at various points in a text.

Guiding Questions:1. How has the teacher aligned the activities to the standard?2. How has the teacher checked for student understanding?3. What are other ways a teacher may address the standard?

39


Activity 1-E: UnpackingDirections:• Identify key words of the CCSS indicated below.• Write definitions, student-friendly language, and “I

can” statements in the appropriate box.

ELA SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.1a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful

ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

1b. Build on others’ talk in conversations by linking their comments to the remarks of others.

1c. Ask for clarification and further explanation as needed about the topics and texts under discussion.

40


Activity 1-F: VideoDirections:• View the video for the Second Grade CCSS indicated below.• Discuss as a group the guiding questions below.

ELA SL.2.1Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

1a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

1b. Build on others’ talk in conversations by linking their comments to the remarks of others.

1c. Ask for clarification and further explanation as needed about the topics and texts under discussion.

Guiding Questions:1. How has the teacher aligned the activities to the standard?2. How has the teacher checked for student understanding?3. What are other ways that a teacher may address the standard?

41


Reflection


Directions:1. Discuss how this work session helped

with unpacking the standards.2. Discuss how you plan to use these

activities with teachers in your district.3. Record responses on the Reflection

Worksheet.

42

Work Session 2:Unpacking Math CCSS

Directions:Follow the steps in the process listed below to develop understanding of the standard by unpacking it into parts.1. Identify key terms/vocabulary, key nouns, and key

verbs in the CCSS that may be unfamiliar to students.2. Come to agreement on the definition of each term.3. Write the identified words and definitions in language

that students will readily understand (student-friendly) and that teachers can easily explain to students.

4. Develop “I can” statements for students to understand the language of the standard.

5. Use the activity sheets to record answers.

43

Work Session 2:Unpacking Math CCSSActivity 2-A: Unpacking

Directions:• Identify key words of the CCSS indicated below.• Write definitions, student-friendly language, and “I can”

statements in the appropriate box.

Math K.G.4Analyze and compare two- and three dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number

of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).

44

Work Session 2:Unpacking Math CCSSActivity 2-B: Unpacking

Directions:• Identify key words of the CCSS indicated below.• Write definitions, student-friendly language, and “I


Math 1.G.1Distinguish between defining attributes (e.g.,

triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

45

Work Session 2:Unpacking Math CCSSActivity 2-C: Unpacking

Directions:• Identify key words of the CCSS indicated below.• Write definitions, student-friendly language, and “I


Math 2.G.1Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. Note: Students do not need to learn formal names such as “right rectangular prism.”

46


Activity 2-D: Progression

Directions:• Refer to the CCSS Math 2.G.1, Math 1.G.1, Math

K.G.4 in activities 2A - 2C.• Discuss as a group the guiding questions below.

Guiding Questions:1. How does the content progress from one grade level to

the next?2. What prerequisite instruction may be needed for each

standard?3. What skills will be developed from one grade to the

next?

47


Reflection



with unpacking the standards.2. Discuss how you plan to use these


Worksheet.

48

Work Session 3:Using Resources for ELA CCSS

The CCSS document provides three appendices for English Language Arts.1. Appendix A: Research Supporting Key

Elements of the Standards and Glossary of Key Terms

2. Appendix B: Text Exemplars and Sample Performance Tasks

3. Appendix C: Samples of Student Writing

Note: Appendices are included on the flash drive because documents are too large for printing.

49


Activity 3-A: Identifying Tier Words

Directions:• Use the descriptions indicated in Activity 3-A to

identify Tier 1, 2, and 3 words.

• Read the excerpt from Appendix B (Grade 2 – Text Exemplar for Informational Text).

• Underline Tier 1 words, circle Tier 2 words, and draw a box around Tier 3 words. Base judgments on CCSS expectations for 2nd grade students.

• Be prepared to share with the large group.

50

Work Session 3:Using Resources for ELA CCSSActivity 3-B: Appropriate Texts

Directions:• Refer to the K-1 and Grades 2-3 texts listed

from Appendix B.

• Circle any texts (stories and read-aloud stories) currently used in your school and compare the grade level in which they are currently used to the grade level indicated.

• Discuss when and how teachers might use these lists.

51

Work Session 3:Using Resources for ELA CCSSActivity 3-C: Performance Tasks

Directions:Using Performance Tasks from Appendix B• Refer to the Sample Performance Tasks for

Informational Text (K-1).• Select three of the performance tasks and

refer to the ELA CCSS identified.• Discuss and record how each of the selected

performance tasks addresses the standard.• Discuss other ways that teachers could use

the performance tasks.

52

Work Session 3:Using Resources for ELA CCSSActivity 3-D: Writing Samples

Directions:Using Writing Samples from Appendix C• Read the excerpt.• Discuss the questions below.Questions:

1. Does the writer identify the name of the book?2. Does the writer state an opinion about the book?3. According to the CCSS for kindergarten on page 19

of CCSS ELA, is this writing sample grade-appropriate? Explain.

4. What conclusions can you make about the writer of this sample?

53


Activity 3-D Writing Samples Continued

Directions:Using Writing Samples from Appendix C• Read the excerpt.• Discuss the questions below.Questions:

1. Does the writer identify the name of the book?2. What facts does the writer supply about the topic?3. How does the writer provide closure?4. How does the writer demonstrate command of some of

the conventions of standard written English?5. Is this writing sample grade-appropriate according to

the Writing CCSS for Grade 1 on page 19 of CCSS ELA? Explain.

54


Activity 3-D Writing Samples Continued

Directions:Using Writing Samples from Appendix C• Read the excerpt.• Discuss the questions below.

Questions:1. How does the writer establish a situation in time and place

appropriate for what is to come?2. How does the writer recount a well-elaborated sequence of events

using temporal words to signal event order?3. Give examples of how the author includes details to describe

actions, thoughts, and feelings.4. How does the author provide a sense of closure?5. How does the author demonstrate a growing command of the

conventions of standard written English?6. Is this writing sample grade-appropriate according to the writing

CCSS for Grade 2 on page 19 of the CCSS ELA?

55


Reflection



with understanding the ELA Resources (Appendix A,B,C).

2. Discuss how you plan to use these activities with teachers in your district.

3. Record responses on the Reflection Worksheet.

56

Work Session 4:Focusing on Mathematical

Practices

Mathematical Practices1. 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.

57

Work Session 4:Focusing on Mathematical Practices

Activity 4-A: Understanding Mathematical Practices

Directions:• Refer to pages 6-8 of the CCSS Mathematics. • Review mathematical practices.• Identify key words or phrases that help with

understanding the mathematical practices.• Use the activity sheet to record information.• Discuss as a group.

58


Activity 4-B: Teaching Strategy

Directions:• Read the geometry teaching strategy indicated

in Activity 4-B.• As a group, discuss the guiding questions

below.Guiding Questions:

1. How does the teaching strategy align to the CCSS for grades K-2? List the CCSS.

2. Indicate the mathematical practice(s) addressed in the strategy.

3. What are ways that a teacher may modify the strategy?

59


Activity 4-C: Teaching Strategy

Directions:• Read the teaching strategy indicated in Activity

4-C regarding composing and decomposing numbers.

• Discuss as a group the guiding questions below.Guiding Questions:

1. How does the teaching strategy align to the CCSS for grades K-2? List the CCSS.

2. Indicate the mathematical practice(s) addressed in the strategy.

3. What are ways that a teacher may modify the strategy?

60


Reflection


Directions:1. Discuss how this work session helped with

understanding the Mathematical Practices.2. Discuss how you plan to use these


Worksheet.

61

Work Session 5:Identifying Challenging Standards

Activity 5-A: Math

Directions:• Identify two CCSS for Mathematics per

grade level that will be most challenging for teachers.

• Indicate reasons why the standards chosen may be most challenging.

• Discuss possible ways to address the challenging standards.

62


Activity 5-B: ELA

Directions:• Identify two CCSS for English Language

Arts per grade level that will be most challenging for teachers.

• Indicate reasons why the standards chosen may be most challenging.

• Discuss possible ways to address the challenging standards.

63


Reflection



with identifying challenging Standards.2. Discuss how you plan to use this activity

with teachers in your district.3. Record responses on the Reflection

Worksheet.

64

Work Session 6:Writing an Action Plan for Local

District/School Training

(See Action Plan Template.)

Directions:• Use the template to begin the

development of an action plan for implementing the K-2 training in your school district over the next six months.

• You will be asked to share the estimated timeframe for conducting the training in your district.

65

Work Session 6:Writing an Action Plan for Local

District/School TrainingReflection


Directions:1. Indicate how this work session helped with

developing an action plan for K-2 training.2. Indicate how you plan to use this action plan.3. Record responses on the reflection worksheet.4. Discuss one way that the action plan template

helped with developing the plan.

66

Evaluation and Feedback on district needs

• Please complete the evaluation form.• Provide feedback regarding district

needs.• Provide suggestions for the training of the

trainers for grades 3-5. • Each participant will receive a thumb-

drive when the evaluation is submitted.

67

Common Core WebsiteList of Resources

1. Reaching Higher: the Common Core State Standards Validation Committee

2. Summary of Public Feedback for K-12 Standards3. Summary of Public Feedback for College and

Career Readiness Standards4. Common Core State Standards Criteria5. Common Core State Standards Considerations6. Joint International Benchmarking Report7. Key Points of the English Language Arts

Standards8. Key Points of the Math Standards

www.corestandards.org (Key Resources)

Cont.

http://www.corestandards.org/

68

Common Core WebsiteList of Resources

Cont.

9. Frequently Asked Questions10.Myths vs. Facts11.Common Core Standards PowerPoint, March

201012.Common Core State Standards Webinar

(PowerPoint presentation),June 30, 201013.CCSS MASA PowerPoint, October 201014.CCSS PowerPoint and Webinar, November 30,

201015.Common Core State Standards Initiative: Key

Resources

69

Common Core Websites

Common Corehttp://www.corestandards.org/

PARCChttp://PARCConline.org

MDE Websitewww.mde.k12.ms.us (hot topics)

http://www.corestandards.org/

http://parcconline.org/

http://www.mde.k12.ms.us/

Contact Information

Curriculum and InstructionMississippi Department of Education

[email protected]