Affective Response Level 1 Maintenance of a non CCSS led System Level 2 Awareness and Exploration of a CCSS System Level 3 Transition to a CCSS led System Level 4 Emerging New Infrastructure to Support a CCSS led System Level 5 Predominance of a CCSS led System Attitudes and Beliefs about CCSS High degree of resistance and apprehension to a CCSS led system Aware that a CCSS led system has the potential to improve student learning Growing acceptance through research and practice that a CCSS led system improves student learning Commit to a CCSS led system to improve student learning A CCSS system is the organizational structure around which district curricula and classroom practices are centered Motivation to Implement CCSS No motivation to implement a CCSS system Changes in classroom practices are motivated by administrative direction Reference CCSS in lesson planning as preliminary step in implementation Changes in classroom practices are motivated by growing belief that a CCSS led system will benefit students Begin efforts to adapt a CCSS system to fit school/district structure (e.g., curriculum mapping) Intrinsic motivation to a CCSS system into classroom/school/district practices Work cooperatively to adapt district structure to a CCSS led system High of engagement of all staff in implementation of a CCSS led system Enthusiastic commitment and support of a CCSS led system at building and district level Confidence Level Apprehension and anxiety surrounding a CCSS led system reform Receptive to participation in CCSS led system Secure in ability to contribute a CCSS led system Self-directed involvement in a CCSS led system Advocacy for a CCSS led system Affective Response Professional Development Professional Development Level 1 Maintenance of a non CCSS led System Level 2 Awareness and Exploration of a CCSS led System Level 3 Transition to a CCSS led System Level 4 Emerging New Infrastructure to Support a CCSS led System Level 5 Predominance of a CCSS led System Align to Common Core Standards (CCS) Other school/district policies and practices drive professional development efforts Aware that professional development needs to be aligned with a CCSS-led system No consideration of student data in designing professional development Develop plan to align professional development with a CCSS-led system Emerging understanding of the significance of student data in designing professional development Implement a CCSS-led system aligned professional development plan Use student learning date to design professional development Continuous review of the professional development system Design targeted professional development using system-wide analysis of student learning data
Sufficiency and Quality No procedures in for system training sessions Isolated opportunities for professional development related to a CCSS-led system are not well advertised Increase in professional development opportunities related to a CCSS-led system Emerging articulation across stages of learning Collaborative discussions with staff toward CCSS implementation and alignment. Frequent professional development opportunities for entire staff related to a CCSS-led system in vertical and horizontal teaming situations Recognize the need for professional development based on scientific research Use findings from ongoing discussion of school improvement data as a basis for professional development offerings Ongoing targeted professional development supporting systemic improvement as a result of vertical and horizontal teaming situations Provide targeted professional development based on scientific research Analyze needs and school improvement data to determine professional development offerings Acquired professional development information is evident in classroom practice Audience No targeted audience Provide opportunities for participation in professional development to targeted certified staff Provide professional development to all certified staff Provide professional development to all certified and paraprofessional staff Include appropriate educational community in professional development Curriculum Development Curriculum Development 1 Maintenance of a non CCSS led System Level 2 Awareness and Exploration of a CCSS led System 3 Transition to a CCSS led System Level 4 Emerging New Infrastructure to Support a CCSS led System 5 Predominance of a CCSS led System Alignment Curriculum is not connected with a CCSS-led system or to the school’s improvement goals for student learning Curriculum is not standardized to the Common Core; reliance on texts for decisions about content and pacing is evident Curriculum is textbook driven with limited references to a system Awareness of the Common Core Standards and practices of a CCSS led system Curriculum alignment to a CCSS-led system and the school’s improvement goals for student learning is uneven; some areas are clearly connected whereas others are not linked at all Sporadically refer to CCSS when planning curriculum Curriculum is aligned to both a CCSS-led system and school’s improvement goals for student learning in one or more learning areas Plan classroom curriculum and instruction based on CCSS Student progression is recognized by alignment toward CCSS-led System wide alignment is organized among standards based curriculum, assessment, professional development and teacher evaluation The district has realigned its existing English Language Arts curriculum with the CCSS.
Curriculum Development Student Learning and Assessment Student Learning and Assessment 1 Maintenance of a non CCSS led System Level 2 Awareness and Exploration of a CCSS led System Level 3 Transition to a CCSS led System Level 4 Emerging New Infrastructure to Support a CCSS led System Level 5 Predominance of a CCSS led System Use of Assessment Information to Inform Instruction Use the results of assessments for grading purposes only Aware that assessment results should inform classroom instruction Explore data analysis and collection methods Plan to use formative and summative assessment data to modify future instruction Use assessment data to track whole group achievement over time Disaggregate data to track achievement of sub-groups Begin to use assessment results to evaluate previous instructions and begin to modify future instruction Use assessment data to re-teach concepts and skills to groups and individuals as needed Analyze disaggregated data to track achievement of sub-groups Assessment results are continuously used to evaluate and modify instruction Use assessment data to provide remediation and/or enrichment Understand the achievement of targeted subgroups
Standardized Tests Commercially developed standardized tests are chosen with no regard to the CCSS of need to align commercially developed standardized test(s) to CCSS Preview commercially developed standardized for CCSS alignment Select commercially developed standardized tests that are aligned to CCSS. Use commercially developed standardized as an additional measure for CCSS achievement Reporting of Assessment Information Traditional report cards and letter grades distributed every grading period. Letter grades are not based on consistent criteria Parent/teacher conferences held once or twice a year Standardized test results used at administrative level only Certified staff are aware of CCSS as indicators of student progress Investigate evidence of student learning in teacher led conferences with parents, students may or may not be present. Certified staff are given standardized test results with little or no interpretation Introduce CCSS to students and parents as indicators of student progress Use evidence of student learning in teacher-led conferences with parents, students may or may not be present Certified staff and students are given/understand interpretation of standardized test results Limited use of CCSS expectations to report student progress at all grade levels Use evidence of student learning in student and teacher-led conferences with students and parents, attendance required by both Certified students, parents, and media understand standardized test results and the implications of these results Systematically report student progress based on CCSS expectations Student-led conferences with parents and teachers to articulate learning goals and achievements Conduct public dialogues to clearly define and interpret nation/state/district/school results based on the CCSS Student Learning and Assessment
Student Learning and Assessment (continued) 1 Maintenance of a non CCSS led System 2 Awareness and Exploration of a CCSS led System Level 3 Transition to a CCSS led System 4 Emerging New Infrastructure to Support a CCSS led System 5 Predominance of a CCSS led System Achievement Expectations Achievement expectations on teacher expectations Emerging awareness that CCSS define achievement expectations Develop some achievement expectations from the CCSS Develop achievement expectations across grade level learning areas based on CCSS Use CCSS to define achievement expectations system-wide Classroom Assessment Use primarily one assessment method that may or may not be aligned to the CCSS-led system that a CCSS-led system require multiple and various assessment methods that frequent and various opportunities are needed for students to demonstrate knowledge and skills Aware that bias and distortion exist in assessment instruments Begin to incorporate multiple and various assessment methods that align to a CCSS-led system to provide students frequent and varied opportunities to demonstrate knowledge and skills Analyze assessments to identify bias and distortion Incorporate multiple and various assessment methods across learning areas Begin to make adaptations for students to have an opportunity to demonstrate their best work The majority of classroom assessments are embedded into instruction Begin to select assessments that minimize bias and distortion Use multiple appropriate methods as valid measures of student achievement Provide all students frequent and varied opportunities to demonstrate knowledge and skills Classroom assessments are embedded into instruction Consistently select, design, or adapt assessments that minimize bias and distortion Student Involvement Students’ is not solicited or considered Explore ways that students can become actively involved in their learning Certified sets CCSS-based expectations with little communication to student Develop and introduce a plan to actively and constructively engage students in learning activities Certified communicates CCSS-based expectations to students Engage each student actively and constructively in learning and assessment activities Students actively involved in achievement progress Engage each student actively and constructively in learning and assessment planning activities Students collaborate to establish CCSS-based personal learning and performance expectations and accepts responsibility for achieving them Student Learning and Assessment
Community Awareness Community Awareness Level 1 Maintenance of a non CCSS led System Level 2 Awareness and Exploration of a CCSS led System Level 3 Transition to a CCSS led System Level 4 Emerging New Infrastructure to Support a CCSS led System Level 5 Predominance of a CCSS led System Community Involvement in the CCSS Implementation System No formal system in place to inform parents and community about CCSS-led system Explore a range of options for involving parents and community in a CCSS-led system Develop plan to provide for awareness of CCSS implementation system that reflects the of the community Parents and community receive initial communication concerning CCSS implementation Working in collaboration with families, design and implement a plan to engage parent/community members to become active partners in the process Parent/community members become active stakeholders in implementation process Continuously review plan to engage parent/community members as stakeholders Articulation and Dissemination of CCSS (Grade Level Expectations) No dissemination of CCSS materials CCSS awareness has been communicated and made available to the community Develop plan to inform the community of level expectations as defined by the CCSS Community members partner with the districts/schools to insure that grade level expectations defined by CCSS are clearly communicated to all stakeholders Disseminate clear grade level expectations defined by CCSS throughout the community in multiple forms (e.g., different languages, formats) All teachers systematically report to parents/family the student’s mastery of specific objectives. Dissemination of Information about CCSS-Led System No dissemination of information about a CCS-led system Disseminate limited CCS-led system information to school/district only (e.g., parent conference, open houses) Disseminate CCSS-led system information to parents through school websites and/or newsletters Disseminate CCSS-led system information to parents/community shareholders in an ongoing manner (e.g., local news, city website, newspaper) Disseminate CCSS-led system information in ongoing and interactive formats with all stakeholders (e.g., media, FAQ link, radio/television programs, roundtable discussions) Community Resources No formal process in for utilization of outside resources Begin to identify community resources available to schools available community resources to CCSS/curriculum and compile for teachers’ use Incorporate community resources into school/grade level curriculum Continuously engage school and community to make use of available resources that are aligned to the CCSS