This is an accessible alternate version of the Common Core State Standards Systems Implementation Plan (PPT; 11.3 MB; 22 slides). This document provides text translation to the Common Core State Standards Systems Implementation Plan PowerPoint presentation. The PowerPoint presentation was presented at the Assessment and Accountability Information Meetings in Ontario California on September 19, 2012, and in Sacramento California on October 1, 2012.
Common Core State Standards Systems Implementation Plan for California
Tom Torlakson
State Superintendent of Public Instruction
Plan Overview
- Designed to incorporate input from California’s diverse education stakeholders
- Approved by the State Board of Education and State Superintendent of Public Instruction on March 7, 2012
- Implementation activities are described in the context of seven overarching statements that are designed to provide a framework for everything we do-the seven guiding strategies
Guiding Strategy 1
Facilitate high quality professional learning opportunities for educators to ensure that every student has access to teachers who are prepared to teach to the levels of rigor and depth required by the Common Core State Standards
- Development of professional learning modules
- Educator preparation and induction
- Transition document
- Outreach
- Web-based promotion of professional learning opportunities
Guiding Strategy 2
Provide Common Core State Standards -aligned instructional resources designed to meet the diverse needs of all students
- Standards documents
- English Language Development standards
- Supplemental instructional materials
- Curriculum frameworks
- Instructional materials adoptions
Guiding Strategy 3
Develop and transition to Common Core State Standards -aligned assessment systems to inform instruction, establish priorities for professional learning, and provide tools for accountability
- SMARTER Balanced Assessment Consortium
- Transition to new assessment system
Guiding Strategy 4
Collaborate with parents, guardians, and the early childhood and extended learning communities to integrate the Common Core State Standards into programs and activities beyond the K-12 school setting
- Early childhood education
- Transitional kindergarten
- Parent/Guardian engagement
- After school and extended learning
Guiding Strategy 5
Collaborate with the postsecondary and business communities to ensure that all students are prepared for success in career and college
- Define career and college readiness
- Integrate Common Core State Standards and Career Technical Education
Guiding Strategy 6
Seek, create and disseminate resources to support stakeholders as Common Core State Standards systems implementation moves forward
- Funding
- Legislation
- Tools
Guiding Strategy 7
Design and establish systems of effective communication among stakeholders to continuously identify areas of need and disseminate information
- Implementation plan
- Communications plan
- California Department of Education Web pages
Common Core State Standards System Implementation – Significant Milestones
Graphic timeline that spans yearly from 2010 to 2015.
Year 2010
- August 2, 2010 - adopts Common Core State Standards
- Promotion of the Common Core State Standards and supporting resources at conferences, workshops, in Webinars, and online begins
Year 2011
- May – The Document, A look at Kindergarten Through Grade Six in California Public Schools available online.
Year 2012
- March - Technology Readiness Tool available
- July - First set of 4 professional development modules available
- November - Revised English Language Development standards available (pending SBE action)
- November 1 - Assessment Transition Plan due to State Legislature
Year 2013
- February - Supplemental Instructional Materials Review report posted online (pending SBE action)
- Spring - Plot testing of summative assessments
- September 8 through 10 - new professional development modules available
- November - Revised mathematics framework available (pending SBE action)
Year 2014
- Spring - Field testing of summative assessments
- May - Revised English-language arts framework available (pending SBE action)
Year 2015
- Spring - Administer operational summative assessment
Common Core State Standards Systems Implementation Plan – Table of Contents
Table of Contents from the Common Core State Standards Systems Implementation Plan for California, which is available on the Common Core State Standards Web page at http://www.cde.ca.gov/re/cc/index.asp.
The contents are as follows:Introduction…page 1
- Facilitate high quality professional learning opportunities for educators to ensure that every student has access to teachers who are prepared to teach to the levels of rigor and depth required by the Common Core State Standards…page 6
- Provide Common Core State Standards -aligned instructional resources designed to meet the diverse needs of all students…page 11
- Develop and transition to Common Core State Standards -aligned assessment systems to inform instruction, establish priorities for professional learning, and provide tools for accountability…page 15
- Collaborate with parents, guardians and the early childhood and extended learning communities to integrate the Common Core State Standards into programs and activities beyond the K–12 school setting…page 19
- Collaborate with the postsecondary and business communities to ensure that all students are prepared for success in career and college…page 24
- Seek, create, and disseminate resources to support stakeholders as Common Core State Standards systems implementation moves forward…page 28
- Design and establish systems of effective communication among stakeholders to continuously identify areas of need and disseminate information…page 32
Appendix A: Local Common Core State Standards Systems Implementation Plan Template…page 36
Appendix B: County Offices of Education Service Offerings…page 41
Appendix C: Resources from California Implementation Partners…page 49
Appendix D: Common Core State Standards Web Resources…page 59
Guiding Strategy Three - Common Core State Standards Systems Implementation Plan for California
Develop and transition to CCSS-aligned assessment systems to inform instruction, establish priorities for professional learning, and provide tools for accountability.
Standards-aligned assessments assist in providing information about student progress towards full attainment of the standards. In a standards-based system, student assessment data is used to inform instructional practice and professional learning activities at the district, school, and classroom level.
On June 9, 2011, California joined the SMARTER Balanced Assessment Consortium (SBAC) as a governing state. The SBAC is a national consortium of 27 states that have been working collaboratively to develop a student assessment system aligned to the CCSS. Of those, California is one of 21 governing states, which allows decision-making participation.
The SBAC is developing a system of online, computer adaptive summative assessments, optional interim assessments, formative resources and tools, professional development resources, and an online reporting system that will allow educators to readily access information regarding student progress toward the standards. California’s educators, along with educators from the other 26 SBAC states, will have the opportunity to provide feedback on draft content specifications, test item development, test scoring, formative tool development, range-finding and score validation, and designing score reports and Web tools.
The SBAC is developing assessments for mathematics and ELA for students in grades 3 through 8 and grade 11. SBAC assessments will not assess students with significant disabilities as they will still take the California Alternate Performance Assessment.
California will continue to address questions regarding the assessment of students in grades 2, 9, and 10 and subjects beyond mathematics and English language arts as it transitions to the next generation of assessments. Pursuant to Assembly Bill 250 (Statutes of 2011), the CDE will work with stakeholders to develop an assessment transition plan that reflects input from the educational field about assessments that are not provided by SBAC. The CDE will present a report regarding the assessment transition to the California State Legislature by November 1, 2012.
To support the transition to the new assessments, the CDE and SBAC will develop Webinars and digital presentations for administrators, teachers, parents, and students to introduce adaptive computer testing and to also help teachers, counselors, and other school service personnel explain individual assessment results to students, parents, and community members.
In addition, the transition to the CCSS, along with the eventual reauthorization of ESEA, will require a redefinition of the school and LEA accountability structure in California. This process will include review and revision of tools created to assist schools and LEAs that fall below established performance targets. The CDE developed the current tools in conjunction with stakeholder groups; these groups, along with representatives from LEAs, will assist in the process of revising them to align with the CCSS and related assessments.
Guiding Strategy Three – California Department of Education Implementation Activities
SMARTER BALANCED Assessment Consortium
- Awareness
- Establish 10 work groups comprised of CDE staff to review and inform SBAC processes (summer 2011)
- Complete item writing and review activities (summative and interim assessments) (ongoing until 2013–14)
- Communicate with test vendors regarding revisions of deliverables affected by the changes
- Transition
- Maintain involvement with SBAC work groups, guidance, and the field to keep abreast of outreach to the diverse needs of all students
- Pilot testing of summative and interim assessments conducted (spring 2013)
- Begin field testing of summative and interim assessments (spring 2014)
- Implementation
- Summative and interim assessments aligned to the CCSS available (2014–15)
- Formative resources and tools available on-line (2014–15)
- Administer operational summative assessment (spring 2015)
Transition to New Assessment System
- Awareness
- Collaborate with stakeholders to develop assessment transition plan (2011–12)
- Assess stakeholder need for professional learning opportunities regarding new assessment system
- Establish SBAC page on the CDE Web site (summer 2011)
- Utilize online technology readiness tool (being developed on behalf of the national assessment consortia) to evaluate current technology and infrastructure of LEAs (March 2012)
- Transition
- Present assessment transition plan to Legislature (November 2012)
- Plan and deliver professional learning opportunities for all components of the assessment system
- Maintain and regularly update the SBAC Web page to provide current information regarding the new assessment system
- Use information from technology readiness tool and input from LEAs to identify technology gaps and develop a plan that identifies strategies to be technologically ready to implement the SBAC assessment system
- Implementation
- Collaborate with Legislature to transition to next generation of assessments
- Develop additional resources to assist stakeholders in the transition to the new assessment system as needs and opportunities develop
- Promote CDE’s SBAC Web page listserv as means of accessing current information and opportunities for stakeholder involvement
- Implement LEA technology update plan
Guiding Strategy Three – Suggestions and Opportunities for Local Educational Agencies
2011-12
- Subscribe to CDE’s SBAC Web page listserv to remain apprised of the latest developments and resources for professional learning regarding the new assessment system.
- Compare/contrast CCSS with current content standards and begin to incorporate new skills in the CCSS into instructional planning.
- Visit CAHSEE and STAR’s Web sites for released test questions and constructed responses. Mirror the format into quiz/test questions and weekly writing prompts.
- Participate in public meetings regarding development of assessment transition plan.
- Utilize online technology readiness tool to evaluate current technology and infrastructure.
- Provide opportunities for professional learning to develop understanding of difference between interim assessments and formative practices.
2012-13
- Monitor CDE’s SBAC Web page for opportunities to participate in pilot testing.
- Revise existing quizzes, unit exams, and end-of-course exams to assess higher-level thinking, constructed responses, synthesis, and collaboration as indicated in the CCSS.
- Revisit end-of-chapter/unit questions and quizzes in existing materials and elevate them to higher level thinking. For example, a question may ask, “What tone does the author use in the article?” Elevate the question to, “Which words or phrases set the tone of this article?” Or, “Replace words or phrases to change the tone of this article from impersonal to friendly.” For mathematics, utilize word problems to provide students with opportunities to apply mathematical thinking to real-world challenges.
- Monitor CDE’s SBAC Web page for information regarding the assessment transition plan.
- Use information from tool to identify technology gaps and develop a plan that identifies strategies to update technology.
- Generate and implement a “Formative Practices Plan” which includes Learning Targets, Criteria for Success, Collecting Evidence, and Documenting Evidence.
2013-14
- Monitor CDE’s SBAC Web page for opportunities to participate in field testing.
- Revise existing quizzes, unit exams, and end-of-course exams to assess higher-level thinking, constructed responses, synthesis, and collaboration as indicated in the CCSS.
- Revisit end-of-chapter/unit questions and quizzes in existing materials and elevate them to higher level thinking. For example, a question may ask, “What tone does the author use in the article?” Elevate the question to, “Which words or phrases set the tone of this article?” Or, “Replace words or phrases to change the tone of this article from impersonal to friendly.” For mathematics, utilize word problems to provide students with opportunities to apply mathematical thinking to real-world challenges.
- Promote local awareness of the assessment transition plan, SBAC assessments, and purposes of assessment.
- Implement technology plan.
- Visit SBAC Web site for ideas (formatting, scope) on formative practices and professional development.
2014-15
- Administer operational summative assessment.
- Revise existing quizzes, unit exams, and end-of-course exams to assess higher-level thinking, constructed responses, synthesis, and collaboration as indicated in the CCSS.
- Revisit end-of-chapter/unit questions and quizzes in existing materials and elevate them to higher level thinking. For example, a question may ask, “What tone does the author use in the article?” Elevate the question to, “Which words or phrases set the tone of this article?” Or, “Replace words or phrases to change the tone of this article from impersonal to friendly.” For mathematics, utilize word problems to provide students with opportunities to apply mathematical thinking to real-world challenges.
- Promote local awareness of the assessment transition plan, SBAC assessments, and purposes of assessment.
- SBAC assessments and resources available online.
- SBAC formative resources and tools available online.
Appendix A of the Common Core State Standards Implementation Plan
Appendix A: Local Common Core State Standards System Implementation Plan Template
Each of California’s LEAs should develop its own local plan for Common Core State Standards systems implementation based on local needs and resources. To facilitate the process of local plan development, this section of the document offers a template organized around the significant milestones of CCSS systems implementation. The template denotes full implementation of CCSS systems by the 2014-2015 school year. LEAs may wish to augment their local plans with elements from the Suggestions and Opportunities for LEAs charts distributed throughout the document or delete elements as appropriate to create a plan that is tailored to local needs.2011-12 Fall
- CDE/SBE Activity
- A Look at Kindergarten Through Grade Six in California Public Schools released
- LEA Activity
- Begin development of local implementation plan based on full implementation of the CCSS system in 2014-2015
- Conduct local needs assessment to identify needs and set priorities for professional learning and develop local professional learning plan based on identified needs and full implementation in 2014-15
- Suggested Area of focus: Working in grade-level teams, compare/contrast the CCSS with the 1997 content standards and begin to incorporate new skills in the CCSS into instructional planning
- Subscribe to the CDE’s CCSS Resources and SBAC Web pages listservs to remain apprised of the latest developments and resources related to CCSS systems implementation
- Review and utilize professional learning resources available on CDE-hosted or sponsored web portals including archived webinars and presentations on CDE on iTunes U
- Utilize CCSS professional learning resources offered by professional organizations, California Subject Matter Projects, and your county office of education
- Identify CCSS that current materials do not support (use supplemental instructional materials review evaluation criteria for grades K-8) and develop lessons using resources from the library, internet, and primary source documents
2011-12 Winter
- CDE/SBE Activity
- Establish design team to develop guidelines for professional learning modules (January)
- Convene education experts to update the ELD standards (April-June)
- Evaluation criteria for supplemental instructional materials review approved by SBE* (January)
- Timeline and general plan for revision of the mathematics curriculum framework approved by the SBE* (January)
- LEA Activity
- Provide opportunities for professional learning to develop understanding of difference between interim assessments and formative practices
- Visit STAR Web site for released test questions and constructed responses. Mirror the format into quiz/test questions and weekly writing prompts
2011-12 Spring
- CDE/SBE Activity
- Online technology readiness tool available (March)
- Timeline and general plan for revision of the English language arts curriculum framework approved by the SBE* (May-projected)
- LEA Activity
- Utilize online technology readiness tool to evaluate current technology and infrastructure
Appendix B of the Common Core State Standards Implementation Plan
Appendix B: County Offices of Education Service Offerings
County superintendents and their staff are committed to assisting in the important work ahead to successfully and thoughtfully implement CCSS. Counties have tremendous expertise to offer in developing products and training and their relationship with their school districts places them in a unique position to assist in planning and in reaching classroom teachers. Counties provide localized common quality professional development statewide, whether at the overview level or a deeper dive into specific subject matter, and have developed training materials that prepare teachers to transition to the CCSS. Counties may also provide assistance in implementing the CCSS by:- Working with PI schools and their districts through the Regional System for District and School Support (RSDSS) and other county technical assistance work to revise school and LEA plans and addendums
- Aligning the Advancement Via Individual Determination (AVID) curriculum and training through the AVID centers in county offices
- Working through the Title III regional leads to assist LEAs that have failed to meet their annual measurable achievement objectives (AMAO)
- Working through the After School regional leads in county offices to align training with the CCSS
- Working through the California Preschool Instructional Network (CPIN) to include alignment of TK with the preschool foundations and CCSS
- Hosting focus sessions on revisions of frameworks, ELD standards, CTE standards and other key issues and documents
Appendix C of the Common Core State Standards Implementation Plan
Appendix C: Resources from California Implementation Partners
The challenge of integrating the CCSS into all facets of teaching and learning presents an opportunity for California to engage in a collaborative process wherein a community of educational partners can provide educators with the tools and support necessary to ensure successful implementation.
To this end, the California Department of Education invited professional associations and stakeholder organizations to contribute information regarding the CCSS-related resources and services they can offer to local educational agencies. The information in Appendix C was provided by these partners for inclusion in the CCSS systems implementation plan specifically to highlight how these organizations can assist local educational agencies in implementing the CCSS.
Appendix D of the Common Core State Standards Implementation Plan
Appendix D: Common Core State Standards Web Resources
California Department of Education Resources- Common Core State Standards Resources Website: http://www.cde.ca.gov/ci/cc/
- SMARTER Balanced Assessment Consortium Webpage: http://www.cde.ca.gov/ta/tg/sa/smarterbalanced.asp
- Professional Development Opportunity Search Form: http://ww3.cde.ca.gov/prodevops/search.aspx
- CDE on iTunes U: http://www.cde.ca.gov/re/mm/it/
- Taking Center Stage Act II: http://pubs.cde.ca.gov/tcsii/index.aspx
- Child Development Division Resources: http://www.cde.ca.gov/sp/cd/re/
- Common Core State Standards Initiative Website: http://www.corestandards.org/
- SMARTER Balanced Assessment Consortium Webpage: http://www.k12.wa.us/SMARTER/default.aspx
Screen shot of the CDE Common Core State Standards Web page with the heading "California's Implementation Plan” highlighted. This is where the Common Core State Standards Implementation Plan can be found.
Listservs
To subscribe to the Common Core State Standards Listserv, send a blank e-mail to join-commoncore@mlist.cde.ca.gov.
To subscribe to the SMARTER Balanced Assessment Consortium Listserv, send a blank e-mail to subscribe-sbac@mlist.cde.ca.gov.
Contact Us
The Common Core Team can be contacted by e-mailing commoncoreteam@cde.ca.gov.
Questions
Barbara Murchison
Common Core Systems Implementation Office
bmurchison@cde.ca.gov
916-319-0490
