Oregon Common Core State Standards
description
Transcript of Oregon Common Core State Standards
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Oregon Common Core State Standards
Increasing Student Achievement Through Standards-Based
Education
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Highlight ELA and Math Considerations CCSS Resources
WebsitesToolkit Webinars District Implementation
Plan
Purpose
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English Language ArtsEnglish Language ArtsCCSS Video FAQ
Goals of the CCSS ELA
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English Language Arts – Instructional Shift
Traditional ClassroomFocus on literature (fiction)
Literary skills (identifying terms and devices like theme)
ELA taught in isolation
Common Core ClassroomInformational texts prepare for
college and career
Cross-content literacy
ELA taught in collaboration
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Balancing Informational and Literary Text Building Knowledge in the
DisciplinesText-Based AnswersWriting from SourcesStaircase of ComplexityAcademic Vocabulary
ELA Instructional Shifts
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Shift ChecklistInformational Text/ Building the Knowledge Base
Informational Text Building the Knowledge Base
Staircase of Complexity Complexity Range and Quality Cultivating Students Ability to Read
complex Texts Independently Reading Complex Texts w/ Fluency
Text Based Answers/ Analysis High Quality Text Dependant Questions & Tasks
Academic DiscussionsWriting from Sources Practice with Short, Focused Research
Argument and Informational Writing Using Multimedia & Technology Grammar and Language Conventions
Academic Vocabulary Academic Vocabulary
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ELA Impact
Materials: Shift in what students are reading – within existing materials
Reading lists include a balance of literature and informational text
Teachers: Shift in student questions
Shift to 80% of questions asked as text-dependent
Students: Evidence of close reading
Close encounters with sufficiently complex text demonstrated through writing to inform or argue using evidence from text
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Reading-Literature
Choose one grade level and examine standards 1-10.
Mark with these codes to show your understanding
+ Good to go!
-Not so sure
* OMG!
If you complete this task, identify the level of Blooms, identify key vocabulary & engagement strategies
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MathematicsMathematics
CCSS Video FAQCCSS Math Classroom
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Focus from solving problems to problem solvingCoherence-spiralingFluencyApplicationsDual IntensityDeep Understanding
Math Instructional Shifts
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GradePriorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding
K–2Addition and subtraction, measurement using whole number quantities
3–5Multiplication and division of whole numbers and fractions
6Ratios and proportional reasoning; early expressions and equations
7Ratios and proportional reasoning; arithmetic of rational numbers
8 Linear algebra
Priorities in Mathematics
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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.
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Math Impact• Materials: Focus
– Clear indication of fewer concepts at each grade level represented by curriculum documents, district formative assessments
• Teachers: Identify focus areas and fluencies of grade level– Shift in time spent on areas of in-depth instruction
• Students: Demonstrated fluency and understanding– Display fluencies for the grade level and understand
focus areas
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Temperature CheckTemperature CheckThink of an adjective to describe how you are feeling about the Common Core State Standards.
Please share with a partner.
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ResourcesResources
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Go to one of the following websites:
ODE CCSS Oregon DATA ProjectPPSMESDClackamas ESD
Go on a Treasure Hunt Find one new CCSS resource
Warm-up
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Tools
CCSS Toolkit “under construction”Getting StartedCreating an Implementation PlanImplementing Your PlanEvaluating Your Plan
AdministratorsTeachersStudents & Parents
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Webinar Schedule 2:30-3:30
SMARTER
October 11, 2011
February 14, 2012
TBD
CCSS Toolkit Updates
October 18, 2011
February 21, 2012
May 8, 2012
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Webinar Schedule 2:30-3:30
Instructional Materials
October 25, 2011
February 28, 2012
May 1, 2012
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Regional Series 2011-12“Moving Oregon to Action”
COSA
November
April
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ImplementationImplementation
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Stepping Up to the Challenge Stepping Up to the Challenge
2013 –2014
2014 -2015
YOU ARE HERE
Kindergarten CCSS
Next-GenerationAssessments
SmarterBalancedAssessmentConsortium
First Group of 3rd Graders
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Common Core State Standards: When?
Districts Transition Content: 2011-14
Full Implementation: by Spring 2014
Statewide Assessment: Spring 2015
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2010-2011 School Year
2011-2012 School Year
2012-2013 School Year
2013-2014 School Year
2014-2015 School Year
Support for District Implementation
Stewardship Team develops District Implementation Timeline
Posted ELA and Math crosswalks and grade-level standards documents
Identify resources from CCSSO, NWRCC, and other states
Provide CCSS “General Awareness” presentations including for ODE staff
Develop a Master Calendar of CCSS events
Provide monthly updates in Superintendent Pipeline
Posted CCSS Factsheet and FAQs
Begin review of state and federal policies for changes needed to support CCSS implementation
Collaborate with OEA, TSPC, OUS, and other educational partners
Conduct pilots to explore vetting Open Educational Resources (OERs)
Evaluate Materials for Social Sciences in support of CCSS implementation
Support for District Implementation
District Implementation Timeline posted
Use regional ESD DATA model to support District Implementation Plans
Post examples of District Implementation Plans
Develop CCSS Implementation Toolkit
Conduct webinars to train district teams and ODE staff to use Toolkit
Provide support in implementing CCSS Work Group recommendations
Provide CCSS presentations at statewide events
Update CCSS webpage to include ESD/district-created implementation resources
Propose policy changes needed to support CCSS implementation
Ongoing collaboration with educational partners including Early Childhood, Special Education, and English Language Learner educators
Analyze current district ELA and Math Instructional Materials adoptions
Establish Criteria for vetting, evaluating, and adopting “bridge” materials that
Support for District Implementation
Provide support in implementing CCSS Work Group recommendations
Use regional ESD DATA model to support District Implementation Plans
Post ESD/District-created implementation resources
Adopt policy changes needed to support CCSS implementation
Ongoing communication and training for ODE staff
Ongoing collaboration with educational partners including Early Childhood, Special Education, and English Language Learner educators
Use analysis of current district ELA and Math Instructional Materials adoptions to support implementation of CCSS
Establish Instructional Materials Criteria for CCSS ELA
Adopt CCSS “bridge” Instructional Materials
Establish and conduct a process for vetting materials, services and OERs in support of CCSS
Support for District Implementation
Post ESD/District-created implementation resources
Use regional ESD DATA model to address gaps in implementation plans
Conduct CCSS trainings for the Oregon Legislature
Ongoing communication and training for ODE staff
Ongoing collaboration with educational partners including Early Childhood, Special Education, and English Language Learner educators
Develop additional resources for gaps in CCSS alignment
Adopt CCSS ELA Instructional Materials
Establish Instructional Materials Criteria for CCSS Math
Establish and conduct a process for vetting materials, services and OERs in support of CCSS Math implementation
Support for District Implementation
Continue support for district implementation
Ongoing collaboration with educational partners including Early Childhood, Special Education, and English Language Learner educators
Conduct pilots to explore vetting of materials, services and OERs for Science that support CCSS implementation
Adopt CCSS Math Instructional Materials
Common Core State Standards State-level Implementation Timeline
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2010-2011 School Year
2011-2012 School Year
2012-2013 School Year
2013-2014 School Year
2014-2015 School Year
2011 Assessment No changes to OAKS Align OAKS item bank to
CCSS
Professional Development
Generate recommendations regarding professional development needs based on input solicited from the field
With Districts, ESDs, and higher education, develop Module One: (Why): Awareness and general understanding of CCSS content
2012 Assessment Participate in SMARTER
Balanced Assessment Consortium development
Professional Development Ongoing Awareness and
general understanding Identify gaps related to
professional development needs
ESDs work with Districts to provide training on use of the CCSS Toolkit
Support implementation of Module One
With Districts, ESDs, and higher education, develop Module Two (What): Analyzing and evaluating content, skills, and practices, and changes by grade-level to inform curriculum alignment
2013 Assessment Participate in SMARTER
Balanced Assessment Consortium development
Pilot SMARTER Balanced Assessment Consortium items
Professional Development Ongoing Awareness and
general understanding Continue to monitor and
evaluate resources related to professional development needs
Support implementation of Module Two
With Districts, ESDs, and higher education, develop Module Three (How): Effective instruction, instructional strategies, and formative tools and processes
2014 Assessment Participate in SMARTER
Balanced Assessment Consortium development
Field test SMARTER Balanced Assessment Consortium items
Field test alternate assessment items
Professional Development Ongoing Awareness and
general understanding Continue to monitor and
evaluate resources related to professional development needs
Support implementation of Module Three
With Districts, ESDs, and higher education, develop Module Four: TBD
Provide regional support through ESDs to districts in assessment work
2015 Assessment SMARTER Balanced
assessment replaces OAKS Online Reading and Mathematics
Adopt Common Achievement Standards
Participate in SMARTER Balanced Assessment Consortium development
Alternate assessment linked to CCSS
Professional Development Ongoing Awareness
and general understanding
Continue to monitor and evaluate resources related to professional development needs
Support implementation of Module Four
Provide regional support through ESDs to districts in assessment work
Details included will be re-evaluated and refined based upon on-going input from the field and other developments .
Common Core State Standards State-level Implementation Timeline
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District PlanningDistrict Planning
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AssessmentAssessment
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Based on seven principlesAn integrated systemEvidence of student performanceTeacher involvementState-led with transparent governanceContinuously improve teaching and
learningUseful information on multiple measuresAdheres to established professional
standards
SMARTER Balanced Assessment
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All students leave high school college and career ready
Common Core State
Standards specify K-12 expectations
for college and career
readiness
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All students leave high school college and career ready
Adaptive summative assessments benchmarked
to college & career readiness
Common Core State
Standards specify K-12 expectations
for college and career
readiness
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All students leave high school college and career ready
Adaptive summative assessments benchmarked
to college & career readiness
Common Core State
Standards specify K-12 expectations
for college and career
readiness
Interim assessments that are flexible and
open
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All students leave high school college and career ready
Adaptive summative assessments benchmarked
to college & career readiness
Common Core State
Standards specify K-12 expectations
for college and career
readiness
Teachers can access
formative tools and
practices to improve
instruction
Interim assessments that are flexible and
open
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SMARTER Balanced Assessment Consortium can be found online at
www.k12.wa.us/SMARTER
To learn more...
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Contacts
Julie Anderson, English Language Arts [email protected]
Mark Freed, Mathematics [email protected]
Mickey Garrison, CCSS [email protected]
Cheryl Kleckner, CCSS [email protected]
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Quick write
Identify 1-3 professional goals for yourself around the use of the CCSS
Make a copy and share with someone you trust
Meet every six weeks and discuss your progress
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Thank you!