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Oregon Common Core State Standards. Increasing Student Achievement Through Standards-Based Education. Introductions. Background Standards Assessment Implementation Tools Communication. Warm-up. Go to the ODE Home page or the Oregon DATA Project Enter CCSS in the Search box - PowerPoint PPT Presentation
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Oregon Common Core State Standards
Increasing Student Achievement Through Standards-Based
Education
BackgroundStandardsAssessment ImplementationToolsCommunication
Introductions
Go to the ODE Home page or the Oregon DATA ProjectEnter CCSS in the Search boxGo on a Treasure Hunt Find at least one resource you will
share out when you introduce yourself
Be able to describe the resource and be able to tell others how to find it
Warm-up
Share at your Table:Your Name, School District, Title
Level of CCSS KnowledgeResource you found on the CCSS
or DATA Project website
Introductions
BackgroundBackground
Common Core State Standards: Why?
63% of jobs nationwide will require some postsecondary education by 2018
64% of Oregon jobs will require postsecondary education; of those:
54% vocational training, certification, or associate degree
46% bachelor or graduate degree
Source: Georgetown University Center on Education and the Workforce, June 2010
• Prepares students with the knowledge and skills they need to succeed in college and work
• Ensures consistent expectations regardless of a student’s zip code
• Provides educators, parents, and students with clear, focused guideposts
Common Core State Standards: Common Core State Standards: Why?Why?
A joint effort by the National Governors Association and the Council of Chief State School Officers States were in the driver’s seat.The federal government did not
develop the standards or require adoption.Continual input throughout out
the process.
Common Core State Standards: Where?
Common Core State Standards: What?
College and Career Ready Standards for English Language Arts and Mathematics
ELA includes literacy standards for social science, technical subjects, and science
48 States
Features of the StandardsFeatures of the Standards• Aligned with college and work expectations• Focused and coherent• Include rigorous content and application of knowledge through high-order skills
• Build upon strengths and lessons of current state standards
• Based on evidence and research• Internationally benchmarked
Features of the StandardsFeatures of the Standards• The College and Career Readiness (CCR) anchor standards were written first and describe expectations for the end of high school.
• The CCSS were then back-mapped down to kindergarten to ensure that students would be on track early to meet rigorous end of high school literary goals.
The standards define:The standards define:
• what is most essential
• grade level expectations
• what students are expected to know and be able to do
• cross-disciplinary literacy skills
English Language ArtsEnglish Language ArtsCCSS Video FAQ
Goals of the CCSS ELA
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
ELA Design & Organization
K-5 (cross disciplinary)
6-12 English Language Arts
6-12 Literacy in History/Social Studies, Science, & Technical Subjects
Shared responsibility for students’ literacy development
Appendices
A. Research & evidence; glossary of terms
B. Reading text exemplars; sample performance tasks
C. Annotated student writing samples
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
MathematicsMathematics
CCSS Video FAQCCSS Math Classroom
Mathematics – Key Ideas
Balanced combination of procedural skill and understanding
Requires students to “explain” and “justify” rather than “define” and “identify”
Standards for Mathematical Practice Content focus at each grade allows in-depth
study Standards for Mathematical Content
K-8 standards by grade levelHigh school standards by conceptual theme
Eight CCSS Mathematical Practices
1) 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.
Eight CCSS Mathematical Practices
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.
Temperature CheckTemperature CheckThink of an adjective to describe how you are feeling about the Common Core State Standards.
Please share with a partner.
ResourcesResources
Tools
CCSS websiteBeing Developed:
• CCSS Toolkit
• http://livebinders.com/play/play/52180#http://www.mesd.k12.or.us/si/commoncoresolutions/
index.html
Website
Oregon Common Core State Standards
www.ode.state.or.us/go/commoncore
• Send Comments, Questions, Requests
Survey
Oregon Common Core State Standards Implementation Survey
www.surveymonkey.com/s/OregonCCSSI
ImplementationImplementation
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
Common Core State Standards: When?
Districts Transition Content: 2011-14
Full Implementation: by Spring 2014
Statewide Assessment: Spring 2015
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
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
District PlanningDistrict Planning
AssessmentAssessment
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
35
All students leave high school college and career ready
Common Core State
Standards specify K-12 expectations
for college and career
readiness
36
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
37
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
38
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
SMARTER Balanced Assessment Consortium can be found online at
www.k12.wa.us/SMARTER
To learn more...
Contacts
Julie Anderson, English Language Arts [email protected]
Mark Freed, Mathematics [email protected]
Mickey Garrison, CCSS [email protected]
Cheryl Kleckner, CCSS [email protected]
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
Thank you!