california state adopted frameworks & standards

California State Adopted Frameworks & Standards

A blueprint for teaching!

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Curriculum Frameworks

• Curriculum frameworks provide guidance for implementing the content standards adopted by the State Board of Education (SBE).

• Frameworks are developed by the Curriculum Development and Supplemental Materials Commission, which also reviews and recommends textbooks and other instructional materials to be adopted by the SBE.

http://www.cde.ca.gov/be/index.asp

http://www.cde.ca.gov/be/cc/cd/index.asp

http://www.cde.ca.gov/be/cc/cd/index.asp


Education Principles of State Board of Education (2004)

1. Safeguard the State Board of Education adopted academic content standards as the foundation of California's K-12 educational system; the same standards for all children.

2. Ensure that curriculum is rigorous, standards-aligned, and research-based utilizing State Board adopted materials or standards-aligned textbooks in grades 9 to 12, to prepare children for college or the workforce.

3. Ensure the availability of State Board of Education adopted instructional materials for Kindergarten and grades 1 to 8 and locally adopted standards-aligned instructional materials in grades 9 to 12.


4. Support professional development for teachers on the adopted instructional materials that are used in the classroom.

5. Maintain the assessment and accountability system (including STAR, EAP, CAHSEE, and CELDT).

6. Ensure that the California Commission on Teacher Credentialing (CTC) and all teacher training institutes use State Board adopted standards as the basis for determining the subject matter competency of teacher candidates.


California Department of Education Curriculum Framework Development and Approval Process

This chart shows the major components of the framework development process.

Time involved is approximately 24 months from the initiation of the process to State Board of Education approval.

Curriculum Framework and

Evaluation Criteria

Committee (CFCC) Selected

CFCC

Meets to Draft

Framework

Draft Framework Presented to Curriculum

Commission (CC)

CC Conducts

60-Day Field Review

CC Holds Public Meeting;

Forwards Draft Framework to State Board of

Education (SBE)

Draft Framework Posted on Internet for

60-Day Public Review

SBE Holds

Public Meeting and Acts on the

Framework

Approved Framework Posted on

Internet; Print Edition Published

Briefing For Curriculum

Leaders on the Framework and

Evaluation Criteria

Four Focus Groups of

Educators Held to Solicit Input on

Revision of Framework

Subject Matter Committee Holds

Public Meeting and Makes Necessary Revisions

Briefing For Publishers on the Framework and

Evaluation Criteria


Frameworks are. . .

• blueprints for implementing the content standards for grades K-12.

• intended to organize a body of knowledge that students need to learn during their K-12 years.

• created to illuminate methods to be used to extend specific content.


Frameworks…• elaborate on standards and describe the

curriculum, instruction and assessment necessary to help students achieve mastery.

• emphasize the important content and instructional connections that should be made across domains and standards.

• Provide a coherent, effective and efficient program of instruction.


CA Content Standards K-12• Frameworks and standards provide continuity

and progression of specific content that students should master.

• Standards have been adopted for English-language arts, mathematics, history-social science, science, visual and performing arts and physical education.


Content Standards

• Content standards were designed to encourage the highest achievement of every student, by defining the knowledge, concepts, and skills that students should acquire at each grade level.


Teaching with the Standards

• The goal for all students in the state of California is for them to meet or exceed all standards for their grade/subject.

• The standards designate what to teach.• They are organized by strands that remain the

same and grow developmentally and in depth of knowledge as students progress through the grades.


For Example: The Reading/Language Arts Framework (see chart on next slide)

• It is organized in strands (the items in red-READ). • Each of these strands then is broken down in to

subcategories (substrands). • Under each substrand the specific objectives for that

grade are listed.• Every grade for the content will have the same strands,

but they may not have the same substrands and will not have the same objectives.


Reading/Language Arts

Strand:

Reading

Substrand: Word Analysis, Fluency &

Vocabuary

Standards

Substrand:

Comprehension

Standards

Substrand:

Literary Response & Analysis

Standards

Strand:

Writing

Strand: Written & Oral English

Language Conventions

Strand:

Listening & Speaking


Comparison of two grades – Reading- Strand: Word Analysis, Fluency,

Vocabulary Development1st Grade• Concepts of print (3

standards)• Phonemic awareness (6

standards)• Decoding & word

recognition (7 standards)• Vocabulary and concept

development (1 standard)

9th -10th Grades• Vocabulary and concept

development (3 standards)


Testing & Accountability

1. STAR : Standardized Testing & Reporting

2. CST: California Standards Test

3. EAP: Early Assessment Program

4. CAHSEE: California High School Exit Exam

5. CELDT: California English Learners Development Test


STAR

• The purpose of STAR assessments is to provide information to teachers about student growth and achievement in grades 1-12.

• Students take the assessment and it is scored automatically by the software.

• Teachers and administrators are able to view and print a number of reports at the individual, classroom, and grade level in order to monitor progress.

• Teachers can then tailor instruction to individuals and to high-stakes testing requirements.


CST

• Purpose of the California Standards Tests (CSTs) is to measure the degree to which students are achieving the academically rigorous content standards adopted by the State Board of Education (SBE)

• For grades 1-11• Reading/language arts & math are tested at each grade• Social Science is tested at grades 6, 8, & 11 • Science is tested at grades 5, 8 & 10


EAPDesigned for 11th graders

Purpose:• To bridge the gap between high school standards and

college expectations by substantially increasing the college readiness, and eventual college success, of California’s high school students.

• Strengthens comprehensive, high-school-based, college preparation programs

• Allows each public high school, CCC and CSU to determine the college preparation status of individual students


CAHSEE

• Beginning with the Class of 2006, all public school students have been required to pass the CAHSEE to earn a high school diploma.

• The purpose of the CAHSEE is to improve student achievement in high school and to help ensure that students who graduate from high school can demonstrate grade-level competency in reading, writing, and mathematics.

• Test questions address California’s content standards that a High School Exit Examination Standards Panel, appointed by the State Superintendent of Public Instruction, determined students should know to graduate from high school.


CELDTPurpose:

1. identify pupils as limited English proficient,

2. determine the level of English language proficiency (ELP) who are limited English proficient, and

3. assess the progress of limited English proficient students in acquiring the skills of listening, speaking, reading, and writing in English.


What does the CELDT measure?

• The CELDT is a standardized test that assesses the construct of ELD (English language proficiency) of ELs in grades K-12 in accordance with California Education Code and Title 5 California Code of Regulations.

• The CELDT is a valid and reliable measure of the construct of ELD standards. The CELDT also provides a comprehension score as required by Title III of the NCLB.


Characteristics of CELDT• The CELDT assesses “basic social conventions,

rudimentary classroom vocabulary, and ways to express personal and safety needs” to assess ELP.

• A portion of CELDT test questions are developed to assess student performance at the early advanced and advanced proficiency levels and as such appropriately incorporate classroom language.

• CELDT test questions engage academic language functions, such as explaining, questioning, analyzing, and summarizing.


School Accountability Report Card (SARC)

• All public schools in California are required annually to prepare SARCs and disseminate them to the public.

• SARCs are intended to provide the public with important information about each public school and to communicate a school's progress in achieving its goals.

• Items to be reported are: demographic information; school safety and climate for learning; academic data; school completion; class size; teacher and staff information; curriculum and instruction; postsecondary preparation; and fiscal and expenditure data.

california state adopted frameworks & standards

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