oregon common core state standards increasing student achievement through standards-based education

Oregon Common Core State Standards

Increasing Student Achievement Through Standards-Based

Education

Highlight ELA and Math Considerations CCSS Resources

WebsitesToolkit Webinars District Implementation

Plan

Purpose

English Language ArtsEnglish Language ArtsCCSS Video FAQ

Goals of the CCSS ELA

http://commoncore.pearsoned.com/index.cfm?locator=PS11Ye

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

Balancing Informational and Literary Text Building Knowledge in the

DisciplinesText-Based AnswersWriting from SourcesStaircase of ComplexityAcademic Vocabulary

ELA Instructional Shifts

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

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

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

Focus from solving problems to problem solvingCoherence-spiralingFluencyApplicationsDual IntensityDeep Understanding

Math Instructional Shifts

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

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.

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

Temperature CheckTemperature CheckThink of an adjective to describe how you are feeling about the Common Core State Standards.

Please share with a partner.

ResourcesResources

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

Tools

CCSS Toolkit “under construction”Getting StartedCreating an Implementation PlanImplementing Your PlanEvaluating Your Plan

AdministratorsTeachersStudents & Parents

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

Webinar Schedule 2:30-3:30

Instructional Materials

October 25, 2011

February 28, 2012

May 1, 2012

Regional Series 2011-12“Moving Oregon to Action”

COSA

November

April

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





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


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


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


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


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


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


Continue support for district implementation


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






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



Pilot SMARTER Balanced Assessment Consortium items


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



Field test SMARTER Balanced Assessment Consortium items

Field test alternate assessment items


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

31

All students leave high school college and career ready

Common Core State

Standards specify K-12 expectations

for college and career

readiness

32


Adaptive summative assessments benchmarked

to college & career readiness

Common Core State



readiness

33




Common Core State



readiness

Interim assessments that are flexible and

open

34




Common Core State



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!

oregon common core state standards increasing student achievement through standards-based education

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