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Common Core Standards and the Edmonds School District November 4, 2013.

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Presentation on theme: "Common Core Standards and the Edmonds School District November 4, 2013."— Presentation transcript:

1 Common Core Standards and the Edmonds School District November 4, 2013

2 Common Core State Standards  National standards  Math  English Language Arts – Reading, Writing, Language, Speaking & Listening  Includes History/Social Studies, Science, and other Technical Subjects  Focus on Career and College Readiness  Articulated K-12  Assessments aligned with the standards are being created by the Smarter Balanced Assessment Consortium

3 Standards – what we want our students to know and be able to do

4 What are the big shifts? English Language Arts  Building content knowledge through content- rich nonfiction  Balance of literary and informational (non- fiction) text  Literacy in the content areas  Reading, writing, and speaking grounded in evidence from text, both literary and informational  Text-based questions and answers  Writing using evidence  Regular practice with complex text and its academic language  Academic vocabulary  Increased complexity of text

5 What will this look like in the classroom?  Students reading more non-fiction texts in Science, Social Studies, Health, etc.  Pairing of literary and informational texts, which can include artwork, film, etc.  Shifts in writing – opinion/argumentation, narrative, informative/explanatory  Short research projects

6 What are the big shifts? Mathematics  Focus – Teachers significantly narrow and deepen the scope of how time and energy is spent in the classroom  Coherence – Teachers carefully connect the learning within and between grades so that students can build new understanding onto foundations built in previous years.  Rigor – Students deeply understand and can operate easily within a math concept before moving on. They learn more than the ‘trick’ to get the answer right; they learn the math.  Mathematical Practices – Students in all grades are expected to reason and explain, make sense of problems, persevere in problem solving, model using tools, and see structure and generalize.

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10 What will this look like in the classroom?  Deeper focus on certain concepts and skills  More opportunities for students to explain their thinking  Students engaged in discussion around concepts and problems  Real-world problems that require students to use various skills and strategies

11 Assessment

12 Smarter Balanced Assessments  Aligned with Common Core Standards  Measure “college and career readiness”  Shared by 25 states who will all use common cut scores  Administered online  Will provide achievement scores and growth information for individual students and groups

13 Smarter Balanced Assessments  Field testing in school year  Operational in school year  Will assess:  English/Language Arts (reading across the content areas, writing, and listening)  Mathematics  Include assessments for grades 3-8 and 11  Will replace MSP in reading, writing and math  Will replace HSPE/EOCs in a phased-in approach (grad requirement for Class of 2019)

14 Assessment Requirements for High School Diploma Subject Classes of 2013 & 2014 Classes of 2015, 2016, 2017 & 2018Class of 2019 English Language Arts Reading HSPE and Writing HSPE Reading HSPE and Writing HSPE - OR- ELA Exit Exam - OR- 11th-grade Smarter Balanced ELA Test 11th-grade Smarter Balanced ELA Test Math Algebra 1 EOC - OR- Geometry EOC Algebra 1 EOC - OR- Geometry EOC - OR- Algebra 1 EOC Exit Exam - OR- Geometry EOC Exit Exam - OR- 11th-grade Smarter Balanced Math Test 11th-grade Smarter Balanced Math Test Science Biology EOC - OR- Comprehensive NGSS Test

15 Summative Assessments for Accountability Components: 1.Computer Adaptive Testing (CAT) Items adjust to functioning level of each student Items include both selected-response (e.g., multiple choice) and constructed-response (written responses) 2.Performance Tasks (PT) Complex questions with multiple parts and extended constructed responses

16 Staff Training Communication

17 What does teacher and principal learning look like?  Teachers learning via a train-the-trainer model – learning takes place on building days or during other collaborative opportunities  Job-embedded learning alongside elementary coaches and secondary coordinators  Principal leadership sessions to understand the key shifts and the implications for instruction and assessment  Ongoing learning opportunities throughout the year, going deeper into certain topics

18 Communication with Parents and community  Developing plans for next year – district-wide and school-based  This year, conducting a review of the elementary progress report  Will be done with a representative group of teacher leaders  Public process in the spring


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