DMUSD TRANSITION TO COMMON CORE STATE STANDARDS

COMMON CORE STATE STANDARDS  Common Core State Standards Initiative is a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO).  Standards were developed in collaboration with teachers, school administrators, and experts from higher-ed and business, to provide a clear and consistent framework to prepare our children for college and the workforce

COLLEGE AND CAREER READINESS  American students rank 25th in math, 17th in science and 14th in reading compared to students in 27 industrialized countries.(OECD, 2012)  The U.S. ranks behind 13 other countries in terms of the percentage of year-olds who have completed some college coursework. (OECD, 2012)  The share of jobs in the U.S. economy needing a college degree will increase to 63 percent in the next decade. This will require 22 million new employees with college degrees. At the current pace, the nation will fall at least 3 million college degrees short. (A. Carnevale, N. Smith, and J. Strohl, Help Wanted: Projections of Jobs and Economic Requirements Through 2018 (Washington, DC: Georgetown Center on Education and the Workforce, 2010))

WORLD CLASS EDUCATION FOR CALIFORNIA STUDENTS California must ensure that all children receive a world-class education, no matter where they live or where they come from.

FOUNDATION FOR THE FUTURE OF TEACHING AND LEARNING  Keep the best of what we have  Maintain a clear focus on the knowledge and skills students need to be successful in the global workplace  Provide principals and teachers with the professional learning needed

SYSTEMS AND SUPPORT INVOLVING ALL STAKEHOLDERS  Provide every part of our education system with the same “sheet music”  Clear goals for college and career readiness  Everyone has a part to play

PREPARING STUDENTS FOR COLLEGE AND CAREER Goal: All students will graduate from our public school system as life-long learners and will have the skills and knowledge necessary to assume their positions in the global economy. For college: academic preparedness without the need for remedial coursework For the workplace: academic preparedness needed to qualify for job training and identified industry sector expectations

KEY SHIFTS IN TEACHING AND LEARNING English Language Arts (ELA) 1.Building knowledge through content-rich nonfiction and informational texts in addition to literature 2.Reading and writing grounded in evidence from the text 3.Regular practice with complex text and its academic vocabulary

SHIFTS IN TEACHING AND LEARNING Mathematics 1.Focus: 2–4 critical areas focused on deeply in each grade 2.Coherence: Concepts logically connected from one grade to the next and linked to other major topics within the grade 3.Rigor: Fluency with arithmetic, application of knowledge to real world situations, and deep understanding of mathematical concepts

TWO COMPONENTS OF THE MATHEMATICS STANDARDS STANDARDS FOR MATHEMATICAL PRACTICE The mathematical thinking and behaviors required for proficiency in mathematics STANDARDS FOR MATHEMATICAL CONTENT Grade specific standards that identify the specific procedural and conceptual knowledge students must master

NEW ASSESSMENTS SMARTER Balanced Assessment Consortium (SBAC) Computer Adaptive Variety of Assessment Items  Selected Response  Constructed Response  Performance Task *Del Mar has four schools participating in the SBAC scientific pilot taking place this spring.

TRANSITIONING Although Common Core State Standards- aligned summative assessments will not be fully operational until the 2014–15 school year, DMUSD is already making changes to instruction to align with CCSS and ensure students are prepared for high levels of achievement

DMUSD PREPARATION  District focus on written and oral language supported by in-depth professional learning for teachers and principals  Approximately 80 classroom teachers participating in Cognitively Guided Instruction and implementing instructional practices that help students develop deep mathematical understandings  Intentional implementation of technology to support student writing, collaboration, and communication  Professional learning for principals and teacher groups in the Essential Elements of Instruction

DMUSD PREPARATION  Language Arts Toolkit developed by teacher leaders with pacing guides, benchmark assessments, and performance tasks aligned to CCSS (*revisions summer 2013)  Math Implementation Committee creating Mathematics Toolkit with pacing guides, benchmark assessments, and performance tasks aligned to CCSS (*roll-out fall 2013)  DRAFT of standards-based report card created by teacher leaders and aligned to CCSS ready for DMUSD teacher review (*March 2013)  Parent Information Nights scheduled for March and April  Common professional learning planned and delivered by principals to provide all DMUSD teachers with a common foundational understanding of the CCSS

NEXT STEPS  Continue to assess professional learning needs and provide in-depth learning opportunities for teachers  Examine avenues for increasing teachers’ professional learning in CGI by adding new cohorts and supporting existing cohorts  Learn and provide support for continual cycle of education reform - This will be a lengthy process!

RESOURCES San Diego County Office of Education CCSS Web Page: mmoncore California School Boards Association: National School Boards Association: California Department of Education CCSS Web Page: /cc/ SMARTER Balanced Assessment Consortium Information: /tg/sa/smarterbalance d.asp