Oregon Common Core State Standards Increasing Student Achievement Through Standards-Based Education

Highlight ELA and Math Considerations CCSS Resources Websites Toolkit Webinars District Implementation Plan Purpose

English Language Arts CCSS Video FAQ Goals of the CCSS ELA

English Language Arts – Instructional Shift Traditional Classroom Focus on literature (fiction) Literary skills (identifying terms and devices like theme) ELA taught in isolation Common Core Classroom Informational texts prepare for college and career Cross-content literacy ELA taught in collaboration

Balancing Informational and Literary Text Building Knowledge in the Disciplines Text-Based Answers Writing from Sources Staircase of Complexity Academic Vocabulary ELA Instructional Shifts

ShiftChecklist Informational 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 Discussions Writing from Sources  Practice with Short, Focused Research  Argument and Informational Writing  Using Multimedia & Technology  Grammar and Language Conventions 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 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

Mathematics CCSS Video FAQ CCSS Math Classroom

Focus from solving problems to problem solving Coherence-spiraling Fluency Applications Dual Intensity Deep Understanding Math Instructional Shifts

Grade Priorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding K–2 Addition and subtraction, measurement using whole number quantities 3–5 Multiplication and division of whole numbers and fractions 6 Ratios and proportional reasoning; early expressions and equations 7 Ratios and proportional reasoning; arithmetic of rational numbers 8Linear algebra Priorities in Mathematics

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. 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 Check Think of an adjective to describe how you are feeling about the Common Core State Standards. Please share with a partner.

Resources

Go to one of the following websites: ODE CCSS Oregon DATA Project PPS MESD Clackamas ESD Go on a Treasure Hunt Find one new CCSS resource Warm-up

Tools CCSS Toolkit “under construction” Getting Started Creating an Implementation Plan Implementing Your Plan Evaluating Your Plan Administrators Teachers Students & 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 “Moving Oregon to Action” COSA November April

Implementation

Stepping Up to the Challenge – YOU ARE HERE Kindergarten CCSS Next- Generation Assessments Smarter Balanced Assessment Consortium First Group of 3 rd Graders

Common Core State Standards: When? Districts Transition Content: Full Implementation: by Spring 2014 Statewide Assessment: Spring 2015

Common Core State Standards State-level Implementation Timeline

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 Planning

Assessment

Based on seven principles An integrated system Evidence of student performance Teacher involvement State-led with transparent governance Continuously improve teaching and learning Useful information on multiple measures Adheres 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 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

33 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

34 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 To learn more...

Contacts Julie Anderson, English Language Arts Specialist Mark Freed, Mathematics Specialist Mickey Garrison, CCSS Co-Lead Cheryl Kleckner, CCSS Co-Lead

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!