1. Common Core State Standards
Implementation Tools
for Teachers
Sarah Martin
Tanya Frisendahl
September 24, 2012

2. Orient to the structure and design of the teacher toolkit
Purpose
Orient to the structure and design of the teacher toolkit
Share specific examples of how tools might be used
Highlight other toolkit additions

3. Toolkit Overview Audience oriented Collaborative effort
A resource, not a requirement
The Common Core State Standards (CCSS) Toolkit is a process and resource guide to aid teachers in implementing the Common Core in their classrooms.
There are toolkits provided for three groups of teachers: English Language Arts, Mathematics, and Content Area teachers. The toolkits are split by subject not only to accommodate the unique structure of each, but to make it easier for teachers to access all materials.
The toolkit was developed in response to requests from Oregon educators and has been a collaborative effort. Resources included in the toolkit have been contributed by ODE, as well as ESDs, districts, Oregon teachers on special assignment (TOSAs), and other states that have adopted the CCSS.
A graphic has been designed that shows the four phases of the process presented in the toolkit: Awareness, Transition, Implementation, and Monitor & Modify.

4. Phases I & II – Awareness & Transition
The first two phases in the “process” that the toolkit is designed to support are Awareness & Transition. These sections of the toolkit are organized around what are called the “Six Shifts”. These shifts describe changes that are required in terms of instruction and materials so that students are prepared to meet the requirements of the Common Core. There are 6 shifts for ELA and 6 for math. In this slide we are looking at ELA. The shifts are:
Increase reading of informational text
Text complexity
Academic Vocabulary
Text-based Answers
Increase writing from sources
Literacy instruction in the content areas
The purpose of these sections of the toolkit are to familiarize teachers with the Common Core, help them develop a deeper understanding of each Shift, and examine how much of what they are already teaching fits with the expectations of the CCSS.

5. Phase III – Implementation
Questions you may be asking…
What will teaching and learning in the classroom look like with the CCSS?
How will I know students are making progress and are prepared for the common assessment?
In the Implementation phase, the focus is fully on the classroom. The tools in this section of the toolkit were selected to help answer these questions.

6. Implementation – Structure & Design
Organized around the four “claims”
Learning outcomes for students
Require evidence to demonstrate mastery
Example
Claim 3 – Math: Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.
Because of the shift in focus, the design of the toolkit in this section differs from the Awareness and Transition sections. Instead of the shifts, this section is organized around what are called the four “claims”.
Smarter Balanced (the common assessment that all students will take in ) has established four “claims” regarding what students should know and be able to do to demonstrate readiness for college and career in English Language Arts and Mathematics. These claims are phrased as student learning outcomes, each of which requires evidence to demonstrate achievement of the claims.

7. Implementation – Structure & Design
Resources for:
Learning about the Claim
Unit/Lesson Planning
Teaching and Learning
Assessment
Let’s take a look!
A page has been created for each claim. Resources have been gathered from Oregon districts, other CCSS states, and national and professional organizations. Though the type and number of resources vary, all resources are grouped under the same categories.
Learn About the Claim – Excerpts from the Smarter Balanced Content Specification document. For each claim there is a brief description of the rationale, sufficient evidence, and assessment targets.
Unit/Lesson Planning – Templates for tracking student progress (K-5) and rubrics for evaluating lessons
Teaching and Learning – Videos of instruction, instructional strategy resources, sample lessons
Assessment – Sample Smarter Balanced items, Mathematics Assessment Project sample tasks and Formative Assessment module for teachers

8. Content Area Implementation Resources Resource pages for
What’s Next?
Content Area Implementation Resources
Resource pages for
Students with Disabilities
English Language Learners
Training opportunities
COSA Series: Oregon in Action
Smarter Webinar series
Currently only the Math and ELA toolkits have Implementation resources. Implementation resources for the content area toolkit are anticipated in winter 2013.
By clicking on the “Resources” button on the CCSS home page you can access materials by subject area. Additional pages with resources for students with disabilities and English Language Learners will be added this fall.
COSA is offering a training series taking place Fall 2012 and Spring around the state.
Audience: Teachers, Instructional Coaches, PLC Leads, Department Chairs, and School/District Administrators who would like to plan for instructional best practices within the CCSS.
Closing the Achievement Gap
Improvement of Teaching Practice
Best Practices in ELA/Literacy & Math
Registration information is on the COSA website at
Webinars on the Smarter Balanced Assessment are being offered each month beginning in October. The first two are scheduled for October 16 and November 13. Participant information can be found on the ODE Events page.

9. General - Mickey Garrison mickey.garrison@state.or.us
Questions?
Toolkit – Sarah Martin
General - Mickey Garrison
Your district CCSS contact
Every district in Oregon has identified a CCSS contact. If you have questions about your district’s plan for CCSS implementation, contact your district CCSS representative.