Presentation on theme: "Philomath School District Board of Directors Work Session May 10, 2012."— Presentation transcript:
Philomath School District Board of Directors Work Session May 10, 2012
What is being asked of schools and districts today? Oregon Graduation Requirements Common Core State Standards (CCSS) Governor’s Oregon Education Plan 40-40-20 Achievement Compacts Increasing Data Requirements Positive Student Behavior Supports
Professional Development “A comprehensive, sustained, intensive, and collaborative approach to improving teachers’ and principals’ effectiveness in raising student achievement.” Learning Forward, 2012.
Professional Learning Beliefs Every student learns when every educator engages in effective professional learning. Schools’ most complex problems are best solved by educators collaborating and learning together. Remarkable professional learning begins with ambitious goals for students. Student learning increases when educators reflect on professional practice and student progress. Learning Forward, 2012.
The Oregon Diploma Standards-Based Credit Requirements: 4 – English/ Language Arts 3 – Mathematics (Algebra I or higher) 3 – Science 3 – Social Science (Social Studies) 3 – Arts/ CTE/ Second Language 1 – Health 1 – Physical Education 6 – Electives Total: 24 credits
The Oregon Diploma Essential Skills Proficiency: Reading (Class of 2012) Writing (Class of 2013) Apply Mathematics (Class of 2014) Personalized Learning: Education Plan and Profile Career-Related Learning Standards Career-Related Learning Experiences Extended Application
Common Core State Standards State-Led Effort: Council of Chief State School Officers National Governors Association Goals: Fewer, clearer, and higher level standards. Standards aligned with college and work expectations. Internationally benchmarked standards Consistent learning expectations across states.
Common Core State Standards Based on evidence and research. Focused and coherent to allow for in-depth learning. Cumulative progression of knowledge and skill. Rigorous content and application of knowledge through higher-order skills. Incorporate standards of excellence found in high achieving countries.
Why CCSS? 63% of jobs nationwide will require some post- secondary education by 2018. 64% of Oregon jobs will require post-secondary education. Of this 64%, 54% will require vocational training, certification, or associate degree. 46% will require a bachelor or graduate degree. Georgetown University Center on Education and the Workforce, June 2010.
English/ Language Arts Key Ideas Literacy in Social Science, Science, and Technical Subjects: Explain how a simple machine works (Science) Compare/ Contrast world events (Social Science) Justify a solution to a problem (Mathematics) Academic vocabulary in all content areas. Read and understand more challenging text. Emphasize use of materials to be read for information. Emphasize writing to inform and for argument.
English/ Language Arts Six Shifts Increase reading of informational text. Increase in text complexity. Building academic vocabulary. Using text-based answers; evidence- supported arguments. Use of evidence in writing. Literacy instruction in all content areas.
Mathematics Key Ideas Balanced combination of procedural skill and understanding, requiring students to ‘explain’ and ‘justify’ rather than ‘define’ and ‘identify’. Standards for mathematical practice. Content focus at each grade level allows for in-depth study. Standards for mathematical content: K-8 standards by grade level High school standards by conceptual theme.
Mathematics Focus Areas Kindergarten – 5 th Grade Establishes foundation of using and understanding whole numbers, fractions, and decimals. 6 th Grade – 8 th Grade Preparation for geometry, algebra, and probability and statistics. 9 th Grade – 12 th Grade Emphasis on applying math to solve problems arising in everyday life, society, and the workplace.
Mathematics Three Shifts Focus strongly where the standards focus. Think across grades and link major topics within grades. Require fluency, application, and deep understanding.
Mathematical Practices Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.
Math Changes to CCSS from Oregon Standards CCSS Grade Level % Same% from Lower Grade % from Higher Grade % Not Matched 5 th Grade41%11%26%22% 6 th Grade36%9%28% 7 th Grade30%18%43%8% 8 th Grade40%10%36%14% HS Non- Advanced 26%2%43%29% Oregon Department of Education, October 2010.
Assessment Partnership for the Assessment of Readiness for College and Careers (PARCC) 23 states and District of Columbia (5 duplicates) SMARTER Balanced Assessment Consortium (SBAC) 27 states, including Oregon (5 duplicates) Implementation slated for 2014-2015 school year. Current transition years between Oregon Standards and Common Core State Standards.
Oregon Governor’s Goal Development of Oregon Education Investment Board. 100% high school graduation rate by 2025– students who will begin kindergarten in 2012-2013. By 2025, the following will be true of adult Oregonian’s: 40% will have earned a bachelor’s degree or higher; 40% will have earned an associate’s degree or post-secondary credential; and 20% or less will have earned a high school diploma or its equivalent. Achievement Compacts established between OEIB and individual Oregon school districts.
What Does This Mean for Philomath School District staff? Alignment and update of curriculum, instruction, and assessment to CCSS. ↑ rigor of student assignments, units, and assessments. Transition from Oregon standards to CCSS. Literacy across the curriculum. ↑ informational text materials, lessons, and units. Changing state and federal accountability.