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OESD 114

OESD 114. Regional Teaching & Learning Consortium Conference: Operationalizing the Common Core Standards. Welcome and Introductions. As a district team please share . . . Something unique about your district One celebration on your road to implementing the Common Core State Standards.

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OESD 114

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  1. OESD 114 Regional Teaching & Learning Consortium Conference: Operationalizing the Common Core Standards

  2. Welcome and Introductions • As a district team please share . . . • Something unique about your district • One celebration on your road to implementing the Common Core State Standards

  3. Today’s Agenda • CCSS Background and State Timeline • District Presentations • Brinnon • Bremerton • Sequim • Sharing Strategies for Operationalizing the CCSS • 2012-2013 ESD Supports for Districts • Team Planning Time • Team Reports

  4. Goals for Today To increase capacity for implementing the Common Core State Standards at district, building, and classroom levels. • To learn from others about what’s workingin their district • To learn about the resources and supports the OESD can provide • To reflect on what others have shared and the available supports and plan next steps for operationalizing the CCSS in your district

  5. CCSS Background Information • History on the CCSS • State Transition Plan • Major Shifts in the CCSS • Smarter Balanced Assessment Consortium • ESD Work So Far (Last Spring and Summer)

  6. Common Core State Standards • Clear, consistent, rigorous standards in English language arts/literacy and mathematics • Define the knowledge and skills students need for college and career success • Developed voluntarily and cooperatively by states with input from teachers and college faculty; more than 40 states have adopted Source: www.corestandards.org

  7. CCSS Implementation Timeline

  8. Major Shifts in the CCSS MATH • Focus strongly where the standards focus • Coherence: Think across grades and link to major topics within grades • Rigor: Require conceptual understanding, fluency, and application ELA • Building content knowledge through content-rich nonfiction • Reading, writing, and speaking grounded in evidence from text, both literary and informational • Regular practice with complex text and its academic language

  9. Traditional U.S. Approach

  10. Domains, not strands

  11. A Shift to comprehensive literacy

  12. Standards for Mathematical Practice • 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

  13. “What’s IN and what’s OUT?”

  14. The Big Ideas in the ELA CCSS • Demonstrate independence • Build strong content knowledge • Respond to the varying demands of audience, task, purpose, and discipline • Comprehend as well as critique • Value evidence • Use technology strategically and capably • Come to understand other perspectives and cultures

  15. Smarter Balanced Assessment Consortium • 25 states (21 governing, 4 advisory) • K-12 & Higher Education Leads in each state • Washington state is fiscal agent

  16. A Balanced Assessment System Summative assessments Benchmarked to college and career readiness Teachers and schools have information and tools they need to improve teaching and learning Common Core State Standards specify K-12 expectations for college and career readiness All students leave high school college and career ready Teacher resources for formative assessment practices to improve instruction Interim assessments Flexible, open, used for actionable feedback

  17. System Highlights English Language Arts and Mathematics, Grades 3–8 and High School BEGINNING OF YEAR END OF YEAR Last 12 weeks of year* DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools. INTERIM ASSESSMENT INTERIM ASSESSMENT Computer Adaptive Assessment and Performance Tasks Computer Adaptive Assessment and Performance Tasks • PERFORMANCE • TASKS • Reading • Writing • Math END OF YEAR ADAPTIVE ASSESSMENT Scope, sequence, number, and timing of interim assessments locally determined Re-take option Optional Interim assessment system— Summative assessment for accountability * Time windows may be adjusted based on results from the research agenda and final implementation decisions. Source: http://www.ets.org

  18. Find Out More: www.SmarterBalanced.org Monthly e-Newsletter: http://www.smarterbalanced.org/2012/05/check-out-smarter-news-the-consortiums-monthly-enewsletter/ State Contact: Robin.Munson@k12.wa.us Jacqueline King Jacqueline.King@SmarterBalanced.org 301-841-8873 CCSS Assoc. Collab. Meeting

  19. “Students can demonstrate progress toward college and career readiness in mathematics.” Claims for the Mathematics Summative Assessment • “Students can demonstrate college and career readiness in mathematics.” Overall Claim for Grades 3-8 • “Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.” Overall Claim for Grade 11 • “Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.” Claim #1 - Concepts & Procedures • “Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.” Claim #2 - Problem Solving • “Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.” Claim #3 - Communicating Reasoning Claim #4 - Modeling and Data Analysis

  20. “Students can demonstrate progress toward college and career readiness in English Language arts and literacy.” Claims for the ELA/Literacy Summative Assessment • “Students can demonstrate college and career readiness in English language arts and literacy.” Overall Claim for Grades 3-8 • “Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.” Overall Claim for Grade 11 • “Students can produce effective and well-grounded writing for a range of purposes and audiences.” Claim #1 - Reading • “Students can employ effective speaking and listening skills for a range of purposes and audiences.” Claim #2 - Writing • “Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.” Claim #3 - Speaking and Listening Claim #4 - Research/Inquiry

  21. Washington’s Context…Likely Summative Assessments in 2014–15 CCSS Assoc. Collab. Meeting

  22. Theory of Practice for CCSS Implementation in WA 2-Prongs: • The What: Content Shifts (for students and educators) • Belief that past standards implementation efforts have provided a strong foundation on which to build for CCSS; HOWEVER, there are shifts in content that need to be attended to. • The How: System “Remodeling” • Belief that successful CCSS implementation will not take place top down or bottom up – it must be “both, and…” • Belief that districts across the state have the conditions and commitment present to engage wholly in this work. • Belief that professional learning systems are critical LLC

  23. OESD CCSS Supports Spring/Summer 2012 Common Core Introduction for Administrators March 2012 Mathematics Regional Professional Development: • Introduction and Overview • Decoding the Language of the CCSS • Deepening Understanding of the CCSS An introduction to a process to be used by PLCs as they implement each Mathematics Domain. • Planning Session for Content Leaders ELA Regional Professional Development: • ELA I: Deepening your Understanding • ELA II: Vertical Articulation and Rigor • ELA III: Exploring Text Complexity Purpose was to build regional capacity and providing resources for district leaders and facilitators. • Regional Literacy Team focused on Text Complexity.

  24. District Presentations

  25. Brinnon • How is the Brinnon SD moving from the State Transition Plan to Classroom Reality?

  26. Bremerton • How is the Bremerton SD moving from the State Transition Plan to classroom reality?

  27. Sequim How is the Sequim SD moving from the State Transition Plan to classroom reality?

  28. Break

  29. Sharing Strategies • District Reports on Implementation

  30. OESD CCSS Supports 2012-2013 October 19th Conference on Operationalizing the Common Core Mathematics • Math Implementation Workgroups focusing on building leadership to support classroom implementation of the CCSS • Spring Grade Band Workshops focusing on content and Standards for Mathematical Practice • Summer Institute Math Content Workshops to Deepen Teacher’s Content Knowledge ELA • Regional Literacy Team focusing on building leadership to support classroom implementation of the CCSS • Spring ELA Workshops focusing on writing grounded in evidence from text • Summer Institute ELA Writing Standards Workshops for Science and Social Studies Teachers Our focus continues to be on building regional capacity and providing resources for district leaders and facilitators.

  31. School & District Support

  32. Lunch

  33. Team Planning • District Team’s use Readiness Template for planning

  34. Team Reports

  35. Evaluation and Closure • Thanks for attending. • Please complete the session evaluation form • Clock hour forms are by the door

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