AGENDA • Welcome and Overview Agenda • State and Federal Updates • Categorical Update • Common Core State Standards Implementation • Assessment • Break • Strategies to Guide District/Site Implementation of the CCSS • LEA Common Core Systems Implementation Plan Template • Announcements • Adjourn
Categorical Update John Dean Compliance and Categorical Programs Coordinator
California Common Core State Standards Implementation Updates, Tools and Resources Lori Musso, Curriculum and Services Administrator April Cherrington, Mathematics Coordinator Robin Worley, Instructional Technology Coordinator
Our Goal SMCOE will actively work to erase the San Mateo County’s Achievement Gap by working with teachers, leaders, and systems to insure every student has access to academically rigorous, culturally responsive instruction and to a support system that fosters academic success. This presentation will do this by: • Providing updates, tools and resources to assist in the effective implementation of California’s Common Core State Standards for every student. • Facilitating next steps to impact instruction, assessment and student achievement, and • Providing time to develop an implementation plan for your individual district/site.
Focus on Implementation • ELA/ELD/Literacy Standards • Instructional Technology • Mathematics • Assessment Tools and Resources: • Systems Implementation plan • LEA Planning checklist • Communications Toolkit
ELA/Literacy Key Shifts • Building 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
#1 Building Knowledge Through Content-Rich Nonfiction • Knowledge base comes from informational text • Informational text makes up 80% of the required reading in college/workplace • Informational text harder for students to comprehend than narrative text • Elementary/middle school students are asked to read very little informational text (7-15%) • CCSS moves percentages to: • 50:50 at elementary • 60:40 at middle school* • 75:25 at high school* *(includes ELA, science, social studies)
#2 Reading, Writing & Speaking Grounded in Evidence, both Literary and Informational • College and workplace writing requires evidence • Ability to cite evidence differentiates strong from weak student performance on NAEP • Evidence is a major emphasis of the ELA standards: Reading standard 1, Writing standard 9, Speaking & Listening standards 2, 3, 4, all focus on the gathering, evaluating and presenting of evidence from text. • Strong readers and writers can locate and deploy evidence
#3 Regular Practice with Complex Text and its Academic Language • Standards include a staircase of increasing text complexity from elementary to high school • Standards focus on building vocabulary that is shared across many types of complex texts and content areas • Too large of a gap between complexity of college and high school texts • Students ability to read complex texts is greatest predictor of success in college (ACT study) • Less than 50% of graduates can read sufficiently complex texts.
ERWC • WHY • Aligns to: English-Language Arts Content Standards • Addresses: Identified literacy problems, CSU English Placement Test preparation • Aligns to the CCSS • WHAT • 14 modules • Non-fiction texts • In-depth study of expository, argumentative, and analytical reading and writing. • For middle and high school teachers • WHEN • Spring 2013… Contact: firstname.lastname@example.org
Instructional Impact In table teams, discuss: • The role of the ELA teacher with content area literacy. • The role for content area teachers. • Use the “content area literacy support”graphic organizer to record notes and possible ways ELA and content teachers can work together and/or support each other as they teach literacy standards to students?
Areas to Watch for Progress • Teacher knowledge and practice • Instructional materials and resources • Student work
Resources • Coming this month on Brokers of Expertise • Online modules for informational reading and writing • SMCOE brochure of CCSS workshops • Common Core State Standards Updates • email@example.com
Technology No Longer Stands Alone Portrait of Students who are College and Career Ready in Reading, Writing, Speaking, Listening, and Language... Use technology and digital media strategically and capably. Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals. 22
Technology is Interwoven in Math Mathematics | 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. 23
Technology Thread in ELA & Literacy Common Core: Digital Reading and Writing Alignment K-5 Common Core: Digital Reading and Writing Alignment 6-12 Common Core: Digital Reading and Writing Alignment 6-12 Hist/ Soc. Stud./ Sci./ Tech Skills from Contra Costa County Office of Ed 24
Your Turn! You and your partner will receive a standard: How would you integrate technology into a lesson to meet the standard? 34
Assembly Bill 250 Module Development: A Common Core State Standards Module for Mathematical Learning Progressions
Mathematics: K–8 Learning Progressions • AB 250 and Professional Development Modules • Mathematics: K-8 Learning Progressions • Introducing • Unpacking • Applying • Summarizing • Questions?
Mathematics: K–8 Learning Progressions AB 250 Curriculum Support and Reform Act (2011) Mathematics and Language Arts • Establishes a structure for the implementation of the Common Core State Standards • Develops professional development opportunities that are aligned to the Common Core State Standards
Mathematics: K–8 Learning Progressions Module Overview Unit 1: Understanding Unit 2: Unpacking Unit 3: Applying Unit 4: Summarizing
Mathematics: K–8 Learning Progressions Unpacking • To explain and explain how domains are organized in relation to standards and cluster. • The learn about how standards, clusters and domains are organized across grade levels. • To examine the standards across grade levels that lead to and from an identified standard.
Mathematics: K–8 Learning Progressions Unpacking
Mathematics: K–8 Learning Progressions Applying • The Illustrative Math task show us the range and types of mathematics that students will experience with the Common Core State Standards. • The tasks shown here are one interpretation of a learning progression. • This illustrates how mathematical knowledge and skills develop over time.
Mathematics: K–8 Learning Progressions Summarizing • Understanding the Learning Progressions • Replicating a learning progression focused on different standards and different grade levels.
Mathematics: K–8 Learning Progressions Questions?
Assessment Lori Musso Curriculum and Instruction Administrator Audra Pittman Educational Services Coordinator
What’s New in Assessments? • Formative Assessments • SBAC will provide a library of interim/formative assessments beginning fall 2014 • Extended Response and Performance Tasks: Interim • Paper and pencil multi-step problems. • May take 1-2 days for students to complete. • Given 12 weeks before end of school year. • Computer Adaptive Testing (CAT): Summative • Selective Response: Similar to multiple choice but allows for non-traditional selective response items • Constructed Response: Short written answer that is graded by artificial intelligence • Technology Enabled: Digital incorporated into the selected response or constructed response questions. • Technology Enhanced: Computer delivered items that require specialized interactions students must perform to produce a response
Assessment System Components • Summative Assessment (Computer Adaptive) • Interim Assessment (Computer Adaptive) • Formative Processes and Tools
Six Item Types • Selected Response • Constructed Response • Extended Response • Performance Tasks • Technology-Enabled • Technology-Enhanced
Five Major Literacy Claims • Claim #1: Students can read closely and critically to comprehend a range of increasingly complex literary and informational texts. • Claim #2: Students can produce effective writing for a range of purposes and audiences. • Claim #3: Students can employ effective speaking and listening skills for a range of purposes and audiences. • Claim #4: Students can engage appropriately in collaborative and independent inquiry to investigate/research topics, pose questions, and gather and present information. • Claim #5: Students can use oral and written language skillfully across a range of literacy tasks.
Pilot Testing • Pilot test of the assessment system begins in February 2013 • 10,000 items and performance tasks will be piloted • Open to all schools in SBAC • Twenty-two percent of CA students must participate • Student will participate in STAR and pilot testing
Resources • CDE/SBAC updates, presentations, and electronic mailing list available at http://www.cde.ca.gov/ta/tg/sa/smarterbalanced.asp • Frequently asked questions (FAQs) about the SBAC student assessments available at http://www.cde.ca.gov/ta/tg/sa/sbac-faqs.asp#qtop • SBAC sample items and performance tasks available at http://www.smarterbalanced.org/sample-items-and-performance-tasks/
SBAC Technology Readiness Tool John Dean Compliance and Categorical Programs Coordinator
SBACTechnology Readiness Tool • Online application collecting information on: • Computing devices expected to be used 2014-15 • Network infrastructure • Staff readiness • 42% of CA districts participated