A Gradual Release of Responsibility Model of Instruction

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Transcript A Gradual Release of Responsibility Model of Instruction

Common Core State
Parent/Community Information
October, 2013
Educational Standards in
S Educational standards describe what students should know
and be able to do in each subject and grade level.
S The State Board of Education establishes the standards for
all students from Kindergarten through High School
S The State Board of Education establishes assessments to
measure student mastery of the standards.
S The California Department of Education provides support
for school districts to make sure all students are meeting the
What are the Common Core
State Standards?
S In 2009, the Council of Chief State School Officers (CCSSO) and
the National Governors Association Center for Best Practices
(NGA) committed to developing a set of standards that would help
prepare students for success in career and college. The CCSS
initiative is a voluntary, state-led effort coordinated by the CCSSO
and NGA to establish clear and consistent education standards.
California Adopts Common
Core Standards
S August 2010: Senate Bill X5 1 amends California
Education Code Section 60605.8 to provide for adoption of
the CCSS, including formation of an Academic Content
Standards Commission (ACSC) responsible for making a
recommendation to the SBE regarding adoption of CCSS.
The CCSS can not be changed, but supplemental standards
can be added (15%)
S Unlike other states, California’s content standards were
already quite rigorous, aligning with CCSS in most cases.
S In 2012, 27,300 of 42,700 college
freshman (64%) in the California
University system required
remedial courses in English, math
or BOTH.
Overarching Goals of CCSS
S All California high school students will graduate as life-long
learners with the skills and knowledge necessary to succeed in the
21st century global economy.
S College: Academic preparedness without the need for remedial coursework
S Career: Academic preparedness needed for industry sector expectations and
advanced job training
S All students will be provided with rigorous content and
applications of knowledge through higher order thinking
Timeline for Implementation
S Transition: 2013 - 2014
S Modify existing instructional units & district assessments
S Field Testing Smarter Balanced Assessments -
no individual scores or API/AYP
S Implementation: 2014 - 2015
S Continue to modify instructional units and district
S Smarter Balanced Assessments gr 3 – 8 & 11 to create new
API/AYP baseline for accountability
What is covered by the
S Standards for English/Language Arts
S Standards for Literacy in History/Social Studies, Science
and Technical Subjects
S College and Career Readiness Anchor Standards
S Standards for Mathematics
S Content Standards & Standards of Mathematical Practice
What is not covered by the
S “The Standards define what all students are expected to know
and be able to do, not how teachers should teach.”
Common Core State Standards for English, August 2010, Updated March 2013.
S “The aim of the Standards is to articulate the fundamentals,
not to set out an exhaustive list or a set of restrictions that limits
what can be taught beyond what is specified herein.”
Common Core State Standards for English, August 2010, Updated March 2013
What do the Common Core
State Standards Include?
• More reading of non-fiction and
informational texts
• More speaking and writing
grounded in evidence from texts
Language Arts &
• Literacy is included in all courses
What’s different in
English/Language Arts?
S Same curriculum is used with instructional strategies:
S Close Reading - annotating and analyzing texts
S Language Frames to promote scholarly speaking
and listening
S Instructional Routines for collaborative work with
individual accountability
S Frequent writing using valid reasoning and evidence
from texts
Common Core English
Standards Example
Comparison: California 1997
Standards with CCSS English
What do the Common Core
State Standards Include?
• Focus on the 2 – 4 critical areas in each
grade level
• Concepts are logically connected from
one grade to the next and linked to
major topics within the grade level
• Procedures as a foundation –
mathematical fluency
• Persistence in Problem Solving
Standards of Mathematical
These standards apply to all math content areas:
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
Comparison of Math Standards
What’s different in
S Use the same curriculum and add instructional
S Application of math and problem solving
S Students explain their answers in mathematics
S Students choose the mathematical tools to use to
solve a problem rather than being given the formula
S Collaborative work with individual accountability
Twenty-first Century Skills
S Students are not entering a multiple choice world.
S Genuine readiness for college and 21st century careers
requires the ability to find, evaluate, synthesize and use
knowledge in new contexts to solve non-routine problems
and produce new products
S This requires well-developed thinking, problem solving,
design and communication skills
Four Focus Areas
in all Subjects
1. Prepare and participate effectively in a range of conversations and
collaborations with diverse partners, building on others' ideas and
expressing their own clearly and persuasively.
2. Read closely to determine what the text says explicitly and make logical
inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the text.
3. Read and comprehend complex literary and informational texts
independently and proficiently.
1. Write arguments and support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
Transitioning Assessments
2013 - 2014
S VCPUSD’s Current Assessments:
S Developmental Reading Assessment (DRA) - continues as is
S District Benchmarks and Common Midterms/Finals transitioning
to Common Core
S Mandated California State Assessments
S Smarter Balanced Assessments – no results from field test
(no API/AYP accountability)
California English Language Development Test (CELDT)
California High School Exit Exam (CAHSEE)
California Alternative Performance Assessment (CAPA)
Science CST grades 5,8,10
Physical Fitness Testing grades 5, 7, 9
Transitioning Assessments
2014 - 2015
S VCPUSD’s Current Assessments:
S Developmental Reading Assessment (DRA) - continues as is
S District Benchmarks and Common Midterms/Finals transitioned
to Common Core
S Mandated California State Assessments
S Smarter Balanced Assessments – API/AYP accountability
S California English Language Development Test (CELDT)
S California High School Exit Exam (CAHSEE)
S California Alternative Performance Assessment (CAPA)
S Science CST grades 5,8,10
S Physical Fitness Testing grades 5, 7, 9
From this…..
To this…..
S 395 × 147 -
and this….
S Per
Performance Tasks
Common Core Smarter
Balanced Assessments
S Computer Adaptive Online Testing grades 3-8 & 11
S Variety of Assessment Items:
S Selected Response (multiple choice)
Non-traditional Selected Response (more than one correct answer)
S Constructed Response (student writes an answer)
Short Constructed Response
Extended Constructed Response (mini performance task)
S Performance Task (complex problem-solving – grade 3 & up)
Example - Grade 6 – STAR
Multiple Choice Exam
A rectangular painting has an area of 720 square inches. Jasmine
reduced both the length and width of this painting by a scale factor of
1/6 to create a miniature copy. What is the area of the miniature
A. 12 square inches
B. 20 square inches
C. 60 square inches
D. 120 square inches
Example - Smarter Balanced
type Grade 6
Alexis needs to paint the four exterior walls of a
large rectangular barn. The length of the barn is
80 feet, the width is 50 feet, and the height is 30
feet. The paint costs $28 per gallon, and each
gallon covers 420 square feet. How much will it
cost Alexis to paint the barn? Explain your work.
What student information is
included with Smarter Balanced
S Student’s Name & Student ID Number
S Student’s Birthdate, Gender, & Home Language
S Student’s Race & Ethnicity (optional for parents to disclose)
S Student’s English Learner status & start date in U.S. schools if
S Student’s Special Education status if applicable
S Student’s Free/Reduced Meal status if applicable
S Parents’ highest level of education (optional for parents to disclose)
How is student information
used in testing?
S California State Department of Education’s Privacy Policy
states that individual student information is to be used
internally only, not provided to any outside agency
including the Federal Government.
S Student information is used in the aggregate to determine
effectiveness of educational programs, achievement of
individual students and subgroups of students.
Smarter Balanced
Student Data Privacy Policy
S At a meeting in Los Angeles on September 10, Smarter Balanced
Governing States voted to move forward with the development
of a student data privacy policy. Consistent with the
Consortium’s state-led governance and its commitment to
responsible flexibility, the vote affirmed that each member state
will retain control of student data generated by the assessment
Governing States unanimously approved the following motion:
S Each member state retains control of its student-level data.
S Smarter Balanced will develop a data privacy policy consistent with
this principle.
Primary & Elementary Grades
S Kami Callahan
S Diana Souther
S Karen Van Riper
Middle School
S Evette Striblen
S Erin Flesher
S Stephanie Aguilar
High School
S Lee Thor
S Satya Fleck
S Jon Goodman
S Valley Center – Pauma Unified School District webpage
S www.vcpusd.org for information and links to resources
S Contact your child’s teacher or principal