Transcript Document
Common Core State Standards Background and ELA Overview Created By: Penny Plavala, Literacy Specialist Session Goals • Review background of Common Core State Standards (CCSS) • Examine key features of the new standards • Learn what the CCSS mean for Oregon Oregon Educators Are Asking… • Why do we need common standards? • Where did they come from? • Who wrote them? • What do they mean for Oregon? • What does this mean for my classroom? What’s The Problem? • Students graduating from high school are unprepared for college and career.* 40% must take remedial classes at 4-year colleges 60% must take remedial classes at 2-year colleges * The College Board 2010 Progress Report What Is the Problem? • Out of 34 countries, the U.S. ranked: 14th in reading 25th in math* *2009 Programme for International Student Assessment (PISA) Common Core State Standards Initiative • A joint effort by the: - National Governors Association - Council of Chief State School Officers • Brought together K-12 educators, university partners, education researchers, community members, etc. to create the standards. • A state-led initiative States were in the driver’s seat. The federal government did not develop the standards or require their adoption. Standards Development Process • Final standards were released on June 2, 2010. • Adopted by Oregon State Board of Education on October 28, 2010: ELA & Literacy in History/SS, Science and Technical Subjects Mathematics 46 States Have Adopted the CCSS Adopted Adopted English Language Arts Standards Not Yet Adopted As of November 4, 2011 What are advantages of common standards? • Currently, every state has its own set of academic standards, meaning public education students in each state are learning to different levels • All students must be prepared to compete with not only their American peers in the next state, but with students from around the world Why are common standards important for students, teachers, and parents? • Prepares students with the knowledge and skills they need to succeed in college and work • Ensures consistent expectations regardless of a student’s zip code • Provides educators, parents, and students with clear, focused guideposts Features of the Standards • Aligned with college and work expectations • Include rigorous content and application of knowledge through higher-order skills • Build upon strengths and lessons of current state standards • Based on evidence and research • Informed by other top performing countries (internationally benchmarked) Features of the Standards • The College and Career Readiness (CCR) anchor standards were written first and describe expectations for the end of high school. • The CCSS were then back-mapped down to kindergarten to ensure that students would be on track early to meet rigorous end of high school literary goals. Clear Focused Rigorous Common Core State Standards The standards define: • what is most essential • grade level expectations • what students are expected to know and be able to do • cross-disciplinary literacy skills The standards do NOT define: • how teachers should teach • all that can or should be taught • the nature of advanced work • intervention methods or materials • the full range of supports for English learners and students with special needs What do the CCSS Mean for Oregon? • Districts will continue to prepare students for the OAKS assessment through 2013-2014. • CCSS will be fully implemented and assessed through a common assessment in 2014-2015. Stepping Up to the Challenge YOU ARE HERE Next-Generation Assessments 2014 -2015 2013 – 2014 2012-2013 Smarter Balanced Assessment Consortium 2011-2012 2010-2011 Kindergarten CCSS First Group of 3rd Graders First Group of 8th Graders What is the Smarter Balance Assessment Consortium? • SBAC is a collection of 29 states that have been working collaboratively to develop next-generation assessments that are aligned to the CCSS and that accurately measure student progress toward college and career readiness. • www.smarterbalanced.org The SBAC Assessment System English Language Arts and Mathematics, Grades 3 – 8 and High School 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; an interactive reporting system; scorer training modules; and teacher collaboration tools. INTERIM ASSESSMENT Computer Adaptive Assessment and Performance Tasks INTERIM ASSESSMENT Computer Adaptive Assessment and Performance Tasks Scope, sequence, number, and timing of interim assessments locally determined Optional Interim assessment system — no stakes PERFORMANCE TASKS • Reading • Writing • Math COMPUTER ADAPTIVE ASSESSMENT Summative assessment for accountability * Time windows may be adjusted based on results from the research agenda and final implementation decisions. Turn and Talk • What information was new to you in the CCSS overview?