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Martha HinmanNovember 19th, 2013 FACT Presentation

Common Core State Standards

Common Core Videohttp://www.cgcs.org/site/default.aspx?PageType=3&DomainID=4&ModuleInstanceID=125&ViewID=047E6BE3-6D87-4130-8424-D8E4E9ED6C2A&RenderLoc=0&FlexDataID=898&PageID=1

What are the Common Core State StandardsThe Common Core State Standards initiative is a state-ledeffort coordinated by the Council of Chief State SchoolOfficers and the National Governors Association. The goalof the CCSS is to provide a single set of clear andconsistent educational standards in math and Englishlanguage arts that states can share and voluntarily adopt.A total of 45 states, the District of Columbia, fourterritories, and the Department of Defense EducationActivity have adopted the Common Core State Standards.Why do we need new standards?Until now, every state had its own standards and different expectations of studentperformance. Common standards will help ensure that all students are receiving ahigh quality education consistently, from school to school and state to state.Common Core standards can provide parents with clear expectations for whatchildren should know and be able to do when they graduate high school oradvance to a particular grade level. Common Core standards provide consistencyfor parents and students during transitions and allow parents to Continue tosupport student learning regardless of changes in ZIP code. In addition, evidence-based standards will more effectively prepare American students to keep up withtheir peers around the world.What does Common Core look like in the classroom? Common Core standards are a clear set of shared goalsand expectations for what students need to learn, but they will not dictate how teachers should teach. CommonCore standards are not curriculum. Teachers and schoolswill continue to devise curriculum, including lesson plansand tailor instruction to the individual needs of thestudents in their class rooms. Local teachers, principals,superintendents and school boards will continue to makecurriculum decisions.Were teachers and parents involved in the creation of the CCSS?Yes. Parents and teachers have been a critical voice inthe development of the standards. The National PTA,National Education Association, American Federation ofTeachers, National Council of Teachers of Mathematics,National Council of Teachers of English and otherorganizations have been instrumental in bringingtogether teachers to provide specific, constructivefeedback since the standards were first released in 2010.Whats happening here in Redmond?Oregon State Board of Education adopted the Common Core LearningStandards in October 2010. The standards focus on a deeper level ofSubject comprehension and set clear expectations for learning.

For the past two years Redmond Teachers have been familiarizingthemselves with the CCSS and the related instructional shifts. Over thenext two years,RSD is transitioning to full implementation of CCSS: K-5 Math (2013-14) K-5 Language Arts (2014-15) 6-12 Math and Language Arts (2013-14)Whats new for English Language Arts?Non-fiction makes up the majority of required reading in high school,College and the work place. Since informational text is harder for studentsto understand than narrative text, more instructional time is needed topractice. The recommended time spent on literary texts to informationaltexts at the elementary level is 50/50; at the middle level is 45/55 and atthe high school Level is 30/70.An emphasis on reading, writing and speaking based on evidence is anothershift. This became part of the Common Core Learning Standards becausemost college and workplace writing requires evidence, being able to take aposition or inform others through citing evidence.Key ELA Shifts

ELA ShiftsThe shift to regular practice with complex texts and academiclanguage occurred because research showed that there is a gap in thedifficulty of what students read by the end of high school and whatthey are required to read in both college and careers.

For all of these shifts the emphasis is on reading more complex texts.The features of complex text include density of information,multiple and/or subtle themes and purposes, unfamiliar settings orevents, complex sentences, uncommon vocabulary, longerparagraphs and a text structure that is less narrative.Whats new for Math?In math, instructional shifts focus on fewer, more central standards, building coreunderstandings and linking mathematical concepts to real-world skills. In developing the shifts in mathematics, the designers of the standards moved awayfrom what has been termed the mile wide and an inch deep approach tomathematics instruction in the United States.The Common Core Learning Standards for mathematics stress conceptualunderstanding of key ideas and organizing principles of mathematics such as placevalue or the laws of arithmetic. The standards are designed to allow students toprogress through mathematics in a coherent way, building skills withinand across grades.The Common Core defines what students should be able to do in mathematics through grade-specific standards, emphasizing speed, accuracy and real-life problem-solving skills.Key Math Shifts

Will the new State tests be different? Yes. State tests aligned with the Common Core StateStandards will be administered to students in grades 3-11during the spring of 2015. Smarter Balanced assessments,that will replace the Oregon state assessments, will gobeyond multiple choice questions and include shortConstructed response, extended constructed response,And performance tasks that allow students to completeAn in-depth project that demonstrate analytical skills andreal-world problem solving.Test sample

Assessment Transition 2014-2015 OAKS (Reading, Writing, and Math) will be replaced by the SmarterBalanced assessment. Students will still have three assessment options fordemonstrating proficiency in the Essential Skills

Through 2013-2014 academic year OAKS Work Samples Other standardized assessment

2014-2015 academic year and beyond Smarter Balanced Work Samples Other standardized assessment

Categories of AssessmentsCategory 1: Statewide AssessmentsOAKS (2013-2013)Smarter Balanced (2014 and beyond)

Assessment OptionsCategory 2: Other Assessments (all have required levels of scores)ACTPLANWorkKeysCompassAssetSATPSATAP/IBAccuplacer

Assessment OptionsCategory 3: Work Samples (must be scored with official scoring guides, meet level of rigor required by OAKS, demonstrate proficiency)Reading 2 samples1 informationalScored by traitsMinimum score of 12 with no traits below 3Writing 2 samples1 expository or persuasiveScored by traitsMinimum score of 4 in all traitsMath 2 samples1 each for any two of the required content strands (algebra, geometry or statistics)Scored by process dimensionsMinimum of 4 in all process dimensions

How can I help my child?Learning does not end in the classroom. Children need help andsupport at home to succeed in their studies. Try to create a quiet placefor your child to study and carve out time every day when your childcan concentrate on reading, writing and math uninterrupted byfriends, family or other distractions.

Keep informed about what your child is working on. This will help youknow if your child needs help. If your child needs extra help, work withhis or her teacher to find opportunities for tutoring, to get involved in\clubs after school, or to find other resources. For more informationvisit the RSD website (www.redmond.k12.or.us).What Parents Can do to help their child prepare for the CCSSRead a combination of fiction and non-fiction aloud or withyour child. Look for subjects that interest your child fromsports heroes to dinosaurs. Select more difficult passages overtime.Read more informational texts including newspapers, magazines, technical manuals, science and social studies articles and books. Talk with your child and have him or her explain things.Encourage writing at home.Help your children know/memorize basic math factsDiscuss and do real life math with your children

What Parents can do to help their child prepare for the CCSSLook for word problems in real lifeEncourage a good work ethicLet your children see you read and do mathDiscuss with your children their performance in school and what they are learning.Talk about tests with your child and be positive and encouraging.Talk with your childs teacher(s) about his or her performance in school.Talk with your children about the importance of graduating from high school ready for college and career success.Application to Students with Disabilities by Common Core State Standards InitiativeInstruction for students with disabilities must incorporate supports and accommodations, including:Supports and related servicesIEP annual goals aligned with grade-level academic standardsPersonnel deliver high-quality, evidence-based, individualized instruction

Application to Students with Disabilities by Common Core State Standards InitiativeParticipation in the GE curriculum for SWD, may be provided:Universal Design for Learning (UDL)Instructional accommodationsAssistive technology (along with accessible instructional materials) to ensure access

Application to Students with Disabilities By Council for Exceptional ChildrenIdentifies six key principles that must be considered when implementing CCSS:Students with disabilities require individual educational planningAccommodations vs. ModificationsEvidence-based practicesAssessments measure progress and growthAlignment of IEP goals with standardsHire and support the best special educators

Whats Happening in Redmond?CCSS Teacher Leader Team established to support teachers in writing an implementation of standards based IEPsTeacher training before school beganSIW time focused on standards based IEPs and implementationPeer review of IEPSClassroom show cases of best practices Special Education Teachers embedded in professional development with general education teachers for ALL aspects of CCSS

Step 1: Consider the students grade-level content standards

Ask: What is the content standard saying that the student must know and be able to do? What are the prerequisites the student may be lacking in order to meet the standard?

Step 2: Examine student data to determine functioning in relation to grade-level standards

Ask: Has the student been taught content aligned with grade-level standards? Has the student received appropriate instruction and supports to attain grade-level standards? Was the instruction evidence-based? Has attendance/behavior affected the students progress?

Step 3: Developing the PLEP Student Profile/Highlights Present level of academic performance - Reading - Writing - Math - State, district, ELPA and KG assessment participation/results.

Step 3: Developing the PLEP Present level of developmental and functional performance - Speech & Language - Behavior - Fine/Gross Motor - Independent Skills - Evaluation Data

Step 3: Developing the PLEP Parent concerns (include other relevant team member input) How does the students disability affect involvement and progress in general education Transition - Preferences - Interests - Needs - Strengths

Step 4: Statewide/District-wide assessments Ask What state assessments will the student participate in? What types of responses do different state assessments require? What are the administrative conditions of the assessment? (i.e. setting, delivery of instruction, time allotted, etc.) What accommodations are allowed on the assessment(s)?

Step 5: Develop IEP Goals aligned with CCSS Ask What are the students needs as identified in the present level of performance? Prioritize by area of highest need in order to avoid excessive number of goals. Write IEP goals aligned to CCSS at the students instructional level. What is the specific time frame for the goal? What can the student reasonably be expected to accomplish in one school year? Are the conditions for meeting the goal addressed? How will the outcome of the goal be measured?

Step 6: Assess and report student progress Ask How does the student demonstrate what he/she knows on classroom, district & state assessments? Are a variety of assessments used to measure progress? How will the data be collected? How will progress be reported to parents?

Step 7: Identify specially designed instruction Ask Does the student have a goal in this area? If so, include in SDI What accommodations are needed to enable to student to access the knowledge in the general education curriculum? (Remember an accommodation can be a device, practice, intervention, or procedure provided to a student with a disability that affords equal access to instruction or assessment. Its purpose is to reduce or eliminate the impact of the students disability so that he or she can achieve the standard. A modification may also be a device, practice, intervention or procedure. However, in this case a teacher is changing the core content standard or the performance expectation. CAUTION: A high school student who receives modifications to grading/assessments is ONLY eligible to receive at the highest, a modified diploma.)

What accommodations have been used with the student and were they effective? Has the complexity of the material been changed in such a way that the content has been modified?