California state adopted frameworks & standards


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  • (READ the title) If you or I were to have a house built we would consult an architect to create a plan of how this house would be designed. He/she would draw up a detailed plan or blueprint which would include the shape of the home, it’s dimensions, rooms, etc. The State Board of Education of California has drawn up such a plan to guide teachers as they educate the children of this state. This detailed plan is spelled out in the California State Adopted Frameworks and Standards.
  • The State Board of Education adopted 6 specific education principles to focuspolicy making on the essential components of a standards-based educational system. #1 (READ) Note that ALL students are to be addressed. This is a major concept in the standards.#2 (READ) All curriculum we teach in the public schools must be aligned with the content standards and be research based. We are long past the time that teachers can teach their “pet” units. All textbooks must be selected from the state approved list. This insures that the curriculum being taught is based upon the California adopted state standards.#3 (Read) It is the job of the SBE to make sure that all schools in this state have access to the adopted instructional materials. One way they do that is to provide a specific amount of money for textbook adoptions for every school district.
  • #4 (READ) The SBE requires all school districts to provide professional development for their teachers every time there is a change in textbooks.#5 (READ) The SBE requires every district to annually (Spring) to assess students using these state adopted assessment tools, to determine if students are at grade level in specfic areas. Data on each assessment is gathered and then reported to the SBE.#6 All colleges and universities that have a teacher credentialing program must develop their program around the CA adopted standards to assure teacher candidates are competent in subject matter.
  • The SBE has been developing the current curriculum frameworks since 1987 with the Physical Education framework being the last developed in Dec. 2009. It takes about 2 years to complete the process of developing a framework. This chart details the major steps in their development. (READ)The focus groups would represent teachers from different grade levels, educational specialists, etc. The CC will carefully read the draft and recommend changes or accept the draft. The draft is used by volunteer districts (teachers) and they recommend changes. Next, a public meeting must be held and revisions are recommended.The draft is then forwarded to the SBE and at this time they will post it on the internet for the public to review it.After the 60 days of public input, the SBE holds a public meeting and votes to accept or reject the proposed framework.
  • As stated before, frameworks are the blueprints teachers use to implement the content standards for all grades.(READ)(READ) These methods include suggestions for teaching the specific content and different strategies that teachers can use to help all students to learn.
  • (READ) The standards are can be compared to a skeleton that provides specific requirements and the frameworks are like the muscle on the bones, providing depth and direction for the standards.(READ) Domains are subcategories in each subject area. Sometimes they are also called strands, which we will examine in a few minutes. (READ)
  • (READ) Frameworks make sure that there is a sequential development of instruction from grades K-12.
  • For example! Let’s examine the Reading/Language Arts framework. It is organized in strands (the items in red-READ). Each of these strands then is broken down in to subcategories (substrands). Under each substrand the specific objectives for that grade are listed.Every grade for the content will have the same strands, but they may not have the same substrands and will not have the same objectives.
  • Let’s compare 1st grade Word Analysis strand to the 9th-10th grade Word Analysis strand. Notice that the first grade strand has 4 substrands where the 9th-10th grade strand only has the one substrand. Next to each substrand I wrote, in parenthesis, how many standards are required for each substrand. As the students progress through the grades, skills are expected to be met and then built on one another. By the time children are in second grade concepts of print and phonemic awareness should have been mastered. Advanced decoding skills are added each year so that by the time students are in high school, there shouldn’t be a need to teach them. (This is the ideal situation which not all students are able to meet.)
  • The state of California requires districts to administer the following assessments and to report the findings of them. California requires that all state assessments be STAR tests.
  • 11th graders participate in the Early Assessment Program by responding to an extended version of the California Standards Test,
  • California state adopted frameworks & standards

    1. 1. California State Adopted Frameworks & Standards<br />A blueprint for teaching!<br />
    2. 2. Free powerpoint template:<br />2<br />Curriculum Frameworks<br />Curriculum frameworks provide guidance for implementing the content standards adopted by the State Board of Education (SBE). <br />Frameworks are developed by the Curriculum Development and Supplemental Materials Commission, which also reviews and recommends textbooks and other instructional materials to be adopted by the SBE. <br />
    3. 3. Education Principles of State Board of Education (2004)<br />Safeguard the State Board of Education adopted academic content standards as the foundation of California's K-12 educational system; the same standards for all children. <br />Ensure that curriculum is rigorous, standards-aligned, and research-based utilizing State Board adopted materials or standards-aligned textbooks in grades 9 to 12, to prepare children for college or the workforce. <br />Ensure the availability of State Board of Education adopted instructional materials for Kindergarten and grades 1 to 8 and locally adopted standards-aligned instructional materials in grades 9 to 12. <br />Free powerpoint template:<br />3<br />
    4. 4. 4. Support professional development for teachers on the adopted instructional materials that are used in the classroom. <br />5. Maintain the assessment and accountability system (including STAR, EAP, CAHSEE, and CELDT). <br />6. Ensure that the California Commission on Teacher Credentialing (CTC) and all teacher training institutes use State Board adopted standards as the basis for determining the subject matter competency of teacher candidates. <br />Free powerpoint template:<br />4<br />
    5. 5. Free powerpoint template:<br />5<br />
    6. 6. Frameworks are. . . <br />blueprints for implementing the content standards for grades K-12.<br /> intended to organize a body of knowledge that students need to learn during their K-12 years.<br />created to illuminate methods to be used to extend specific content.<br />Free powerpoint template:<br />6<br />
    7. 7. Frameworks…<br />elaborate on standards and describe the curriculum, instruction and assessment necessary to help students achieve mastery.<br />emphasize the important content and instructional connections that should be made across domains and standards.<br />Provide a coherent, effective and efficient program of instruction.<br />Free powerpoint template:<br />7<br />
    8. 8. CA Content Standards K-12<br />Frameworks and standards provide continuity and progression of specific content that students should master.<br />Standards have been adopted for English-language arts, mathematics, history-social science, science, visual and performing arts and physical education. <br />Free powerpoint template:<br />8<br />
    9. 9. Content Standards<br />Content standards were designed to encourage the highest achievement of every student, by defining the knowledge, concepts, and skills that students should acquire at each grade level. <br />Free powerpoint template:<br />9<br />
    10. 10. Teaching with the Standards<br />The goal for all students in the state of California is for them to meet or exceed all standards for their grade/subject.<br />The standards designate what to teach.<br />They are organized by strands that remain the same and grow developmentally and in depth of knowledge as students progress through the grades.<br />Free powerpoint template:<br />10<br />
    11. 11. For Example: The Reading/Language Arts Framework (see chart on next slide)<br />It is organized in strands (the items in red-READ). <br />Each of these strands then is broken down in to subcategories (substrands). <br />Under each substrand the specific objectives for that grade are listed.<br />Every grade for the content will have the same strands, but they may not have the same substrands and will not have the same objectives.<br />Free powerpoint template:<br />11<br />
    12. 12. Free powerpoint template:<br />12<br />
    13. 13. Comparison of two grades – Reading- Strand: Word Analysis, Fluency, Vocabulary Development<br />1st Grade<br />Concepts of print (3 standards)<br />Phonemic awareness (6 standards)<br />Decoding & word recognition (7 standards)<br />Vocabulary and concept development (1 standard)<br />9th -10th Grades<br />Vocabulary and concept development (3 standards)<br />Free powerpoint template:<br />13<br />
    14. 14. Testing & Accountability<br />STAR : Standardized Testing & Reporting<br />CST: California Standards Test<br />EAP: Early Assessment Program<br />CAHSEE: California High School Exit Exam<br />CELDT: California English Learners Development Test<br />Free powerpoint template:<br />14<br />
    15. 15. STAR<br />The purpose of STAR assessments is to provide information to teachers about student growth and achievement in grades 1-12.<br /> Students take the assessment and it is scored automatically by the software. <br />Teachers and administrators are able to view and print a number of reports at the individual, classroom, and grade level in order to monitor progress.<br /> Teachers can then tailor instruction to individuals and to high-stakes testing requirements.<br />Free powerpoint template:<br />15<br />
    16. 16. CST<br />Purpose of the California Standards Tests (CSTs) is to measure the degree to which students are achieving the academically rigorous content standards adopted by the State Board of Education (SBE)<br />For grades 1-11<br />Reading/language arts & math are tested at each grade<br />Social Science is tested at grades 6, 8, & 11 <br />Science is tested at grades 5, 8 & 10<br />Free powerpoint template:<br />16<br />
    17. 17. EAP<br />Designed for 11th graders<br />Purpose:<br />To bridge the gap between high school standards and college expectations by substantially increasing the college readiness, and eventual college success, of California’s high school students. <br />Strengthens comprehensive, high-school-based, college preparation programs<br />Allows each public high school, CCC and CSU to determine the college preparation status of individual students<br />Free powerpoint template:<br />17<br />
    18. 18. CAHSEE<br />Beginning with the Class of 2006, all public school students have been required to pass the CAHSEE to earn a high school diploma. <br />The purpose of the CAHSEE is to improve student achievement in high school and to help ensure that students who graduate from high school can demonstrate grade-level competency in reading, writing, and mathematics. <br />Test questions address California’s content standards that a High School Exit Examination Standards Panel, appointed by the State Superintendent of Public Instruction, determined students should know to graduate from high school. <br />Free powerpoint template:<br />18<br />
    19. 19. CELDT<br />Purpose:<br />identify pupils as limited English proficient, <br />determine the level of English language proficiency (ELP) who are limited English proficient, and <br /> assess the progress of limited English proficient students in acquiring the skills of listening, speaking, reading, and writing in English. <br />Free powerpoint template:<br />19<br />
    20. 20. What does the CELDT measure?<br />The CELDT is a standardized test that assesses the construct of ELD (English language proficiency) of ELs in grades K-12 in accordance with California Education Code and Title 5 California Code of Regulations. <br />The CELDT is a valid and reliable measure of the construct of ELD standards. The CELDT also provides a comprehension score as required by Title III of the NCLB.<br />Free powerpoint template:<br />20<br />
    21. 21. Characteristics of CELDT<br />The CELDT assesses “basic social conventions, rudimentary classroom vocabulary, and ways to express personal and safety needs” to assess ELP.<br /> A portion of CELDT test questions are developed to assess student performance at the early advanced and advanced proficiency levels and as such appropriately incorporate classroom language. <br />CELDT test questions engage academic language functions, such as explaining, questioning, analyzing, and summarizing.<br />Free powerpoint template:<br />21<br />
    22. 22. School Accountability Report Card (SARC)<br />All public schools in California are required annually to prepare SARCs and disseminate them to the public. <br />SARCs are intended to provide the public with important information about each public school and to communicate a school's progress in achieving its goals.<br /> Items to be reported are: demographic information; school safety and climate for learning; academic data; school completion; class size; teacher and staff information; curriculum and instruction; postsecondary preparation; and fiscal and expenditure data. <br />Free powerpoint template:<br />22<br />