The document provides guidance for educators on implementing the Common Core State Standards. It outlines a multi-year process for building awareness, capacity, and classroom transitions to the new standards from 2011-2017. The key aspects of implementation include exploring the standards, building statewide coordination and collaboration, understanding the content shifts required in English language arts and math, and using data and professional learning to support the transition. Educators are encouraged to reflect on how to bring information back to their staff and what resources they need to fully implement the standards.
This document outlines a presentation on planning for strategic coherence given by Jonathan P. Costa. It discusses the need to realign education systems to prepare students for an automated future. Key points discussed include defining the skills needed for future success, appropriately defining rigor, aligning social-emotional learning, and vertically aligning curriculum. The presentation proposes a strategic coherence planning process that includes committing to principles, conducting a data scan, aligning actions, analyzing results, focusing on priorities, and defining strategic actions. It emphasizes the importance of focusing systems on high-leverage goals for learning through aligned curriculum, instruction, assessment, and accountability practices.
This document provides an overview of a presentation on pursuing coherence in education. It discusses the evolution of educational reform over time from a focus on inputs and outputs to universal proficiency. It emphasizes that districts should focus on developing a few high-leverage skills in students like problem solving, communication, digital literacy, and metacognition. It also stresses the importance of aligning goals, measures of success, and instructional practices to ensure coherence across the system from the district level down to the classroom. The document provides examples of questions that districts and schools should ask to achieve organizational coherence centered around student learning.
This document outlines the steps for designing a local student growth measures plan, as presented at an Ohio education conference. It discusses defining student growth, analyzing the student growth measures framework, conducting an inventory of teachers and assessments, determining default percentages for value-added data and other measures, and communicating the plan. The presentation provides guidance on categorizing teachers, using student learning objectives and shared attribution, approving measures, and providing training on the implementation.
The document discusses upcoming legislation around student growth models for evaluating teachers and schools. It notes that the legislation will require districts to use state assessments to measure student growth and develop local growth models to supplement the state ratings. The document provides an overview of different types of growth models, how they work, and how they can be used to set growth targets and evaluate educators. It emphasizes that growth models are most effective when goals are aligned across the district and based on a shared definition of student success.
This document provides guidance for districts on developing and implementing student growth measures for teacher evaluations under the Performance Evaluation Reform Act (PERA). It discusses the requirements around establishing a joint committee, identifying appropriate assessments including Type I, II, and III, determining student growth targets, developing student learning objectives, and assigning summative ratings. Key points include establishing equal representation on the joint committee, using at least two assessments per teacher category with one being Type I or II, considering student characteristics when setting growth targets, and employing state default models if the committee cannot reach agreement.
This presentation discusses how teachers can use MAP assessment data and the DesCartes report to differentiate instruction for math and science students. The presentation reviews what MAPs is and its benefits, how to interpret student RIT scores and normative data, principles of differentiated instruction, and strategies for differentiating content, process, product, and grouping using the DesCartes student report. Teachers are encouraged to use MAP data to target instruction to student ability levels and design flexible lessons and assignments.
This document provides guidance on designing a local student growth measures plan for teacher evaluations in Ohio. It outlines the steps to take which include conducting an inventory of teachers, assessments and student growth categories, analyzing available assessments and growth data, and setting default percentages for how student growth will be calculated and measured in teacher evaluations. Key aspects that must be determined are what assessments will be used to measure student growth, how to categorize teachers based on available data, and what percentages will be attributed to value-added data, approved assessments and local measures in each category. The document reviews considerations for each step and category to help local districts develop their own student growth measures plan.
This document outlines a presentation on planning for strategic coherence given by Jonathan P. Costa. It discusses the need to realign education systems to prepare students for an automated future. Key points discussed include defining the skills needed for future success, appropriately defining rigor, aligning social-emotional learning, and vertically aligning curriculum. The presentation proposes a strategic coherence planning process that includes committing to principles, conducting a data scan, aligning actions, analyzing results, focusing on priorities, and defining strategic actions. It emphasizes the importance of focusing systems on high-leverage goals for learning through aligned curriculum, instruction, assessment, and accountability practices.
This document provides an overview of a presentation on pursuing coherence in education. It discusses the evolution of educational reform over time from a focus on inputs and outputs to universal proficiency. It emphasizes that districts should focus on developing a few high-leverage skills in students like problem solving, communication, digital literacy, and metacognition. It also stresses the importance of aligning goals, measures of success, and instructional practices to ensure coherence across the system from the district level down to the classroom. The document provides examples of questions that districts and schools should ask to achieve organizational coherence centered around student learning.
This document outlines the steps for designing a local student growth measures plan, as presented at an Ohio education conference. It discusses defining student growth, analyzing the student growth measures framework, conducting an inventory of teachers and assessments, determining default percentages for value-added data and other measures, and communicating the plan. The presentation provides guidance on categorizing teachers, using student learning objectives and shared attribution, approving measures, and providing training on the implementation.
The document discusses upcoming legislation around student growth models for evaluating teachers and schools. It notes that the legislation will require districts to use state assessments to measure student growth and develop local growth models to supplement the state ratings. The document provides an overview of different types of growth models, how they work, and how they can be used to set growth targets and evaluate educators. It emphasizes that growth models are most effective when goals are aligned across the district and based on a shared definition of student success.
This document provides guidance for districts on developing and implementing student growth measures for teacher evaluations under the Performance Evaluation Reform Act (PERA). It discusses the requirements around establishing a joint committee, identifying appropriate assessments including Type I, II, and III, determining student growth targets, developing student learning objectives, and assigning summative ratings. Key points include establishing equal representation on the joint committee, using at least two assessments per teacher category with one being Type I or II, considering student characteristics when setting growth targets, and employing state default models if the committee cannot reach agreement.
This presentation discusses how teachers can use MAP assessment data and the DesCartes report to differentiate instruction for math and science students. The presentation reviews what MAPs is and its benefits, how to interpret student RIT scores and normative data, principles of differentiated instruction, and strategies for differentiating content, process, product, and grouping using the DesCartes student report. Teachers are encouraged to use MAP data to target instruction to student ability levels and design flexible lessons and assignments.
This document provides guidance on designing a local student growth measures plan for teacher evaluations in Ohio. It outlines the steps to take which include conducting an inventory of teachers, assessments and student growth categories, analyzing available assessments and growth data, and setting default percentages for how student growth will be calculated and measured in teacher evaluations. Key aspects that must be determined are what assessments will be used to measure student growth, how to categorize teachers based on available data, and what percentages will be attributed to value-added data, approved assessments and local measures in each category. The document reviews considerations for each step and category to help local districts develop their own student growth measures plan.
SRI is a computer-adaptive reading assessment that measures students' reading comprehension levels using Lexile scores. The newest Enterprise Edition features enhanced data reporting and management capabilities. It can be used from grades K-12, though early grades are only recommended if students are already reading. Key benefits include accurate reading level assessments, progress monitoring, matching students to books, and analyzing student performance data to meet accountability standards. Questions are based on authentic text passages and assess comprehension skills like identifying details, sequences, conclusions, and comparisons.
This document summarizes a panel discussion on accountability and professional development. The panel included the president of LACUE, a principal, retired university professor, and university consultant. They discussed how accountability guides their work and recommendations for developing new approaches. Data teams were presented as a model for using assessments to improve instruction through collaborative meetings focused on student work.
Curriculum Alignment: An Effort to raise quality education in the PhilippinesIRMA ESTACIO SAN PEDRO
This presentation is based from the No Child Left Behind Policy of pres. Bush and No Filipino Child Left Behind Act of 2008, introduced by Senator Manny Villar
Using the SSE process, a school could:
- Look at its current junior cycle curriculum and practices in light of the new Framework's statements of learning and key skills;
- Determine time allocation and resources to better align with the Framework; and
- Analyze feedback from teachers, students, and parents to help develop short courses and assessment approaches for implementing the new junior cycle program.
This document discusses curriculum alignment and its importance in educational design. It explains constructive alignment, where learning activities and assessments are aligned to achieve learning outcomes. It provides Bloom's taxonomy and an adapted version as frameworks for writing learning objectives using verbs. The document suggests analyzing how objectives, activities, and assessments are classified across cognitive dimensions to ensure alignment. Regularly reminding students of this alignment can help learning.
This document outlines DepEd Order No. 8, which provides policy guidelines for classroom assessment in the K to 12 Basic Education Program. It discusses the following key points in 3 sentences or less:
Classroom assessment involves identifying, gathering, organizing, and interpreting information about what learners know and can do through formative and summative assessments. Formative assessment is used for learning and checks instruction effectiveness, while summative assessment occurs after learning to measure standards achieved. Learners are assessed individually or collaboratively on content standards, performance standards, learning competencies, and concept development using written work, performances, and quarterly assessments.
This document provides information about Student Learning Objectives (SLOs) and their role in teacher evaluations under the Performance Evaluation Reform Act (PERA) in Illinois. It explains that PERA requires teacher evaluations to include both measures of teaching practice and student growth. Districts can choose to measure student growth using SLOs, which are academic goals that teachers set for their students at the start of a course. The document outlines the SLO process and requirements, such as selecting appropriate assessments and setting growth expectations. It also addresses common questions about implementing SLOs and using them for teacher evaluations.
This document summarizes Discovery Education Assessment, a formative assessment solution that predicts student test scores. It uses benchmark tests that mirror state standards and high-stakes exams to identify weaknesses and focus instruction. Reports provide easy-to-interpret data on student proficiency, mastery, and AYP predictions to help improve performance. The program is proven accurate and aims to support individualized learning and increased student achievement.
This document discusses Response to Intervention (RTI) implementation in Pennsylvania schools. It covers three main points:
1. The connection between supplementary aids and services (SAS) and RTI, explaining that RTI organizes assessment, instruction, and interventions to provide support to students at all tier levels.
2. Identifying robust instructional strategies and interventions, emphasizing the importance of effective core instruction and using data to inform classroom practices.
3. Applying lessons learned about successful RTI implementation, such as the need for continuous professional development, a focus on instructional quality, and cross-role collaboration to close the "what-how" gap.
"To succinctly understand the development, alignment and delivery of curriculum it is important to first have a deeper perception of how we learn, especially when we are articulating high stakes standards and formulating future assessment strategies."1
This document provides information about a school self-evaluation process focused on improving teaching and learning. It outlines the six steps of the school self-evaluation process, which includes gathering evidence, analyzing data, developing an improvement plan, writing a report, implementing/monitoring the plan. It emphasizes that the process is collaborative and can be used to evaluate aspects of the new Junior Cycle, such as key skills. The document directs schools to resources and provides dates for completing self-evaluation reports and improvement plans. It also describes supports available from the PDST.
The document discusses the importance and purpose of curriculum standards at different levels. It argues that standards are needed to ensure equitable education for all students and provide clarity on learning expectations. Standards should be aligned across grades and subjects to guide rigorous instruction and assessment. When curriculum, instruction, assessment, and support systems are aligned to standards, it can improve student achievement.
This document outlines the plans for an English department professional learning community (PLC) at a 4A high school. The PLC will include all English teachers and an assistant principal. They will meet weekly in subject-specific teams to analyze student data, develop curriculum and lessons, and differentiate instruction to address student weaknesses. Staff development will focus on research-based strategies to improve student achievement and meet rigorous standards. The goals of the PLC are to increase scores on standardized tests and the number of students meeting college readiness benchmarks.
Wsu Greg Lobdell September 2008 Data And Decision MakingWSU Cougars
The document summarizes research on schools that have shown significant improvement in student achievement over time, known as "Schools of Distinction." The research identified several common characteristics among these schools. They exhibited a culture of high expectations for students, strong collaboration among staff, stable leadership focused on instruction, and frequent use of data to personalize teaching and target interventions. The schools also invested in ongoing professional development for teachers and monitored school improvement plans regularly.
Catherine Wreyford - Reforms to Primary Assessment and AccountabilityLamptonLWA
This document summarizes reforms to primary school assessment and accountability in England without the use of levels. It explains that levels were removed because they had unintended consequences and led to a disproportionate focus on pupils near boundaries. The reforms include new national curriculum tests reported as scaled scores, interim frameworks for teacher assessment, an optional reception baseline, and assessment freedoms for schools. It also outlines new measures for statutory accountability including a higher school floor standard and a new progress measure based on value-added scores. A new category of "coasting schools" is also introduced.
This document provides an overview for developing educator effectiveness systems. It discusses defining the construct of effective teaching, using multiple indicators of educator performance, developing a composite rating from these indicators, clarifying performance levels, building data analysis tools, improving instructional practice, and engaging stakeholders throughout the process. The goal is to create systems that fairly and reliably evaluate educators to improve student outcomes.
This document provides information on school self-evaluation (SSE) with a focus on literacy and numeracy. It discusses SSE workshops that will cover topics like choosing effective evaluation tools, target setting, and developing a school improvement plan. The workshops aim to help schools engage in evidence-based self-evaluation to improve student learning outcomes, particularly in literacy and numeracy. Sample evaluation tools and data sources are presented. Guidelines emphasize using multiple qualitative and quantitative data sources to identify strengths and areas for improvement to inform a three-year school improvement plan with specific literacy and numeracy targets.
This document presents a tool for grading senior high school learners using matrices in Microsoft Excel. It contains five sheets corresponding to the different subject tracks that automatically calculate students' scores, percentages, initial grades, and transmuted grades. Teachers input student names and assessment scores, and the file uses matrices to weight scores, calculate grades, and transpose initial grades based on the provided table. This allows teachers to easily grade students across components and generate reports in an efficient manner.
This document provides an overview of student assessment and academic performance reporting for a charter school board training. It discusses the goals of assessing whether students are learning and being prepared for college. Various national and state assessments are outlined, including what they measure and their testing cycles. The document also reviews how to analyze assessment data and evaluate whether students are meeting achievement and growth goals using tools like Elevate360. Potential changes to future assessments like the MEAP and ACT exams are also noted.
This document provides information about student learning objectives (SLOs) for teachers. It defines SLOs as a process to measure student achievement and educator effectiveness based on content standards. It states that all teachers create SLOs for their specific classes. The document also provides examples of well-written goal statements for SLOs in different subject areas and links to resources on SLOs, standards, and the PA-ETEP website for submitting SLOs. The deadline to submit SLOs via PA-ETEP is November 6.
This document outlines a framework for ensuring strategic coherence in education. It emphasizes aligning goals, measures of success, and practices at the district, school, and teacher levels to support student learning. The district identifies high-leverage student skills and measures of success. Schools then set goals aligned with the district's, and teachers create student learning objectives and professional goals tied to the school's. Measures and practices at each level are also aligned upward from teachers to schools to the district to ensure coherence across the system.
SRI is a computer-adaptive reading assessment that measures students' reading comprehension levels using Lexile scores. The newest Enterprise Edition features enhanced data reporting and management capabilities. It can be used from grades K-12, though early grades are only recommended if students are already reading. Key benefits include accurate reading level assessments, progress monitoring, matching students to books, and analyzing student performance data to meet accountability standards. Questions are based on authentic text passages and assess comprehension skills like identifying details, sequences, conclusions, and comparisons.
This document summarizes a panel discussion on accountability and professional development. The panel included the president of LACUE, a principal, retired university professor, and university consultant. They discussed how accountability guides their work and recommendations for developing new approaches. Data teams were presented as a model for using assessments to improve instruction through collaborative meetings focused on student work.
Curriculum Alignment: An Effort to raise quality education in the PhilippinesIRMA ESTACIO SAN PEDRO
This presentation is based from the No Child Left Behind Policy of pres. Bush and No Filipino Child Left Behind Act of 2008, introduced by Senator Manny Villar
Using the SSE process, a school could:
- Look at its current junior cycle curriculum and practices in light of the new Framework's statements of learning and key skills;
- Determine time allocation and resources to better align with the Framework; and
- Analyze feedback from teachers, students, and parents to help develop short courses and assessment approaches for implementing the new junior cycle program.
This document discusses curriculum alignment and its importance in educational design. It explains constructive alignment, where learning activities and assessments are aligned to achieve learning outcomes. It provides Bloom's taxonomy and an adapted version as frameworks for writing learning objectives using verbs. The document suggests analyzing how objectives, activities, and assessments are classified across cognitive dimensions to ensure alignment. Regularly reminding students of this alignment can help learning.
This document outlines DepEd Order No. 8, which provides policy guidelines for classroom assessment in the K to 12 Basic Education Program. It discusses the following key points in 3 sentences or less:
Classroom assessment involves identifying, gathering, organizing, and interpreting information about what learners know and can do through formative and summative assessments. Formative assessment is used for learning and checks instruction effectiveness, while summative assessment occurs after learning to measure standards achieved. Learners are assessed individually or collaboratively on content standards, performance standards, learning competencies, and concept development using written work, performances, and quarterly assessments.
This document provides information about Student Learning Objectives (SLOs) and their role in teacher evaluations under the Performance Evaluation Reform Act (PERA) in Illinois. It explains that PERA requires teacher evaluations to include both measures of teaching practice and student growth. Districts can choose to measure student growth using SLOs, which are academic goals that teachers set for their students at the start of a course. The document outlines the SLO process and requirements, such as selecting appropriate assessments and setting growth expectations. It also addresses common questions about implementing SLOs and using them for teacher evaluations.
This document summarizes Discovery Education Assessment, a formative assessment solution that predicts student test scores. It uses benchmark tests that mirror state standards and high-stakes exams to identify weaknesses and focus instruction. Reports provide easy-to-interpret data on student proficiency, mastery, and AYP predictions to help improve performance. The program is proven accurate and aims to support individualized learning and increased student achievement.
This document discusses Response to Intervention (RTI) implementation in Pennsylvania schools. It covers three main points:
1. The connection between supplementary aids and services (SAS) and RTI, explaining that RTI organizes assessment, instruction, and interventions to provide support to students at all tier levels.
2. Identifying robust instructional strategies and interventions, emphasizing the importance of effective core instruction and using data to inform classroom practices.
3. Applying lessons learned about successful RTI implementation, such as the need for continuous professional development, a focus on instructional quality, and cross-role collaboration to close the "what-how" gap.
"To succinctly understand the development, alignment and delivery of curriculum it is important to first have a deeper perception of how we learn, especially when we are articulating high stakes standards and formulating future assessment strategies."1
This document provides information about a school self-evaluation process focused on improving teaching and learning. It outlines the six steps of the school self-evaluation process, which includes gathering evidence, analyzing data, developing an improvement plan, writing a report, implementing/monitoring the plan. It emphasizes that the process is collaborative and can be used to evaluate aspects of the new Junior Cycle, such as key skills. The document directs schools to resources and provides dates for completing self-evaluation reports and improvement plans. It also describes supports available from the PDST.
The document discusses the importance and purpose of curriculum standards at different levels. It argues that standards are needed to ensure equitable education for all students and provide clarity on learning expectations. Standards should be aligned across grades and subjects to guide rigorous instruction and assessment. When curriculum, instruction, assessment, and support systems are aligned to standards, it can improve student achievement.
This document outlines the plans for an English department professional learning community (PLC) at a 4A high school. The PLC will include all English teachers and an assistant principal. They will meet weekly in subject-specific teams to analyze student data, develop curriculum and lessons, and differentiate instruction to address student weaknesses. Staff development will focus on research-based strategies to improve student achievement and meet rigorous standards. The goals of the PLC are to increase scores on standardized tests and the number of students meeting college readiness benchmarks.
Wsu Greg Lobdell September 2008 Data And Decision MakingWSU Cougars
The document summarizes research on schools that have shown significant improvement in student achievement over time, known as "Schools of Distinction." The research identified several common characteristics among these schools. They exhibited a culture of high expectations for students, strong collaboration among staff, stable leadership focused on instruction, and frequent use of data to personalize teaching and target interventions. The schools also invested in ongoing professional development for teachers and monitored school improvement plans regularly.
Catherine Wreyford - Reforms to Primary Assessment and AccountabilityLamptonLWA
This document summarizes reforms to primary school assessment and accountability in England without the use of levels. It explains that levels were removed because they had unintended consequences and led to a disproportionate focus on pupils near boundaries. The reforms include new national curriculum tests reported as scaled scores, interim frameworks for teacher assessment, an optional reception baseline, and assessment freedoms for schools. It also outlines new measures for statutory accountability including a higher school floor standard and a new progress measure based on value-added scores. A new category of "coasting schools" is also introduced.
This document provides an overview for developing educator effectiveness systems. It discusses defining the construct of effective teaching, using multiple indicators of educator performance, developing a composite rating from these indicators, clarifying performance levels, building data analysis tools, improving instructional practice, and engaging stakeholders throughout the process. The goal is to create systems that fairly and reliably evaluate educators to improve student outcomes.
This document provides information on school self-evaluation (SSE) with a focus on literacy and numeracy. It discusses SSE workshops that will cover topics like choosing effective evaluation tools, target setting, and developing a school improvement plan. The workshops aim to help schools engage in evidence-based self-evaluation to improve student learning outcomes, particularly in literacy and numeracy. Sample evaluation tools and data sources are presented. Guidelines emphasize using multiple qualitative and quantitative data sources to identify strengths and areas for improvement to inform a three-year school improvement plan with specific literacy and numeracy targets.
This document presents a tool for grading senior high school learners using matrices in Microsoft Excel. It contains five sheets corresponding to the different subject tracks that automatically calculate students' scores, percentages, initial grades, and transmuted grades. Teachers input student names and assessment scores, and the file uses matrices to weight scores, calculate grades, and transpose initial grades based on the provided table. This allows teachers to easily grade students across components and generate reports in an efficient manner.
This document provides an overview of student assessment and academic performance reporting for a charter school board training. It discusses the goals of assessing whether students are learning and being prepared for college. Various national and state assessments are outlined, including what they measure and their testing cycles. The document also reviews how to analyze assessment data and evaluate whether students are meeting achievement and growth goals using tools like Elevate360. Potential changes to future assessments like the MEAP and ACT exams are also noted.
This document provides information about student learning objectives (SLOs) for teachers. It defines SLOs as a process to measure student achievement and educator effectiveness based on content standards. It states that all teachers create SLOs for their specific classes. The document also provides examples of well-written goal statements for SLOs in different subject areas and links to resources on SLOs, standards, and the PA-ETEP website for submitting SLOs. The deadline to submit SLOs via PA-ETEP is November 6.
This document outlines a framework for ensuring strategic coherence in education. It emphasizes aligning goals, measures of success, and practices at the district, school, and teacher levels to support student learning. The district identifies high-leverage student skills and measures of success. Schools then set goals aligned with the district's, and teachers create student learning objectives and professional goals tied to the school's. Measures and practices at each level are also aligned upward from teachers to schools to the district to ensure coherence across the system.
The Briargrove Elementary Assessment Policy outlines the school's approach to assessment. It aims to use assessment to gather student performance data to drive instruction and ensure mastery of learning goals. Assessments will evaluate students' acquisition of knowledge, understanding of concepts, and development of skills, attitudes, and actions. A variety of assessment strategies and tools will be used, including observations, formative and summative assessments, reflections, portfolios, and rubrics. Student progress will be communicated to parents through conferences, reports, and grades. The policy is meant to be implemented beginning in April 2014 and reviewed annually.
Design developmentally and culturally appropriate curricula and instructional units to improve equity and academic achievement for 21st. century learners.
The document provides information about a presentation given at Salisbury Central School on September 24th, 2014. It discusses the evolution of educational reform over time from the 1980s to present day. It also outlines the school's mission, philosophy, and three goals for the 2013-2014 school year which include becoming a professional learning community focused on student learning, implementing new curriculum aligned to common core standards, and embedding technology in instruction. The next steps discussed are to reflect on any other changes that should be considered and what could be added, enhanced, or deleted from the school's mission and philosophy statements.
The document summarizes the Common Core State Standards Initiative, which aims to establish consistent K-12 standards in English and math that can be adopted by states. It discusses the importance of common standards, the momentum behind the initiative with 48 states and territories signed on, and outlines the process used to develop the standards with input from states and educators. It also emphasizes that fully implementing the standards will require changes to classroom instruction, materials, assessments, and policies to support student achievement.
1. The document discusses the need for strategic coherence in planning across a school district to ensure student success in an unpredictable world.
2. It emphasizes explicitly connecting foundational systems like mission, leadership, goals and measures to instructional practices to achieve high leverage student learning goals like critical thinking, communication, digital literacy and problem solving.
3. The document provides examples of how districts, schools, teachers and students can develop aligned goals, measures and practices at each level to create organizational coherence focused on equitable student outcomes.
This document discusses the benefits of the Edusoft assessment management system. It allows teachers to develop and administer assessments online or on paper, and immediately access assessment data to inform instruction tailored to student needs. Currently, assessment data is not readily available to teachers with traditional scanning systems like Scantron, delaying the ability to adjust teaching. Edusoft streamlines the assessment process and supports data-driven instruction. The document outlines steps for implementing Edusoft, including involving stakeholders, aligning assessments to standards, and using data to identify weaknesses and improve teaching and learning. Success stories from other districts demonstrate how Edusoft has supported more effective assessment practices.
The document discusses improving assessment practices in Welsh primary schools through collaboration. It notes that assessment was identified as an area for improvement in nearly 40% of inspected schools. The Minister stated that the expertise to improve already exists within the system and schools should share expertise through partnerships and collaboration. The document then outlines an assessment effectiveness framework and lists school staff who helped develop it.
This document discusses establishing priority expectations or "power standards" to focus instruction. It notes that trying to teach all standards and benchmarks would take 22 years. Instead, priority expectations should represent essential knowledge and skills students need for success. Criteria for identifying priority expectations include whether they provide enduring and transferable knowledge, readiness for the next grade, and success on state tests. Once established, priority expectations can be unpacked into clear learning targets to guide assessment and instruction.
This document outlines the history and future of assessment practices in a Saskatchewan school division from 1999-2004. It discusses moving from a focus on standardized testing to developing common grade-level assessments and using assessment for learning. The division developed assessment guidelines and provided professional development on assessment strategies. The vision is now to improve student learning through high-quality, student-involved classroom assessment that balances assessment of learning with assessment for learning and empowers students. The division will continue developing teacher and student assessment skills and using data to advance student learning.
This document discusses using data to drive instruction and student learning. It emphasizes using multiple sources of student data, including standardized tests, observations, conversations and student work, to identify learning goals and diagnose student strengths and needs. The document also discusses tools like data disaggregation and student work analysis protocols to help teachers understand what students know and still need to learn in order to improve instruction. Finally, it provides information on the Common Core State Standards and 21st century skills emphasized by the Partnership for 21st Century Skills.
The document outlines 9 steps for developing an aligned curriculum at Roosevelt Middle School. It discusses identifying a team, assessing current standards and skills, conducting a gap analysis, developing lesson plans emphasizing problem-solving, and assessing the curriculum alignment process. An aligned curriculum has common core state standards aligned to lessons, formative and summative assessments for all students, and skill levels specified for each standard at each grade. The document also defines horizontal and vertical alignment and discusses the rationale for aligning curriculum to provide clear expectations for student learning.
The document discusses competency-based assessment and provides an overview of the competency-based assessment framework (CBA). It explains key terms like competency-based curriculum (CBC) and CBA. The CBA framework shifts the focus from assessment of learning to assessment for and as learning. It also shifts the assessment from norm-referenced and quantitative to criterion-referenced and both quantitative and qualitative. The CBA framework structures assessment into three levels - early years, middle school, and senior school. It provides guidelines on assessment principles, types, stakeholders, theories of learning, and tools for reporting feedback.
The document discusses the benefits of using the Edusoft assessment management system over traditional paper-based testing methods like Scantron. Edusoft allows teachers to develop and administer assessments online or on paper, access results immediately, and tailor instruction to student needs based on assessment data. It also outlines Edusoft's role in measuring student learning and teacher effectiveness as required by laws like No Child Left Behind. Finally, it provides recommendations for implementing Edusoft, such as involving stakeholders, reviewing learning standards, providing teacher training, analyzing student performance data, and designing instruction to help students meet goals.
The Common Core State Standards were developed by the National Governors Association and the Council of Chief State School Officers to provide consistent, clear educational standards across states. They are designed to ensure students are prepared for college and careers. The standards focus on developing critical thinking, problem solving, research, and writing skills. Assessments will be administered throughout the school year via the Partnership for Assessment of Readiness for College and Careers to provide feedback on student progress. States adopting the Common Core Standards will work together on common assessments and performance standards.
This document summarizes a presentation given by School District No. 48 (Sea to Sky) about moving to an assessment model without letter grades. It provides background on research showing letter grades can be harmful to student learning and motivation. It outlines a pilot project to use ongoing, descriptive assessments and communication of student learning and competencies instead of letter grades. Teachers will provide clear feedback aligned to learning standards and parents can opt their children out of the pilot. The goal is to modernize assessment practices to better support student learning and development.
The document discusses a six-point plan to increase academic rigor in schools by committing to rigor for all students, conducting an inventory of advanced course offerings, supporting teacher professional development, aligning curricula between middle and high school, using data to inform decisions and identify prospective students, and offering a fully aligned college readiness system with AP courses. The plan is presented as a treatment to address concerns about student preparation for college.
This document introduces the Washington State K-12 Reading Model, which provides a framework to improve reading instruction and increase student achievement in reading. The model is based on five critical elements: Standards, Assessments, Instruction and Intervention, Leadership, and System-wide Commitment. It aims to help all students achieve proficiency in reading based on state standards. The document explains that a systemic approach focusing on these five interrelated elements is more effective than any single reading program. It also outlines the model's focus on grades K-12 and developing students' reading skills to achieve standard.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
2. At the end of the day….
What do we believe?
Every public school student will
graduate from high school
globally competitive for work
and postsecondary education
and prepared for life in the 21st
century.
And…EACH of US has a role in
achieving this goal!
Moira, GA: Class of 2023
Lorelai, GA: Class of 2025
Hannah, WA: Class of 2021
2
3. Career and College Readiness (CCR) for
EVERY Student
What is YOUR vision for career and college readiness?
What role do student learning standards and associated
assessments serve in reaching this vision?
What actions are you and your teams taking to prepare for CCR
standards and assessments?
3
4. We will fully implement the Common Core
State Standards in 2014-2015
We will take the new national test with
Common Core Standards in
Spring of 2015
5. Our guiding beliefs and approach for
CCR Standards Implementation in
WA
2-Prongs:
1. The What: Content Shifts (for students and educators)
Belief that past standards implementation efforts have provided
a strong foundation on which to build; HOWEVER there are shifts
that need to be attended to in the content.
2.
The How: System “Remodeling”
Belief that successful implementation will not take place top
down or bottom up – it must be “both, and…”
Belief that districts across the state have the conditions and
commitment present to engage wholly in this work.
Professional learning systems are critical
CCR Systems Webinar Pt.1.9-16-13
5
6. CCSS and NGSS
Washington’s Implementation Phases and Timelines
2011-12
2012-13
Phase 1: CCSS and NGSS
Exploration
Phase 2:Build Awareness
& Begin Building
Statewide Capacity
Phase 3:Build Statewide
Capacity and Classroom
Transitions
Phase 4:Statewide
Application and
Assessment
Ongoing: Statewide
Coordination and
Collaboration to Support
CTE Preconference 2013
6
2013-14
2014-15 2015-16 2016-17
7. Today is about:
Processing and Reflecting on
Professional learning
Educators develop the knowledge, skills, practices, and dispositions they
need to help students perform at higher levels.
Something most teachers and educators do everyday, as we reflect on our
professional practice, work together and share ideas, and strive to
improve student outcomes.
The kind of change that builds teacher capacity and professional culture
Takes place at several levels:
the individual
the workplace
the organization
8. We believe this can only occur through…
Collaboration
Coordination
Commitment
“From the school house to the
state house…”
9. Essential Question
How will you, as the instructional leader, bring
CCSS back to your staff?
What are some resources you need?
10. Common Core State Standards
Awareness,
Transition,
Implementation
Plan
Understanding
CCSS Standards
ELA and Math
Assessment
Instructional
Shifts
12. Standards for Professional Learning
Communities of learners
• Share goals aligned with the school and
school system, and state priorities.
Learning
Communities
• Committed to
o continuous improvement
o collective responsibility
o goal alignment..
Learning forward
13. • Model effective professional learning
• Shape the conditions it which it exists
Leadership
• Develop capacity, advocate, and create
support systems
• Analyze available resources assessing how
they are used
Resources
• Realign resources to support high-priority
areas
• Requires prioritizing, monitoring, and
coordinating resources for educator
learning.
Learning forward
14. • Uses a variety of sources and types
DATA
• Use to plan, assess, and evaluate
effectiveness of professional learning
• Transfer knowledge to practice
Learning
Designs
• Continuous cycle:
o examine data
o set goals and identify learning foci
o engage in learning
o implement and analyze results
o evaluate learning process
o repeat cycle again multiple times in a
single year
Learning forward
15. How does your district determine whether
students have grown in their learning?
16. Defining Key Terms
Student Achievement: The status of subject-matter
knowledge, understandings, and skills at one point in
time.
Student Growth (Learning): The growth in subjectmatter knowledge, understandings, and skill over
time.
It is student growth, not student
achievement, that is relevant in
demonstrating impacts teachers and
principals have on students.
16
17. Student Growth Data Means…
Formal Tests in
Core Subjects Only
Knowledge and
Learning That Can Be
Measured
All Classroom
Learning
17
18. Student GrowthTheory of Action
If state leaders
allocate student
growth funds
and provide a
viable structure
for
setting, monitori
ng, and
evaluating
student learning
goals…
Then teachers
and principals
will set
meaningful
learning targets
and monitor
growth for all
students…
Then district
leaders will
present a vision
for student
learning that
starts with the
students, data, a
nd standards…
(3.1, 6.1,8.1)
18
And specific
outcomes for
students will
result in all
students reaching
their full learning
potential.
(3.2, 6.2)
19. Using District, School, and
Classroom-Based Data (Teachers)
RCW 28A.405.100
Five Student Growth Criteria
3.1 Establish Student Growth Goals
Re: individual or subgroups of students (achievement/opportunity gap)
3.2 Achievement of Student Growth Goals
Re: individual or subgroups of students (achievement/opportunity gap)
6.1Establish Student Growth Goals using Multiple Student
Data Elements
Re: whole class based on grade-level standards and aligned to school and
district goals
6.2 Achievement of Student Growth Goals
Re: whole class based on grade-level standards and aligned to school and
district goals
8.1 Establish Team Student Growth Goals
Re: Teacher as part of a grade-level, content area, or other school/district
team
19
20. Using the Rubrics
In a practical sense, we want
growth goals to not be too
large, not be too small, but just
right (think Goldilocks and the
three bears). Not too broad, not
too narrow, but just right.
Another way to think of the
three student growth criteria is
analogous to ‘nesting dolls,’
moving from large to small (8 to
6 to 3) or small to large (3 to 6 to
8)
20
21. Example of “Nested” Goals
3.1 Establish Student Growth Goals (individual or
subgroups of students)
Between September and May, all ELL Students will
improve their ability to provide text-based evidence
to support prediction, inference, and opinion. They
will use supports such as differentiated text, a
scaffold frame, or an oral reader and uses texts
appropriate to their reading level. At least 80% of
the students will improve at least one level in two
of the three skills, as measured by a four-point
rubric.
8.1 Establish Team Student Growth Goals (teacher as
part of a grade-level, content area, or other
school/district team)
Between September and May, all 8thgrade students
will improve their ability to provide text-based
evidence to support prediction, inference, and
opinion as measured bye a four-point rubric. At
least 70% of the students will improve at least one
level in each of the three skills, as measured bye a
four-point rubric. The 8th grade team will meet
every six weeks through the year to examine
student work and calibrate expectations.
6.1 Establish Student Growth Goals Using Multiple
Student Data Elements (whole class based on
grade-level standards and aligned to school and
district goals)
Between September and May, students will
improve their ability to provide text-based evidence
to support prediction, inference, and opinion. At
least 90% of the students will improve at least one
level in each of the three skills, as measured by a
four-point rubric.
21
22. Goldilocks Approach: Example Goals
STUDENT GROWTH GOAL
Literacy: Informational Text Writing K-5
Too Narrow
6.1
Whole Group
JUST RIGHT
Too Broad
All students (with
100% accuracy)
will determine the
meaning of the
root word when
the affix ‘un’ is
added.
In the 2013-2014 year students in my
science class will accurately identify,
define, and use vocabulary appropriate to
the rocks and minerals content area. Tier
II word use will transfer to other subject
areas, e.g., observation, properties. This
will be measured through a pre-test,
formative assessment,
think~write~pair~share, reflective
writing, and a post-test.
All of my students
will understand and
apply grade level
vocabulary to
content areas.
22
23. A Data Pyramid for Washington Educators
End of course exam
(EOC), MSP, ACT, SAT, A
SVAB, PSAT, IB tests, AP
tests, WELPA
Benchmark assessments, MAP
(ELL), district finals
2-4 times
(Measure of Academic Process),
DIBELS, music performances,)
a year
finals/mid-terms, common
assessments, RBA (ELA), fit-n-fun
day
Unit test, project/exam = summative
Quarterly or
demonstration, practice MSP portfolio, grade-level
common assessments, oral exams, skills
end of unit
performance test, collaborative with classroom
teachers - 6 trait writing: transferable learning, PB
exams, RCBM,
Performance tasks
Unit test/project, common formative assessment, essays
1-4 times
(all content areas), literature circles, writing groups presentation and
projects with rubric criteria, peer assessments, quizzes, writing
a month
samples, student self assessment, timed writing probes, weekly mathfact fluency, writers workshop writing samples, AIMS (reading/math
assessment), running records
Annually
Daily/
weekly
Entry/exit slips, quiz, homework, quick checks, focus task, summary task, think-pairshare, student reflection, note check, student
dialogue/discourse/demonstration, student white boards, conferring with
students, diagram labeled with words (ELL), student interviews, hand votes, written
responses, science lab, math practice
23
24. • Routine practices
• Constructive feedback
Implementation
• Apply research on change
• Sustain support for long-term change.
• Align outcome with educator performance
and student curriculum standards
Outcomes
Learning forward
25. Professional Learning System Readiness Assessment:
Implementation of the Common Core State Standards
• Complete Readiness Tool with your Team
• Assess members of the community in their knowledge on the CCSS
“Building Capacity for the Work”
• Develop an Plan for professional learning which supports
implementation of the CCSS
• What is your role as a Director to create the conditions that will
facilitate the transition and support to all educators?
26. Relationship Professional Learning and student results
1. Standardsbased
professional
learning
4.
Changes in
student
results
Standards for Professional Learning
Quick Reference Guide …learning
forward
2.
Changes in
educator
knowledge,
skills, and
dispositions
3.
Changes in
educator
practice
27. Metrics: Clear goals, picture of progress, and
a commitment to monitor and adjust
Consider:
Teacher knowledge and practice
Instructional materials and resources
Student work- evidence of shifts,
demonstrate understanding
28. Implementing the Common Core/
Getting to Measureable, Meaningful Metrics
Table Discussion
Share out
What does successful implementation look like?
30. What are the Common Core State
Standards?
…describe/define the knowledge and skills in the
areas of English language arts and mathematics
that students will need throughout their K-12
education careers so they graduate high school
able to succeed in careers and college, whatever
their choice of college or career.
30
31.
32. Each section of the CCSS document is divided
into strands (ELA) and domains ( Math) which
are:
ELA:
Math:
Reading (Literature/
Information Text)
Number and
Operations
Writing
Operations and
Algebraic Thinking
Speaking and
Listening
Language
Functions
Literacy for Science
and Social Studies
Measurement and
Data
Geometry
The Number System
33. Implications on your work…
Considering the standards…
Which are you teaching explicitly? (You may have an
equivalency)
Which are you supporting through application and
practice?
33
34.
35. What about the Academy curriculum
and the CCSS?
State Learning
Standards
(CCSS – ELA/M)
• What ALL
students need to
know and be
able to do
• ELA, Math
Practices
• Habits of Mind
• 21st Century
Skills (Career
Ready practices
35
Academy
curriculum
•Industryspecific
•Focused for
academy theme
36. New 21st Century Framework
Standards and Competencies
Standard/Unit:
M
O
D
E
L
Total Learning Hours for Unit:
Competencies
Standards and Competencies
Standard/Unit: Propagate plants
S
A
M
P
L
E
Competencies
Total Learning Hours for Unit: 20
• Identify propagating and growing facilities and structures
• Prepare propagation media
• Select and collect propagation materials
• Demonstrate propagation by sexual and asexual methods
• Demonstrate environmental controls for propagation materials (e.g., moisture, temperature, light)
• Transplant rooted propagation materials
• Identify asexual and sexual plant propagation methods
• Apply knowledge in a production greenhouse setting as part of a management team
37. New 21st Century Framework
COMPONENTS AND ASSESSMENTS
M
O
D
E
L
Performance Assessments:
List assessment used to evaluate competencies
Leadership Alignment:
List leadership activity embedded in curriculum and instruction.
(Examples: CTSO project or activity, locally developed leadership project
or activity)
COMPONENTS AND ASSESSMENTS
S
A
M
P
L
E
Performance Assessments:
• Students practice and perform multiple types of plant propagation
• Students develop a lesson to teach to 4th grade elementary students.
Leadership Alignment:
• Sell the resulting plant material at annual FFA plant sale.
(2C, 3A, 9A,10A, 10B)
• In pairs, students teach lesson to 4th grade elementary students.
(1A, 1B, 3A,3B, 11A,
38. New 21st Century Framework
Unit: Propogate Plants
Aligned Washington State and Common Core Standards
SL1
Speaking & Listening
M
O
D
E
L
S
A
M
P
L
E
Educational
Technology
Reading
Science
Writing
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively.
1.2.1 Communicate and collaborate to learn with others.
1.3.1 Identify and define authentic problems and significant questions for investigation and plan
strategies to guide inquiry.
1.3.2 Locate and organize information from a variety of sources and media.
1.3.3 Analyze, synthesize and ethically use information to develop a solution, make informed decisions
and report results.
RI7
Integrate and evaluate multiple sources of information presented in different media or formats
(e.g., visually, quantitatively) as well as in words in order to address a question or solve a
problem.
RST1 Cite specific textual evidence to support analysis of science and technical texts, attending to the
precise details of explanations or descriptions.
RST4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as
they are used in a specific scientific or technical context relevant to grades 9–12 texts and topics.
RST7 Translate quantitative or technical information expressed in words in a text into visual form (e.g.,
a table or chart) and translate information expressed visually or mathematically (e.g., in an
equation) into words.
9-11 LS1H Genes are carried on chromosomes. Animal cells contain two copies of each chromosome
with genetic information that regulate body structure and functions. Cells divide by a process
called mitosis, in which the genetic information is copied so that each new cell contains exact
copies of the original chromosomes.
9-11 LS1I Egg and sperm cells are formed by a process called meiosis in which each resulting cell
contains only one representative chromosome from each pair found in the original cell. …
WHST2 Write informative/explanatory texts, including the narration of historical events, scientific
procedures/experiments, or technical processes.W4 Produce clear and coherent writing in
which the development, organization, and style are appropriate to task, purpose, and audience
WHST6 Use technology, including the Internet, to produce, publish, and update individual or shared
writing products in response to ongoing feedback, including new arguments or information.
WHST8 Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the strengths and limitations of each source in terms of the task,
purpose, and audience; integrate information into the text selectively to maintain the flow of
ideas, avoiding plagiarism and overreliance on any one source and following a standard format
for citation.
39. Common Core State Standards
The Big Ideas in English language arts
39
41. TheBigIdeas ELA Practices
Capacities of a Literate Person:
introduction, page 7
Demonstrate independence
Build strong content knowledge
Respond to the varying demands of
audience, task, purpose, and discipline
Comprehend as well as critique
Value evidence
Use technology and digital media strategically and capably
Come to understand other perspectives and cultures
CTE Preconference 2013
41
42. Instruction Changes
Approach to Teaching
• Teaching changes from giving students the answer to
having students apply knowledge to real world
situations
• Students must find the answer and explain
• From… Content knowledge primarily from teacherled lecture
• To…. Content knowledge from a balance of reading,
writing, lecture, and hands on experience
43. Some ELA CCSS Vocabulary
!
Strands – are the big categories found in the ELA
standards:
"Reading
"Writing
"Speaking & Listening
"Language
!
Anchor Standards – are the subcategories in each
strand that anchor all standards across all grades. Here
are specific anchor standard subcategories for writing:
"Text Types and Purposes
"Production and Distribution of Writing
"Research to Build and Present Knowledge
"Range of Writing
44.
45. College and Career Readiness Anchor
Standards for ELA
College and Career
Readiness (CCR)
Standards – Overarching
standards for each of four
ELA strands that are further
defined by grade-specific
standards
Reading – 10
standards
Writing – 10
standards
Speaking and
Listening – 6
standards
Language – 6
standards
46.
47. ELA Coding System
Each strand is abbreviated in the standards
Grades K-5
Grades 6-12
Reading Foundational (RF)
Reading Literature (RL)
Reading for Informational (RI)
Writing (W)
Speaking and Listening (SL)
Language (L)
Reading Literature (RL)
Reading Informational (RI)
Reading for History (RH)
Reading Standards for Science
and Technical Subjects (RST)
Writing for History, Science and
Technical Subjects.(WHST)
Speaking and Listening (SL)
Language (L)
48. Shifting to comprehensive literacy
K
1
2
3
4
5
6
7
8
9-10
11-12
Foundational Skills
Print concepts and alphabetic principle
Phonological awareness
Phonics and word recognition
Fluency
Although foundational skills are addressed prior to grade 6, students who struggle in these areas will need further
support.
Reading Literature and Informational Texts
Focus on teaching students reading skills to engage with rigorous texts across a broad spectrum of content; balance the types of texts students read.
*Percentages represent comprehensive use (teaching, learning, and student production) across a school year.
Balance grades K-5 = 50%* literature; 50%* informational text
Balance grade 6-8 = 45%* literature; 55%* informational text
Balance grades 9-12 = 30%* literature; 70%* informational text
Literacy (Reading and Writing) in History/Social Studies, Science, and Other Technical Subjects
Focus on teaching key ideas, details, using evidence from text to support conclusions, contextual vocabulary acquisition, and point of view.
Writing Standards
Focus on teaching the processes of writing, including a balance of text types and the role of argument in History/ social studies, and science
*Percentages represent comprehensive use (teaching, learning, and student production) across a school year.
Balance of writing types, including writing in the content areas
By grade 4—opinion =30%; information = 35%; narrative =35%
Balance of writing types, including writing in the content areas
Grade 8 – argument = 35%; information = 35%; narrative = 30%
Grade 12 – argument = 40%; information = 40%; narrative = 20%
Speaking & Listening Standards
Focus on teaching comprehension and collaboration, presentation of knowledge and ideas, and evaluating speaker’s point of vie w.
Language Standards
Focus on teaching conventions of standard English, knowledge of language in different contexts, and vocabulary acquisition.
CTE Preconference 2013
48
50. Shared responsibility across ALL educators!
Literacy Standards for All Content Areas
Embedded expectations for grades K-5
Separate documents for grades 6-12
52. Three Shifts in English Language
Arts
Building content 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
52
53. Content Area Literacy
Content area teachers emphasize reading and writing
in planning and delivery
Content area teachers and literacy teachers share
responsibility of students’ literacy development
Content contained is licensed under a Creative Commons
Attribution-ShareAlike 3.0 Unported License
54. Writing to Argue or
Explain
Writing to sources and writing an argument
based on evidence and conveying complex
information should be part of instruction.
Writing prompts should be tied to texts.
Students should be writing arguments/taking
stances and using evidence from sources to
support their positions.
Content contained is licensed under a Creative Commons
Attribution-ShareAlike 3.0 Unported License
55. Academic Discussion
Teachers will….
Foster rich discussions dependent on common
text
Focus on higher- level questioning
Focus on connections to text
Develop habits for making arguments in
discussion and writing
Content contained is licensed under a Creative Commons
Attribution-ShareAlike 3.0 Unported License
56. Academic Vocabulary
Tier One Words- Consist of basic words and rarely require
instructional attention in school and highly frequent in life: clock,
baby, ball, happy, walk, run.
Tier Two Words - High frequency use for mature language users and
found across a variety of knowledge domains: coincidence,
absurd, industrious, fortunate.
Tier Three Words - Low frequency use and limited to specific
knowledge domains: isotope, lathe, peninsula, refinery,etc.
Best learned when teaching specific content lessons such as
geography, science.
Beck, I.L., McKeown, M.G., &Kucan, L. (2002).
Content contained is licensed under a Creative Commons
Attribution-ShareAlike 3.0 Unported License
57. Integration of Research and Media
Skills
Critically read print and digital media
Critically consume and synthesize research
Know uses of technology to fit purpose
National Governors Association/Chief State School Officers (2010)
Content contained is licensed under a Creative Commons
Attribution-ShareAlike 3.0 Unported License
58. Administrative Implications for Professional
Learning
Provide professional development and collaborative planning
opportunities around
• use of literacy nonfiction and information text in instruction
• content-area literacy
• argumentation, informational, and narrative writing
• encouraging the scaffolding of complex texts across a period
of time
• content-specific strategies vs. a generic list of strategies
Provide professional development and classroom resources for short
focused, research projects
Provide professional development to teachers on strategically
choosing vocabulary – 3 Tiers, with understanding of academic vs
domain specific
59. Common Core State Standards
The Big ideas in Mathematics
59
WAVA Spring Conference 2012
03/13/12
60. Traditional U.S. Approach
K
12
Number and
Operations
Measurement
and Geometry
Algebra and
Functions
Statistics and
Probability
OSPI CCSS Mathematics Webinar Part 1
9/18/2012
61. Common Core State Standards
Two Types of Standards:
• Mathematical Practice (recurring throughout
the grades)
• Mathematical Content (different at each grade
level)
Both aim to balance mathematical
understanding and procedural skill
62. Standards for Mathematical Practice
Describe ways students should engage with math
as they grow:
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
CTE Preconference 2013
62
63. The 3 Shifts in CCSSM
• Focus strongly where the
standards focus
• Coherence: Think across
grades and link to major
topics within grades
• Rigor: In major topics,
pursue with equal intensity:
– Conceptual understanding
– Procedural skill and fluency
– Application
63
64. CCSSM Vocabulary
Organization of the document
Standards define what students should understand and be
able to do.
Clusterssummarize groups of related standards.
Domainsare larger groups of related standards.
**Standards from different domains and clusters may
sometimes be closely related.
64
65. Design and Organization
High School
Content standards define what students should
understand and be able to do
Clusters are groups of related standards
Domains are larger groups that progress across
grades
Domain
Cluster
Standard
Source: MDE- Math Common Core Power Point
66. High School Conceptual Categories
Number &
Quantity
Domains
Algebra
Functions
Modeling
The Real
Number System
Seeing
Structure in
Expressions
Interpreting
Functions
Quantities
Arithmetic
with
Polynomials
& Rational
Expressions
Building
Functions
The Complex
Number System
Creating
Equations
Linear,
Quadratic and
Exponential
Models
Vector and
Matrix
Quantities
Reasoning
with
Equations
and
Inequalities
Trigonometric
Functions
Modeling is
best
interpreted not
as a collection
of isolated
topics but
rather in
relation to
other
standards.
Making
mathematical
models is
a Standard for
Mathematical
Practice, and
specific
modeling
standards
appear
throughout the
high school
standards
indicated by a
star symbol
(★).
Geometry
Statistics &
Probability
Congruence
Interpreting
Categorical and
Quantitative Data
Similarity, Right
Triangles, and
Trigonometry
Making
Inferences and
Justifying
Conclusions
Circles
Conditional
Probability and
the Rules of
Probability
Expressing
Geometric
Properties with
Equations
Using Probability
to Make Decisions
Geometric
Measurement
and Dimension
Modeling with
Geometry
68. Shift Two: Coherence
Think across grades, and link to major topics
within grades
Carefully connect the learning within and across
grades so that students can build new
understanding onto foundations built in previous
years.
Begin to count on solid conceptual understanding
of core content and build on it. Each standard is not
a new event, but an extension of previous learning.
CTE Preconference 2013
68
69. Shift Three: RigorEqual intensity in
conceptual understanding, procedural
skill/fluency, and application
The CCSSM require:
Solid conceptual understanding
Procedural skill and fluency
Application of skills in problem solving situations
In the major work of the grade, this requires equal intensity
in time, activities, and resources in pursuit of all three
CTE Preconference 2013
69
71. Instruction changes to:
Teach deep, not broad!
Teach learners to use complex cognitive skills to analyze
complex problems students face in the 21st century
Understanding and applying to real-world problems
72. Instruction Changes
From giving students the answer to having students apply
knowledge to real world situations
• Students must find the answer and explain
• From… Content knowledge primarily from teacher-led
lecture
• To…. Content knowledge from a balance of reading,
writing, lecture, and hands on experience
73. Essential Question
How will you as the instructional leader, bring CCSS
back to your staff?
What are some of the resources you need?
For Math?
For ELA?
Other subject areas?
74. What changes would you make to create conditions for
high quality professional learning in
implementing the instructional changes of
the common core state standards?
75. Which Assessment am I using?
Should I use?
Formative?
Summative?
Performance Task?
76. “When the cook tastes the soup,
that’s formative assessment;
when the customer tastes the
soup, that’s summative
assessment.”
Paul Black
77. Formative Assessments Assessment FOR learning
• Process in which evidence of student learning
used to adjust and adapt instructional
practice
ie, concept map to represent understanding, submit one or two sentence summary,
turn in research proposal for early feedback
Summative Assessments - AssessmentOFlearning
• Evaluate student learning at end of an instructional unit by comparing it against
a standard or benchmark
ie, midterm exam, final project, a paper
78. Performance Tasks –
Answer the question, how well can you use what you know?
• Requires students to create answers or products which demonstrate his/her
knowledge or skills
• Demonstrate their ability to apply their knowledge and skills to real-world situations
79. 7 ways Common Core will change the
classroom
1. Depth not width—
2. Nonfiction, not fiction
3. Evidence is required
4. Speaking and listening
5. Technology is part of most/all standards
6. 21st century skills are emphasized across subject area
7. An increase in rigor
This is an opportunity to align statewide professional development efforts and structures to support implementation of the CCSS. Collaboration One of the most important collaborators is with Parents. They need to be at the table and part of the discussionsDistrict and building levels – through focused and intentional learning teams; building collaborative teacher leadership and ownership around the “how” for realizing the standards in practiceRegional levels – through ESDs and through regional school district partnerships/collaborativesAt the state level – statewide partnerships, collaboration among programs, professional development organization2. Coordination – includes CommunicationOf presentations, communications, organizational structures, At all levels 3. CommitmentShared vision for statewide student learningShared commitment for the foundational components of system-focused professional development at every level (learning communities, leadership, resources, use of data, learning designs, implementation and outcomes) Commitment to realize our state learning goals and embed them throughout CCSS implementation
The CCSS initiative focuses only on the ELA and Math subjects areas. The CCSS provide a base of academic standards with the goal of the essential content that students should learn throughout their K-12 experience. FOCUS on Career and College ReadinessWA State Learning Goals are a foundation:Read with comprehension, write effectively, and communicate successfully in a variety of ways and settings and with a variety of audiences;Know and apply the core concepts and principles of mathematics; social, physical, and life sciences; civics and history, including different cultures and participation in representative government; geography; arts; and health and fitness;Think analytically, logically, and creatively, and to integrate technology literacy and fluency as well as different experiences and knowledge to form reasoned judgments and solve problems; andUnderstand the importance of work and finance and how performance, effort, and decisions directly affect future career and educational opportunities.The standards are the foundation, the CCSS do not dictate instructional materials, or pedagogy.CCSS have an intentional emphasis toward career and college readiness – unlike many states’ standards.Common Standards in other subject areas:Achieve and the National Research Council have partnered to develop a set of “Next Generation Science Standards” for states to consider adopting. The Framework for the NGSS will be issued in July 2011. Draft standards soon to follow. Final NGSS anticipated in Spring 2012.
This presentation provides:an overview of the Common Core State Standards in MathematicsSupports currently available to support districts hoping to begin transitions and an overview of additional resources for the futureVideo:http://www.youtube.com/user/TheHuntInstitute#p/search/0/JDzTOyxRGLI
Speaking and listening will be intentionally embedded throughout. Here take a look at the table of contents of the ELA document. You can nicely see the progression of how the standards are organized and presented. Teaching and learning are seamlessly blended. No instructional silos.
Take a minute to read these focus points. Page 7These are what our end goals for all kids are… what they will demonstrate, and how they will navigate their literacy experiences. The missing component from these words is in the quality– what does this look like? The CCSS promotes a strong and somewhat brisk progression from K to 12… it is a lift that must be taken by all adults in a child’s life, as well as the child What is your favorite big idea? Share with an elbow partner. Why is it your favorite? only if timeStrongest MessagesShift to higher-level thinking skillsIncreased focus on Informational text in all subject areasRigor regarding depth and focus, quality over quantityWriting using texts and evidenceThe move toward “career and college readiness”…CCSS add grades 11 and 12Greater focus on increasing text complexity, argumentative writing, research skills from early grades
------------------Through line– this is an acknowledgement– a recalibration honoring what actually happens in the HS English classroom, and even bigger, across a high school in general. In every class in your buildings, students read, write, think, listen (well, hopefully listen), and engage in academic discourse. Every class. *consider your own use of academic discourse in your classroom…-----The CCSS are divided into Reading, Writing, Speaking and Listening, and Language for conceptual clarity (in other words, it makes sense for how the book is laid out), however the learning processes are closely intertwined throughout the document. Research and media skills and understandings are embedded throughout the Standards, rather than treated in a separate section.Conceptually, this is a big move from “silos” to a comprehensive English Language Arts plan. There is much positive feedback from the teachers, “this is what we already do/want to do”] thinking in new ways about ELA instruction; supporting and honoring great thinking and great efforts in the past. The CCSS is changing the way a lot of us do business with literacy. For some teachers, this is a moot switch—they’ve already been working this way. For others, this will be a big shift. This isn’t “every teacher is a reading teacher”—this is “every teacher is responsible for supporting kids’ critical and analytical thinking, reading, speaking, and listening” Literacy skills are the levers and tools that provide access into the worlds of literature, of science, of math, of CTE—this is a sentiment that isn’t new, but we’re making it official.
The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school. The K-5 standards include expectations for reading, writing, speaking, listening, and language applicable to a range of subjects, including but not limited to ELA. The grades 6-12 standards are divided into two sections, one for ELA and the other for history/social studies, science, and technical subjects. This division reflects the unique, time-honored place of ELA teachers in developing student’s literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well.The Common Core Standards offer literacy standards for the content areas, not content standards. Secondly, the literacy standards are embedded in the K-5 ELA standards, but they are separate documents for 6-12 content-area teachers.
SLIDE 3 – LITERACY STANDARDS FOR ALLMore than likely, you’ve heard the phrase “reading across the curriculum” or “writing across the curriculum.” This gives the false sense that the reading and writing that teachers should be teaching is similar enough to be extended across courses. The Common Core Standards take a disciplinary literacy approach. The bullets on the left provide a brief overview of this approach. First, content-area teachers are not being asked to be English teachers. Secondly, each discipline requires unique forms of reading and writing. This means that the way knowledge is acquired, developed, and shared in a given field often requires discipline-specific skills. The graphic on the right demonstrates that students must acquire basic literacy skills. From there, educators must provide reading and writing instruction specific to their discipline. The way that a chemist reads a scholarly journal is often quite different from the way that a student of literature approaches a poem. In every discipline, there are unique reading and writing tasks that require explicit instruction so that students are best prepared for the demands of college and careers.
Literacy is a focus within content areas in grades 6-12. Content area instructors prepare lessons and deliver instruction fostering use of domain-specific texts and writing information and arguments. Content area teachers and English Language Arts instructors share the responsibility of students’ literacy development.
In additional to being able to write about a real or imagined experience,students need to be able to write logical arguments based on evidence and know how to research, analyze and present new information. In grades 9-12 the focus is primarily on writing information and arguments through use of evidence. Writing prompts should be tied to texts and writing for research should not be a once a year event. Short research projects should be included in every unit of study and occur throughout the year with a particular focus on written arguments that respond to ideas, events, facts, and arguments presented in texts.David Coleman (2011), one author of the Common Core ELA Standards, gave an writing example in his video. He explained a typical writing prompt for students after reading Martin Luther King’s “Letter from a Birmingham Jail” might ask students to discuss the idea of freedom and what it means to her/him. However, a “writing to sources” assignment would be: What does freedom mean to the author? How does the author define freedom? In this assignment students cannot answer the question without having read and analyzed the textand used evidence from it to support his/her conclusion.
Students need opportunities to participate in collaborative conversations that enable them to understand and problem-solve. Teachers will train students how to connect to other texts, synthesize information and develop higher level thinking skills. Teachers structure questions so that students will have read and analyzed the texts in order to answer. This information may be interpreted as how to argue initially, but students need practice in supporting their point of view. Students will develop habits for making evidentiary argumentsboth in conversation, as well as in writing to assess comprehension of a text.
Students learn vocabulary through reading, conversations and direct instruction. Formal academic language is required to be successful in college and in careers. The ideas is to have a working vocabulary to access grade-level, complex texts with a focus on pivotal, commonly found words. Teachers will empower students with strategies to access new vocabulary in both writing and reading. Each content area has domain specific vocabulary and must be taught explicitly. On page 33 of Appendix A of the Common Core document tier words are explained.
Finally, research and media skills are integrated throughout the English Language Arts Standards. Critically consuming,compiling, understanding, synthesizing and producing research are skills needed by students at the present time. Technology is used by students to enhance their literacy. The Common Core authors explain that students currently search for information using technology and can synthesize that new information with what they learn offline. Students also know what uses of technology fit their purposes to convey information and know the strengths and disadvantages of using a particular form of digital media.A note in the Common Core Standards document regarding range and content of student speaking an listening reads:“…New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. Digital texts confront students with the potential for continually updated content and dynamically changing combinations of words, graphics, images, hyperlinks, and embedded video and audio.”
This presentation provides:an overview of the Common Core State Standards in MathematicsSupports currently available to support districts hoping to begin transitions and an overview of additional resources for the futureVideo:http://www.youtube.com/user/TheHuntInstitute#p/search/1/BNP5MdDDFPY
Doing mathematics means following the rules laid down by the teacher.• Knowing mathematics means remembering and applying the correct rule when the teacher asks a question.• Mathematical truth is determined when the answer is ratified by the teacher.Students who have understood the mathematics they have studied will be able to solve any assigned problem in five minutes or less.Ordinary students cannot expect to understand mathematics: they expect simply to memorize it and apply what they have learned mechanically and without understanding.