The document summarizes a community forum held by the Valley View School District to provide information about the Common Core State Standards and upcoming assessment changes. It includes:
- Welcome and introductions from district administrators and directors
- An overview of interactive technology tools available for the forum
- A survey to gauge attendees' knowledge of the Common Core
- Learning targets of understanding the need for new standards and what the Common Core is
- Presentation material on the Common Core shifts in ELA/literacy and math, as well as upcoming workshops and assessment changes through PARCC
- Questions from attendees and resources provided
The forum aimed to help community members understand the Common Core standards and their implementation in the district.
Calibrating Assessment Literacy Through Benchmarking TasksSimon Knight
Slides that partner with the paper Simon Knight, Andrea Leigh, Yvonne C. Davila, Leigh J. Martin, Daniel W. Krix, Assessment and Evaluation in Higher Education https://doi.org/10.1080/02602938.2019.1570483
In calibration tasks students assess exemplar texts using criteria against which their own work will be assessed. Typically these tasks are used in the context of training for peer assessment. Little research has been conducted on the benefits of calibration tasks, such as benchmarking, as learning opportunities in their own right. This paper examines a dataset from a long-running benchmarking task (~500 students per semester, for four semesters). We investigate the relationship of benchmarking performance to other student outcomes, including ability to self-assess accurately. We show that students who complete the benchmarking perform better, that there is a relationship between benchmarking performance and self-assessment performance, and that students appreciate the support for learning that benchmarking tasks provide. We discuss implications for teaching and learning flagging the potential of calibration tasks as an under-explored tool.
Medical Education Curriculum :
1- General Need Assessment
2- Target Need Assessment
3- Goals and Objectives
4- Content and Educational Strategy
5- Implementation
6- Assessment and Evaluation
7- Maintainance, Enhancement, and Dissemination
Project based learning in school education for promoting experiential learningRajeev Ranjan
Blumenfeld et al. says that, "Project-based learning is a comprehensive perspective focused on teaching by engaging students in investigation. Within this framework, students pursue solutions to nontrivial problems by asking and refining questions, debating ideas, making predictions, designing plans and/or experiments, collecting and analyzing data, drawing conclusions, communicating their ideas and findings to others, asking new questions, and creating artifacts.
www.rajeevelt.com
School Education
Calibrating Assessment Literacy Through Benchmarking TasksSimon Knight
Slides that partner with the paper Simon Knight, Andrea Leigh, Yvonne C. Davila, Leigh J. Martin, Daniel W. Krix, Assessment and Evaluation in Higher Education https://doi.org/10.1080/02602938.2019.1570483
In calibration tasks students assess exemplar texts using criteria against which their own work will be assessed. Typically these tasks are used in the context of training for peer assessment. Little research has been conducted on the benefits of calibration tasks, such as benchmarking, as learning opportunities in their own right. This paper examines a dataset from a long-running benchmarking task (~500 students per semester, for four semesters). We investigate the relationship of benchmarking performance to other student outcomes, including ability to self-assess accurately. We show that students who complete the benchmarking perform better, that there is a relationship between benchmarking performance and self-assessment performance, and that students appreciate the support for learning that benchmarking tasks provide. We discuss implications for teaching and learning flagging the potential of calibration tasks as an under-explored tool.
Medical Education Curriculum :
1- General Need Assessment
2- Target Need Assessment
3- Goals and Objectives
4- Content and Educational Strategy
5- Implementation
6- Assessment and Evaluation
7- Maintainance, Enhancement, and Dissemination
Project based learning in school education for promoting experiential learningRajeev Ranjan
Blumenfeld et al. says that, "Project-based learning is a comprehensive perspective focused on teaching by engaging students in investigation. Within this framework, students pursue solutions to nontrivial problems by asking and refining questions, debating ideas, making predictions, designing plans and/or experiments, collecting and analyzing data, drawing conclusions, communicating their ideas and findings to others, asking new questions, and creating artifacts.
www.rajeevelt.com
School Education
Advocates and practitioners of online education often come together to talk among themselves
To the converted, so to speak
This is a chance to share some of the remarkable developments in online learning with a broader audience
To talk about accomplishments and challenges
Like “global warming” online learning isn’t going away
A Workshop provided to the Singapore Institute of Management, on 25 August 2021.
Abstract: Technology has changed the way we now teach, particularly as we have now moved much of our teaching online. But that poses some challenges for us, as many of us know how to teach in a face-to-face mode, but it’s not the same when we move online. At least it shouldn’t be, as there is so much more we can do to make it better for our students. This workshop looks at how lecturers can decide on which tools to use when looking to enhance their teaching with technology. Which means, it is about choosing the best teaching techniques within the context of your technology environment. Essentially it is looking to engage students through active, collaborative and authentic learning experiences and choosing the corresponding technology tools to match.
Two ends of the spectrum
Generation Y students – computers in the delivery room and in the bassinet when child is born – “Communication technology is their middle name”
Traditional older student – never did anything with computers and afraid to even touch the computer
Advocates and practitioners of online education often come together to talk among themselves
To the converted, so to speak
This is a chance to share some of the remarkable developments in online learning with a broader audience
To talk about accomplishments and challenges
Like “global warming” online learning isn’t going away
A Workshop provided to the Singapore Institute of Management, on 25 August 2021.
Abstract: Technology has changed the way we now teach, particularly as we have now moved much of our teaching online. But that poses some challenges for us, as many of us know how to teach in a face-to-face mode, but it’s not the same when we move online. At least it shouldn’t be, as there is so much more we can do to make it better for our students. This workshop looks at how lecturers can decide on which tools to use when looking to enhance their teaching with technology. Which means, it is about choosing the best teaching techniques within the context of your technology environment. Essentially it is looking to engage students through active, collaborative and authentic learning experiences and choosing the corresponding technology tools to match.
Two ends of the spectrum
Generation Y students – computers in the delivery room and in the bassinet when child is born – “Communication technology is their middle name”
Traditional older student – never did anything with computers and afraid to even touch the computer
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Discover the videos and other sessions from the OECD Disrupted Futures 2023 conference at https://www.oecd.org/education/career-readiness/conferences-webinars/disrupted-futures-2023.htm
Find out more about our work on Career Readiness https://www.oecd.org/education/career-readiness/
Dr.Martin o’brien & Carol Allen - Evidence Based Practice methods and ideas i...IEFE
Presenters:
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Coordinator of International Education Programs
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methods and ideas in planning and teaching deaf students
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Administrators aren’t the only education professionals who can take on leadership roles. Every teacher can be a leader—and this edWebinar will show special educators how to choose and navigate their own individual path to educational leadership.
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Effecting schoolwide change
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Conducting professional development and consultations
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Advocating for students
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About the Presenter
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Join the Teaching All Students: Practical Strategies for Inclusive Classrooms community to network with educators, participate in online discussions, receive invitations to upcoming edWebinars, and view past edWebinars to earn CE certificates.
This presentation is meant for incoming freshman attending Zion-Benton Township High School District 126 for the Zion-Benton and New Tech High Schools.
Shared with the kind permission from the folks at Achievethecore.org
Visit http://www.achievethecore.org for more information about Common Core!
PRESENTATION
Professional Development Module: Introducing the Common Core to Parents and Community Members
A toolkit for informing parents and community about the Standards. Includes a Facilitator's Guide, PowerPoint presentation, and more.
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Vvsd ccss commmunity forum presentation oct. 2013 %28 final%29
1. Valley View School District 365U
District Community Forum
October 23 and October 29, 2013
2. Welcome & Introductions
Dr. James Mitchem
◦ Superintendent
Rachel Kinder
◦ Assistant Superintendent of Educational
Services
Elizabeth
Martinez
◦ Executive Director, PreK-5
Karen
Flories
◦ Executive Director, 6-12
3. Interactive Tech Tools
Open Wireless Access
◦ Openvvsdwifi
◦ Password: openvvsdwifi
Participate
in the group survey..
◦ Interactive survey tool/accessible via Mobile Device
Browser
◦ m.Socrative.com
◦ Classroom ID: vvsdforum
Share
your thoughts/questions throughout the
presentation..
◦ Chat / Discussion Tool/ Accessible via mobile device
◦ TodaysMeet.com/VVSDFORUM
Ipads/Chromebooks
4. Survey
2. I am attending this meeting as a:
◦
◦
◦
◦
Parent
Community member
Business partner
Staff member
3. I heard about this forum from:
◦
◦
◦
◦
◦
Home school communication
Website
District social media
Word of mouth
Other
m.Socrative.com
Room ID: vvsdforum
5. Survey
4. I would rate my knowledge of the
Common Core State Standards as:
•
•
•
•
•
1-This forum invite was the first time I heard
this term used.
2-I have heard this term used often, but I am
not sure what it is all about.
3-I am somewhat familiar with the basics.
4-I have more than a basic understanding, but I
still have questions.
5-I am very knowledgeable and could help
others learn more.
m.Socrative.com
Room ID: vvsdforum
6. Learning Targets
Understand why new learning
standards are necessary.
Gain a basic understanding of the
Common Core State Standards.
Understand what state assessment
changes are being made and why.
7. Why new standards?
Required
by Illinois State Board of
Education
◦ Illinois adopted in 2010
Carrying
out VVSD Strategic Plan
◦ Fundamental belief that ALL students can
meet rigorous expectations for learning
Beyond
that, there are many more
reasons…..
7
8. Teaching and Learning
Valley View School District Strategic Plan
http://www.vvsd.org/docs/pdf/strategic_plan_brief.pdf
9. What exactly is
College and Career Readiness?
What
is COLLEGE Readiness?
What is CAREER Readiness?
Is ready for COLLEGE and ready for
CAREER the same thing?
Handout: “What is College and Career Readiness?” document created by Achieve
http://www.ncpta.org/parent/Files/CollegeandCareerReady.pdf
9
11. Why new standards?
Watch/listen for ideas linked to
these key terms…
Preparation
Competition
Equity
Clarity
Collaboration
TodaysMeet.com/VVSDFORUM
12. Why new standards?
Preparation: The standards set expectations to ensure that
students are college and career ready.
Competition: The standards are internationally
benchmarked, ensuring our students are globally competitive.
Equity: Expectations are consistent for all – and not
dependent on a student’s zip code.
Clarity: The standards are focused, coherent, and create a
clear learning progression (staircase of skills).
Collaboration: The standards create a foundation to work
collaboratively across states and districts.
14. Federal
government not involved in development
of the standards
State-led initiative
◦ Parents, teachers, administrators, other experts
involved in the process
States
voluntarily chose to adopt the standards
◦ Illinois is one of more than 40 states that have
adopted the Common Core State Standards (CCSS)
Local
teachers, principals, superintendents, and
school boards will continue to make decisions
about curriculum and how their school systems
are operated
15. What are the Common Core State
Standards (CCSS)?
The Common Core State Standards set grade-bygrade learning expectations for students in grades
K-12 for Mathematics and for English Language Arts
and Literacy.
While states have had standards for more than 15
years, this set of standards is more focused on
preparing students for success in college and career.
They set clear, consistent and high learning
goals.
15
16. What the Standards do NOT define:
How teachers should teach
All that can or should be taught
The nature of advanced work beyond the core
The interventions needed for students well below
grade level
The full range of support for English language learners
and students with special needs
Everything needed to be college and career ready
17. Criteria for CCSS
Fewer, clearer, and
Alignment
higher (focused)
with college and work expectations
Inclusion
of rigorous content and application of knowledge
through high-order thinking
Consideration
of strengths of and lessons learned from
current state standards
Internationally
benchmarked, so that all students are
prepared to succeed in our global economy and society
Evidence
and/or research-based
18. The Shifts in ELA/Literacy
1. Building knowledge through content-rich
nonfiction (across all content areas)
2. Reading, writing and speaking grounded in
evidence from text, both literary and
informational
3. Regular practice with complex text and its
academic language
19. How can you help your child in
literacy?
-
Ask your child specific questions about what they
read.
-
Encourage children to read, then write and speak
about, literary text and nonfiction text (i.e.
newspapers, magazines, and biographies).
-
Encourage children to research topics of interest and
read series that relate to a central topic.
-
Have your child follow step by step instructions or a
set of directions in order to accomplish a task, such
as building a sandcastle or operating a game.
20. The Shifts in Mathematics
1.
Focus: Focus strongly where the standards
focus
2.
Coherence: Think across grades, and link to
major topics
3.
Rigor: In major topics, pursue conceptual
understanding, procedural skill and fluency,
and application with equal intensity
21. Standards for Mathematical Practice
1.
2.
3.
4.
5.
6.
7.
8.
Make sense of problems and persevere in
solving them
Reason abstractly (ideas/concepts) and
quantitatively (numbers)
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
22. How can you help your child in
math?
-
Encourage children not to give up while solving problems, to build
stamina and develop their critical thinking skills.
-
Don’t give them the answers - ask them to think of different
ways they can solve problems.
-
Have children illustrate the math they were thinking in their
head and discuss it out loud.
-
Have children apply their math knowledge to a real-world
scenario at home, such as doubling a recipe or calculating the
area of a room.
-
Help children practice their addition, subtraction,
multiplication and division facts (through multiple strategies).
23. November Workshops
November
workshops will provide
opportunity to learn more about…
teaching and learning in your child’s
classroom
major shifts in learning and assessment
supporting your child’s learning and
understanding his/her progress
23
25. What is PARCC?
PARCC-Partnership
for the Assessment of
Readiness for College and Careers
◦ consortium of 19 states working together to
develop a common set of computer-based K–12
assessments
Assessments
will replace the Illinois State
Achievement Test (ISAT) & Prairie State
Achievement Exam (PSAE) in 2014-2015
school year
Linked to the new, more rigorous Common
Core State Standards (CCSS)
◦ English language arts/Literacy and math
For more information, visit: www.PARCConline.org
25
26. What is PARCC?
Engage
students in more meaningful
demonstrations of their knowledge and
understanding
Incorporate more real-world situations
Administered twice per year
Provide more information about student
progress K-12 on pathway to College and
Career Readiness
26
27. Current Assessment Info.
Illinois
State Board of Education has
increased performance expectations (cut
scores) on ISAT
◦ Align with high school assessments
◦ Lay foundation for transition to PARCC
Transition
period as assessment changes
occur and standards are fully
implemented
27
28. Common Core: It Takes All of Us!
•
Partnership
•
•
•
•
•
•
Parents
Community members
VVSD Staff
Colleges and universities
Technical training programs
Continue the conversation
• Child’s teacher and school
• Upcoming workshops
28
29. Upcoming Workshops
Focus
Date/Time/Location
What
do teaching
and learning look like
in my child’s
classroom?
What major shifts
in learning and
assessment are
occurring?
How can I best
support my child’s
learning and
understand his/her
progress?
Middle School Parents—Wednesday, Nov. 13 - 6:30 p.m.
●@Martinez Middle School, Romeoville
●@Jane Addams Middle School, Bolingbrook
Elementary School Parents—Thurs., Nov. 14 - 6:30 p.m.
●@Skoff Elementary School, Romeoville
Elementary School Parents—Tues., Nov. 19 - 6:30 p.m.
●@Independence Elementary School, Bolingbrook
●@Jonas Salk Elementary School, Bolingbrook
High School Parents—Wednesday, Nov. 20 - 6:30 p.m.
●@Bolingbrook High School (Cafeteria-Enter via Door 17)
●@Romeoville High School (Cafeteria)
29
30. Quick Check
5.
What specific questions/concerns do
you have about the Common Core
State Standards?
6.
What additional resources/support
would be helpful to assist you in
supporting your child’s success?
m.Socrative.com
Room ID:
vvsdforum
•
•
•
Understand why new learning standards are necessary.
Gain a basic understanding of the Common Core State
Standards.
Understand what state assessment changes are being
made and why.
30
31. LINKS/RESOURCES
Parent Guides to Student Success (English & Spanish)
http://pta.org/content.cfm?
ItemNumber=2909
◦
◦
◦
◦
From the National PTA, in parent-friendly language
Grade level specific K-8 & “High School”
Aligned to CCSS (ELA & Math)
Encourages & empowers parents to communicate
with their child’s teacher(s)
32. LINKS/RESOURCES
Parent Roadmaps
ELA
http://www.cgcs.org/Page/328 (English)
http://www.cgcs.org/Page/261 (Spanish)
Math
http://www.cgcs.org/Page/244 (English)
http://www.cgcs.org/Page/263 (Spanish)
◦ Grade level specific K-8 & “High School”
◦ Similar to the “PTA Parent Guides” but in much more detail in each
subject
◦ From the Council of the Great City Schools, in parent-friendly
language
◦ Encourages & empowers parents to communicate with their child’s
teacher(s)
32
33. LINKS/RESOURCES
Informative Websites
www.achievethecore.org
◦ This site is assembled by Student Achievement Partners to
provide free, high-quality resources to educators now doing the
hard work of implementing these higher standards.
www.corestandards.org
◦ This site is the main site for CCSS documents and a collection
of related resources.
www.PARCConline.org
◦ This site is the main site for information about the PARCC
assessment and the implementation. It includes a FAQ document.
34. LINKS/RESOURCES
Videos
Video: National PTA CCSS Explanation (English w/
Spanish subtitles)
http://www.youtube.com/watch?v=PhTfssYu0AE
◦ Overview of the need for CCSS
◦ Role of parents in supporting the transition to CCSS
Video: DC Public Schools CCSS Overview
http://www.youtube.com/watch?v=5s0rRk9sER0
◦ Animated
◦ Presented in easy to understand terms
34
Editor's Notes
{"22":"Highlight keywords\n","11":"Ask parents to discuss points of interest from video. Lead conversation around the difference between the Common Core State Standards and previous expectations and discuss the implications for college and career readiness.\n","17":"The Illinois State Board of Education has adopted new Math and English Language Arts standards for K‐12 education known as the New Illinois State Learning Standards Incorporating the Common Core. The goal is to better prepare Illinois students for success in college and the workforce in a competitive global economy.\n","12":"Academic standards are important because they help ensure that all students, no matter where they live, are prepared for success in college and the workforce. They help set clear and consistent expectations for students, parents, and teachers; build your child’s knowledge and skills; and help set high goals for all students. \nOf course, high standards are not the only thing needed for our children’s success. But standards provide an important first step — a clear roadmap for learning for teachers, parents, and students. Having clearly defined goals helps families and teachers work together to ensure that students succeed. Standards help parents and teachers know when students need extra assistance or when they need to be challenged even more. They also will help your child develop critical thinking skills that will prepare him or her for college and career.\n","18":"K-5\nDifference from previous state standards…………. “IN A GRADE LEVEL TEXT”\n#1\nPreviously: increase in amount of time in literacy block, however main focus was on reading stories (literature)\nVery little time teaching science and social studies (especially K-5)\nNow: Shift to bring in non-fiction text; building knowledge of the world around them through text \nElem. 50/50\nMS & HS 75% informational text; shared responsibility of building literacy in content areas (read like a historian, read like a scientist) \nCross-over in content areas, blending together\n#2\nPreviously: focus on personal narrative writing (does not translate to writing skills needed in college and career)\nNow: READ LIKE A DETECTIVE AND WRITE LIKE A REPORTER\nExplain EVIDENCE\n#3\nPreviously: there was a primary focus on the skill (i.e. identify a main idea) but very little consideration on WHAT students are reading \nExpectation of complexity (rich text, rich vocabulary, sentence structure)..previous research shows there was a four year gap between complexity of text at high school level\nNow: Students have regular practice with complex text; Staircase of complexity, increasingly more difficult as students move along; students not keep\n","7":"http://www.isbe.net/common_core/\n","13":"The Common Core State Standards Initiative is a state-led effort launched more than a year ago by state leaders, including governors and state commissioners of education from 45 states, 2 territories and the District of Columbia, through their membership in the National Governors Association Center for Best Practices (NGA Center) and Council of Chief State School Officers (CCSSO).\n","30":"Learning Targets: \nUnderstand why new learning standards are necessary.\nGain a basic understanding of the Common Core State Standards.\nUnderstand what state assessment changes are being made and why.\n","19":"Remind of workshops\n","8":"Valley View School District Strategic Plan\nhttp://www.vvsd.org/docs/pdf/strategic_plan_brief.pdf\n","31":"The PTA has written long and short versions of a Parents’ Guide to Student Success, which include overviews of what children should be learning in each discipline, activities that parents can do at home, suggestions for building strong parent-teacher relationships, and tips for planning for college and career.\n","20":"Mile wide, inch deep curriculum (every week something different)\nPlethora of separate topics in math and figuring out what do students need to build a strong foundation for the next grade\nRevisiting topics and going deeper\nMindshift to the “how” to teach, \nScattered topics and move from one to another every few days (fractions, time or drill multiplication and then start division and make no connection) make sense \nHow does what we learn in 2nd grade prepare us for fourth grade….\nFalse choice (know math facts OR understand math concepts but we don’t care if they get the answer\nKnowing multiplication facts\nDescribe concept of multiplication (when would we use it) \nApply to real life concept\nCollege and Career Readiness-talk with our students at an early grade, make it a authentic part of the regular conversation\nConversation shifts: NOT just preparing for chapter test, state test in spring\nHigh expectations for ALL students (I expect more and you can achieve more) \nTime to attend to making sense of math, not just getting the correct answer and move on, not just teaching “tricks”\nTeach MATH, not just strategies to get the answer\n","9":"Handout: The What is College and Career Ready? document, created by Achieve, clearly and concisely defines college and career readiness and explains why it is so important for students’ success after high school: http://www.ncpta.org/parent/Files/CollegeandCareerReady.pdf\n","32":"Explain that The Council of the Great City Schools (CGCS) has written Parent Roadmaps, available in Spanish and English, which provide guidance to parents about what their children will be learning in Math and ELA/Literacy in each grade. \n","21":"Span all grade levels\nPractices that promote mathematical proficiency for students\nMathematical “habits of mind”\nBehaviors and attitudes\nConceptual and procedural tools\nMathematical processes\n"}