San Mateo County Office of EducationNovember 9, 2012

AGENDA Welcome and Overview Agenda

State and Federal Updates

Categorical Update

Common Core State Standards Implementation

Assessment

Break

Strategies to Guide District/Site Implementation of the CCSS

LEA Common Core Systems Implementation Plan Template

Announcements

Adjourn

State and Federal Updates

Categorical Update

John Dean

Compliance and Categorical Programs Coordinator

California Common Core State Standards Implementation

Updates, Tools and Resources

Lori Musso, Curriculum and Services Administrator

April Cherrington, Mathematics Coordinator

Robin Worley, Instructional Technology Coordinator

Our GoalSMCOE will actively work to erase the San Mateo County’s Achievement Gap by working with teachers, leaders, and systems to insure every student has access to academically rigorous, culturally responsive instruction and to a support system that fosters academic success.

This presentation will do this by:– Providing updates, tools and resources to assist in the

effective implementation of California’s Common Core State Standards for every student.

– Facilitating next steps to impact instruction, assessment and student achievement, and

– Providing time to develop an implementation plan for your individual district/site.

Focus on Implementation

• ELA/ELD/Literacy Standards• Instructional Technology• Mathematics• Assessment

Tools and Resources:• Systems Implementation plan

– LEA Planning checklist

• Communications Toolkit

ELA/Literacy Key Shifts

1. Building knowledge through content-rich nonfiction

2. Reading, writing, and speaking grounded in evidence from text, both literary and informational

3. Regular practice with complex text and its academic language

#1 Building Knowledge Through Content-Rich Nonfiction

• Knowledge base comes from informational text

• Informational text makes up 80% of the required reading in college/workplace

• Informational text harder for students to comprehend than narrative text

• Elementary/middle school students are asked to read very little informational text (7-15%)

• CCSS moves percentages to:– 50:50 at elementary

– 60:40 at middle school*

– 75:25 at high school*

*(includes ELA, science, social studies)

#2 Reading, Writing & Speaking Grounded in Evidence, both Literary and

Informational

• College and workplace writing requires evidence• Ability to cite evidence differentiates strong from

weak student performance on NAEP• Evidence is a major emphasis of the ELA

standards: Reading standard 1, Writing standard 9, Speaking & Listening standards 2, 3, 4, all focus on the gathering, evaluating and presenting of evidence from text.

• Strong readers and writers can locate and deploy evidence

#3 Regular Practice with Complex Text and its Academic Language

• Standards include a staircase of increasing text complexity from elementary to high school

• Standards focus on building vocabulary that is shared across many types of complex texts and content areas

• Too large of a gap between complexity of college and high school texts

• Students ability to read complex texts is greatest predictor of success in college (ACT study)

• Less than 50% of graduates can read sufficiently complex texts.

ERWCWHY• Aligns to: English-Language Arts Content Standards• Addresses: Identified literacy problems, CSU English

Placement Test preparation• Aligns to the CCSS

WHAT• 14 modules • Non-fiction texts• In-depth study of expository, argumentative, and

analytical reading and writing.• For middle and high school teachers

WHEN• Spring 2013… Contact: twilson@smcoe.k12.ca.us

Instructional ImpactIn table teams, discuss:• The role of the ELA teacher with content

area literacy.• The role for content area teachers.• Use the “content area literacy support”

graphic organizer to record notes and possible ways ELA and content teachers can work together and/or support each other as they teach literacy standards to students?

Content Area Literacy SupportsKnow Will Need

Some AssistanceSchoolwide Coherence

Areas to Watch for Progress

• Teacher knowledge and practice• Instructional materials and

resources• Student work

Resources

• Coming this month on Brokers of Expertise– Online modules for informational reading and

writing

• SMCOE brochure of CCSS workshops• Common Core State Standards Updates– commoncoreteam@cde.ca.gov

Portrait of Students who are College and Career Ready in Reading, Writing, Speaking, Listening, and Language...

Use technology and digital media strategically and capably.

Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches online to acquire useful information

efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.

Technology No Longer Stands Alone

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Mathematics | Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Technology is Interwoven in Math

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Technology Thread in ELA & Literacy

Common Core: Digital Reading and Writing Alignment K-5

Common Core: Digital Reading and Writing Alignment 6-12

Common Core: Digital Reading and Writing Alignment 6-12 Hist/ Soc. Stud./ Sci./ Tech Skills

from Contra Costa County Office of Ed24

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Author: Samantha Penney, samantha.penney@gmail.com 26

You and your partner will receive a standard:

How would you integrate technology into a lesson to meet the standard?

Your Turn!

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Assembly Bill 250 Module Development: A Common Core State Standards Module for Mathematical Learning Progressions

• AB 250 and Professional Development Modules

• Mathematics: K-8 Learning Progressions

– Introducing

– Unpacking

– Applying

– Summarizing

• Questions?

Mathematics: K–8 Learning Progressions

AB 250 Curriculum Support and Reform Act (2011) Mathematics and Language Arts

• Establishes a structure for the implementation of the Common Core State Standards

• Develops professional development opportunities that are aligned to the Common Core State Standards

Mathematics: K–8 Learning Progressions

Mathematics: K–8 Learning Progressions

Mathematics: K–8 Learning Progressions

Module Overview

Unit 1: Understanding

Unit 2: Unpacking

Unit 3: Applying

Unit 4: Summarizing

Unpacking

• To explain and explain how domains are organized in relation to standards and cluster.

• The learn about how standards, clusters and domains are organized across grade levels.

• To examine the standards across grade levels that lead to and from an identified standard.

Mathematics: K–8 Learning Progressions

Mathematics: K–8 Learning Progressions

Mathematics: K–8 Learning Progressions

Unpacking

Applying

Mathematics: K–8 Learning Progressions

Applying

• The Illustrative Math task show us the range and types of mathematics that students will experience with the Common Core State Standards.

• The tasks shown here are one interpretation of a learning progression.

• This illustrates how mathematical knowledge and skills develop over time.

Mathematics: K–8 Learning Progressions

Applying

Mathematics: K–8 Learning Progressions

Mathematics: K–8 Learning Progressions

Summarizing

• Understanding the Learning Progressions

• Replicating a learning progression focused on different standards and different grade levels.

Questions?

Mathematics: K–8 Learning Progressions

Assessment

Lori Musso

Curriculum and Instruction Administrator

Audra Pittman

Educational Services Coordinator

What’s New in Assessments?– Formative Assessments

• SBAC will provide a library of interim/formative assessments beginning fall 2014

– Extended Response and Performance Tasks: Interim

• Paper and pencil multi-step problems.

• May take 1-2 days for students to complete.

• Given 12 weeks before end of school year.

– Computer Adaptive Testing (CAT): Summative

• Selective Response: Similar to multiple choice but allows for non-traditional selective response items

• Constructed Response: Short written answer that is graded by artificial intelligence

• Technology Enabled: Digital incorporated into the selected response or constructed response questions.

• Technology Enhanced: Computer delivered items that require specialized interactions students must perform to produce a response

Assessment System Components

• Summative Assessment (Computer Adaptive)

• Interim Assessment (Computer Adaptive)

• Formative Processes and Tools

Six Item Types

• Selected Response

• Constructed Response

• Extended Response

• Performance Tasks

• Technology-Enabled

• Technology-Enhanced

Five Major Literacy Claims• Claim #1: Students can read closely and critically to

comprehend a range of increasingly complex literary and informational texts.

• Claim #2: Students can produce effective writing for a range of purposes and audiences.

• Claim #3: Students can employ effective speaking and listening skills for a range of purposes and audiences.

• Claim #4: Students can engage appropriately in collaborative and independent inquiry to investigate/research topics, pose questions, and gather and present information.

• Claim #5: Students can use oral and written language skillfully across a range of literacy tasks.

Sample Items & Performance Tasks for ELA

Grade Band

Reading Writing Speaking &Listening

Research/Inquiry

Performance Tasks

3-5

Grandma Ruth 1 Writing - Oliver Exercise in Space 1Animal Defenses

Grandma Ruth 2Writing – School Day Exercise in Space 2

Grandma Ruth 3

6-8

Planes on the Brain 1Writing – Cell Phones

Garden

Planes on the Brain 2

Planes on the Brain 3

High School

Diamonds in the Sky 1 Writing - Kudzu Nuclear Power

Diamonds in the Sky 2 Writing - Hockey

Diamonds in the Sky 3

Sample Items & Performance Tasks for Mathematics

Grade Band

Concepts & Procedures Problem Solving Communi-cating &Reasoning

Modeling & Data Analysis

Performance Tasks

3-5

Fractions 1 Fractions 2a The Contest Planting Tulips

Multiplication and Division Fractions 2b Swimmers

Fractions 3 Rectangle 1

Rectangle 2

6-8

Expressions and Equations 1 Sandbags 1 Field Trip

Expressions and Equations 2 Sandbags 2

Expressions and Equations 3 Calculator

Integer Expressions

High School

Rationals and Radicals Circle 1 Room Wall e-book Crickets

Circle 2 Decibels Two-Second Rule

Used Car

Water Tank

Pilot Testing

• Pilot test of the assessment system begins in February 2013

• 10,000 items and performance tasks will be piloted

• Open to all schools in SBAC• Twenty-two percent of CA students must

participate• Student will participate in STAR and pilot

testing

Resources• CDE/SBAC updates, presentations, and

electronic mailing list available at http://www.cde.ca.gov/ta/tg/sa/smarterbalanced.asp

• Frequently asked questions (FAQs) about the SBAC student assessments available at http://www.cde.ca.gov/ta/tg/sa/sbac-faqs.asp#qtop

• SBAC sample items and performance tasks available at http://www.smarterbalanced.org/sample-items-and-performance-tasks/

SBAC Technology Readiness Tool

John Dean

Compliance and Categorical Programs Coordinator

SBAC Technology Readiness Tool

• Online application collecting information on:–Computing devices expected to be used

2014-15–Network infrastructure–Staff readiness

• 42% of CA districts participated

Hardware Purchasing Guidelines

• Minimum guidelines for new purchases (as of June 2012)

– Hardware: 1 GHz processor, 1 GB RAM, 10” screen with

resolution of 1024 x 768

– Operating Systems: Windows 7, Mac 10.7, Chrome, iOS 6,

Android 4.0

– Network: Must be able to connect to the Internet

– Form Factors: Desktops, laptops, netbooks, tablets, virtual

desktops and thin clients

– Additional: headphones and physical keyboards may be

required for tablets

Data Extraction Windows

December 14, 2012

June 14, 2013

December 13, 2013

June 13, 2014

August 18, 2014 (final)

• Districts can upload at any time

SBAC Technology Readiness FAQs

• No survey = no funding?• Require purchase?• Tablets?• Who submits the survey?• How do I get all my students online at

once?• Performance tasks?

SBAC Readiness Tool Resources

CDE Smarter Balanced Web page

www.cde.ca.gov/ta/tg/sa/smarterbalanced.asp

CDE SBAC IT Readiness Tool www.cde.ca.gov/ta/tg/sa/sbac-itr-index.asp

SBAC Technology Web page

www.smarterbalanced.org/smarter-balanced-assessments/technology/

BREAK

Guiding Strategies to Implementation of the CCSS:

A Structural Framework for Activities for Implementation

Audra Pittman

Educational Services Coordinator

7 Guiding Strategies

1. High Quality Professional Development

2. Instructional Resources

3. Transition to assessment systems

4. Extend CCSS beyond K-12

5. Ensure success in career and college

6. Disseminate Resources

7. Systems of Communication

Strategy #1: High Quality Professional Development

Facilitate high quality professional

learning opportunities for educators to

ensure that every student has access to

teachers who are prepared to teach to

the levels of rigor and depth required by

the CCSS.

2011-12 2012-13 2013-14 2014-15

• Support professional learning to promote awareness of and familiarity with the CCSS • Area of focus: Compare and

contrast the CCSS with the 1997 content standards

• Conduct local needs assessment to identify needs and set priorities for professional learning and develop local professional learning plan based on identified needs and full implementation in 2014-15

• Support ongoing professional learning to promote transition to the CCSS based upon priorities established in local plan

• Areas of focus may include: • Mathematics: the standards for

mathematical practice, modeling, and content shifts in mathematics for grades K-8

• English language arts: text complexity, text-based questions and tasks, developing literacy across the content areas, writing informational text collaborative conversations, the new English Language Development (ELD) standards

• New Challenges: transitioning to the SBAC assessment system, effective utilization of technology and media, 21st

century skills, career and college readiness

• Provide professional learning to support full implementation of the CCSS

• Areas of focus: content shifts in mathematics, transition to SBAC assessments

Strategy #2: Instructional Resources

Provide CCSS-aligned instructional

resources designed to meet the diverse

needs of all students.

2011-12 2012-13 2013-14 2014-15

• Review current instructional materials and identify material which aligns to CCSS

• Identify CCSS that current materials do not support (use supplemental instructional materials review evaluation criteria for grades K-8) and develop lessons using resources from the library, internet, and primary source documents

• Continue to assess existing instructional materials and supplement them with resources from the library, internet, primary source documents, and materials on the CDE’s supplemental instructional materials list (available fall 2012) to develop CCSS-aligned lessons

Strategy #3: Transition to Assessment Systems

Develop and transition to CCSS-aligned

assessment systems to inform

instruction, establish priorities for

professional learning, and provide tools

for accountability.

2011-12 2012-13 2013-14 2014-15

• Subscribe to CDE’s SBAC Web page listserv to remain apprised of the latest developments and resources for professional learning regarding the new assessment system.

• Monitor CDE’s SBAC Web page for opportunities to participate in pilot testing

• Monitor CDE’s SBAC Web page for opportunities to participate in field testing

• Administer operational summative assessment

• Compare/contrast CCSS with current content standards and begin to incorporate new skills in the CCSS into instructional planning

• Revise existing quizzes, unit exams, and end-of-course exams to assess higher-level thinking, constructed responses, synthesis, and collaboration as indicated in the CCSS

• Visit CAHSEE and STAR’s Web sites for released test questions and constructed responses. Mirror the format into quiz/test question and weekly writing prompts

• Revisit end-of-chapter/unit questions and quizzes in existing materials and elevate them to higher level thinking. For example, a question may ask, “What tone does the author use in the article?” Elevate the question to, “Which words or phrases set the tone of this article?” Or, “Replace words or phrases to change the tone of this article from impersonal to friendly.” For mathematics, utilize word problems to provide students with opportunities to apply mathematical thinking to real-world challenges.

• Utilize online technology readiness tool to evaluate current technology and infrastructure

• Use information from tool to identify technology gaps and develop a plan that identifies strategies to update technology

• Implement technology plan

• SBAC assessments and resources available online

• Provide opportunities for professional learning to develop understanding of difference between interim assessments and formative practices

• Generate and implement a “Formative Practices Plan” which includes Learning Targets, Criteria for Success, Collecting Evidence, and Documenting Evidence

• Visit SBAC Web site for ideas (formatting, scope) on formative practices and professional development

• SBAC formative resources and tools available online

Strategy #4: Extend CCSS Beyond K-12

Collaborate with parents, guardians and

the early childhood and extended

learning communities to integrate the

CCSS into programs and activities

beyond the K-12 school setting.

Strategy #5: Ensure Success in Career

and College

Collaborate with the postsecondary and

business communities to ensure that all

students are prepared for success in

career and college.

Strategy #6: Disseminate Resources

Seek, create, and disseminate resources

to support stakeholders as CCSS

systems implementation moves

forward.

Strategy #7: Systems of Communication

Design and establish systems of

effective communication among

stakeholders to continuously identify

areas of need and disseminate

information.

CA-CCSS LEA Planning Checklist

Origin of the Checklist

• CDE’s Implementation Plan documents:

http://www.cde.ca.gov/re/cc/documents/

appendixaleatemplate.doc

Noting Progress & Next Steps

Please review the checklist (starting in fall 2011 through the fall 2012):

•✔ what you have already accomplished utilizing your systems implementation plan

•Identify some things that have not been done

•Make note of next steps for you/your LEA

ANNOUNCEMENT

Next CII Meeting

January 11, 2013