Oregon

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Oregons New Core Standards Structure

• Superintendents Summer Institute
  August 2008

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Essential Questions

• Core Standards
• What are they?
• How are they developed?
• How do they differ from power standards?
• How are they tied to the essential skills?
• How are they assessed?
• How will ODE support them?

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State Board Decision

• January 2007 Diploma requirements
• Also directed Department to develop core
  standards in each content area
• Standards are foundational to all components of
  the Oregon Diploma

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Oregon Content Standards

• Define what students are expected to know and be
  able to do

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Oregon Content Standards

• Oregon Educational Act (ORS 329.045)
• State Board of Education (SBE)
• shall regularly and periodically review and
  revise its Common Curriculum Goalsand rigorous
  academic content standards in mathematics,
  science, English, history, geography, economics,
  civics, physical education, health, the arts and
  second languages.

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• Oregons newly revised standards will be
  structured around core concepts-the big ideas

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Oregon Content Standards

• New Core Standards Structure
• Fewer, more focused and coherent content
  standards
• Built around big ideas for each grade level and
  subject area (core standards statement)
• Articulates learning progressions within and
  between grade levels
• Allows for more effective lesson design, focused
  instruction, and creation of formative
  assessments

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Research Base for Creating Core
Standards_______________________

• Upon what research is ODE basing the decision to
  move to core standards?

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Research Base for Creating Core
Standards_______________________

• National Research Council
• Trends in International Mathematics and Science
  Study (TIMSS)
• National Council of Teachers of Mathematics
• National Mathematics Advisory Panel
• Council of Chief State School Officers
• WestEd Reports

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Assuring Consistency of Standards Format

• __________________________________
• How will ODE approach creating a core standards
  structure for each content area?

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Assuring Consistency of Standards Format

• Standards are revised according to a set review
  and revision cycle
• Revision of K-8 math standards introduced core
  standards structure
• Currently revising science documenting process
  for future reference
• Communicating internally by sharing knowledge and
  experiences

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Criteria Process for Core Standards Development

• __________________________________________________
  __________
• What criteria and process is ODE using to
  select/identify core standards?

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Criteria for Core Standards Development

• Endurance Will the standard provide students
  with knowledge and skills that will be of value
  beyond a single test date?
• Leverage Will the standard provide knowledge and
  skills that will be of value in multiple
  disciplines?
• Success Will the standard provide students with
  essential knowledge and skills that are necessary
  for success in the next level of instruction?
  Beyond school?
• Core standards criteria based on Doug Reeves
  Endurance, Leverage Necessity criteria

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Overview of Oregons Standards Revision Process

• Review and revision cycle
• Content and assessment panels (ORS 329.045) used
  to develop new standards
• Stakeholder engagement/external partners
• National and international research/experts
• Public input on draft documents
• State Board adoption

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Oregons Standards Revision Process at Work

• Mathematics Revision
• National Council of Teachers of Mathematics Focal
  Points
• WestEds recommendations
• National Mathematics Advisory Panel report
• Science Revision
• WestEds recommendations
• CCSSO Vertical Alignment reports
• Starting from scratch
• Development of grade-level standards for K-8

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Oregon Content Standards

• New Mathematics standards
• K-8 Standards -State Board adoption in December
  2007
• High School standards -State Board adoption
  anticipated 2009
• www.ode.state.or.us/search/page/?1148

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Math Standards Structure

• Three core standards at each grade.
• Roughly 20 content standards at each grade.
• Each content standard is attached to one of the
  core standards. These provide the details
  necessary for curriculum and assessment.

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Math Grade 3 Core Standards

• 3.1 Number and Operations Develop an
  understanding of fractions and fraction
  equivalence.
• 3.2 Number and Operations Develop understandings
  of multiplication and division, and strategies
  for basic multiplication facts and related
  division facts.
• 3.3 Geometry Describe and analyze properties of
  two-dimensional shapes, including perimeters.

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Math Grade 4 Core Standards

• 4.1 Number and Operations Develop an
  understanding of decimals, including the
  connections between fractions and decimals.
• 4.2 Number and Operations Develop fluency with
  multiplication facts and related division facts,
  and with multi-digit whole number multiplication.
• 4.3 Measurement Develop an understanding of area
  and determine the areas of two-dimensional shapes.

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Grade 3 Grade 4

• 3.1 Fractions ? 4.1
  Decimals
• 3.2 Develop an ? 4.2 Develop quick
  
• understanding recall
  and
• of multiplication
  fluency with
• and division
  multiplication
• 3.3 Two-dimen- ? 4.3 Area
• sional shapes

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• Shading indicates coverage in our 2002 standards,
  
• Numbers indicate coverage in our current
  standards.

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• Comparison to International Standards
• Typical State Standards fill in the nearly the
  entire grid
• Singapore, Korea, Japan, Hong Kong, Belgium, and
  the Czech Republic.

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Oregon Content Standards

• New Science standards
• Began with research
• Draft standards available Fall 2008
• State Board adoption January 2009
• More information www.ode.state.or.us/search/pag
  e/?1606

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Science Content Standards

• National Research Council
• The difference between students who are less or
  more proficient is not only that the latter know
  more discrete facts. Instead, gains in
  proficiency often consist of changes in the
  organization of knowledge not just the accretion
  of more pieces of knowledge.

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Science Content Standards

• The Trends in International Mathematics Science
  Study (TIMSS) provides reliable and timely data
  on the mathematics and science achievement of
  U.S. students compared to that of students in
  other countries.

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Power Standards Process__________________________

• How will ODE honor the work of districts that
  have undergone the unwrapping standards process
  and have created power standards?

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ODEs role regarding content standards

• Federal State Statute
• No Child Left Behind Act
• Oregon Educational Act (ORS 329.045)
• State Board of Education (SBE)
• shall regularly and periodically review and
  revise its Common Curriculum Goalsand rigorous
  academic content standards in mathematics,
  science, English, history, geography, economics,
  civics, physical education, health, the arts and
  second languages.

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Districts role regarding content standards

• School districts
• shall maintain control over course content,
  format, materials, and teaching methods.
• shall offer students instruction in mathematics,
  science, English, history, geography, economics,
  civics, physical education, health, the arts and
  second languages that meets the academic content
  standards and requirements adopted by the SBE

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How do core standards differ from power standards?

• Core standards are developed at the state level
• Core standards reflect the structure of the
  discipline and articulate learning progressions
• Core standards are developed as part of the
  review and revision of state standards

• Power standards are developed at the district
  level
• Power standards are based on state standards
• Power standards are developed on individual
  district timelines

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How are core standards and power standards the
same?

• In the development process
• Both use the same set of criteria
• Both focus on the big ideas/key concepts
• Both identify a smaller set of more coherent and
  focused standards
• As a resulting product
• Both can serve educators well as they plan their
  instruction
• Both can help improve student proficiency in the
  content areas

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Power Standards Process

• Districts establish professional learning
  communities, engage in meaningful professional
  development through Power Standards process
• State standards provide solid foundation for this
  work
• Teachers involved in power standards process and
  in state standards revision process

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Relationship Between Standards and the Essential
Skills_____________________

• What is the relationship between the content
  standards and the Essential Skills?

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Essential Skills

• Phase-in Fall 2008, required in 2012
• Read and comprehend a variety of text
• Write clearly and accurately
• Listen actively and speak clearly and coherently
• Apply mathematics in a variety of settings

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Essential Skills (continued)

• Phase-in timeline to be determined
• Think critically and analytically
• Use technology to learn, live, and work
• Demonstrate civic and community engagement
• Demonstrate global literacy
• Demonstrate personal management and teamwork
  skills (represents merger of career related
  learning standards)

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Essential skills are embedded in the standards
and cross academic and elective subject areas
CORE STANDARDS
CORE STANDARDS
CORE STANDARDS
CONTENT STANDARDS
CONTENT STANDARDS
CONTENT STANDARDS
READ WRITE SPEAK APPLY MATH THINK
TECHNOLOGY CIVIC GLOBAL TEAMWORK/PERS MGMT
ENGLISH/LA
SCIENCE
ARTS
HEALTH SERVICES
BUSINESS INDUSTRY
MATH
ETC
ETC
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Linking Core Standards to State
Assessments______________________________

• How will the new core standards structure affect
  the state assessments (OAKS)?

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Linking Core Standards to State Assessments

• Creation of new test items
• EII and OAIS staff collaboration
• External partnerships WestEd and NWREL alignment
  studies
• Item writing scheduled for 2008, 2009
• Timeline in development for new assessments
• Crosswalk between current and revised math
  standards available August 2008

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Providing Support to Districts
________________________

• How will ODE support districts as they implement
  the new core standards?

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Providing Support to Districts

• Clear communication
• Online Oregon Standards Newspaper
• Content Area Teacher Newsletters
• REAL enhancements
• Content Standards Web Page
• Professional Development

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Online Standards Newspaper

• Informational Articles    
• Content Standards    
• Work Samples
• Achievement Standards     
• Assessment Information     
• Skill Sets
• www.ode.state.or.us/teachlearn/real/newspaper/   
    

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ODE Content Area Teacher Newsletters

• www.ode.state.or.us/search/page/?id1843
• English Language Arts Teachers     
• Mathematics Teachers     
• Physical Education Teachers     
• Science Teachers     
• Second Language Teachers     
• Social Sciences Teachers     
• The Arts Teachers     

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Resources for Educational Achievement and
Leadership

• Searchable Standards
• Standards By Design   
• Teaching and Learning Resources     
• Strategies for Student Success     
•      
• www.ode.state.or.us/teachlearn/real/
•     

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Content Standards Web Page

• News
• Revision and Adoption Schedule   
• Alignment Tools     
• Resources and Documents    
•      
• www.ode.state.or.us/search/results/?id53
•     

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Professional Development New Math Science
Standards

• ODE working with NWRCC COI
• Researchbased characteristics of effective
  instruction and work with the new standards
• External partners will be involved
• Informational session at the Summer Institute
• PD opportunities available in the fall
• More information coming soon

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Thank you! Cheryl KlecknerPaul Hibbard