Philomath School District
Board of Directors
Work Session
May 10, 2012
What is being asked of schools and
districts today?
 Oregon Graduation Requirements
 Common Core State Standards (CCSS)
 Governor’s Oregon Education Plan
 40-40-20
 Achievement Compacts
 Increasing Data Requirements
 Positive Student Behavior Supports
Professional Development
“A comprehensive, sustained,
intensive, and collaborative
approach to improving teachers’
and principals’ effectiveness in
raising student achievement.”
Learning Forward, 2012.
Professional Learning Beliefs
 Every student learns when every educator engages in
effective professional learning.
 Schools’ most complex problems are best solved by
educators collaborating and learning together.
 Remarkable professional learning begins with
ambitious goals for students.
 Student learning increases when educators reflect on
professional practice and student progress.
Learning Forward, 2012.
The Oregon Diploma
Standards-Based Credit Requirements:
 4 – English/ Language Arts
 3 – Mathematics (Algebra I or higher)
 3 – Science
 3 – Social Science (Social Studies)
 3 – Arts/ CTE/ Second Language
 1 – Health
 1 – Physical Education
 6 – Electives
 Total: 24 credits
The Oregon Diploma
Essential Skills Proficiency:
 Reading (Class of 2012)
 Writing (Class of 2013)
 Apply Mathematics (Class of 2014)
Personalized Learning:
 Education Plan and Profile
 Career-Related Learning Standards
 Career-Related Learning Experiences
 Extended Application
Essential Skill
for Writing
Essential Skill
for
Mathematics
Essential Skill
for Reading
SMARTER
Balanced
Assessment
Oregon
Assessment
Diploma Requirements
2011-2012
Grade Level
12th Grade
X
X
11th Grade
X
X
10th Grade
X
X
X
X
X
9th Grade
X
X
X
X
8th Grade
X
X
X
X
Common Core State Standards
State-Led Effort:
 Council of Chief State School Officers
 National Governors Association
Goals:
 Fewer, clearer, and higher level standards.
 Standards aligned with college and work expectations.
 Internationally benchmarked standards
 Consistent learning expectations across states.
Common Core State Standards
 Based on evidence and research.
 Focused and coherent to allow for in-depth learning.
 Cumulative progression of knowledge and skill.
 Rigorous content and application of knowledge
through higher-order skills.
 Incorporate standards of excellence found in high
achieving countries.
Why CCSS?
 63% of jobs nationwide will require some post-
secondary education by 2018.
 64% of Oregon jobs will require post-secondary
education.
Of this 64%,
 54% will require vocational training, certification, or
associate degree.
 46% will require a bachelor or graduate degree.
Georgetown University Center on Education and the Workforce, June 2010.
Remember Bloom’s Taxonomy?
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Bloom's Revised Taxonomy (Anderson, 2001).
English/ Language Arts
Key Ideas
 Literacy in Social Science, Science, and Technical
Subjects:
 Explain how a simple machine works (Science)
 Compare/ Contrast world events (Social Science)
 Justify a solution to a problem (Mathematics)
 Academic vocabulary in all content areas.
 Read and understand more challenging text.
 Emphasize use of materials to be read for information.
 Emphasize writing to inform and for argument.
English/ Language Arts
Six Shifts
 Increase reading of informational text.
 Increase in text complexity.
 Building academic vocabulary.
 Using text-based answers; evidence-
supported arguments.
 Use of evidence in writing.
 Literacy instruction in all content areas.
Mathematics
Key Ideas
 Balanced combination of procedural skill and
understanding, requiring students to ‘explain’ and
‘justify’ rather than ‘define’ and ‘identify’.
 Standards for mathematical practice.
 Content focus at each grade level allows for in-depth
study.
 Standards for mathematical content:
 K-8 standards by grade level
 High school standards by conceptual theme.
Mathematics
Focus Areas
 Kindergarten – 5th Grade
 Establishes foundation of using and understanding
whole numbers, fractions, and decimals.
 6th Grade – 8th Grade
 Preparation for geometry, algebra, and probability and
statistics.
 9th Grade – 12th Grade
 Emphasis on applying math to solve problems arising in
everyday life, society, and the workplace.
Mathematics
Three Shifts
 Focus strongly where the standards focus.
 Think across grades and link major topics
within grades.
 Require fluency, application, and deep
understanding.
Mathematical Practices
 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.
Math Changes to CCSS from
Oregon Standards
CCSS Grade
Level
% Same
% from
Lower Grade
% from
Higher Grade
% Not
Matched
5th Grade
41%
11%
26%
22%
6th Grade
36%
9%
28%
28%
7th Grade
30%
18%
43%
8%
8th Grade
40%
10%
36%
14%
HS NonAdvanced
26%
2%
43%
29%
Oregon Department of Education, October 2010.
Assessment
 Partnership for the Assessment of Readiness for
College and Careers (PARCC)
 23 states and District of Columbia (5 duplicates)
 SMARTER Balanced Assessment Consortium (SBAC)
 27 states, including Oregon (5 duplicates)
 Implementation slated for 2014-2015 school year.
 Current transition years between Oregon Standards and
Common Core State Standards.
Oregon Governor’s Goal
 Development of Oregon Education Investment Board.
 100% high school graduation rate by 2025– students who
will begin kindergarten in 2012-2013.
 By 2025, the following will be true of adult Oregonian’s:
 40% will have earned a bachelor’s degree or higher;
 40% will have earned an associate’s degree or post-secondary
credential; and
 20% or less will have earned a high school diploma or its
equivalent.
 Achievement Compacts established between OEIB and
individual Oregon school districts.
What Does This Mean for
Philomath School District staff?
 Alignment and update of curriculum, instruction, and





assessment to CCSS.
↑ rigor of student assignments, units, and assessments.
Transition from Oregon standards to CCSS.
Literacy across the curriculum.
↑ informational text materials, lessons, and units.
Changing state and federal accountability.