The current collection includes professional development links, events, resources, and webinars to support educators as they transition to the Common Core, NGSS, and New California English Language Development Standards. For those following controversies in high-stakes testing, this collection may also be of interest: http://bit.ly/testing_testing. Additional Educator Resources collections may be found at http://EduResearcher.com.
"The Smarter Balanced Assessment System has three components: summative assessments, designed for accountability purposes; interim assessments, designed to support teaching and learning throughout the year; and formative assessment processes, supported by professional learning and instructional resources located in the Digital Library. The Smarter Balanced Assessment Graphic (PDF) displays the relationship between these components, the Common Core State Standards, and college and career readiness.
The formative assessment process is key to a balanced assessment system. The Digital Library is an online collection of resources aligned to the Common Core State Standards that support K–12 teachers in their use of formative assessment processes to adjust teaching to improve student learning. The Smarter Balanced Digital Library supports educators with the four attributes of formative assessment: (1) Clarify Intended Learning; (2) Elicit Evidence; (3) Interpret Evidence; and (4) Act on Evidence. The Digital Library provides subject- and grade-specific resources intended to help educators apply the formative assessment process during daily instruction. In addition, the Digital Library has collaboration features that allow users to rate materials and share their expertise with educators across the country. Pursuant to California Education Code Section 60642.6, the Digital Library is available to local educational agencies (LEAs) for use in K–12.
The LEA CAASPP Coordinator is responsible for registering new users into the library through the Administration and Registration Tool (ART). A Tip Sheet (DOC) is available to assist with the registration process. Should there be further questions or assistance needed with this process, LEA CAASPP Coordinators should contact the Digital Library Help Desk at 1-855-631-1510 or email@example.com."
Committed to providing leadership, assistance, and resources so that every student has access to an education that meets world-class standards, the Council of Chief State School Officers (CCSSO), the California Department of Education (CDE) and the San Diego County Office of Education (SDCOE) proudly announce the Common Core Translation Project. Standards-based instruction is at the forefront of education reform because it presents a framework to ensure that all students are exposed to rigorous content and prepared to contribute positively to an increasingly complex world.
As we prepare to build capacity to implement the new California Common Core Standards (CCCS) stakeholders have identified the need for the translation and linguistic augmentation of the California Common Core ELA/Literacy Standards and Math Standards to Spanish. This translated and linguistically augmented version of the CCSS is important because it establishes a guide for equitable assessment and curriculum development.
In exemplary service to districts, communities and our students, an electronic version of the California Common Core Standards en Español is posted on this website for free public access and is available to individuals in California and across the country.
"State Superintendent of Public Instruction Tom Torlakson has appointed an Educator Excellence Task Force to focus on the Educator Quality element of the Blueprint for Great Schools and designed to strengthen California’s teacher corps"....
"The Educator Excellence Task Force report provides their recommendations on how to strengthen California's teacher and administrative corps."...
'The "Browse by standards" page allows you to find all resources that support a given standards statement. Reference terms are assigned to each statement within a standards document and to each media resource, and correlations are based upon matches of these terms for a given grade band."
"A new educational guide is available that helps California schools, districts and teachers target the best ways to implement California's Local Control Funding Formula (LCFF), so that it narrows the achievement gaps between the state’s English Learners (ELs) and all other students. The guidance recommends research-based practices that innovate and reshape ways for addressing the educational needs of ELs."
"This is a guest post, written by John R. Walkup, Ph.D., President, The Standards Company & Ben S. Jones, MS, President, Learnerati. You can follow them on Twitter: @jwalkup and @learnerati
In 2009, we coauthored with Karin Hess and Dennis Carlock an article that introduced the concept of Cognitive Rigor, which interlaces Webb’s Depth of Knowledge and the Cognitive Processes Domain of Bloom’s Revised Taxonomy. However, many still confuse the two with regard to rigor.
To briefly clarify the distinction, Depth of Knowledge categorizes the cognitive complexity of an activity, as evidenced by the amount of planning, discussing, fact-checking, and researching employed to accumulate the knowledge needed to complete the activity. In essence, it looks at the structure and complexity required to work with the activity.
Bloom’s Taxonomy, on the other hand, is more neurological; it describes the types of thinking needed to interact with information during an activity. Therefore, it looks more closely at the cognitive demand at the moment for a particular type of information processing.
In short, Bloom’s Taxonomy describes a neurological event; Depth of Knowledge describes a broader cognitive process."...
"Common Core Standards ask students to construct viable arguments and critique the reasoning of others in math; ask and answer questions about key details in a text; and participate in collaborative conversations about topics and texts. Students are expected to explain their thinking and build on others’ talk in conversation.
"To help education leaders ensure that all students receive equitable access to excellent educators, the U.S. Department of Education announced the Excellent Educators for All Initiative, which requires each state, alongside stakeholders, to create a State Plan to Ensure Equitable Access to Excellent Educators.
Designed expressly to support states in this effort, our Equitable Access Toolkit includes resources and materials to guide state leaders through the most critical aspects of developing these plans—stakeholder engagement, root-cause analysis, and data review. We have also created a sample equity plan template and a Sample State Plan to Ensure Equitable Access to Excellent Educators to assist with this process."
For full post and to download toolkit, click on title above or here:
"Digital Chalkboard is an online community of California public school and district educators. California educators collaborate through group participation and discussions, upload educational classroom and administrative resources that help other educators access what works best in California schools and districts. As of the summer of 2014, over 70,000 educational resources have been contributed to the resource libraries. Both featured content providers from select non-profit organizations and approximately 19,000 California educators continue to contribute resources and collaborate."...
"EQuIP (Educators Evaluating the Quality of Instructional Products)is an initiative of the American Diploma Project (ADP) Network designed to identify high-quality materials aligned to the Common Core State Standards (CCSS).
The objectives are two-fold:
* Increase the supply of high quality lessons and units aligned to the CSSS that are available to elementary, middle, and high school teachers as soon as possible; and
* Build the capacity of educators to evaluate and improve the quality of instructional materials for use in their classrooms and schools.
EQuIP builds on a collaborative effort of education leaders from Massachusetts, New York and Rhode Island that Achieve facilitated. The outcome of that effort was the development of the “Tri-State Rubrics” and a quality review process designed to determine the quality and alignment of instructional lessons and units to the CCSS."
To access the Achieve website, please click on title above or here:
"Common Standards & Assessments: The Common Core State Standards, Next Generation Science Standards and English Language Development Standards are important tools for ensuring all students have access to rigorous content and college and career preparation. The Education Trust-West Needs Assessment can help district leaders and other stakeholders ensure that their school district is on track for Common Core implementation and our resource page is available to support the equitable and effective implementation of the new, common standards.
The Education Trust - West published “The Billion Dollar Question: How Can Districts and Schools Equitably Implement the Common Core?” in August 2013 to help guide stakeholders towards equitably implementing the new standards and spending the $1.25 Billion allocated by the state for Common Core implementation. The resource pages below are aligned to the ETW needs assessment, including resources related to the Next Generation Science Standards and English Language Development Standards. These resources were hand-picked to help district leaders, practitioners, and community members to access high-quality, equity-focused materials and resources to ensure that the implementation of the new, common standards in schools, districts, and communities across California serve all students."
For full page of resources, click on title or image above, or here:
"In April 2013, the science education community welcomed Next Generation Science Standards (NGSS). The voluntary standards describe important scientific ideas and practices that all students should learn by the time they leave the 12th grade. The standards integrate three important dimensions—science and engineering practices, disciplinary core ideas, and crosscutting concepts—effectively build science concepts from kindergarten through 12th grade, and integrate important concepts of engineering. The Next Generation Science Standards establish learning goals in science that will give all students the skills and knowledge they need to be informed citizens, college ready, and prepared for careers."
"Following the adoption of the California English Language Development Standards (CA ELD Standards), California Education Code Section 60811.3 (e) required that the State Superintendent of Public Instruction (SSPI) and the State Board of Education (SBE) present to the Governor, and the appropriate policy and fiscal committees of the Legislature, a schedule and implementation plan for integrating the new CA ELD Standards into the public education system.
The California English Language Development Standards (CA ELD Standards) Implementation Plan identifies major phases and activities in the implementation of the CA ELD Standards throughout California’s educational system. The plan describes the philosophy of and strategies for the successful integration of the CA ELD Standards that align to the California Common Core State Standards for English Language Arts and literacy in History/Social Studies, Science and Technical Subjects (CA CCSS for ELA/Literacy) to address English language and literacy skills English learners need in key content areas. The goal of the CA ELD Standards Implementation Plan is to serve as a guide of the major steps in the development, adoption, and implementation of the CA ELD Standards for local educational agencies and county offices of education.
English Language Development Standards for California Public Schools: Kindergarten Through Grade Twelve
Assembly Bill 124 (Fuentes, Chapter 605, Statutes of 2011), signed into law on October 8, 2011, requires the State Superintendent of Public Instruction (SSPI), in consultation with the State Board of Education (SBE), to update, revise, and align the state’s current ELD standards by grade level to the state’s English Language Arts (ELA) standards, by November 2012. ELD standards help guide curriculum, instruction, and assessment for English learners who are developing the English language skills needed to engage successfully with state subject matter standards for college- and career-readiness. This legislation directs the SSPI to complete draft revised ELD standards for SBE review no later than August 31, 2012.
In order to accomplish this important work in the required time frame, the California Department of Education (CDE) has requested the assistance of the California Comprehensive Assistance Center at WestEd. Specifically, WestEd's California Comprehensive Center, in partnership with the Assessment and Standards Development Services Program at WestEd, is working in concert with CDE to analyze current ELD standards relative to the new California ELA standards; review information on other states' and organization's (e.g., World-Class Instructional Design and Assessment) ELD standards revision and alignment efforts; analyze statewide public and expert input on revision parameters; draft the proposed ELD standards; and revise them as needed based on stakeholder review and feedback.
California ELD Standards - SBE adopted on November 7, 2012
"As California moves forward with implementing the Common Core State Standards, educators and policymakers are focusing on formative assessment as a powerful and under-utilized resource in the state’s classrooms. The instructional transformation that the Common Core promises depends on teachers to incorporate formative assessment into their classroom practice, in order to elicit and interpret evidence, provide feedback, and continuously adapt their teaching to foster their students’ learning. This policy seminar offers an overview of what formative assessment is, and why it matters."...
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