CONTENT KNOWLEDGE This self-assessment tool is designed to assist districts in evaluating their level of readiness to implement the Common Core State Standards. Ensure that district instructional materials are coherent, consistent, comprehensive, and support the ELA and math standards and practices of the CCSS. Related teacher need: Understand the coherence of the standards and how the concepts and skills progress, build, and connect to one another. District and building administrators are aware that the CCSS are now Oregon s standards in English language arts, literacy in the content areas, and mathematics A grade/building level inventory of existing instructional materials has been conducted that identifies how current resources can be used to support the CCSS District administrators have an understanding of the standards, including the major shifts An inventory of existing district materials including technology has been conducted that identifies how current resources can be used to support the CCSS Aligned materials have been identified K-12 and a plan is in place to allocate resources for purchase of materials The district is developing a plan to offer professional development on aligned materials District and building administrators understand the coherence of the standards and how the concepts and skills progress, build, and connect to one another A district-wide gap analysis has been conducted that identifies where additional resources (including technology) and materials are needed to support the CCSS Materials have been identified K-12 and resources are allocated for purchase of materials and approved through the board development on aligned materials Conduct a needs assessment to determine gaps in teacher knowledge and skills and allocate resources to address the identified needs of staff. Related teacher need: Possess deep understanding of the content knowledge and skills underlying the mathematics and ELA concepts articulated in the standards. District and building administrators are planning to conduct a Needs Assessment in order to determine gaps in teacher knowledge and skills and identify areas of focus for teacher professional development District and building administrators have conducted a Needs Assessment of teacher knowledge and skills to identify areas of focus for teacher professional development District and building administrators are planning teacher professional development As the result of a Needs Assessment of teacher knowledge and skills, district and building administrators have identified areas of focus and scheduled teacher professional development Funds are allocated to provide professional development 1
CONTENT KNOWLEDGE Create, monitor, and support a district/school schedule that provides adequate time for regular collaboration across grade levels, building, and/or regions. Related teacher need: Comprehend how students knowledge and skills develop across grade levels. Collaboration across grades happens at the building level A district-wide or regional structure exists to facilitate collaboration and communication between teachers and administrators across grade levels District administrators track meeting progress and outcomes based on stated expectations or targets Provide opportunities for teachers to observe across grade levels within their district A district-wide or regional structure exists and is actively used to facilitate collaboration, communication, and modeling between teachers and administrators across the K-12 continuum on an established timeline District administrators monitor meeting progress and outcomes based on stated expectations or targets Provide opportunities for teachers to observe across grade levels within their region Instruct staff on the guiding principles of effective administrator and teacher teams and monitor progress of teams regularly. Related teacher need: Understand the student learning requirements and be able to describe the expectations in terms of student actions what it looks like when a student demonstrates the knowledge and skills stated in the standards. Building administrators implement a structure for teachers to collaborate District administrators implement a structure for building administrators to collaborate Building administrators implement collaborative teacher teams that collect and analyze evidence of student work and differentiate instruction District administrators implement collaborative administrator teams that their inform classroom walkthroughs and observations District and building administrators provide professional development on effective teams Building administrators monitor teacher teams District and building administrators implement collaborative teacher teams that collect and analyze evidence of student work and differentiate instruction District administrators implement collaborative administrator teams that their inform classroom walkthroughs and observations Building administrators monitor teacher teams and evaluate their effectiveness through classroom observation 2
Professional development for teacher and administrator teams is adjusted based on monitoring 3
INSTRUCTION Provide curricula frameworks, professional development, and instructional resources to ensure staff acquire the knowledge and skills needed to design and implement evidence-based instruction. Related teacher need: Design units and lessons that support every student in meeting the mathematics content and practice standards, the ELA reading, writing, language, speaking and listening standards, and the literacy standards across content areas. The district has an aligned K-12 curriculum in ELA and math The district has established a K-12 curriculum framework in ELA and math The district has established a K-12 curriculum framework in ELA and math development on effective unit and lesson design Some observed classroom instruction is aligned to the expectations of the CCSS development on effective unit and lesson design The district has developed grade-level units and lessons that support effective learning that are accessible to all teachers Observed classroom instruction is aligned to the expectations of the CCSS Support teachers in using in evidence-based instructional strategies and delivering differentiated instruction to meet the needs of all students. Related teacher need: Implement evidence-based instructional strategies that scaffold learning to ensure students meet the rigor of the CCSS, and differentiate instruction to support the growth of each student. Buildings offer coaching and/or professional development on evidence-based instructional strategies and delivering differentiated instruction development on evidence-based instructional strategies and delivering differentiated instruction Building and district administrators and/or coaches use observations to provide feedback to teachers on instructional techniques As the result of a Needs Assessment/survey the district offers professional development on evidence-based instructional strategies and delivering differentiated instruction differentiated by need Building and district administrators and/or coaches use observations to provide feedback to teachers on instructional techniques 4
ASSESSMENT INSTRUCTION Provide professional development to ensure staff acquires the knowledge and skills needed to design assessments to monitor student progress and inform instruction. Related teacher need: Create and use formative assessments and monitor student progress in order to better meet the individual needs of students and accelerate learning for students who are not on track to meet the standards for his/her grade level. Buildings provide a system for evaluating all students once a year to identify current academic level and to offer targeted support for the growth of each student Buildings provide professional development on designing and using formative assessments The district provides a system for evaluating all students 3 times per year to identify current academic level and to offer targeted support for the growth of each student The district provides professional development and/or coaching on designing and using formative assessments The district provides professional development on how to use data to inform instruction The district provides a system for evaluating all students at designated intervals throughout the year to identify current academic level and to offer targeted support for the growth of each student The district implements a Needs Assessment/survey which informs professional development on designing and using formative assessments Building and district administrators monitor teacher teams for evidence that instructional decisions are based on data The district uses observational data to inform professional development Assure that all district assessments are aligned with the CCSS and reflect the variety of response types students will encounter on the common assessment. Related teacher need: Understand the types of responses (selected response, constructed response, performance tasks) and level of rigor that will be required of students to demonstrate proficiency on the Smarter Balanced assessment. Analyze and revise existing district assessments to align with the CCSS Analyze and revise existing district assessments to align with the content of the CCSS as well as the variety of items types Analyze and revise existing district assessments to align with the content of the CCSS as well as the variety of items types Create assessments aligned with the CCSS targeted to address gaps in existing assessments Create assessments aligned with the CCSS targeted to address gaps in existing assessments 5
ASSESSMENT Conduct professional development to help teachers develop the knowledge and skills needed to design instruction and assessments that meet the rigor the CCSS. Related teacher need: Design tasks and experiences at the appropriate level of rigor that will enable students to demonstrate proficiency through a variety of responses. District and building administrators are planning to conduct a Needs Assessment to determine gaps in teacher knowledge and skills in designing instruction and assessments, in order to identify areas of focus for teacher professional development District and building administrators have conducted a Needs Assessment of teacher knowledge and skills needed to design instruction and assessments The district is planning professional development to provide the knowledge and skills needed to design instruction and assessments that meet the rigor of the CCSS Teacher teams collect and analyze evidence of student work As the result of a Needs Assessment of teacher knowledge and skills needed to design instruction and assessments to meet the rigor of the CCSS, district and building administrators have identified areas of focus and scheduled teacher professional development Funds are allocated to provide professional development Teacher teams design and discuss tasks and resulting student work Building and district administrators use observations to provide feedback to teachers on the tasks and experiences designed for students Use assessment data to determine instructional gaps and conduct program evaluations at the district level and allocate resources accordingly. Related teacher need: Implement tasks and experiences that prepare students to demonstrate their knowledge and skills on summative assessments, and use student responses to those tasks to adjust instruction. Buildings offer a system for conducting program evaluations that uses assessment data to determine instructional needs based on student growth The district has a system for conducting program evaluations that uses assessment data to determine instructional needs based on student growth Based on program evaluation results, the district provides supplemental materials to address the identified instructional gaps The district has a system for conducting program evaluations that uses assessment data to determine instructional needs Based on program evaluation results, the district provides supplemental materials to address the identified instructional gaps The district provides a bank of vetted assessment items for teachers to utilize 6
TECHNOLOGY Ensure that technology is equitably distributed and available for all students to meet the demands of the assessment schedule and system. Related teacher need: Embed a variety of technology into instruction and provide opportunities for students to use technology. The district has a plan for upgrading building bandwidths to accommodate the demands of the Smarter Balanced assessment The district offers professional development on the use of available technology The district conducts an inventory of technology resources to ensure equitable distribution among all buildings The district assures that all buildings have the necessary bandwidth to accommodate the demands of the Smarter Balanced assessment The district offers professional development on the variety of uses of instructional technology The district conducts an inventory of technology resources to ensure equitable distribution among all buildings for both instruction and assessment The district allocates resources to purchase additional technology resources based on the results of the inventory The district assures that all buildings have the necessary bandwidth to accommodate the demands of the Smarter Balanced assessment The district offers professional development on the variety of uses of instructional technology based on a survey of teacher needs 7