1. Core Curriculum for College and Career Readiness Task Force Literacy Task Force Staff Leads: Jeannie Johnson, Sarah Breed, Phil Tucher, Elizabeth Macias, Mary Pippitt, Tina Tranzor

2. 1 Alignment with District Vision OUSD MISSION/VISION All students will graduate. As a result, they are caring, competent, and critical thinkers, fully- informed, engaged, and contributing citizens, and prepared to succeed in college and career. OUSD GOAL To create a FULL SERVICE COMMUNITY DISTRICT that serves the whole child, eliminates inequity, and provides each child with an excellent teacher every day. PRIORITIES Safe, Healthy, and Supportive Schools High Quality Effective Instruction College and Career Readiness Literacy CORE CURRICULUM FOR COLLEGE AND CAREER READINESS LITERACY GOAL Common Core State Standards and the California Standards will guide teachers’ instruction to graduate students as college and career ready.

3. 2 GOALS for the Core Curriculum Task Force Align instruction, curriculum and assessments in ELA and Math to college and career readiness standards Create coherent, rigorous and relevant OUSD Pre K-12 standards and core curriculum in English/language arts and mathematics based on the Common Core Standards Develop a preK-12 literacy framework for realizing OUSD’s Common Core Curriculum Plan for implementation and professional development

4. 3 GOALS for the Literacy Task Force Instruction Significantly improve student literacy outcomes over the next three years. Develop a systemic approach to literacy instruction k-12. Align classroom, network, and community resources to best support highly effective literacy instruction. Engaging Stakeholders Engage stakeholders to define a Literacy Framework that is aligned to college and career readiness literacies. Curriculum Develop a k-12 Literacy Framework to guide the implementation of the Common Core Curriculum. Research the effectiveness of Literacy Frameworks on outcomes for students Propose recommendations to align Literacy outcomes with network and region priorities for a PD focus on Academic Language and Literacy. Develop a systematic plan for PD on Literacy which includes community engagement and an observation and feedback cycle for teachers.

5. 4 Operating Norms & Work Structure OPERATING NORMS Attendance- Members Commit to attend every scheduled meeting- follow-up with a designated professional partner if unable to attend Notes from meetings will be sent within 48 hours of each meeting Topics for each meeting will be clearly articulated and posted. Drop-in stakeholders will have an opportunity for input on the scheduled topic. WORK STRUCTURE Lead team analyzes Common Core Standards, researches State recommendations and practices in other districts regarding implementation of Common Core Standards, plans and facilitates stakeholder meetings to ground the direction of the Core Curriculum Task Force Stakeholder team gives input regarding the current and desired states and contributes to the creation of guiding curriculum documents for Math and ELA grades k-12 Production team, which includes content specialists from LCI, will create and revise curriculum documents based on feedback of stakeholder team

6. 5 Core Curriculum Key Dates & Project Plan SEPOCTNOVDECJANFEBMARAPRMAYJUN Understand scope of work and goals. Confirm task force members. Present plan to Board. Research District practices and State recommendations Stakeholder Team Meetings Develop analysis and alignment document and outline for scope and sequence document Complete Scope and Sequence Develop Core Currciulum Units

7. 6 Task Force- Meeting Dates November 9 January 11 March 8 May 10

8. 7 Literacy Task Force Key Dates November, December 2010, Core Team meets to research Literacy Frameworks January, February, 2011, Core Team develops a Literacy Framework for OUSD January, 2011, OUSD Literacy Summit

9. 8 What is College and Career Readiness? What do we mean when we say all students will be ready? Why is this work compelling and urgent? Our current graduates are not all ready. Many students don’t graduate. Driving Forces

10. 9 Gingerbread Activity

11. 10 Dinner

12. 11 What is “a-g” ?

13. 12 Driving Forces: “a-g” by ethnicity

14. 13 Driving Forces: “a-g” by language proficiency EL: English Learner IFEP: Initial Fluent English Proficient RFEP: Reclassified as Fluent English Proficient EO: English Only OUSD: Average

15. 14 Driving Forces: “a-g” by language proficiency EL: English Learner IFEP: Initial Fluent English Proficient RFEP: Reclassified as Fluent English Proficient EO: English Only OUSD: Average

16. 15 A core curriculum is NOT…A core curriculum is …  The textbook  A pacing guide  A set of trade books  The standards ~ national, state, local  What we want our students to know and be able to do  Guided by standards  Guided by a curriculum framework [beliefs, guiding principles]  The content, a sequence of activities, instructional strategies and techniques, assessment practices What is a Core Curriculum?

17. 16 What does the head mean? What does the heart mean? What do the hands mean? What do the feet mean? How can a Core Curriculum Support Our Vision of College and Career Readiness?

18. 17 Guiding Effective Practices & Research Common Core State Standards Initiative, Council of Chief State School Officers (CCSSO) and the National Governors Association Center for Best Practices (2010) www.corestandards.org www.corestandards.org Call for Action: Transforming Teaching and Learning to Prepare High School Students for College and Careers, Alliance for Excellent Education Policy Brief (August, 2010) Meaningful Measurement: The Role of Assessments in Improving High School Education in the Twenty-First Century Alliance for Excellent Education Policy Brief (June, 2009) Academic Literacy: A Statement of Competencies Expected of Students Entering California’s Public Colleges and Universities, Intersegmental Committee of the Academic Senates of the California Community Colleges, the CSU, and UC (2002).