OH June 29 flyer - corrected - Oregon



The Oregon College and Career Readiness Standards Handbook for Mathematics(OACCRS)WHY? To identify key knowledge and skills to help students be successful, to provide broad access to national, state, and organizational resources, to present a common language for ABS programs in the state, to open up professional development opportunities, to guide goal setting, curriculum development, and accountability, to set consistent expectations across programs for learners who transfer between institutions…502886521087See Handbook pp. 14-15 00See Handbook pp. 14-15 Key Shifts (from the typical way mathematics was taught in the past) Focus - Concentrating deeply on the major work of each level to allow students to secure the mathematical foundations, conceptual understanding, procedural skill and fluency, and ability to apply the math they have earned to solve all kinds of problems—inside and outside the math classroom. Coherence: Designing learning around coherent progressions level to level – not disconnected topics.Rigor: Pursuing conceptual understanding, procedural skill and fluency, and application all with equal intensity.4537422122435See Handbook page1600See Handbook page16There are two sets of standards that work together: Standards for Mathematical Practice (essential mathematical habits of mind and action that pervade the curriculum and pedagogy of mathematics)4260850125730001. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively.4817745108585See Handbook pp. 17 -19 00See Handbook pp. 17 -19 3. Construct viable arguments and critique the reasoning of others.4. Model with mathematics (to describe real-world applications).5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated reasoning.495901571839See Handbook pp. 20 - 6500See Handbook pp. 20 - 65Standards for Mathematical Content: There are five levels (A-E) 142875126047Many adult learners need instruction beginning at Level C. Level C and Level D contain the bulk of what is normally taught in adult education programs.Level A corresponds with grades K-1 in the Common Core, while Level B Corresponds to grades 2-3 in the Common Core.Some of Level D and all of Level E in the Handbook cover topics typically addressed in high school math courses.Appendix E of the Handbook, starting on page 108, shows the progression of concepts from one level to the next. (COHESION!)00Many adult learners need instruction beginning at Level C. Level C and Level D contain the bulk of what is normally taught in adult education programs.Level A corresponds with grades K-1 in the Common Core, while Level B Corresponds to grades 2-3 in the Common Core.Some of Level D and all of Level E in the Handbook cover topics typically addressed in high school math courses.Appendix E of the Handbook, starting on page 108, shows the progression of concepts from one level to the next. (COHESION!)The Oregon College and Career Readiness Standards Handbook for Language Arts(OACCRS-LA)WHY? To identify key knowledge and skills to help students be successful, to provide broad access to national, state, and organizational resources, to present a common language for ABS programs in the state, to open up professional development opportunities, to guide goal setting, curriculum development, and accountability, to set consistent expectations across programs for learners who transfer between institutions.513778521590See Handbook pp. 11 - 1200See Handbook pp. 11 - 12Key Advances in Language Arts Education Text Complexity: practice regularly with complex text (and its academic language) Evidence: ground student reading and writing in evidence from the textBuilding Knowledge: build knowledge through content-rich nonfictionThe Language Arts Anchor Standards work together with: 5108575123825See Handbook pp. 12 - 1400See Handbook pp. 12 - 14Reading Process Skills: Adult learners read diverse texts?to build knowledge?for a?variety of purposes, integrating their knowledge, skills, and strategies in the following process:Determine the reading purposeSelect and use reading strategies appropriate to the?purposeMonitor comprehension and adjust reading strategies?as?needed to deepen understanding of textUse textual evidence to?analyze the content and?reflect on the underlying meaningsIntegrate the content with prior knowledge to address?the reading purpose512445057150See Handbook pp. 26-2700See Handbook pp. 26-27Writing Process Skills: Adult learners write to express meaning for a variety of purposes, integrating their knowledge, skills, and strategies in the following components of the writing process: Determine the purpose for writingSelect and use writing strategies appropriate to the purposeDevelop and organize ideas using evidence to serve the writing purposeUse self-review and feedback from others to revise textUse English language conventions and edit text to increase reader understanding and meet the writing purpose69723016065500 ................
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