1 emilie amundson dpi, ela consultant spring, 2011 implementing the common core state standards 1
TRANSCRIPT
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EMILIE AMUNDSONDPI, ELA CONSULTANT
SPRING, 2011
Implementing the Common Core State
Standards1
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Background Information
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History of Standards-Led Education
1994: Reauthorization of ESEA “Improving America’s Schools Act” (required states to adopt, adapt, or create standards and assessments)
1998: Wisconsin adopted Model Academic Standards (18 subject areas)
2001: NCLB brought accountability for standards-based education to the forefront
2007: Wisconsin begins a deep look at standards revision with partners ADP and P21
2009: Wisconsin joins the Common Core Initiative 2010: Wisconsin adopts Common Core State
Standards
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Impetus for the Common Core State Standards
Currently, every state has its own set of academic standards, meaning public educated students are learning different content at different rates
All students must be prepared to compete with not only their American peers in the next state, but with students around the world
This initiative will potentially affect 43.5 million students which is about 87% of the student population
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Development of Common Core State Standards
Joint initiative of:
Supported by:-Achieve -ACT-College Board -48 States and 3 Territories
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What are the Common Core State Standards?
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“Common Core Standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs.”
(NGA & CCSSO, 2010)
http://www.corestandards.org/
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What’s the Big Deal?
The CCSS initiative is a “sea change” in education for teaching and learning!
The CCSS mandates the student learning outcomes for every grade level.
The CCSS force a common language. Your staff will begin using this language.
Students will be tested and instructional effectiveness will be measured based on CCSS.
Federal funding is tied to CCSS adoption, implementation, and accountability.
English Language Arts and Mathematics CCSS are just the beginning. . .more subject area standards are being developed.
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STUDENTS
PARENTS
EDUCATORS
DISTRICTS
STATES
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Impact on Stakeholders
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Positive Aspects of Common Core State Standards
Equity. Provides equal access to a high quality education
Clarity. Explains exactly what students need to know and be able to do
Mobility. Helps with transitions between states
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Positive Aspects of Common Core State Standards
Global. Allows states to align curricula to internationally benchmarked standards
Deep. Informs the development of a curriculum that promotes deep understanding for all students
Consistent. Consistent expectations and not dependent on zip code
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Positive Aspects of Common Core State Standards
Valid Assessments. Assures that what is taught is aligned with assessments including formative, summative, and benchmarking
Policies. Provides the opportunity to compare and evaluate policies that artifact students achievement across states and districts
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A STATE-WIDE EFFORT!
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Implementing the Common Core
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A Vision for Implementation
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Partnerships for Implementation
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Wisconsin’s Vision for RtI16
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Opportunities for Collaboration
Communication
Professional learning
Resource development
Curriculum development
Formative and benchmark assessments
Additional resources
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SMARTER BALANCED ASSESSMENT CONSORTIUM
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Assessing the Common Core
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Assessing the Common Core
As a portion of the Race to the Top grant program, USED is funding consortia of states that have committed to developing innovative assessments aligned to the Common Core State Standards.
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The purpose of the assessment grant is to develop a system that uses technological innovation to provide student achievement data on the Common Core throughout the school year, including the ability to report student achievement above/below grade level. Capable of providing data to measure progress and
proficiency throughout the year (i.e. growth and status) May include multiple components (i.e. formative and
benchmark)
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Wisconsin is a governing state of the SMARTER Balanced Assessment Consortium (SBAC).
DPI staff actively worked on the application for the competitive funding, and will continue to work on all aspects of system planning.
WI is one of seven states elected to SBAC Executive Committee.
Washington State is the fiscal agent and hosts a SMARTER webpage: http://www.k12.wa.us/SMARTER/default.aspx
Assessing the Common Core
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The SMARTER Assessment System will include Summative test (grades 3-8 and once in high
school) May be taken multiple times during the last
three months of the school year Student’s best score is used for
accountability Adaptive test platform
More precise indication of performance, stronger indicators of growth
Address needs of ALL students except for 1%
Assessing the Common Core
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Assessing the Common Core23
Balance of item types aligned to the Common Core State Standards Adaptive multiple choice items Technology-enhanced constructed -response
Extended constructed- response items
Performance tasks
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Formative and Benchmark Assessments An online clearinghouse of formative strategies, resources, and model units of instruction to inform instruction
An online adaptive benchmark assessment to track progress throughout the year, before the summative assessment
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COMMON CORE STATE STANDARDS FOR ENGLISH
LANGUAGE ARTS AND LITERACY IN
HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL
SUBJECTS
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Content of the Common Core
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Overview to English Language Arts Standards
College and Career Readiness (CCR) Anchor Standards for four strands: Reading, Writing, Speaking and Listening, Language
▪ Overarching targets (parallel for each grade/ grade band)
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Four Strands of English Language Arts Standards and Key Features of Each Strand
Reading: Text complexity and growth of comprehension Grades K-5: Literature and Informational Text
Grades K-5: Reading Foundational Skills
Grades 6-12: Literature and Informational Text
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Four Strands of English Language Arts Standards and Key Features of Each Strand
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Writing: Text types, responding to reading, and research
Speaking and Listening: Flexible communication and collaboration
Language: Conventions and vocabulary
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Reading Strand29
● Key ideas and details● Craft and structure● Integration of
knowledge and ideas● Range of Reading and
level of text complexity
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Example: Key Ideas and Details, Grade 2
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3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
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Reading Standards: Foundational Skills (K-5)31
Print concepts (Grades K – 1)Phonological awareness (Grades K – 1)Phonics and word recognition (Grades K – 5)
Fluency (Grades K – 5)
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Example: Phonics and Word Recognition, Kindergarten
3. Know and apply grade-level phonics and word analysis skills in decoding words.a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.(additional elaboration 3. b - d.)
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Writing Strand33
Text types and purposesProduction and distribution of writing
Research to build and present knowledge
Range of writing
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Example: Production and Distribution of Writing, Grade 8
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6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
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Speaking and Listening Strand
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Comprehension and collaboration
Presentation of knowledge and ideas
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Example: Comprehension and Collaboration, Grade 3
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1. Engage effectively in a range of collaborative discussions (one-0n-one, in groups, and teacher- led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.(additional elaboration 1. a. – d.)
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Language Strand37
Conventions of Standard English
Knowledge of language
Vocabulary acquisition and use
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Example: Knowledge of Language, Grades 11-12
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
(additional elaboration 3. a.)
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Literacy Standards
Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects
Grades 6-12: Standards for Literacy in History/Social Studies, Science, & Technical Subjects▪ Based on CCR Anchor Standards for
Reading ▪ Based on CCR Anchor Standards for
Writing
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▪ Presented as grade bands: 6-8, 9-10, 11-12
▪ Technical subjects: defined as engineering, technology, business, design, and other workforce-related subjects; technical aspects of wider fields of study such as art and music
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Example: Literacy in History/Social Studies, Integration of Knowledge and Ideas, Grades 9
- 10
7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
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Old to New – English Language Arts“Reading Informational Text”
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1998 to June 2010 (Model Academic Standard)
June 2010 and Beyond(Common Core State Standard)
6th Grade
None 8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
8th Grade
Evaluate the themes and main ideas of a work considering its audience and purpose
2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Has many interpretations
More Specific
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Three-Part Model for Measuring Text Complexity
Text complexity is defined by: Qualitative
dimensions Quantitative
dimensions Reader and task
considerations
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Three-Part Model for Measuring Text Complexity
Qualitative dimensions of text complexity Levels of meaning or
purpose Structure Language conventionality
and clarity Knowledge demands
Only measureable by an attentive human reader
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Three-Part Model for Measuring Text Complexity
Quantitative dimensions of text complexity Word length or frequency Sentence length Text cohesion
Typically measured by computer software
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Three-Part Model for Measuring Text Complexity
Reader and task considerations Variables specific to particular
readers (such as motivation, knowledge, and experiences)
Variables specific to particular tasks (such as purpose and the complexity of the task assigned and the questions posed)
Measured by teachers employing their professional judgment, experience, and knowledge of their students and the subject
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Three-Part Model for Measuring Text Complexity
Measured by:Attentive human
readerComputer softwareTeacher judgment,
experience, and knowledge of their students and the subject
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Reading standards include exemplar texts (stories and literature, poetry, and informational texts) that illustrate level of complexity by grade and includes sample performance tasks based on specific standards
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Common Core State Standards
Reading – Fourth Grade ExampleStudents compare and contrast a
firsthand account of African American ballplayers in the Negro Leagues to a secondhand account of their treatment found in books such as Kadir Nelson’s We Are the Ship: The Story of Negro League Baseball, attending to the focus of each account and the information provided by each. [RI.4.6]
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Common Core State Standards
Reading – Eighth Grade ExampleStudents analyze Walt Whitman’s “O
Captain! My Captain!” to uncover the poem’s analogies and allusions. They analyze the impact of specific word choices by Whitman, such as rack and grim, and determine how they contribute to the overall meaning and tone of the poem. [RL.8.4]
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Common Core State Standards
Reading – Tenth Grade ExampleStudents analyze how Abraham Lincoln in
his “Second Inaugural Address” unfolds his examination of the ideas that led to the Civil War, paying particular attention to the order in which the points are made, how Lincoln introduces and develops his points, and the connections that are drawn between them. [RI.9–10.3]
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Writing: Samples of Student Writing
Annotated to illustrate the criteria required to meet the CCSS in types of writing: Argument (Opinion through grade 5) Informative/explanatory Narrative
Illustrates range of accomplishment by grade
Illustrates range of writing conditions (homework, on demand, research projects)
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And Writing – 4th Grade
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And Writing – 8th Grade
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And Writing – 10th Grade
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Portrait of Students Who Meet ELA Standards
Students: Demonstrate independence Build strong content knowledge Respond to the varying demands of
audience, task, purpose, and discipline Comprehend as well as critique Value evidence Use technology and digital media
strategically and capably Come to understand other perspectives and
cultures
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Further Information
DPI website:
http://www.dpi.wi.gov/standards/index.html
http://www.dpi.wi.gov/oea/sbac.html
Common Core State Standards Initiative:
http://corestandards.org/
Foundations Kithttp://www.cesa7.org/schoolimprove/documents/CESA7FoundationsKitAll.pdf
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