ccss kickoff @ santa cruz coe

So, What’s New in the Common Core English Language Arts State

Standards?Susan A Gendron

Senior FellowInternational Center for Leadership in Education

August 10, 2011

What will our Students need to:What will our Students need to:

KnowKnow DoDo

EXTERNAL DRIVERS

•Education Trends•Changing

Society/Workplace•Technology•Global Competition

PISA 2009

1 Shanghai-China 556

2 Korea 539

3 Finland 536

4 Hong Kong-China 533

5 Singapore 526

6 Canada 524

7 New Zealand 521

8 Japan 520

9 Australia 515

10 Netherlands 508

17 United States 500

20 Germany 497

21 Ireland 496

22 France 496

25 United Kingdom 494

33 Spain 481

43 Russian Federation 459

48 Mexico 425

53 Brazil 412

57 Indonesia 402

Overall Reading

Scale

Significantly Above OECD Average

Not Significantly Different

(OECD Average 493)

Significantly below OECD Average

PISA 2009Overall Math Scale



(OECD Average 496)



2 Singapore 562


4 Korea 546

6 Finland 541

9 Japan 529

10 Canada 527

11 Netherlands 526

13 New Zealand 519

15 Australia 514

16 Germany 513

22 France 497



32 Ireland 487

34 Spain 483

38Russian Federation

468

51 Mexico 419

57 Brazil 386

61 Indonesia 371

PISA 2009Overall Science

Scale



(OECD Average 501)



2 Finland 554


4 Singapore 542

5 Japan 539

6 Korea 538

7 New Zealand 532

8 Canada 529

10 Australia 527

11 Netherlands 522

13 Germany 520


20 Ireland 508


27 France 498

36 Spain 488

39 Russian Federation 478

50 Mexico 416

53 Brazil 405

60 Indonesia 383

EXTERNAL DRIVERS



Work to Worker

• Between 2008 and 2018, new jobs in California requiring postsecondary education and training will grow by 1.3 million while jobs for high school graduates and dropouts will grow by 614,000.• Between 2008 and 2018, California will create 5.5 million job vacancies both from new jobs and from job openings due to retirement.• 3.3 million of these job vacancies will be for those with postsecondary credentials, 1.2 million for high school graduates and 1 million for high school dropouts.

EXTERNAL DRIVERS



U.S. now ranks 22nd worldwide in the density of broadband

Internet penetrationand

72nd . . . density of mobile telephone subscriptions

Source: National Academy of Science

Information Technology

• Availability of Information

1991

2011

Computing

Capacity

Moore’s Law – Doubles Every 2 Years

2021

2 + 2Integrate x^2 sin^3 x dxgdp francewhat is the gdp of france?what is the gdp of france / italyinternet users in europespringfieldweather springfield

Implications

HomeworkHomework Term PaperTerm Paper

SPOTSPOT

• Integrated ProjectionIntegrated Projection• Projection KeyboardProjection Keyboard

Projection KeyboardProjection Keyboard

Projection Keyboard and ProjectorProjection Keyboard and Projector


• Availability of Information• Ease of Communication

Facebook

• over 600 million users

• the average user has 130 friends

• 700 billion minutes spent on Facebook each month

Twitter

• Over 200 million users

LinkedIn

• Used strictly for business networking

• Over 100 million users• Averages 1 new user per second


• Availability of Information• Ease of Communication• Systemic Infrastructure

Cloud ComputingCloud Computing


• Availability of Information• Ease of Communication• Systemic Infrastructure• Changing Skill Set

EXTERNAL DRIVERS•Education Trends•Changing


GE has now located the majority of its R & D

personnel outside the U.S.


In a survey of global firms planning to build new R & D facilities, 77% say they

will build in China or India


Schools are Improving

School Improvement

Schools are Improving

School Improvement

Changing World

Skills GapSkills Gap

Why – What - How

Rigor/Relevance Rigor/Relevance For For

All StudentsAll Students

1.1. AwarenessAwareness2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation

Knowledge TaxonomyKnowledge Taxonomy

Application ModelApplication Model1.1. Knowledge in one disciplineKnowledge in one discipline

2. Application within discipline2. Application within discipline

3. Application across disciplines3. Application across disciplines

4. Application to real-world 4. Application to real-world predictable situationspredictable situations

5. Application to real-world 5. Application to real-world unpredictable situationsunpredictable situations

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication

Awareness 1

Comprehension 2

Application 3

1

Knowledge in one

discipline

2

Apply knowledge

in one discipline

A

Acquisition

Students gather and store bits of knowledge/information and are expected to remember or understand this acquired knowledge.

Low-level Knowledge

A Quadrant

• name• label• define• select• identify• list• memorize• recite• locate• record

• definition• worksheet• list• quiz• test• workbook• true-false• reproduction• recitation

Verbs Products

Awareness 1

Comprehension 2

Application 3

B

Application

3

Apply knowledge

across disciplines

4

Apply to real-world

predictable situation

5

Apply to real-world

unpredictable situation

Students use acquired knowledge to solve problems, design solutions, and complete work.

Low-level Application

B Quadrant

• apply• sequence• demonstrate• interview• construct• solve• calculate• dramatize• interpret• illustrate

• scrapbook• summary• interpretation• collection• annotation• explanation• solution• demonstration• outline

Verbs Products

Application 3

Analysis 4

Synthesis 5

Evaluation 6

1

Knowledge in one

discipline

2

Apply knowledge

in one discipline

C

Assimilation

Students extend and refine their knowledge so that they can use it automatically and routinely to analyze and solve problems and create solutions.

High-level Knowledge

C Quadrant

• sequence• annotate• examine• report• criticize• paraphras

e• calculate• expand• summarize• classify• diagram

Verbs Productsessayabstractblueprintinventoryreportplanchartquestionnaireclassificationdiagramdiscussioncollectionannotation

3

Apply knowledge

across disciplines

4

Apply to real-world

predictable situation

5

Apply to real-world

unpredictable situation

Application 3

Analysis 4

Synthesis 5

Evaluation 6

D

Adaptation

Students think in complex ways and apply acquired knowledge and skills, even when confronted with perplexing unknowns, to find creative solutions and take action that further develops their skills and knowledge.

High-level Application

D Quadrant

• evaluate• validate• justify• rate• referee• infer• rank• dramatize• argue• conclude

• evaluation• newspaper• estimation• trial• editorial• radio program• play• collage• machine• adaptation• poem• debate• new game• invention

Verbs Products

1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication

CC DD

AA BB

Current Assessments

Next Generation Assessments

Standards Charge

Common Core Standards Criteria

• Rigorous• Clear and specific• Teachable and learnable• Measurable• Coherent• Grade by grade standards• Internationally benchmarked

Common Core State Standards

Fewer, Clearer, Higher

College and Career Readiness Defined• Cognitive strategies: Intellectual openness;

inquisitiveness; analysis; interpretation; precision and accuracy; problem solving; and reasoning, argumentation, and proof.

• Content knowledge: Understanding the structures and large organizing concepts of the academic disciplines, resting upon strong research and writing abilities.

• Academic behaviors: Self-management, time management, strategic study skills, accurate perceptions of one’s true performance, persistence, ability to utilize study groups, self-awareness, self-control, and intentionality.

• Contextual skills and knowledge: Facility with application and financial-aid processes and the ability to acculturate to college.

David Conley

Lexile Framework® for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Tex

t L

exil

e M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1,ACT,AP*

* Source of National Test Data: MetaMetrics

Interquartile Ranges Shown (25% - 75%)

44 States + DC Have Adopted the Common Core State Standards

*Minnesota adopted the CCSS in ELA only

STANDARDS FORENGLISH LANGUAGE ARTS

&LITERACY IN HISTORY/SOCIAL

STUDIES,SCIENCE, AND TECHNICAL

SUBJECTS

JUNE 2010

www.corestandards.org

Design and Organization

Three main sections

K-5 (cross-disciplinary)

6-12 English Language Arts

6-12 Literacy in History/Social Studies, Science, and Technical Subjects


Three appendices

A: Research and evidence; glossary of key terms

B: Reading text exemplars; sample performance tasks

C: Annotated student writing samples


Shared responsibilities for students’ literacy development


Focus on results rather than means


An integrated model of literacy


Media skills blended throughout


K−12 standards•Grade-specific end-of-year expectations

•Developmentally appropriate, cumulative progression of skills and understandings

•One-to-one correspondence with College Career Anchor standards


Four strands:– Reading (including Reading

Foundational Skills)– Writing– Speaking and Listening– Language

Reading Design and Organization

Three sections:1. Literature2. Informational Text3. Foundational Skills (K-5)

Literary/Informational TextLiterature Literature Literature Informational

Text

Stories Drama Poetry Literary Nonfiction and Historical, Scientific, and Technical Texts

Includes children’s adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth

Includes staged dialogue and brief familiar scenes

Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem

Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics

Reading Framework for NAEP 2009

Grade Literary Informational

4 50% 50%

8 45% 55%

12 30% 70%

College and Career Readiness Standards for Reading

Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.


Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.


Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

*8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.


Range of Reading and Level of Text Complexity

10 .Read and comprehend complex literary and informational texts independently and proficiently.

73

Overview of Text Complexity

Reading Standards include over exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade

Text complexity is defined by:

Qual

itat

ive

1. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands

Quan

titati

ve

2. Quantitative measures – readability and other scores of text complexity

Reader and Task

3. Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned

Qualitative Measure

• Levels of Meaning (literary texts) or Purpose (informational texts)

• Structure• Language Conventionality and Clarity• Knowledge Demands: Life Experiences (literary

texts)• Knowledge Demands: Cultural/Literary

Knowledge (chiefly literary texts)• Knowledge Demands: Content/Discipline

Knowledge (chiefly informational texts)

Quantitative Measures

• Readability tools: (Flesch-Kincaid Grade Level test, Lexile Framework for Reading, Dale-Chall)

• Use multiple tools

Text Complexity Grade Bands and Associated Lexile Ranges

Text Complexity Grade Band in the

Standards

Old Lexile Ranges Lexile Ranges Aligned to CCR expectations

K-1 N/A N/A

2-3 450-725 450-790

4-5 645-845 770-980

6-8 860-1010 955-1155

9-10 960-1115 1080-1305

11-CCR 1070-1220 1215-1355

Lexile Analyzerhttp://www.lexile.com/analyzer/

Grade 4 Informational

Integration of Knowledge and Ideas 8 Explain how an author uses reasons and evidence to support particular points in a text.

Performance Task

Students explain how Melvin Berger uses reasons and evidence in his book Discovering Mars: The Amazing Story of the Red Planet to support particular points regarding the topology of the planet. [RI.4.8]

Grade 7 Informational

Craft and Structure4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

Performance Task

• Students determine the figurative and connotative meanings of words such as wayfaring, laconic, and taciturnity as well as of phrases such as hold his peace in John Steinbeck’s Travels with Charley: In Search of America. They analyze how Steinbeck’s specific word choices and diction impact the meaning and tone of his writing and the characterization of the individuals and places he describes. [RI.7.4]

College and Career Readiness Writing Standards

Text Types and Purposes1.Write arguments to support claims in an analysis of

substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

2.Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3.Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.

NAEP 2011 Writing Framework

Grade To Persuade To Explain To Convey Experience

4 30% 35% 35%

8 35% 35% 30%

12 40% 40% 20%


Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.


Research to Build and Present Knowledge

7. Conduct short, as well as more sustained research projects based on questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Example/ Science Technical• Sample Task A: Evaluating Evidence• Compare what the latest science tells us about

Genetically Modified food against the arguments for and against Genetically Modified food. Evaluate the hypotheses, data, analysis, conclusions of each side, and including determining the extent to which each side in the debate relied on the available science, argues from an economical perspective, or appeals to the political and emotional concerns. Verify the data and either support or challenge the conclusions with other sources of information.

• CCSS 11-12 RST.8• Source: Achieve

Example/ Science Technical• Sample B – Making a claim• Read and view different examples of case-making

materials related to GM food. Take a position and cite specific textual evidence from your sources, attending to important distinctions each authors makes and to any gaps or inconsistencies in the account. Defend your conclusion from counter-claims Create a presentation of your analysis that highlights key evidence and your strongest claims.

• CCSS 11-12 RST 1. and RST 9.• Source: Achieve


Range of Writing10.Write routinely over extended time frames

(time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

College and Career Readiness Anchor Standards for Speaking and Listening

Comprehension and Collaboration1. Range of conversations and collaborations, diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

College and Career Readiness Anchor Standards for Speaking and Listening

Presentation of Knowledge and Ideas4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

College and Career Readiness Anchor Standards for Language

Conventions of Standard English1. When writing or speaking.2. Use capitalization, punctuation, and spelling when writing.

Knowledge of Language3. To comprehend more fully when reading or listening.

Vocabulary Acquisition and Use4. Determine or clarify the meaning of unknown and multiple-meaning

words and phrases by using context clues, analyzing meaningful word parts,

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings

6. Acquire and use accurately a range of general academic and domain-specific words

Building Analytic Thinking Skills

Analytic Thinking Process

• What is the purpose of this material?• What is a key question that is addressed

or needs to be addressed?• What is the most important information?• What are the main inferences that can be

made?• What are the key ideas or concepts?

Analytic Thinking Process

Literacy in Science and Technical Subjects

Common Core Reading Standard for Informational

Text Anchor Standard

Reading Standards for Literacy in Science and

Technical Subjects Grades 9-10

Reading Standards for Literacy in Science and

Technical Subjects Grades 11-12

Integration of Knowledge & Ideas



7.Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*

7.Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

7.Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

STANDARDS FORMATHEMATICS

JUNE 2010

Commoncore.org

Mathematics Appendix A

Characteristics• Fewer and more rigorous. • Aligned with college and career expectations – prepare

all students for success upon graduating from high school.

• Internationally benchmarked, so that all students are prepared for succeeding in our global economy and society.

• Includes rigorous content and application of higher-order skills.

• Builds upon strengths and lessons of current state standards.

• Research based

Coherence

• Articulated progressions of topics and performances that are developmental and connected to other progressions

• Conceptual understanding and procedural skills emphasized equally

• NCTM states coherence also means that instruction, assessment, and curriculum are aligned

Focus

• Key ideas, understandings, and skills are identified

• Deep learning of concepts is stressed– That is, time is spent on a topic and on

learning it well. This counters the “mile wide, inch deep” criticism leveled at most current U.S. standards.

Clarity and Specificity

• Skills and concepts are clearly defined

• Being able to apply concepts and skills to new situations is expected

Background Information:Standards for Mathematical Practice

“These practices rest on important ‘processes and proficiencies’ with longstanding importance in mathematics education.”

(Massachusetts Curriculum Frameworks for Mathematics, 2011, p. 15)

•The NCTM process standards (2000)

•The National Research Council’s report Adding It Up (2001)

NCTM – Principles & Standards for School Mathematics

Process Standards

The five standards address the processes of •Problem solving •Reasoning and proof •Connections •Communication •Representation

Intertwined Strands of Proficiency

Adding It Up: Helping Children Learn MathematicsBy Jeremy Kilpatrick, Jane Swafford, & Bob Findell (Editors). (2001).Washington, DC: National Academy Press

p. 117

Mathematics/Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively3. Construct viable arguments and

critique the reasoning of others4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in

repeated reasoning

Grade Level Overview Page

Standards for Mathematical Content

• Content standards are a balanced combination of procedure and understanding.

• Content standards that set an expectation of understanding are potential “points of intersection” between the content standards and the practice standards

− A lack of understanding of mathematical content effectively prevents a student from engaging in the mathematical practices.

Grade Level Overview

Critical Areas Critical Areas – similar to – similar to

NCTM’s NCTM’s Curriculum Curriculum Focal PointsFocal Points

Format of K-8 StandardsGrade Grade LevelLevel

DomainDomain

Format of K-8 Standards

StandardStandard

ClusterCluster

ClusterCluster

StandardStandard

Domain Domain StatementStatement

Domain Domain StatementStatement

Major flow leading to Algebra

The K-5 standards:Counting and Cardinality (K)Operations & Algebraic Thinking Number & Operations in Base Ten Number & Operations – Fractions (3-5)Measurement & Data Geometry

Content Domains K-5Counting and Cardinality (CC)

K • Know number names and the count sequence• Count to tell the number of objects• Compare numbers

Operations and Algebraic Thinking (OA)

K-5 • Concrete uses and meanings of the basic operations (word problems)• Mathematical meaning and formal properties of the basic operations• Prepare for later work with expressions and equations in middle school

Number and Operations in Base Ten (NBT)

K-5 • Place value understanding• Develop base-ten algorithms using place value and properties of operations• Computation competencies (fluency, estimation)

Content Domains K-5

Number and Operations—Fractions (NF)

3-5 • Enlarge concept of number beyond whole numbers, to include fractions• Use understanding of the four operations to extend arithmetic to fractions• Solve word problems related to the equation ax = b (a and b fractions)

Cognitively-Guided Instruction Process

Kindergarten

Common Addition and Subtraction Situations

Results Unknown

Change Unknown

Start Unknown

Add to Sally has 4 rocks. John gave her 6 more rocks. How many rocks does S

Sally had 4 rocks. How many rocks does she need to have 10 rocks altogether?

Sally had some rocks. John gave her 6 more rocks. Now she has 10 rocks. How many rocks did Sally have to start with?

Take from Sally had 10 rocks. She gave 4 to John. How many rocks does Sally have left?

Sally had 10 rocks. She gave some to John. Now she has 6 rocks left. How many rocks did Sally give to John?

Sally had some rocks. She gave 4 to John. Now she has 6 rocks left. How many rocks did Sally have to start with?

Common addition and subtraction situations

Total Unknown

Added Unknown

Both Addends Unknown

Put Together/Take apart

Sally has 4 red rocks and 6 blue rocks. How many rocks does she have?4 + 6 = ?

Sally has 10 rocks. 4 are red and the rest are blue. How many blue rocks does Sally have?4 + ? = 10

Sally has 10 rocks. How many can she put in the blue box and how many in her red box?10 = 0 +10, 10=10 + 010 = 5 + 510 = 6 + 4

Compare Addition and Subtraction situations

Differences Unknown

Bigger Unknown

Smaller Unknown

Compare Sally has 10 rocks. John has 6 rocks. How many more rocks does Sally have than John?

10 – 6 = ?

6 + ? = 10

John has 6 rocks. Sally has 4 more than John. How many rocks does Sally have?

6 + 4 = ?

4 + 6 = ?

Sally has 10 rocks. She has 6 more rocks than John. How many rocks does John have?

? + 6 = 10

10 – 6 = ?

Common multiplication and division situations

Problem Types Multiplication Partition Division

Measurement Division

Equal Group (Whole unknown)Mark has 4 bags of apples. There are 5 apples in each bag. How many apples does Mark have altogether

(Size of groups unknown) Mark has 20 apples. He wants to share them equally among his 4 friends. How many apples will each friend receive?

(Number of groups unknown) Mark has 20 apples. He puts them in bags with 5 apples in each. How many bags did he use?

Equal Group Problems (rate

(Whole unknown) If apples cost 4 cents each, how much would 5 apples cost?

(Size of groups unknown) Jill paid 20 cents for 5 apples. What is the cost of 1 apple?

(Number of groups unknown) Jill bought apples for 4 cents each. She spent 20 cents. How many apples did she buy?

Common multiplication and division situations

Equal Group Problems (rate)

(Whole unknown) Peter walked for 5 hours at 4 miles per hour. How far did he walk?

(Size of groups unknown) Peter walked 20 miles in 5 hours. How fast was he walking (in miles per hour)?

(Number of groups unknown) Peter walked 20 miles at a rate of 4 miles per hour. How long did he walk for?

Compare Problems

(Product unknown) Jill picked 4 apples. Bill picked 5 times as many. How many apples did Bill pick?

(Set size unknown) Mark picked 20 apples. He picked 4 times as many as Jill. How many apples did Jill pick?

(Multiplier Unknown) Mark Picked 20 apples and Jill picked only 4. How many times as many apples did Mark pick as Jill did?

Grade 6-8Ratios and Proportional Relationships

(6-7)Number SystemsExpressions & EquationsGeometryStatistics & ProbabilityFunctions (8)

Content Domains K-8The Number System (NS)

6-8 • Build concepts of positive and negative numbers• Work with the rational numbers as a system governed by properties of operations• Begin work with irrational numbers

Expressions and Equations (EE)

6-8 • Treat expressions as objects to reason about (not as instructions to compute an answer)• Transform expressions using properties of operations• Solve linear equations• Use variables and equations as techniques to solve word problems

Content Domains K-8Ratios and Proportional Relationships (RP)

6-7 • Extend work on multiplication and division; consolidate multiplicative reasoning• Lay groundwork for linear functions in Grade 8 by studying quantities that vary together • Solve a wide variety of problems with ratios, rates, percents

Functions (F) 8 • Extend and formalize understanding of quantitative relationships from Grades 3-7• Lay groundwork for more extensive work with functions in High School

Content Domains K-8Measurement and Data (MD)

K-5

• Emphasize the common nature of all measurement as iterating by a unitBuild understanding of linear spacing of numbers and support learning of the number line• Develop geometric measures• Work with data to prepare for Statistics and Probability in middle school

Geometry (G) K-8

• Ascend through progressively higher levels of logical reasoning about shapes• Reason spatially with shapes, leading to logical reasoning about transformations• Connect geometry to number, operations, and measurement via notion of partitioning

Content Domains K-8

Statistics and Probability (SP)

6-8

Introduce concepts of central tendency, variability, and distributionConnect randomness with statistical inferenceLay foundations for High School Statistics and Probability

K-8 Learning Progressions

http://commoncoretools.wordpress.

com/

HS Pathways1.) Traditional (US) – 2 Algebra,

Geometry and Data, probability and statistics included in each course

2.) International (integrated) three courses including number , algebra, geometry, probability and statistics each year

3.) Compacted version of traditional – grade 7/8 and algebra completed by end of 8th grade

4.) Compacted integrated model, allowing students to reach Calculus or other college level courses

Number and Quantity Overview

• Real Number System• Quantities• Complex Number System• Vector and Matrix Quantities

Algebra Overview

• Seeing Structure in Expressions• Arithmetic with Polynomials and

Rational Expressions• Creating Equations• Reasoning with Equations and

Inequalities

Functions

• Interpreting Functions• Building Functions• Linear, Quadratic and Exponential

Models• Trigonometric Functions

Modeling

• Identify the problem• Formulate a model• Analyze and perform operations• Interpret results• Validate the conclusion• Report on the conclusion

Geometry• Congruence• Similarity, Right Triangles, and

Trigonometry• Circles• Expressing Geometric Properties with

Equations• Geometric Measurement and Dimension• Modeling and Geometry

Statistics and Probability

• Interpreting Categorical and Quantitative Data

• Making Inferences and Justifying Conclusions

• Conditional Probability and the Rules of Probability

• Using Probability to Make Decisions

Key AdvancesFocus and coherence• Focus on key topics at each grade level.• Coherent progressions across grade

levels.

Balance of concepts and skills• Content standards require both

conceptual understanding and procedural fluency.

Mathematical practices• Foster reasoning and sense-making in

mathematics.

College and career readiness• Level is ambitious but achievable.

Recommended Professional Development

• Grades K–2, Counting and Cardinality and Number and Operations in Base

• Grades K–5 Operations and Algebraic Thinking• Grades 3–5 Number and Operations—

Fractions• Grades 6–7 Ratios and Proportional Reasoning• Grade 8 Geometry

Standards: Important but insufficient

• To be effective in improving education and getting all students ready for college, workforce training, and life, the Standards must be partnered with a content-rich curriculum and robust assessments, both aligned to the Standards.

Next Generation

Assessments

Assessment Consortia

1. Measure common core standards2. Provide accurate information about

what students know and can do:

a. Student achievement standardsb. Student growth from year to yearc. On-track to college and career ready by the time of HS graduation

162

How do we get from here...

...to here?

All studentsleave high

school college and career

ready

All studentsleave high

school college and career

ready

Common Core State

Standards specify K-12 expectations

for college and career

readiness

Common Core State

Standards specify K-12 expectations

for college and career

readiness...and what can an assessment system

do to help?

Background

164

•Computer Adaptive

•Formative Capacity

•Integrated System

165

• To develop a set of comprehensive and innovative assessments for grades 3–8 and high school in English language arts and mathematics aligned to the Common Core State Standards

• Students leave high school prepared for postsecondary success in college or a career through increased student learning and improved teaching

• The assessments shall be operational across Consortium states in the 2014-15 school year

169

Co-Chairs Judy Park (UT)Carissa Miller (ID)

Executive Director Joe Willhoft

Chief Operating Officer Tony Alpert

Executive Committee Dan Hupp (ME); Joseph Martineau (MI); Lynette Russell (WI); Mike Middleton (WA); Charles Lenth (Higher Education Representative)

Project Management Partner WestEd

Policy Coordinator Sue Gendron

Senior Research Advisor Linda Darling-Hammond

Last Modified July 22, 2011

170

Consortium has established 10 work groups

Work group engagement of 80 state-level staff:

• Each work group: 2 co-chairs and 6 members from states; 1 liaison from the Executive Committee; 1 WestEd partner

Work group responsibilities:

• Define scope and timeline for work in its area

• Develop a work plan and resource requirements

• Determine and monitor the allocated budget

• Oversee Consortium work in its area, including identification and direction of vendors

171

1. Transition to Common Core State Standards

2. Technology Approach

3. Assessment Design: Item Development

4. Assessment Design: Performance Tasks

5. Assessment Design: Test Design

6. Assessment Design: Test Administration

7. Reporting

8. Formative Processes and Tools/Professional Development

9. Accessibility and Accommodations

10.Research and Evaluation

172

Jamal Abedi University of California, Davis, CRESST

Randy Bennett Educational Testing Service

Derek Briggs University of Colorado at Boulder

Greg Cizek University of North Carolina

David Conley University of Oregon

Linda Darling-Hammond

Stanford University

Brian Gong The Center for Assessment

Ed Haertel Stanford University

Joan Herman University of California, Los Angeles and CRESST

Jim Pellegrino University of Illinois at Chicago

W. James Popham University of California, Los Angeles, Emeritus

Joseph M. Ryan Arizona State University

Martha Thurlow University of Minnesota and NCEO

173

• IHE partners

• Include 163 public and 13 private institutions and systems of Higher Education

• represent nearly 78% of the total number of direct matriculation students across all SMARTER Balanced States

• IHE representatives and/or postsecondary faculty may serve on:

• Executive Committee

• Assessment scoring and item review committees

• Standard-setting committees

* Does not include California IHE partners

Assessment System Overview

175

• A model of verifiable accomplishments/milestones, leading to the desired outcome

• Accomplishments/milestones are interdependent

• The theory of action is closely linked to the validation argument for the assessment system

176

• An integrated system

• Evidence of student performance

• Teacher involvement

• State-led with transparent governance

• Continuously improve teaching and learning

• Useful information on multiple measures

• Adheres to established professional standards

177


specify K-12 expectations for

college and career

readiness


specify K-12 expectations for

college and career

readiness

All students leave high school college and career ready

All students leave high school college and career ready

Teachers can accessformative processes

and tools to improve instruction

Teachers can accessformative processes

and tools to improve instruction

Interim assessments that are flexible, open,

and provide actionable feedback

Interim assessments that are flexible, open,

and provide actionable feedback

Summative assessments

benchmarked to college and career

readiness

Summative assessments

benchmarked to college and career

readiness

Assessment System

180

• Assess acquisition of and progress toward “college and career readiness”

• Have common, comparable scores across member states

• Provide achievement and growth information for teacher and principal evaluation and professional development

• Assess all students, except those with “significant cognitive disabilities”

• Administer online, with timely results• Use multiple measures

Source: Federal Register / Vol. 75, No. 68 / Friday, April 9, 2010 pp. 18171-85

181

Assessment system that balances summative, interim, and formative components for ELA and mathematics:

•Summative Assessment (Computer Adaptive)

• Mandatory comprehensive assessment in grades 3–8 and 11 (testing window within the last 12 weeks of the instructional year) that supports accountability and measures growth

• Selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks

•Interim Assessment (Computer Adaptive)

• Optional comprehensive and content-cluster assessment

• Learning progressions

• Available for administration throughout the year

• Selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks

•Formative Processes and Tools

• Optional resources for improving instructional learning

• Assessment literacy

182

• Mandatory comprehensive accountability measures that include computer adaptive assessments and performance tasks

• Computer adaptive testing offers efficient and precise measurement and quick results

• Assesses the full range of CCSS in English language arts and mathematics

183

• Describes current achievement and growth across time, showing progress toward college and career readiness

• Provides state-to-state comparability, with standards set against research-based benchmarks

• Summative tests can be given twice a year

184

• Optional comprehensive and content-cluster measures that include computer adaptive assessment and performance tasks

• Provides clear examples of expected performance on common standards

• Helps identify specific needs of each student

185

• Grounded in cognitive development theory about how learning progresses

• Aligned to and reported on the same scale as the summative assessments

• Involves significant teacher participation in design and scoring

• Fully accessible for instruction and professional development

186

• Instructionally sensitive, on-demand tools and strategies aimed at improving teaching, increasing student learning, and enabling differentiation of instruction

• Processes and tools are research based

• Clearinghouse of professional development materials available to educators includes model units of instruction, publicly released assessment items, formative strategies, and materials for professional development

187

• System Portal contains information about Common Core State Standards, Consortium activities, web-based learning communities, and assessment results

• Dashboard gives parents, students, practitioners, and policymakers access to assessment information

• Reporting capabilities include static and dynamic reports, secure and public views

• Item development and scoring application support educator participation in assessment

• Feedback and evaluation mechanism provides surveys, open feedback, and vetting of materials

188

• Comprehensively assesses the breadth of the Common Core State Standards while minimizing test length

• Allows increased measurement precision relative to fixed form assessments; important for providing accurate growth estimates

• Testing experience is tailored to student ability as measured during the test

189

• Supports access to information about student progress toward college and career readiness

• Allows for exchange of student performance history across districts and states

• Uses a Consortium-supported backbone, while individual states retain jurisdiction over access and appearance of online reports

• Tied to digital clearinghouse of formative materials

• Graphical display of learning progression status (interim assessment)

190

Re-take option

Optional Interim assessment system—

Summative assessment for accountability

Last 12 weeks of year*

DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools.

Scope, sequence, number, and timing of interim assessments locally determined

PERFORMANCETASKS

• Reading• Writing• Math

END OF YEARADAPTIVE

ASSESSMENT

* Time windows may be adjusted based on results from the research agenda and final implementation decisions.

English Language Arts and Mathematics, Grades 3–8 and High School

Computer AdaptiveAssessment andPerformance Tasks

BEGINNING OF YEAR

END OF YEAR

Source: http://www.ets.org

INTERIM ASSESSMENT

Computer AdaptiveAssessment andPerformance Tasks

INTERIM ASSESSMENT

Summary

193

• Allows students to enter college having met clear, common standards

• Interim assessments provide students, teachers, and parents with detailed, actionable information about knowledge and skills needed for college entry and success

• Students enrolled in IHEs and IHE systems will be able to be exempt from remedial courses if they have met the Consortium-adopted achievement standard for each assessment

195

• Less cost and more capabilities through scope of work sharing and collaboration

• More control through shared interoperable open-source software platforms: Item authoring system, item banking, and adaptive testing platform no longer exclusive property of vendors

• Better service for students with disabilities and EL students through common, agreed-upon protocols for accommodations

196

...the SMARTER Balanced Assessment Consortium can be found online at

www.smarterbalanced.org

Sample Assessments

Students (with prompting and support from the teacher) read “Garden Helpers” in National Geographic Young Explorers and demonstrate their understanding of the main idea of the text—not all bugs are bad—by retelling key details. [RI.K.2]

Source: CCSS ELA Appendix B

Students locate key facts or information in Claire Llewellyn’s Earthworms by using various text features (headings, table of contents, glossary) found in the text. [RI.1.5]


Students explain how the main idea that Lincoln had “many faces” in Russell Freedman’s Lincoln: A Photo biography is supported by key details in the text. [RI.3.2]


Students explain how Melvin Berger uses reasons and evidence in his book Discovering Mars: The Amazing Story of the Red Planet to support particular points regarding the topology of the planet. [RI.4.8]


Students compare and contrast Laurence Yep’s fictional portrayal of Chinese immigrants in turn-of-the-twentieth-century San Francisco in Dragonwings to historical accounts of the same period (using materials detailing the 1906 San Francisco earthquake) in order to glean a deeper understanding of how authors use or alter historical sources to create a sense of time and place as well as make fictional characters lifelike and real. [RL.7.9]


Students evaluate Jim Murphy’s The Great Fire to identify which aspects of the text (e.g., loaded language and the inclusion of particular facts) reveal his purpose; presenting Chicago as a city that was “ready to burn.” [RH.6–8.6]


Students analyze in detail the theme of relationships between mothers and daughters and how that theme develops over the course of Amy Tan’s The Joy Luck Club. Students search the text for specific details that show how the theme emerges and how it is shaped and refined over the course of the novel. [RL.9–10.2]


Assessments

Transition Plan

Next Steps• Start with awareness program

• Start with awareness program• Needs Assessment

Next Steps

• Start with awareness program• Needs Assessment• Transition Plan

Next Steps

• Start with awareness program• Needs Assessment• Transition Plan• Provide support to teachers now

— Focused and sustained professional development

Next Steps

• Start with awareness program• Needs Assessment• Transition Plan• Provide support to teachers now

— Next Navigator— Focused and sustained professional

development• Monitor progress

Next Steps

Prepare for this important transition

By Sue GendronPolicy Coordinator, SMARTER Balance

Assessment Consortium

This informative and practical new resource kit provides insight into: •How the new in-depth performance events differ from current assessments•How the Rigor / Relevance Framework® can help facilitate college and career readiness•What fewer, clearer, higher standards mean for states and schools

•What must be done now to prepare for implementation in 2014

[email protected] Route 146

Rexford, NY 12148

Phone (518) 399-2776

Fax (518) 399-7607

E-mail - [email protected]

www.LeaderEd.com

mailto:[email protected]

ccss kickoff @ santa cruz coe

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