SAS and PA Core Standards

Appalachia Intermediate Unit 8Teacher Induction

Brenda Calhoun, Educational Technology SpecialistStacy Dabbs, Curriculum SpecialistNovember 7, 2013

SAS Portal

SAS—Teacher Tools

PA Core StandardsWebb’s Depth of KnowledgeAssessment LevelsTeacher EffectivenessPA Core Rationale

PA Core StandardsFOR IMMEDIATE RELEASE:March 14, 2013

State Board of Education Finalizes Adoption of Pennsylvania Common Core State Academic Standards and High School Graduation Requirements

Harrisburg – The State Board of Education today voted to adopt final-form regulations to amend Chapter 4, Academic Standards and Assessment, of Title 22, the Pennsylvania Education Code, said Secretary of Education Ron Tomalis. Specifically, the board’s action puts into place the Pennsylvania Common Core Standards and requires students to demonstrate proficiency on a Keystone Exam, validated local assessment or a comparable Advanced Placement/International Baccalaureate exam.

Updates—August 7, 2013 Among the key changes announced this week is language that

will be proposed to: * Change the name of the standards from Pennsylvania Common

Core Standards to Pennsylvania Core Standards. PDE and the State Board said that the change will serve to clarify that the Pennsylvania standards were developed by a group of Pennsylvania educators and while these standards reflect some components of the national Common Core standards, they are not identical. The standards will take effect upon publication in the Pennsylvania Bulletin.

* Clarify that the state standards are applicable only to public schools and do not apply to private, religious or homeschooled students. The regulations apply to school districts, charter and cyber charter schools, and area vocational technical schools.

* Clarify that the state will not require school entities to utilize a statewide curriculum or statewide reading lists.

* Clarify that Pennsylvania will not participate as a governing state in any consortium for the development of a national assessment, except if one is deemed necessary for special education students and then only in consultation with parents, teachers and other interested parties.

* Clarify that PDE will not expand the collection of student data and will not collect personal family data due to implementation of the standards.

Assessment Perspective Class of 2017

Class of 2018

Class of 2019

Class of 2020

Class of 2021

Algebra I Algebra I Algebra I Algebra I Algebra I

Biology Biology Biology Biology Biology

Literature Literature Literature Literature Literature

*Composition

*Composition

*Composition

*Civics and Government

*Civics and Government

*Civics and Government

*Five additional Keystone Exams for voluntary use: geometry in 2016-17, U.S. history in 2017-18, algebra II in 2018-

19, chemistry in 2019-20 and world history in 2020-21 *subject to available state funding for development and implementation of each assessment

Teacher Effectivenesshttp://www.pdesas.org/Instruction/Frameworks

The Framework for Teaching http://iu8educatoreffectiveness.wikispaces.com/

› Domain 1: Planning and Preparation› Domain 2: Classroom Environment› Domain 3: Instruction› Domain 4: Professional Responsibilities

Webb’s Depth of Knowledge

Assessment @ Level 2 & 3

Difficulty vs. DOK How many of you know the

definition of exaggerate?› Overstate something› Make more noticeable

How many of you know the definition of prescient?› Knowing in advance

Karin Hess—Webb’s DOK

Common Core Rationale Preparation: The standards are college-and career-ready. They will

help prepare students with the knowledge and skills they need to succeed in education and training after high school.

Competition: The standards are internationally benchmarked. Common standards will help ensure our students are globally competitive.

Equity: Expectations are consistent for all –and not dependent on a student’s zip code.

Clarity: The standards are focused, coherent, and clear. Clearer standards help students (and parents and teachers) understand what is expected of them.

Collaboration: The standards create a foundation to work collaboratively across states and districts, pooling resources and expertise, to create curricular tools, professional development, common assessments and other materials.

Common Core MathStandards of Mathematical Practice6 Instructional Shifts

Water Jug Problem You have a 3 gallon and a 5 gallon

water jug. You need exactly 4 gallons of water. How is this possible?

Water Jug Problemhttp://www.math.harvard.edu/~knill/mathmovies/index.html

Standards of Mathematical Practice

1. Make sense of complex problems and persevere in solving them.

2. Reason abstractly and quantitatively.3. Construct viable arguments and

critique the reasoning of others.4. Model with mathematics.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.

Grouping SMP

Mathematical RigorRigor Is Rigor Is Not

o approaching mathematics with a disposition to accept challenge and apply effort

o engaging in mathematical work that promotes deep knowledge of content, analytical reasoning, and use of appropriate tools

o emerging fluent in the language of mathematics, proficient with the tools of mathematics, and being empowered as mathematical thinkers

o “difficult,” as in “AP calculus is rigorous.”

o enrichment activities for advanced students

o Problem Solving Friday’s

o Adding two word problems to the end of a worksheet

o adding more numbers to a problem

Pattern #1 Pattern #2 Pattern #3 Pattern #4

Buttons Task

1. Draw pattern 4 next to pattern 3.2. How many white buttons does Gina need for Pattern 5

and Pattern 6? Explain how you figured this out.3. How many buttons in all does Gina need to make

Pattern 11? Explain how you figured this out.4. Gina thinks she needs 69 buttons in all to make Pattern

24. How do you know that she is not correct? How many buttons does she need to make Pattern 24?

Gina plays with her grandmother’s collection of black & white buttons. She arranges them in patterns. Her first 3 patterns are shown below.

CTB/McGraw-Hill; Mathematics Assessment Resource Services, 2003

Buttons Task1. Individually complete parts 1 - 3.

2. Work with a partner to compare your work and complete part 4. Look for as many ways to solve parts 3 and 4 as possible.

3. Consider each of the following questions and be prepared to share your thinking with the group:a)What mathematics content is needed to

complete the task?b)Which mathematical practices are needed to

complete the task?

CTB/McGraw-Hill; Mathematics Assessment Resource Services, 2003National Council of Supervisors of MathematicsCCSS Standards of Mathematical Practice: Reasoning and Explaining

Button Task—Learner A

Pictorial Representation What does Learner A see staying the same? What does

Learner A see changing? Draw a picture to show how Learner A sees this pattern growing through the first 3 stages. Color coding and modeling with square tiles may come in handy.

Verbal Representation Describe in your own words how Learner A sees this

pattern growing. Be sure to mention what is staying the same and what is changing.

Button Task—Learner B

Pictorial Representation What does Learner B see staying the same? What does

Learner B see changing? Draw a picture to show how Learner B sees this pattern growing through the first 3 stages. Color coding and modeling with square tiles may come in handy.

Verbal Representation Describe in your own words how Learner B sees this

pattern growing. Be sure to mention what is staying the same and what is changing.

Button Task—Revisited Which of the Standards of Mathematical

Practice did you see the students employing? Cite explicit examples to support your thinking.

How did the manner in which the lesson was facilitated support the development of the Standards of Mathematical Practice for students?

What instructional implications for implementing CCSS does this activity suggest to you?

Math—Instructional Shifts Focus Coherence Fluency Deep Understanding Application Dual Intensity

Focus Teachers significantly narrow and

deepen the scope of how time and energy is spent in the math classroom. They do so in order to focus deeply on only the concepts that are prioritized in the standards.

Use of Mathematical Practices for depth of understanding, reasoning, sense-making and applications

Focus—Traditional US Approach

Focusing attention within Numbers and Operations

PA CC Math Content

Coherence Principals and teachers carefully

connect the learning within and across grades so that students can build new understanding onto foundations built in previous years.

Progressions across grades – NOT repetition

PA CC Math Content

Fluency Students are expected to have

speed and accuracy with simple calculations› Methods and algorithms based on

principles of math – not mnemonics or tricks

› Accurate & reasonably fast using mental math or paper and pencil

Math FluenciesGrade Required Fluency Grade Required Fluency Grades 9-12

K Add/subtract within 55

Addition/subtraction of fractionsWhole number and decimal operations

Writing, interpreting, and translating between various forms of linear equations and inequalities, and using them to solve problems in Algebra 1

1 Add/subtract within 10

6Multi-digit divisionMulti-digit decimal operations

2

Add/subtract within 20 (recall sums of two one-digit numbers)Add/subtract within 100 (pencil and paper) 7

Operations with rational numbersSolve equations px + q = r, p(x + q) = r

Writing, interpreting, and translating between various forms of linear equations and inequalities, and using them to solve problems in Algebra 1

3

Multiply/divide within 100 (recall all products of two one-digit numbers)Add/subtract within 1000

8

Solve linear equations in one variableSolve pairs of simultaneous linear equations

4Add/subtract within 1,000,000Multi-digit multiplication

Deep Understanding Students deeply understand and

can operate easily within a math concept before moving on. They learn more than the trick to get the answer right. They learn the math.

Learning the Math??

Answer Getting vs. Learning Math

US: › How can I teach my kids to get the

answer to this problem?

Japan: › How can I use this problem to

teach mathematics they don’t already know?

Application

Students are expected to use math and choose the appropriate concept for application even when they are not prompted to do so.

Math Makeover—Dan Meyerhttp://www.ted.com/speakers/dan_meyer.html

Dual Intensity Students are practicing and

understanding. There is more than a balance between these two things in the classroom – both are occurring with intensity.

National Research Council. (2001). Adding it up: Helping children learn mathematics. J. Kilpatrick, J. Swafford, and B. Findell (Eds.). Mathematics Learning Study Committee, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.

Dual Intensity—Proficiency

Effective Math Instruction

National Research Council. (2001). Adding it up: Helping children learn mathematics

K – 8 Math Standards The K-5 standards provide students with a solid

foundation in whole numbers, addition, subtraction, multiplication, division, fractions, and decimals.

The 6-8 standards describe robust learning in geometry, algebra, and probability & statistics.

Modeled after the focus of standards from high-performing nations, the standards for grade 7 & 8 include significant algebra and geometry content.

Students who have completed 7th grade and mastered the content and skills will be prepared for algebra in 8th grade.

High School Standards Call on students to practice applying

mathematical ways of thinking to real world issues & challenges;

Require students to develop a depth of understanding & ability to apply mathematics to novel situations, as college students & employees regularly are called to do;

Emphasize mathematical modeling, the use of mathematics & statistics to analyze empirical situations, understand them better, & improve decisions;

Identify the mathematics that all students should study in order to be college & career ready.

PA CC Math Content

What is a great task?1. Is open-ended2. Does not have a solution path that is

immediately obvious (or implied)3. Requires examination & perseverance

– challenges students4. Requires students to think and not just

rely on memorized procedures

What is a great task?5. Begs for discussion – offering rich

discourse on the math involved6. Requires students to connect

mathematical skill, understanding and reason

7. Requires students to interpret and communicate results

Task Analysis Guide

Task Analysis Guide

Resources www.achievethecore.org

› Steal these tools www.parcconline.org http://educore.ascd.org www.ascd.org/commoncore www.engageny.org http://commoncore.americaachieves.o

rg

http://www.graniteschools.org/depart/teachinglearning/curriculuminstruction/math/Pages/MathematicsVocabulary.aspx

ELA Core Standards6 Instructional ShiftsDesigning Assessments

ELA—Instructional Shifts Balancing Literary and Informational

Texts Knowledge in the Disciplines Staircase of Complexity Text-based Answers Writing from Sources Academic Vocabulary

Balancing Literary and Informational Texts

Text EmphasisLiterary Informational

Grade 4 50% 50%Grade 8 45% 55%Grade 12 30% 70%

Knowledge in the Disciplines1.2 Students read, understand, and respond to informational text – with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.T Pre K – 5Key Ideas and Details—Text Analysis

CC.1.2.PK.C With prompting and support, make connections between information in a text and personal experiences.CC.1.2.K.C With prompting and support, make a connection between two individual, events, ideas, or pieces of information in a text.CC.1.2.1.C Describe the connection between two individual, events, ideas, or pieces of information in a text.CC.1.2.2.C Describe the connection between a series of events, concepts, or steps in a procedure within a text.CC.1.2.3.C Explain how a series of events, concepts, or steps in a procedure is connected within a text, using language that pertains to time, sequence, and cause/effect.CC.1.2.4.C Explain events, procedures, ideas, or concepts in a text, including what happened and why, based on specific information in the text.CC.1.2.5.C Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a text based on specific information in the text.

http://www.edutopia.org/blog/common-core-in-action-narrative-writing-heather-wolpert-gawron

Knowledge in the Disciplines3.5 and 8.5 Reading Informational TextStudents read, understand, and respond to informational text in the content area – with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence.T Grade 6 – 8 Key Ideas and Details

CC.3.5.6-8.A.Cite specific textual evidence to support analysis of science and technical texts.CC.8.5.6-8.A.Cite specific textual evidence to support analysis of primary and secondary sources.CC.3.5.6-8.B.Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.CC.8.5.6-8.B.Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.CC.3.5.6-8.C.Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.CC.8.5.6-8.C.Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

Staircase of Complexity1. Quantitative Measures –

Readability and other scores of text complexity often best measured by computer software.

2. Qualitative Measures – Levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.

3. Reader and Task Considerations Background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment.

Text Complexity Word length Word frequency Word difficulty Sentence length Text length Text cohesion

Text Complexity—Lexile Grade Lexile Grade Lexile

1 190L to 530L 7 970L to 1120L

2 420L to 650L 8 1010L to 1185L

3 520L to 820L 9 1050L to 1260L

4 740L to 940L 10 1080L to 1335L

5 830L to 1010L 11 - 12 1185L to 1385L

6 925L to 1070L

Text Complexity--Qualitative Levels of Meaning Structure Organization Language

conventionality Language clarity Knowledge

demands

Text Complexity—Reader and Task

Motivation Knowledge and

experience Purpose for

reading Complexity of task

assigned regarding text

Complexity of questions asked regarding text

Reader and Task

Text Complexity—Reader and TaskLDC Task

Maniac Magee is a novel written by American author Jerry Spinelli and published in 1990. Exploring themes of racism and homelessness, it follows the story of an orphaned boy looking for a home in the fictional Pennsylvania town of Two Mills. He becomes a local legend for feats of athleticism and fearlessness, and his ignorance of sharp racial boundaries in the town. The book is popular in elementary school curricula, and has been used in scholarly studies on the relationship of children to racial identity and reading. A film adaptation of Maniac Magee was released in 2003.

Text-based Answers Students engage in rich and rigorous

evidence based conversations about text.› What does it look like?

Grade 6 Classroom Example Child Labor Article KAGAN Consensus Reflection

Text-Based Questions Guide to creating text-dependent

questions

Writing from Sources Writing emphasizes use of evidence

from sources to inform or make an argument.

Museum Example

Academic Vocabulary Tier 1: Words acquired through every day

speech, usually learned in the early grades Tier 2: Academic words that appear across all

types of text. These are often precise words that are used by the author in place of common words. (i.e. gallop instead of run). They change meaning with use.

Tier 3: Domain specific words" that are specifically tied to content. (i.e. Constitution, lava) These are typically the types of vocabulary words that are included in glossaries, highlighted in textbooks and address by teachers. They are considered difficult words important to understanding content.

Academic Vocabulary Students constantly

build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts.

Improving Vocabulary Grade 2 Example

Academic Vocabulary Grade 4 Example

Tier 1 WordsTier 2 WordsTier 3 Words

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When designing assessments…

Does the task require accessing appropriately complex texts?

Does it require close reading? Must students draw evidence from

text? Are students writing from sources? Is there focus on academic vocabulary?

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PSSA—English Language Arts

http://www.portal.state.pa.us/portal/server.pt/community/state_assessment_system/20965/pennsylvania_system_of_school_assessment_(pssa)/1190526

Resources www.achievethecore.org

› Steal these tools www.parcconline.org http://americainclass.org http://educore.ascd.org www.ascd.org/commoncore www.engageny.org http://www.learninga-z.com/index.html www.teachingchannel.org http://commoncore.americaachieves.org

Questions?

bcalhoun@iu08.org sdabbs@iu08.org