ccss kickoff @ santa cruz coe
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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
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What will our Students need to:What will our Students need to:
KnowKnow DoDo
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EXTERNAL DRIVERS
•Education Trends•Changing
Society/Workplace•Technology•Global Competition
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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
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PISA 2009Overall Math Scale
Significantly Above OECD Average
Not Significantly Different
(OECD Average 496)
Significantly below OECD Average
1 Shanghai-China 600
2 Singapore 562
3 Hong Kong-China 555
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
28 United Kingdom 492
31 United States 487
32 Ireland 487
34 Spain 483
38Russian Federation
468
51 Mexico 419
57 Brazil 386
61 Indonesia 371
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PISA 2009Overall Science
Scale
Significantly Above OECD Average
Not Significantly Different
(OECD Average 501)
Significantly below OECD Average
1 Shanghai-China 575
2 Finland 554
3 Hong Kong-China 549
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
16 United Kingdom 514
20 Ireland 508
23 United States 502
27 France 498
36 Spain 488
39 Russian Federation 478
50 Mexico 416
53 Brazil 405
60 Indonesia 383
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EXTERNAL DRIVERS
•Education Trends•Changing
Society/Workplace•Technology•Global Competition
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Work to Worker
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• 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.
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EXTERNAL DRIVERS
•Education Trends•Changing
Society/Workplace•Technology•Global Competition
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U.S. now ranks 22nd worldwide in the density of broadband
Internet penetrationand
72nd . . . density of mobile telephone subscriptions
Source: National Academy of Science
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Information Technology
• Availability of Information
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1991
2011
Computing
Capacity
Moore’s Law – Doubles Every 2 Years
2021
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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
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Implications
HomeworkHomework Term PaperTerm Paper
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SPOTSPOT
• Integrated ProjectionIntegrated Projection• Projection KeyboardProjection Keyboard
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Projection KeyboardProjection Keyboard
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Projection Keyboard and ProjectorProjection Keyboard and Projector
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Information Technology
• Availability of Information• Ease of Communication
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• over 600 million users
• the average user has 130 friends
• 700 billion minutes spent on Facebook each month
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• Over 200 million users
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• Used strictly for business networking
• Over 100 million users• Averages 1 new user per second
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Information Technology
• Availability of Information• Ease of Communication• Systemic Infrastructure
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Cloud ComputingCloud Computing
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Information Technology
• Availability of Information• Ease of Communication• Systemic Infrastructure• Changing Skill Set
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EXTERNAL DRIVERS•Education Trends•Changing
Society/Workplace•Technology•Global Competition
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GE has now located the majority of its R & D
personnel outside the U.S.
Source: National Academy of Science
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In a survey of global firms planning to build new R & D facilities, 77% say they
will build in China or India
Source: National Academy of Science
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Schools are Improving
School Improvement
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Schools are Improving
School Improvement
Changing World
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Skills GapSkills Gap
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Why – What - How
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Rigor/Relevance Rigor/Relevance For For
All StudentsAll Students
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1.1. AwarenessAwareness2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation
Knowledge TaxonomyKnowledge Taxonomy
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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
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LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
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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
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A Quadrant
• name• label• define• select• identify• list• memorize• recite• locate• record
• definition• worksheet• list• quiz• test• workbook• true-false• reproduction• recitation
Verbs Products
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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
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B Quadrant
• apply• sequence• demonstrate• interview• construct• solve• calculate• dramatize• interpret• illustrate
• scrapbook• summary• interpretation• collection• annotation• explanation• solution• demonstration• outline
Verbs Products
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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
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C Quadrant
• sequence• annotate• examine• report• criticize• paraphras
e• calculate• expand• summarize• classify• diagram
Verbs Productsessayabstractblueprintinventoryreportplanchartquestionnaireclassificationdiagramdiscussioncollectionannotation
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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
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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
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1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
CC DD
AA BB
Current Assessments
Next Generation Assessments
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Standards Charge
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Common Core Standards Criteria
• Rigorous• Clear and specific• Teachable and learnable• Measurable• Coherent• Grade by grade standards• Internationally benchmarked
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Common Core State Standards
Fewer, Clearer, Higher
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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
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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%)
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44 States + DC Have Adopted the Common Core State Standards
*Minnesota adopted the CCSS in ELA only
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STANDARDS FORENGLISH LANGUAGE ARTS
&LITERACY IN HISTORY/SOCIAL
STUDIES,SCIENCE, AND TECHNICAL
SUBJECTS
JUNE 2010
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www.corestandards.org
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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
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Design and Organization
Three appendices
A: Research and evidence; glossary of key terms
B: Reading text exemplars; sample performance tasks
C: Annotated student writing samples
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Design and Organization
Shared responsibilities for students’ literacy development
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Design and Organization
Focus on results rather than means
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Design and Organization
An integrated model of literacy
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Design and Organization
Media skills blended throughout
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Design and Organization
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
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Design and Organization
Four strands:– Reading (including Reading
Foundational Skills)– Writing– Speaking and Listening– Language
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Reading Design and Organization
Three sections:1. Literature2. Informational Text3. Foundational Skills (K-5)
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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
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Reading Framework for NAEP 2009
Grade Literary Informational
4 50% 50%
8 45% 55%
12 30% 70%
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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.
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College and Career Readiness Standards for Reading
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.
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College and Career Readiness Standards for Reading
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.
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College and Career Readiness Standards for Reading
Range of Reading and Level of Text Complexity
10 .Read and comprehend complex literary and informational texts independently and proficiently.
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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
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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)
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Quantitative Measures
• Readability tools: (Flesch-Kincaid Grade Level test, Lexile Framework for Reading, Dale-Chall)
• Use multiple tools
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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
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Lexile Analyzerhttp://www.lexile.com/analyzer/
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Grade 4 Informational
Integration of Knowledge and Ideas 8 Explain how an author uses reasons and evidence to support particular points in a text.
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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]
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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.
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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]
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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.
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NAEP 2011 Writing Framework
Grade To Persuade To Explain To Convey Experience
4 30% 35% 35%
8 35% 35% 30%
12 40% 40% 20%
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College and Career Readiness Writing Standards
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.
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College and Career Readiness Writing Standards
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.
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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
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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
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College and Career Readiness Writing Standards
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.
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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.
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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.
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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
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911
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Building Analytic Thinking Skills
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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?
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Analytic Thinking Process
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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
Integration of Knowledge & Ideas
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.
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STANDARDS FORMATHEMATICS
JUNE 2010
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Commoncore.org
Mathematics Appendix A
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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
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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
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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.
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Clarity and Specificity
• Skills and concepts are clearly defined
• Being able to apply concepts and skills to new situations is expected
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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)
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NCTM – Principles & Standards for School Mathematics
Process Standards
The five standards address the processes of •Problem solving •Reasoning and proof •Connections •Communication •Representation
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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
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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
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Grade Level Overview Page
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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.
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Grade Level Overview
Critical Areas Critical Areas – similar to – similar to
NCTM’s NCTM’s Curriculum Curriculum Focal PointsFocal Points
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Format of K-8 StandardsGrade Grade LevelLevel
DomainDomain
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Format of K-8 Standards
StandardStandard
ClusterCluster
ClusterCluster
StandardStandard
Domain Domain StatementStatement
Domain Domain StatementStatement
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Major flow leading to Algebra
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The K-5 standards:Counting and Cardinality (K)Operations & Algebraic Thinking Number & Operations in Base Ten Number & Operations – Fractions (3-5)Measurement & Data Geometry
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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)
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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)
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Cognitively-Guided Instruction Process
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Kindergarten
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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?
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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
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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 = ?
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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?
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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?
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Grade 6-8Ratios and Proportional Relationships
(6-7)Number SystemsExpressions & EquationsGeometryStatistics & ProbabilityFunctions (8)
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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
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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
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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
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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
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K-8 Learning Progressions
http://commoncoretools.wordpress.
com/
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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
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Number and Quantity Overview
• Real Number System• Quantities• Complex Number System• Vector and Matrix Quantities
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Algebra Overview
• Seeing Structure in Expressions• Arithmetic with Polynomials and
Rational Expressions• Creating Equations• Reasoning with Equations and
Inequalities
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Functions
• Interpreting Functions• Building Functions• Linear, Quadratic and Exponential
Models• Trigonometric Functions
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Modeling
• Identify the problem• Formulate a model• Analyze and perform operations• Interpret results• Validate the conclusion• Report on the conclusion
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Geometry• Congruence• Similarity, Right Triangles, and
Trigonometry• Circles• Expressing Geometric Properties with
Equations• Geometric Measurement and Dimension• Modeling and Geometry
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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
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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.
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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
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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.
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Next Generation
Assessments
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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
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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?
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Background
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•Computer Adaptive
•Formative Capacity
•Integrated System
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• 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
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166
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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
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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
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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
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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
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• 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
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Assessment System Overview
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• 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
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• 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
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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
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
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Assessment System
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• 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
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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
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• 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
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• 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
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• 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
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• 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
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• 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
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• 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
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• 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
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• 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)
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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
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Summary
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• 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
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• 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
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...the SMARTER Balanced Assessment Consortium can be found online at
www.smarterbalanced.org
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Sample Assessments
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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
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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]
Source: CCSS ELA Appendix B
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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]
Source: CCSS ELA Appendix B
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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]
Source: CCSS ELA Appendix B
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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]
Source: CCSS ELA Appendix B
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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]
Source: CCSS ELA Appendix B
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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]
Source: CCSS ELA Appendix B
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Assessments
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Transition Plan
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Next Steps• Start with awareness program
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• Start with awareness program• Needs Assessment
Next Steps
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• Start with awareness program• Needs Assessment• Transition Plan
Next Steps
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• Start with awareness program• Needs Assessment• Transition Plan• Provide support to teachers now
— Focused and sustained professional development
Next Steps
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• Start with awareness program• Needs Assessment• Transition Plan• Provide support to teachers now
— Next Navigator— Focused and sustained professional
development• Monitor progress
Next Steps
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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
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[email protected] Route 146
Rexford, NY 12148
Phone (518) 399-2776
Fax (518) 399-7607
E-mail - [email protected]
www.LeaderEd.com