common core state standards (ccss)
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Common Core State Standards (CCSS). Permission to freely use this ppt is granted under the following conditions: It is for educational purposes only, and there is no fee associated with viewing it. - PowerPoint PPT PresentationTRANSCRIPT
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Common Core State Standards (CCSS)
Permission to freely use this ppt is granted under the following conditions:• It is for educational purposes only, and there is no fee associated with viewing it.• It is not altered in any way. The Comprehensive Strategic Intervention logo and
www.ELATestPrep.com footer must remain in place.
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Agenda/Purpose
• Build awareness about CCSS and understand implications for change to assessment, standards, curriculum, and instruction• Why the change?• Brief description of Common Core and the
required instructional shifts• A revolution in assessments• Webb’s Depth of Knowledge• Looking deeper into CCSS structures• How to move forward/next steps
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The 3 Gears of Common Core
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Why the Change?
• Program for International Student Assessment (PISA):• Math: China 600, Germany 513, United States 487
(31st place) • Reading: China 556, Korea 539, United States 500
(17th place) • Science: China 575, Finland 554, United States 502
(23rd place) • Some have called this our “Sputnik moment”
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Common Core State Standards
• Essential Attributes• Take into account most effective models from
around the country and even the world• Standards are based on several key factors:• Research and evidence• Alignment with college and work
expectations• Rigor• International levels
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Common Core State Standards
• A voluntary state-led effort to reform and unify the current state-by-state standards• Have currently been adopted by 48 states
and 3 territories• Discuss:• What are two positives for CA educators
about consistent , nationwide standards?• Are there any concerns related to new
nationwide standards?
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6 Instructional Shifts for ELA
1. Balancing Informational & Literary Text2. Knowledge in the Disciplines3. Staircase of Complexity4. Text-Based Answers5. Writing From Sources6. Academic Vocabulary
• video
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Implications for Curriculum, Instruction, and Assessment
• CCSS focus on:• Depth of understanding• Application of knowledge and skills• Interdisciplinary activities• Any assessment that verifies these factors
will necessarily bring fundamental changes to curriculum and teaching strategies.
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A revolution in student assessments will soon be upon us.
STAR CST SBAC
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• www.smarterbalanced.org
• Smarter Balanced is a state-led consortium developing assessments aligned to the Common Core State Standards in ELA and Math that are designed to help prepare all students to graduate high school college- and career-ready.• The assessments are so revolutionary, that even
if we kept the exact same ‘97 standards, our instructional practices would still need to transform so that students are prepared.
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• SBAC assessments will go beyond multiple-choice questions to include extended response and technology enhanced items, as well as performance tasks that allow students to demonstrate critical-thinking and problem-solving skills.
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• In 2014-15, students will be assessed through the SBAC consortium on their mastery of the CCSS standards. Pilots will begin now.• SBAC will assess grades 3-8 and 11 in ELA
and Math.• The assessments will be administered
online using adaptive technology.source: SBCOE
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• Selected Response• Assessment items where students select from a given set of
response options• Constructed & Extended Response• Assessment items where students produce the response instead
of selecting from a list• Technology-Enhanced/Technology Enabled• Assessment items that employ technology to elicit a response
from a student• Performance Tasks• Assessment items where students perform a skill or create a
product.source: SBCOE
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• Selected Response (SR)
Student Evidence Maximum Time Requirement
ELA – Most Selected Response (SR) items will relate to a stimulus (e.g., a reading passage or audio/visual stimulus).
Grade 3:1-3 minutes per itemGrades 4-11:1-2 minutes per item
Math – A series of options from which to choose correct response(s)
Grade 3:1-3 minutes per itemGrades 4-11:1-2 minutes per item
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• Constructed Response (CR/ER)
Student Evidence Maximum Time Requirement
Items may require test-takers to enter a single word, phrase, sentence, number, or set of numbers.
2-10 minutes
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• Technology Enhanced (TE)
Student Evidence Maximum Time Requirement
Items will take advantage of drag-and-drop, hot spot, drawing, graphing, gridded-response items, and simulation technologies.
Time will vary depending on the task.
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• Performance Task (PT)
Test Item Type Student Evidence Maximum Time Requirement
Performance Task (PT)Requires analytical thinking, evaluations, and support of students’ own responses across multiple content standards.
ELA – Students will produce either a full written text or present a speech
Math – Integrate knowledge and skills to formulate a problem, create a model, evaluate data, and interpret results.
Grades 3-8:105 minutes(over 2-3 days)
High School:120 minutes (over 2-3 days)
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Norman Webb – Depth of Knowledge (DOK)
• Levels of rigor which will now be associated with standards, instruction, and assessment.• Level 1 = Recall & Reproduction• Level 2 = Skills & Concepts• Level 3 = Strategic Thinking /
Reasoning• Level 4 = Extended Thinking
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Webb’s Definition of DOK (Hess, 2009)
• DOK-1 (Recall & Reproduction) Recall of a fact, term, principle, concept; perform a routine procedure; locate details
• DOK-2 (Basic Application of Skills/Concepts) Use of information; conceptual knowledge; select appropriate procedures for a given task; two or more steps with decision points along the way; routine problems; organize/display data; interpret/use simple graphs; summarize; identify main idea; explain relationships; make predictions
• DOK-3 (Strategic Thinking) Requires reasoning, or developing a plan or sequence of steps to approach the problem; requires decision making or justification; abstract, complex, or non-routine; often more than one possible answer; support solutions or judgments with text evidence
• DOK-4 (Extended Thinking) An investigation or application to real world; requires time to research, problem solve, and process multiple conditions of the problem or task; noun-routine manipulations; synthesize information across disciplines/content areas/multiple sources
source: SBCOE
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Complexity
•Does NOT refer to difficulty, but rather to the cognitive steps a test-taker must go through to arrive at a correct answer.•A level 3 or 4 task isn’t necessarily more
difficult, but rather, it has more steps that are required to complete the task; making it more complex.
source: SBCOE
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Source: Webb, Norman L. and others. “Webb Alignment Tool” Wisconsin Center of Educational Researchhttp://www.wcer.wisc.edu/WAT/index.aspx
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Student Task
Usually 1 Right Answer
Recall / Simple Calculation
DOK 1
Acting on Knowledge
DOK 2
Multiple Answers/Multiple Pathways
One Concept
DOK 3
Many Different Concepts
DOK 4
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• www.corestandards.org • Mission Statement:
The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.
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Structure of CA ‘97• 6 ELA strands with
inconsistent vertical alignment between grade levels. • Word Analysis (RW)• Reading Comprehension (RC)• Literary Response and
Analysis (RL)• Written and Oral
Conventions (WC)• Writing Strategies (WS)• Writing Applications (WA)
Structure of CCSS• 32 Anchor Standards,
backwards mapped from 12th grade down to K.• Reading• literature (RL)• informational materials
(RI)• foundational (RF)
• Writing (W)• Speaking & Listening (SL)• Language Conventions (L)
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• How to identify/name a standard:• Individual standards are identified by their strand, grade,
and number.
RI.4.3
reading, 4th standard 3informational Gradetext
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• Underline nouns and circle verbs in Reading Anchor Standard 2.• Underline nouns and
circle verbs in Reading Grade-Level Standard 2 for K - 5th grades.• What do you notice?
• Spiraling staircase of complexity.
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College and Career Readiness Anchor Standards for ReadingThe K–5 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
Key Ideas and Details1. 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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• R.CCR.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.• RI.K.2 With prompting and support, identify the main topic and
retell key details of a text.• RI.1.2 Identify the main topic and retell key details of a text.• RI.2.2 Identify the main topic of a multi-paragraph text as well as
the focus of specific paragraphs within the text.• RI.3.2 Determine the main idea of a text; recount the key details
and explain how they support the main idea.• RI.4.2 Determine the main idea of a text and explain how it is
supported by key details; summarize the text.• RI.5.2 Determine two or more main ideas of a text and explain
how they are supported by key details; summarize the text.
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•Literacy in History/Social Studies, Science, and Technical Subjects should be fully integrated into the CCSS ELA content areas.•MLK Birmingham Video
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Balance Between Expository & Literary Text
2009 NAEP Reading Assessment: Distribution of expository and literary passages
Source: National Assessment Governing Board. (2008). Reading Framework for the 2009 National Assessment of Educational Progress, www.nagb.org/publications/ frameworks/reading-2009.doc
Grade Expository Literary4 50% 50%
8 55% 45%
12 70% 30%
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SBAC Literacy Expectations for CCSS
Source: SBAC English Language Arts & Literacy Stimulus Specifications (pages 9 & 11)www.smarterbalanced.org/wordpress/wp-content/uploads/2012/OS/TaskItemSpecifications/EnglishLanguageArtsLiteracy/ELAStimulusSpecifications.pdf
Grade Current Lexile
Ranges
CCSS/SBACLexile
Ranges
MaximumWord Count
3 450-725 450-790 650
4-5 645-845 770-980 750
6-8 860-1010 950-1155 950
Accelerated Reader, ATOS, and the Common Core
Grade ATOS Ranges Aligned to CCR Expectations
1 1.6-3.32 2.8-4.23 3.9-5.14 5.0-6.15 6.0-7.06 7.0-8.0
Instructional Vs. Independent Reading• Instructional Reading is the formal reading done
in a classroom with teacher input and guidance and encompasses all curricular areas.
• Independent Reading is the reading that students do on their own. This is an area where reading can be differentiated to accommodate the reading level of the child in order to increase their reading ability.
CCSS do NOT define:
•How teachers should teach!!!!•All that can or should be taught• The nature of advanced work• Intervention methods or materials• The full range of supports for English
learners and students with special needs.
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Correlation Between CA’97 and CCSS
Grade ELA MathK 76% 53%1 79% 82%2 83% 72%3 73% 68%4 66% 74%5 69% 67%6 74% 67%
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Possible Challenges
•We’re still accountable to the STAR CST until 2014-15, but we need to transition to CCSS now.•No curriculum/resources aligned with
CCSS•Huge shift in instructional strategies• Technology
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Possible Solutions / Next Steps• We need to be the experts!• Be positive; this is a rare do-over opportunity!• Examine the CCSS for my grade level• Use the CA’97 to CCSS springboard template/document to
help us transition• Design lesson(s) which take a CA’97 standard(s) DOK-1 and
add complexity so it is CCSS DOK-2, 3, or 4. • GATE Icons of depth & complexity may be the key to creating
DOK2-4 activities.• Explore interdisciplinary approach with math, science, and ELA
• Communicate and collaborate• Share ideas and work with colleagues• Invite observation and feedback
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Acknowledgements/Permissions
• Much of the information in this ppt was learned from the Common Core Institute and from various trainings conducted by the San Bernardino County Office of Education (SBCOE). The training by SBCOE is highly informative, and I strongly recommend it for those seeking more information about CCSS.
• SBAC-www.smarterbalanced.org • Common Core State Standards Initiative- www.corestandards.org• The SBAC logo and Common Core logo were included within this ppt for
educational purposes only. They are the property of SBAC and Common Core. Neither of these entities were involved with the making of this ppt, nor have they endorsed it in any way.
• Permission to freely use this ppt is granted under the following conditions:• It is for educational purposes only, and there is no fee associated with viewing
it.• It is not altered in any way. The Comprehensive Strategic Intervention logo and
www.ELATestPrep.com footer must remain in place.