common core state standards iisd technical assistance session february 29, 2011 theron blakeslee...

Common Core State Standards IISD Technical Assistance Session

February 29, 2011Theron Blakeslee

Kathy Dewsbury-White

Amy Kilbridge

Cindy Kendall

Cindy Leyrer

Purpose, Outcomes, Procedures – for this sessionPurpose – Updates, resources, planning time

Outcomes Updates since winter 2011 CCSS & SBAC Understand instructional shifts & implications Become familiar with new resources Time to plan

Procedures – presentation, small group activities, discussion

Introducing the Common CoreQuick Facts:• Developed under the joint direction of the National Governors

Association Center for Best Practices and the Council of Chief State School Officers

• Final version released on June 2, 2010• Official Website: http://www.corestandards.org/• Adopted by the Michigan Board of Education on June 15th.

States are required to adopt 100% of the common core K-12 standards in ELA and mathematics (word for word), with the option of adding up to an additional 15% of standards on top of the core.

• Organizers expect 48 states to adopt the Common Core

RtI and Common Core State Standards Core Curriculum in Tier One must now begin

to be aligned to the Common Core State Standards.

The Common Core State Standards are rigorous, and the RtI Framework is designed so that all students receive the appropriate instruction and intervention.

CCSS Initiative and RtI IntegrationThe standards do not define the following but still critical for districts to account for:-Advanced work for students who meet the standards prior to high school completion

-Intervention methods or materials necessary to support students who are well-below or well-above grade level expectations.

The Standards are rigorous. In an RtI Framework, we will intervene early so that all students can achieve success.

Timeline for Transition 2011-12 Introduce CCSS to staff Check alignment with current curricula2012-13 Develop and implement new curricula as needed Integrate math practices and literacy across the

curriculum Provide PD as needed2013-14, 2014-15 Full implementation in all classrooms New state assessments in spring, 2015

ReflectionWhen you think about implementing Common

Core…

. What makes you most uncomfortable? What inspires you the most? What do you perceive is the biggest

opportunity? What do you perceive is the biggest risk?

Defining College & Career Readiness

Our New Context

MDE Working Definition of College & Career ReadinessA high school graduate has the core foundational knowledge and skills necessary to succeed, without remediation, in workforce training, certificate programs and entry-level credit-bearing academic college courses that provide preparation for careers. These careers provide a self-sustaining wage, pathways to advancement, and competitiveness in the global economy.

College Readiness and EligibilityToday’s high school diploma certifies college eligibility via

specified courses taken and grades received.

College eligibility is not the same as college readiness. College and career readiness is more complex and multi-dimensional than meeting eligibility standards.

-Educational Policy Improvement Center, David Conley

College Readiness – 4 domainsKey Cognitive Strategies

Problem formulation, research, interpretation, communication, precision and accuracy.Key Content KnowledgeKey foundational content and “big ideas” from core subjects.Academic BehaviorsSelf-management skills: timemanagement, study skills, goal setting, self-awareness, and persistence.Contextual Skills Knowing how “to do” college: types, $, college culture, & interaction w/professors, admissions

Key Cognitive Strategies

Key Content Knowledge

AcademicBehaviors

Contextual Skills and Awareness

Key Cognitive Strategies

Key Content Knowledge

AcademicBehaviors

Contextual Skills and Awareness

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O*NET Job Zone 3Education

Most occupations in this zone require training in vocational schools, related on-the-job experience, or an associate's degree.

Related Experience

Previous work-related skill, knowledge, or experience is required for these occupations. For example, an electrician must have completed three or four years of apprenticeship or several years of vocational training, and often must have passed a licensing exam, in order to perform the job.

Job Training

Employees in these occupations usually need one or two years of training involving both on-the-job experience and informal training with experienced workers. A recognized apprenticeship program may be associated with these occupations.

Job Zone Examples

These occupations usually involve using communication and organizational skills to coordinate, supervise, manage, or train others to accomplish goals.

Examples include food service managers, electricians, agricultural technicians, legal secretaries, interviewers, and insurance sales agents.

Activity

At your table, share what your team has established as a working definition for College and Career Readiness.

English Language Arts & Literacy Standards

Where are you in the process?

What are your burning questions about the Common Core?

What have you done up to this point that might enlighten others?

Standards for English Language Arts: Organization

Four strands Reading (including Reading Foundational Skills) Writing Speaking and Listening Language

An integrated model of literacy across subjectsMedia requirements blended throughout

Design and Organization

College and Career Readiness (CCR) anchor standards Broad expectations consistent across grades and content areas Based on evidence

about college andworkforce trainingexpectations

Range and content

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 CCR standards

Transitioning to the Common Core State Standards in ELA – Where Can We Begin?Common Core Shifts in ELA

Shift 1 Pre K-5 Balancing Informational &Literary Texts

Students read a true balance of informational and literary texts. Elementary school classrooms are, therefore, places where students access the world – science, social studies, the arts and literature – through text. At least 50% of what students read is informational.

Shift 26-12 Knowledge in theDisciplines

Content area teachers outside of the ELA classroom emphasize literacy experiences in their planning and instruction. Students learn through domain specific texts in science and social studies classrooms – rather than referring to the text, they are expected to learn from what they read.

Shift 3

Staircase ofComplexity

In order to prepare students for the complexity of college and career ready texts, each grade level requires a “step” of growth on the “staircase”. Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space in the curriculum for this close and careful reading, and provide appropriate and necessary scaffolding and supports so that it is possible for students reading below grade level.

Shift 4

Text-basedAnswers

Students have rich and rigorous conversations which are dependent on a common text. Teachers insist that classroom experiences stay deeply connected to the text on the page and that students develop habits for making evidentiary arguments both in conversation, as well as in writing to assess comprehension of a text.

Shift 5

Writing fromSources Writing needs to emphasize use of evidence to inform or make an argument rather than the personal narrative and other forms of decontextualized prompts. While the narrative still has an important role, students develop skills through written arguments that respond to the ideas, events, facts, and arguments presented in the texts they read.

Shift 6 AcademicVocabulary

Students constantly build the vocabulary they need to access grade level complex texts. By focusing strategically on comprehension of pivotal and commonly found words (such as “discourse,” “generation,” “theory,” and “principled”) and less on esoteric literary terms (such as “onomatopoeia” or “homonym”), teachers constantly build students’ ability to access more complex texts across the content areas.

Major Shifts

Reading Like a Detective Writing Like a Reporter

Close and Critical Reading

Read Close and Critical Reading Strategy bookmarks in groups

Report on the bookmark you read Read Cobwebs to Crosshairs! Answer the Close and Critical Reading Questions:

What does the text say? How does the text say it? What does the text mean? What does the text mean to me?

Standards for Literacy inHistory/Social Studies,Science, and Technical Subjects

Content Area Reading and Writing It is important to note that the 6-12 literacy

standards in history/social studies, science, and technical studies are not meant to replace content standards in those areas but rather to supplement them.

Standards for Mathematics

Standards for Mathematics

Standards for Mathematical Practice Apply across all grade levels Describe habits of mind of a mathematically proficient student

Standards for Mathematical Content K-8 standards presented by grade level High school standards presented by topic (Number & Quantity,

Algebra, Functions, Modeling, Geometry, Statistics & Probability) Organized into domains that progress over several grades Two to four “critical areas” at each grade level

Major Shifts

Conceptual understanding: Procedures alone are not sufficient for math proficiency. Students need to understand why procedures work in order to apply and use them flexibly.

Real-world problem-solving: Mathematics is all about solving problems, and students need to learn how to do it, how to persist in doing it, and how to ask themselves if their answers make sense.

Major Shifts

Reasoning: Students need to explain the reasoning they use to solve problems and do procedures. Teachers need to model their own reasoning and thought processes.

Visual representations: Pictures are a primary method for understanding math concepts. Connecting pictures to procedures helps students understand and remember.

Critical areas at each grade level

Mathematics Grade 3

In Grade 3, instructional time should focus on four critical areas:

(1) developing understanding of multiplication and division and strategies for multiplication and division within 100;

(2) developing understanding of fractions, especially unit fractions (fractions with numerator 1);

(3) developing understanding of the structure of rectangular arrays and of area;

(4) describing and analyzing two-dimensional shapes.

Detail in the Standards

7. Relate area to the operations of multiplication and addition.

a. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.

5

3

Learning ProgressionsFractions, Grades 3-6

3rd grade: Develop an understanding of fractions as numbers.4th grade: Extend understanding of fraction equivalence and

ordering.5th grade: Use equivalent fractions as a strategy to add and

subtract fractions.5th grade: Apply and extend previous understandings of

multiplication and division to multiply and divide fractions.6th grade: Apply and extend previous understandings of

multiplication and division to divide fractions by fractions.

Instructional Advice

Canan answered 2/3 of Monday’s quiz questions correctly.He answered 2/5 of Thursday’s quiz questions correctly.He answered the same number of questions correctly on Monday’s quiz as he did on Thursday’s quiz.Which of the following statements is correct?A.Monday’s and Thursday’s quizzes had the same number of questions.B.Monday’s quiz had exactly twice as many questions as Thursday’s.C.Monday’s quiz had more questions than Thursday’s but exactly how many more is unknown.D.Thursday’s quiz had exactly twice as many questions as Monday’s.E.Thursday’s quiz had more questions than Thursday’s but exactly how many more is unknown.

More total questions, less total questions, or the same total number of questions?

Note that the size of each “whole” is different. This is not about comparing fractions (as on a number line) but about using the concept of fraction to solve a problem.

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2.

3

2vs

Attention to Language

I can create equivalent fractions by scaling up, and I can show this process using visual fraction models.

8

2

2

2

4

1

Mathematical Practices Make sense of problems

and persevere in solving them.

Reason abstractly and quantitatively.

Construct viable arguments and critique the reasoning of others.

Marty made two types of cookies. He used 2/3 cup of sugar for one recipe and 1/4 cup of sugar for the other. He only has 1 cup of sugar. Is that enough? Explain your reasoning.

Some people might say that

A) Why might they say this?B) Do you agree?C) How would you solve this problem?

Reasoning and Sense-making

In square ABCE shown below, D is the midpoint of CE. Which of the following is the ratio of the area of triangle ADE to the area of triangle ADB?

F. 1:1

G. 1:2

H. 1:3

J. 1:4

K. 1:8

Key Advances

Focus 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.

The SMARTER Balanced Assessment Consortium

Apr 21, 2023

Slides from Pascal (Pat) D. Forgione, Jr., Ph.D. and Nancy A. DooreyCenter for K – 12 Assessment & Performance Management at ETS

Optional Interim assessment system — no stakes

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; an interactive reporting system; scorer training modules; and teacher collaboration tools.

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

PERFORMANCETASKS

• Reading• Writing• Math

COMPUTERADAPTIVE

ASSESSMENT

Re-take option

The SBAC Assessment System

* 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 Adaptive Assessment and Performance Tasks

INTERIM ASSESSMENT

Computer Adaptive Assessment and Performance Tasks

INTERIM ASSESSMENT

SBAC: Two Components of the Summative Assessment


• A computer adaptive assessment given during final 12 weeks of the school year*

• Multiple item types, scored by computer, including tasks

• Students will have the opportunity to take the summative assessment twice

• Measure the ability to integrate knowledge and skills, as required in CCSS

• Each task administered in two hour-long sittings

• Computer-delivered, during final 12 weeks of the school year*

• Results within 2 weeks

PERFORMANCE TASKS

COMPUTERADAPTIVE

ASSESSMENT+


SBAC:

Performance Tasks

One reading task, one writing task and 2 math tasks per year. Examples:

• ELA: Select texts on a given theme, synthesize the perspectives presented, conduct research, and write a reflective essay.

• Math: Review a financial document and read explanatory text, conduct a series of analyses, develop a conclusion, and provide evidence for it.

Roughly half of the performance tasks at the high school level will assess ELA or math within the context of science or social studies.


PERFORMANCETASKS



SBAC:

Computer Adaptive Assessment

• Composed of approximately 40 to 65 questions per content area

• Uses adaptive delivery for more efficient testing and more accurate measurement of all students, across the performance spectrum (important in measuring growth)

• Scores from items that can be scored immediately will be reported, and then updated as scores from those requiring human scoring or artificial intelligence are completed

• Students who are approved to do so may take the assessment a second time, but will see a new set of items


COMPUTERADAPTIVE

ASSESSMENT

Re-take option

• Student scores from the performance tasks and end-of-year adaptive assessment will be combined for each student’s annual accountability score .

• Performance tasks may begin prior to the final 12 weeks of the year, based on research studies and final implementation decisions.


PERFORMANCETASKS


COMPUTERADAPTIVE

ASSESSMENT

Re-take option

SBAC:

Summative Components


Five Major Claims of the SMARTER Balanced Assessment: ELA Claim #1 - Students can read closely and critically to comprehend a range of increasingly complex literary and informational texts.

Claim #2 - Students can produce effective writing for a range of purposes and audiences.

Claim #3 - Students can employ effective speaking and listening skills for a range of purposes and audiences.

Claim #4 - Students can engage appropriately in collaborative and independent inquiry to investigate/research topics, pose questions, and gather and present information.

Claim #5 - Students can skillfully use and interpret written language across a range of literacy tasks.

Four Major Claims of the SMARTER Balanced Assessment: Mathematics Claim #1 - Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency.

Claim #2 - Students can frame and solve a range of complex problems in pure and applied mathematics.

Claim #3 - Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.

Claim #4 - Students can analyze complex, real-world scenarios and can use mathematical models to interpret and solve problems.

Given these “claims,” what might an assessment item look like?

Create an item that you think would assess deep understanding or skill in any of these claims.

Technology ConsiderationsTable Talk

1. Locate the 2 page document called: Technology Considerations in Implementing the College and Career Readiness Standards Computer-Based Assessment

Technology Considerations Table Talk

2. Assign the following roles:

• Moderator 1

•Moderator 2

•Moderator 3

•Moderator 4

•Timekeeper


3. Process: Table Talk Discussion

a. 1 minute to silently read the question and thoughtfully consider questions and jot down thoughts individually

b. 5 minute discussion led by that question's moderator.

c. Timekeeper keeps the group on track and honoring the timeframe.


Technology Considerations Table Talk: Question 1

1. Computer adaptive testing: Do our teachers understand what it is and how it works?

Based on student responses, the computer program adjusts the difficulty of questions throughout the assessment. For example, a student who answers a question correctly will receive a more challenging item, while an incorrect answer generates an easier question. By adapting to the student as the assessment is taking place, these assessments present an individually tailored set of questions to each student and can quickly identify which skills students have mastered. http://www.smarterbalanced.org/smarter-balanced-assessments/computer-adaptive-testing/

Discussion Questions: Why should teachers understand how the test functions? What can we do to familiarize our teachers with computer adaptive testing?


2. Computer adaptive testing and students with disabilities: Do the Smarter Balanced assessments support English language learners, students with disabilities, and other students with special needs?

Ensuring accessibility and providing accommodations for all students is the focus of one of the 10 Smarter Balanced work groups—and it’s a key design principle in the creation of the assessment system. The assessments will be designed to serve virtually every student, with the exception of those with “significant cognitive disabilities,” which account for roughly 1 percent of all students. Our work is guided by the Smarter Balanced Technical Advisory Committee, as well as an English language learner advisory panel. http://www.smarterbalanced.org/resources-events/faqs/#faq11 Discussion Questions: What disabilities are present in our school district? What are the typical assessment accommodations required? What accommodations may need to be made to ensure all students can participate in computer-based testing? Who is going to be the point person?


3. The Technology Readiness Tool and our school’s infrastructure: Is our district ready for computer-based assessment with regard to hardware, infrastructure, and internet connectivity?

Use of the tool will allow local schools to capture and report key readiness indicators, including: number and type of computers; local network and bandwidth infrastructure; and local staff resources and other information needed to evaluate overall technology readiness for the coming transition to digital delivery of assessments. http://www.smarterbalanced.org/news/smarter-balanced-and-parcc-to-launch-new-technology-readiness-tool-to-support-transition-to-online-assessments/ and http://www.smarterbalanced.org/smarter-balanced-assessments/technology/

Discussion Questions: Why is running this tool in our district important? What are the implications? Who is going to watch for the release of the Technology Specifications in ~June 2012? Who needs to be involved in this important step? If our district has moved to mobile and portable devices, will those devices be used in Common Core and Career Readiness Standards testing?


4. Computer-based testing: How familiar are our students with completing computer-based tests that include static and interactive questions?

Students need experience practicing computer-based testing, so they understand how the browser locks, how to save work, how to read on the screen, how to complete interactive questions using the buttons and variables present in the test question/problem.

Discussion Questions: How is taking a test on a computer different than paper and pencil tests? How will we structure opportunities for all students to practice computer-based testing? How do we ensure all students engage in computer-based interactive learning experiences and simulations where variables can be manipulated, explored, visualized, and analyzed?

Science and Social Studies

Status of Social StudiesWHO: At CCSSO, The Social Studies Assessment, Curriculum and Instruction

(SSACI) SCASS is currently working on three major efforts,

WHAT:(1) creating guidelines to develop state standards for social studies in collaboration with the National Council for Social Studies and 14 other content organizations, (2) developing tools to support high-quality assessments and instruction,: (SSACI has created an item bank of over 1,000 items in civics, history, economics, and geography content that can be used to develop rigorous standards based assessments as well as professional development modules for designing and implementing standards based units of study.), and (3) conducting professional development workshops, supported by Library of Congress grants, which focus on using primary sources and creating 21st century social studies learning opportunities.

WHEN: Regarding (1) don’t know.

http://www.ccsso.org/Resources/Programs/Social_Studies_Assessment_Curriculum_and_Instruction_%28SSACI%29.html

Real Time Guidance for Social Studies1. Teach it. It’s one of 5 tested subjects for accreditation +

we need it to preserve a representative democracy.

2. Use MC3 – It’s a free source curriculum, CCRS Literacy Standards are reflected.

3. http://www.micitizenshipcurriculum.org/index.html

4. Watch the CCSSO Social Studies SCAS for updates on possible future development of revised/updated national social studies standards. In the meantime, use their resources.

Next Generation Science Standards A draft of the grade-level standards will be

available in April.

On April 17, at Clinton County RESA, you can review the draft and give feedback to the writers.

Register on-line at ccresa.org. Click on Professional Development and find the date.

The “framework” by grade bands is available on our CCSS website.

District Planning for Implementation of CCSS

Tools and Resources

Ingham ISD Website

www.inghamisd.org How is it organized?

Website Wanderings: Find It! You have a group of English teachers who

are interested in developing “I Can” statements and would like some examples. Where can you find examples?

Website Wanderings: Find It! You are looking for more information related

to Career and College Readiness to share with a Parent group. Where can you find it?

Website Wanderings: Find It! Your teachers would like to explore samples

of interactive web-based problems. Where can you find examples?

To Access IISD Electronic Resources

www.inghamisd.org

Click on Find out more about: Common Core State Standards on the left-hand side of our home page

Other online resources are:

MAISA: http://gomaisa.org (You will find units aligned to the CCSS here)

MDE-Teaching for Learning: http://teachingforlearning.org

Mission Possible: www.missionliteracy.com

ReflectionWhen you think about implementing Common

Core… What makes you most uncomfortable? What inspires you the most? What do you perceive is the biggest

opportunity? What do you perceive is the biggest risk?

common core state standards iisd technical assistance session february 29, 2011 theron blakeslee...

Documents

college eligibility

common corerti

meeting eligibility

rti integrationthe standards

academic college courses

core foundational knowledge

common corequick facts

rti framework