COMMON CORE UPDATENovember 14, 2012

Facilitated by:

Theron Blakeslee, tblakesl@inghamisd.org

Amy Kilbridge, akilbrid@inghamisd.org

© 2102 Ingham Intermediate School District Permission granted to reproduce as examples for educational purposes only.

Theme

What changes need to happen in instruction

and the way we work together

so that our students learn the Common Core,

are prepared for the new assessments and life

beyond high school?

Purposes for Today

1. Share updates and tools for Common Core

implementation and the Smarter Balanced

Assessments

2. Share implementation processes in districts –

learn from each other

Connection to MTSS/RtI

Common Core is Tier 1 instruction. As you work on your implementation today, think about how the Common Core dovetails with your MTSS/RtI work.

Big Shifts in ELA

• Now that we have the Common Core Standards, what are the Big Shifts in English Language Arts?

• Close your Powerpoint packet and see if you can list at least 4 of them on the blank page at the back of your packet.

Shift 1 Pre K-5 Balancing Informational & Literary Texts

The standards call for a much greater emphasis on nonfiction. The document proposes that about half the reading in elementary school should be informational/nonfictional..

Common Core Shifts in ELA

What Can Teachers Do?

• Include more non-fiction and informational texts in content areas as well as literary nonfiction in English language arts

• Use more primary sources

• Expect students to write more expository prose.

Knowledge in the Disciplines – Literacy in Content Areas

The Standards include criteria for literacy in history/social science, science and technical subjects. This reflects a recognition that understanding texts in each of these subject areas requires a unique set of skills and that instruction in understanding a historical document for example, is an integral part of teaching history.

Shift 2 6-12

What can teachers do?

• Content area teachers will need to spend time making sure that students are able to glean information from a document and make judgments about its credibility.

• Teachers will need to help students understand the nuances of the reading and writing in their specific discipline.

“Staircase” of Complexity

Students will be required to read increasingly complex text in order to reach the level required for success in college and the workplace. The Standards document cites evidence that the complex texts used in schools has actually declined over the past forty years.

Shift 3

What can teachers do?

• Choose materials that are appropriate for their grade level.

• States and organizations have developed tools to help teachers evaluate complexity. (See Appendix A and B of the Common Core Standards in English Language Arts)

Text-based Answers – Focus on Evidence

In reading, students will be expected to use evidence to demonstrate their comprehension of texts and to read closely in order to make evidence-based claims.

Shift 4

What can teachers do?

• Teachers can take time to read carefully with their students and in many cases reread texts several times.

• Engage students in rich and rigorous conversations which are dependent on a common text.

Writing from Sources 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 5

What can teachers do?

• Require students to support claims with multiple and appropriate sources of evidence

• Expect students to cite evidence to justify statements rather than rely on opinions or personal feelings

Academic Vocabulary

Students constantly build the vocabulary they need to access grade level complex texts.

Shift 6

What can teachers do?

• Focus 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”)

• Constantly build students’ ability to access more complex texts across the content areas.

Shift 7

Speaking and Listening

The standards expect students to be able to demonstrate that they can speak and listen effectively – two aspects of literacy rarely included in state standards. Smarter Balanced Assessment Consortium has created a speaking and listening assessment.

What can teachers do?

Ask students to engage in small-group and whole-class discussions and evaluate them on how well they understand the speakers’ points.

Table Talk

• What are your overall impressions of the Big Shifts in ELA?

• What needs to happen in your building to make the Shifts?

Big Shifts – Mathematics

Working like a mathematician: • Problem solving• Reasoning (proportional reasoning, geometric reasoning, etc.

• Creating viable arguments• Modeling with mathematics

Videos of classrooms

From the Inside Mathematics web resource

http://InsideMathematics.org

Properties of Quadrilaterals, Grades 9-10, Tuesday Group Work, Pt. A

Big Shifts – MathematicsFluency - Students are expected to have speed and accuracy with simple calculations; teachers structure class time and/or homework time for students to memorize, through repetition, core functions.

Deep Understanding - Students deeply understand and can operate easily within a math concept before moving on. They learn more than the trick to get the answer right. They learn the math.

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

Dual Intensity - Students are practicing and understanding. There is more than a balance between these two things in the classroom – both are occurring with intensity.

Big Shifts - Mathematics

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

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

Mathematics progression

2nd grade Students connect arrays and the area of rectangles with repeated addition

3rd grade Students solve word problems involving equal groups, arrays and area; relate division to multiplication; use strategies for multiplying and dividing; and become fluent with one-digit multiplication and division.

4th grade Students solve word problems involving multiplication as a comparison; solve multi-step multiplication and division word problems; continue to use equations to represent situations; and multiply multi-digit numbers (4x1 and 2x2)

On-line Learning Trajectories

http://turnonccmath.net/

Focus on Critical Areas

From Common Core Standards to Curriculum: Five Big Ideas

• Read through Big Ideas #1 and #2 of the article by McTighe and Wiggins.

• Underline the main take away ideas – how are these standards different from what we’ve had in the past?

• Make your way around the table, each person sharing what he/she highlighted.

• Record ideas you want to share with the people in your building to guide your Common Core work.

One District’s Journey Charlotte Mecklenburg

• As you view the slides, write down any ideas or strategies you may want to take back to your building.

• Afterwards, share your list of ideas and strategies with your team.

Implementation Task Grid

Phase 2: Curriculum, Instruction and Assessment Revisions

2012-13 Implement the Communication, Leadership, SI & other plans Continue to align resources & materials by grade and course Incorporate Standards for Literacy in History/Social Studies,

Science and Technical Subjects into written curriculum Revise standards-based report cards if necessary Review new science and social studies standards as they

become available. Differentiate curriculum to meet needs of all students Provide PD for noted instructional & assessment Implications Integrate web 2.0 tools and interactive items into instruction to

prepare for SBAC

Team Time

Complete the Task Grid for Implementing Common Core State Standards.

• Check boxes of items that you have completed/accomplished.

• Put question marks by items you want to hear about from other districts.

Once completed we will share ideas for implementation across districts.

Smarter Balanced Assessments

The Smarter Balanced Assessment Consortium is developing a system of valid, reliable, and fair next-generation assessments aligned to the Common Core State Standards (CCSS) in English language arts/literacy (ELA/literacy) and mathematics for grades 3-8 and 11.

Slides from Pascal (Pat) D. Forgione, Jr. Ph.D. and Nancy A. Doorey, Center for K-12 Assessment and Performance Management at ETS

Smarter Balanced Assessments

The system—which includes both summative assessments for accountability purposes and optional interim assessments for instructional use—will use computer adaptive testing technologies to the greatest extent possible to provide meaningful feedback and actionable data that teachers and other educators can use to help students succeed.

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

Last 12 weeks of year*

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 for grades 9 through 11 will assess ELA or math within the context of science or social studies.

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

PERFORMANCETASKS

• Reading• Writing• Math

Last 12 weeks of year*

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

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

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 score for accountability.

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

Last 12 weeks of year*

PERFORMANCETASKS

• Reading• Writing• Math

COMPUTERADAPTIVE

ASSESSMENT

Re-take option

SBAC:

Summative Components

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

Smarter Balanced Assessment - Math

• Assessment “Claims”• Grade-Level Content Emphases• Depth of Knowledge

Mathematics Claims

Claim #1 – Concepts & Procedures “Students can explain and

apply mathematical concepts and interpret and carry out

mathematical procedures with precision and fluency.”

Claim #2 – Problem Solving “Students can solve a range of

complex well-posed problems in pure and applied mathematics,

making productive use of knowledge and problem solving strategies.”

Claim #3 – Communicating Reasoning “Students can clearly and

precisely construct viable arguments to support their own reasoning

and to critique the reasoning of others.”

Claim #4 – Modeling and Data Analysis “Students can analyze

complex, real-world scenarios and can construct and use

mathematical models to interpret and solve problems.”

Cognitive Rigor Matrix Continued

Computer-based Assessment

• Use virtual manipulatives to help prepare students. Links on CCSS wiki.

http://www.smarterbalanced.org/sample-items-and-performance-tasks/

• National Library of Virtual Manipulatives

http://nlvm.usu.edu/

4th Grade, Claim 1

Scoring Rubric

ELA Claims

Claim #1 - Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.

Claim #2 - Students can produce effective and well-grounded 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 in research/inquiry to investigate topics, and to analyze, integrate, and present information.

Links to Smarter Balanced Assessments

• http://www.smarterbalanced.org/smarter-balanced-assessments/ then scroll down to the zip files by grade level for 3-5, 6-8, 9-11.

Sample items are detailed and include assessment targets, standards, teacher directions, student directions and scoring rubrics.

Links to Smarter Balanced Assessments

• http://www.smarterbalanced.org/sample-items-and-performance-tasks/

This page has computer-based items like what might be on the actual tests. It even automatically scores some of the items.

Sample Items

Try the ELA or Math sample

• Read the description of the task.

• List possible strategies for preparing students for this type of performance task.

• Things you are already doing?

• Things you should add to your curriculum?

Sample Items

• Spend 20 minutes on-line looking at the sample items in the zip files, on the computer-based sample website, and others.

Give One, Get One/Think-Ink-Link

• How do we engage and prepare students for these assessments?

• Write your ideas down on the back of the packet

• Circulate the room for 5 minutes giving one idea/getting one idea to get as many ideas as possible

• Sit back down and share with your team

Smarter Balanced Updates

• Opportunities to pilot test this February

• No MEAP in fall, 2014

• 9th and 10th grade tests will be created by MDE

MAISA Units• http://gomaisa-public.rubiconatlas.org/

Look at an ELA Unit

• Argument Writing Unit

• Sixth Grade – Letter of Complain

• Note alignment with Big Shifts in ELA

• http://gomaisa-public.rubiconatlas.org/

Professional Learning Opportunity ELA MAISA Units

MAISA Professional Learning for Literacy Leaders

Building a K-12 Statewide Network of Support• Date: June 24-27, 2013 • Location: Lansing Civic Center• For registration information visit www.gomiem.org

Lessons from the Field

Resources

“I Can” Statements can be found:• On Ingham ISD’s Website: http://www.inghamisd.org/academic-services/mtss/commoncore/

• The Common Core Clarifying Expectations for Teachers and Students (Red Books) Align, Assess, Achieve, LLC www.QualityInstruction.org

• Common Core Standards and Strategies Flip Charts

• http://www.mentoringminds.com/products/categories/flip-charts-and-guides/common-core-standards-flip-charts.html

Using ACT/ PLAN/ Explore…

Connecting EXPLORE, PLAN, ACT and Common Core Standards to Inform Instruction and Improve Student Performance

This session will focus on ACT, EXPLORE and PLAN assessments and College and Career Readiness with connections to the Common Core State Standards and the Smarter Balanced Assessments.

Tuesday, December 11th at Ingham ISD

Link to registration: http://pd.inghamisd.org/pdsession-date/december-2012/

Update on Social Studies

• Carmela D’Alessandro

Ingham ISD Common Core wiki

• http://common-core.wiki.inghamisd.org/home

Team Time

• Work with your team to fill out the Implementation Audit of the Common Core State Standards.

• Plan for this year’s Common Core work.

• Consider: How will we engage our staff in this work? How do we engage and prepare our

students?

Closing

• Please complete the evaluation forms on your tables. We appreciate your feedback!

• For colleagues who missed this session, it will be repeated on February 20, 2013 from 8:30-3:30 at Ingham ISD. To register go to: http://pd.inghamisd.org/pdsession/967/