CT Core Standardsand State Testing

King Philip PTO

March 17, 2014

Agenda

• Overview of CT Core Standards– Mathematics– English Language Arts

• State Testing and Smarter Balanced• Sample ELA Items • Sample Math Items • Parent Resources• Discussion and Questions

Connecticut’s Core Standards define “what” students should understand and be able to do.

Teachers work across grade level teams to plan and implement lessons in service to the standards. The “how” of teaching and learning remains at the classroom level.

3

Components of a Balanced Mathematical Approach

4

5

Grade Focus Areas for Mathematics

K – 2 Addition and subtraction - concepts, skills, and problem-solving, and place value

3 – 5 Multiplication and division of whole numbers and fractions – concepts, skills, and problem-solving

6 Ratios and proportional reasoning; early expressions and equations

7 Ratios and proportional reasoning; arithmetic of rational numbers

8 Linear algebra

9-12 Mathematical modeling and application to real world settings; use of mathematics and statistics to analyze empirical situations

Mathematics: Coherence and Focus

Domains in math are discrete topics with finite life spans

6

Standards for Mathematical Practice

Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of

others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning

7

English/Language Arts Anchor Standards

Reading Writing

Speaking &

ListeningLanguage

English Language Arts CCSS Structure

• Yearly spiral through all anchor standards

• Grade level mastery expected

• Anchor standards ground and clarify specific grade level standards

p. 11

p. 12

Reading Literature

Steps in a Close Reading of Complex Text

• Selecting Short, Worthy Passages

• Rereading

• Reading with a Pencil/Highlighter

• Noticing Confusing Parts

• Discussing the Text

• Asking and Responding to Text-Dependent

Questions

CCSS Resources

Common Core State Standards by Grade Levelhttp://www.corestandards.org

National Parent Teacher Associationhttp://www.pta.org/common_core_state_standards.asp

Achieve the Corehttp://www.achievethecore.org/

Connecticut State Dept of Educationhttp://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=322592

Learning Progressions for Mathematicshttp://ime.math.arizona.edu/progressions/

12

CT’s State Testing Programand the

Smarter Balanced Assessments

Smarter Balanced

Sample Student ExperienceM T W R F03 MarchMath I (60 )

04 MarchWriting (45)

05 MarchEditing (60)

06 MarchDRP (45)

07 MarchMath II (60)

10 March

Daylight Savings

11 MarchReading I (45)

12 MarchMath III (60)

13 MarchReading II (45)

14 MarchScience (65)

17 March Supplemental (60)

18 MarchELA (45)

19 MarchELA (45)

20 March 21 March

24 March 25 March 26 March

Parent Conf27 March 28 March

31 March 01 April 02 April 03 AprilMath (45)

04 AprilMath (45)

07 April 08 April 09 April 10 April 11 April

14 April 15 April 16 April

Spring Break17 April 18 April

21 April 22 AprilELA PT (60)

23 AprilELA PT (60)

24 April 25 April

28 April 29 April 30 AprilMath PT (30)

01 MayMath PT (30)

02 May

Key Features of SBAC

What the Test Looks Like

Sample ELA – Selected Response

• With which statement would the author most likely agree?– Learning about elephants can teach scientists about humans– Learning about animal behavior is an important part of science– Scientists should spend more time studying humans than animals– Scientists should study elephants in different ways than they

currently do

• The author includes a description of a test…How does the author’s example…help the reader understand…?

• Click to highlight the six sentences in the text that explain why elephants might be considered some of the most intelligent animals on the plant. (1 point response)

Sample ELA – Selected Response

• What lesson can the reader conclude from the text? Select all that apply.

• What’s that swirling dust? Hurry, Samuel, lower the sail! This wagon’s gone plumb crazy!Which of the following is best revealed through this dialogue? – …[characters] had never experienced a windstorm that

violent– …[characters] rarely spoke and had little to say to each other– …[characters] were surprised by the windstorm that

appeared without warning– …[characters] were too distracted by the wagon to notice

the approaching storm

Sample ELA – Constructed Response

• Samuel Peppard just laughed at his neighbors’ warnings and kept on working. Using details from the text, explain how this sentence affects the reader’s understanding of Samuel Peppard. (2 point response)

Sample ELA – Performance Task

• Now that you have read the sources, you will take a position and present your findings at your school's yearly mock Congressional Session. – For your presentation, analyze the arguments

and make a claim as to whether or not the penny should be preserved.

– Make sure you address potential counterarguments in your essay and support your claim with information from the sources you have examined.

Classroom Activity

ELA Gr 6

Sample Math – Selected Response

Sample Math – Constructed Response

• Kayla asked 10 students in her class whether they owned a dog, a cat, or both.– 40% own a dog– 30% own a cat– 10% own both

Sample Math – Constructed Response

• Triangle ABC undergoes a series of some of the following transformations to become triangle DEF– Rotation– Reflection– Translation– Dilation

• Is triangle DEF always, sometimes, or never congruent to triangle ABC? – Provide justification to support your conclusion.

Sample Math – Performance Task

Parent Resources

• www.whps.org

• http://ctcorestandards.org/?page_id=32

• www.smarterbalanced.org

• https://sbacpt.tds.airast.org/student/

Discussion and Questions