get immersed in the standards and next generation assessments bristow, ok susan gendron senior...
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Get Immersed in the Standards and Next Generation Assessments
Bristow, OK
Susan GendronSenior Fellow, International Center
August 14, 2012
Effective Implementation
•Rigor•Relevance•Relationship
Effective Implementation
3
Teaching
Organ
izational
Lead
ersh
ipInstructional
Leadership
Student Achievement
What will our students need to:
Know Do
5
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
PISA 2009
Overall 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
PISA 2009
Overall 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
Reading Risk
Mapping State Proficiency Standards onto NAEP Scales, IES August 2011
OK
ProficiencyProficiencyGrade 4 Reading 2009Grade 4 Reading 2009
ProficientRequired
NAEP Score
Oklahoma 62 % 211
Massachusetts 54 % 234
Missouri 47 % 229
Arizona 72 % 193
New Mexico 52 % 207
New York 77 % 200
Florida 74 % 206
Reading Risk
Mapping State Proficiency Standards onto NAEP Scales, IES August 2011
OKOK
ProficiencyProficiencyGrade 8 Reading 2009Grade 8 Reading 2009
ProficientRequired
NAEP Score
Oklahoma 66% 249
Massachusetts 79% 249
Missouri 50% 267
Florida 54% 262
Mississippi 48% 254
Rhode Island 62% 252
Math Risk
Mapping State Proficiency Standards onto NAEP Scales, IES August 2011
OKOK
ProficiencyProficiencyGrade 4 Mathematics 2009Grade 4 Mathematics 2009
ProficientRequired
NAEP Score
Oklahoma 66 % 228
Massachusetts 48 % 255
New Jersey 73 % 231
New York 87 % 207
New Mexico 77 % 224
Indiana 73 % 229
Missouri 45 % 246
Math Risk
Mapping State Proficiency Standards onto NAEP Scales, IES August 2011
OKOK
ProficiencyProficiencyGrade 8 Mathematics 2009Grade 8 Mathematics 2009
ProficientRequired
NAEP Score
Oklahoma 59 % 269
Massachusetts 49 % 300
Missouri 47 % 287
New Mexico 43 % 277
Minnesota 58 % 287
New Jersey 71 % 272
Rhode Island 53 % 275
Elbow Partner
• What are your risks?• How will you prepare your school if
you anticipate a potential dip in scores?
• Do you have a communication strategy?
17
Lexile Framework® for Reading Study Summary of Text Lexile Measures
600
800
1000
1400
1600
1200
Te
xt L
exi
le M
eas
ure
(L
)
HighSchool
Lit.
CollegeLit.
HighSchoolTexts
CollegeTexts
Military PersonalUse
Entry-Level
Occupa-tions
SAT 1,ACT,AP*
* Source of National Test Data: MetaMetrics
Interquartile Ranges Shown (25% - 75%)
18
MetaMetrics Survey 2000Arkansas Democrat Gazette
1230 L
Associated Press 1310 L
LA Times 1330 L
Miami Herald 1200 L
New York Post 1280 L
Oakland Tribune 1210 L
Raleigh News & Observer 1220 L
Wall Street Journal 1320 L
USA Today 1200 L
On-the Job On-the Job Lexile RequirementsLexile Requirements
Construction
1,500
1,400
1,300
1,200
1,100
1,000
900
800
Lexile
Craftsman
Nurse
Sales
Secretary
National Adult Literacy Study 1992International Center for Leadership in Education 2009
Organ
izational
Lead
ersh
ip
StudentAchievement
Culture
Organizational Leadership
Levin and Elmore• Everyone needs to collaborate to ensure
that daily teaching and learning practices are the focus of the school
• All responsible for success
• Principals and teachers are fundamentally evaluators
• Leaders responsible for cultural changes – by displacing specific norms, structures, and processes by others
Hattie, 2012
Build collective capacity of teachers to show success
•achievement
•making learning valued outcome
•students respect themselves and others
•build community
Does your culture do this?
Elbow Discussion
• How will you create a culture in your schools of ALL students “college and career ready”?
26
Rigor and Relevance
Teaching
Rigor/Relevance Rigor/Relevance For For
All StudentsAll Students
28
A B
DC
1.1. AwarenessAwareness2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation
Knowledge TaxonomyKnowledge Taxonomy
29
Application ModelApplication Model1.1. Knowledge in one disciplineKnowledge in one discipline
2. Application within one 2. Application within one disciplinediscipline
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
30
3110811 22 33 44 55
Action/ApplicationAction/Application
Thinking /KnowledgeThinking /Knowledge
11
22
33
44
55
66
Rigor/Relevance FrameworkRigor/Relevance Framework
RelevanceRelevance
RigorRigor
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication 32
Kn
ow
led
ge
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
33
A Quadrant
• name• label• define• select• identify• list• memorize• recite• locate• record
• definition• worksheet• list• quiz• test• workbook• true-false• reproduction• recitation
Verbs Products
34
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
35
B Quadrant
• apply• sequence• demonstrate• interview• construct• solve• calculate• dramatize• interpret• illustrate
• scrapbook• summary• interpretation• collection• annotation• explanation• solution• demonstration• outline
Verbs Products
36
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
37
C Quadrant
• sequence• annotate• examine• report• criticize• paraphras
e• calculate• expand• summarize• classify• diagram
Verbs Productsessayabstractblueprintinventoryreportplanchartquestionnaireclassificationdiagramdiscussioncollectionannotation 38
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
39
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
40
4114
RIGOR
RELEVANCE
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework
RoutineMemorization
Four Quadrants of Learning
ComplexAnalytical
ChallengingReal World
PracticalHands On
High
HighLow
Low Acquisition
A
Application
B
AdaptationD
Assimilation
C
42
Rigor/Relevance FrameworkHistory - High School
18
RIGOR
RELEVANCE
A B
DCHigh
HighLow
LowIdentify nations involved and reasons for WWII
Analyze original documents and summarize reasons for US opposition to entering WWII
Summarize global impacts of WWII and project impacts of Iraq war
Interview local WWII veterans and describe impacts from their perspective.
International Center for Leadership in Education
A Use color counters to solve simple computational problems
B Sort quantities to discover fractions of the whole
C Find values in number sentences when represented by unknowns
D Develop formula for determining a large quantity without counting, such as beans in a jar.
Domain: Operational Thinking for Algebra
R/R Quadrant Student Performance
•Example Multiple Performances for Single StandardMath – K-5 Level
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
TeacherTeacherWorkWork
Teacher/Student RolesTeacher/Student Roles
StudentStudentThinkThink
StudentStudentThink & WorkThink & Work
StudentStudentWorkWork
High
HighLow
Low
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
RightRightAnswerAnswer
Did Students Get it Right?Did Students Get it Right?
RationalRationalAnswerAnswer
RightRightQuestionsQuestions
RightRightProcedureProcedure
High
HighLow
Low
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance Rigor/Relevance FrameworkFramework
ActivitiesActivities
ProjectsProjects
ProblemsProblems
New CCSS handbooks
Launched at Model Schools Conference 2012 Visit www.leadered.com
1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
CC DD
AA BB
Current Assessments
Next Generation Assessments
48
Focus for Next Generation Testing
1. Create high-quality assessments
2. Build a pathway to college and career readiness for all students
3. Support educators in the classroom
4. Develop 21st century, technology-based assessments
5. Advance accountability at all levels
6. Build an assessment that is sustainable and affordable
Goals of the PARCC System
49
End-of-Year Assessment
•Innovative, computer-based items•Required
Performance-BasedAssessment (PBA)
•Extended tasks•Applications of concepts and skills•Required
Diagnostic Assessment• Early indicator of student knowledge and skills to inform instruction, supports, and PD•Non-summative
Speaking And ListeningAssessment
•Locally scored•Non-summative, required
2 Optional Assessments/Flexible Administration
Mid-Year Assessment•Performance-based•Emphasis on hard-to-measure standards•Potentially summative
50
Create High Quality Assessments
Non-Summative Assessment Components
Summative assessment for accountability
Non-Summative assessment
Early Assessment•Early indicator of student knowledge and skills to inform instruction, supports, and PD
51
Flexible
Mid-Year Assessment•Performance-based•Emphasis on hard to measure standards•Potentially summative
– Diagnostic Assessment designed to be an indicator of student knowledge and skills so that instruction, supports and professional development can be tailored to meet student needs
– Mid-Year Assessment comprised of performance-based items and tasks, with an emphasis on hard-to-measure standards. After study, individual states may consider including as a summative component
Summative Assessment Components
End-of-Year Assessment
•Innovative, computer-based items
Performance-BasedAssessment (PBA)
•Extended tasks•Applications of concepts and skills
Summative assessment for accountability
Non-Summative assessment
52
• Performance-Based Assessment (PBA) administered as close to the end of the school year as possible. The ELA/literacy PBA will focus on writing effectively when analyzing text. The mathematics PBA will focus on applying skills, concepts, and understandings to solve multi-step problems requiring abstract reasoning, precision, perseverance, and strategic use of tools
• End-of-Year Assessment (EOY) administered after approx. 90% of the school year. The ELA/literacy EOY will focus on reading comprehension. The math EOY will be comprised of innovative, machine-scorable items
Use of Technology
54
Technology Guidelines for PARCCVersion 1.0, April 2012
MinimaProcessor Speed RAM
Available Memory/Storage Resolution
Display Size
Hardware 1.0 GHz 1 GB 1 GB 1024x768 10” Class
• Desktops, laptops, netbooks (Windows, Mac, Chrome, Linux), thin client, and tablets (iPad, Windows, and Android) will be compatible devices provided they are configured to meet the established hardware, operating system, and networking specifications- and are able to be “locked down”.
Operating Systems
Mac 10.7
Windows 7
Linux (Ubuntu 11.10; Fedora 16)
Apple iOS Android 4.0
• Technology Readiness Tool – Six data collection windows between spring 2012
and summer 2014– Contains data to support local/state planning for
the transition to consortia assessment systems
• Release of Technology Minimum Device Specifications
Technology Transition
55
Technology Transition (continued)
56
Developing the PARCC Assessment System
Key Shifts Articulated in the Common Core
58
ANCHORED IN COLLEGE AND CAREER READINESS
Claims Driving Design: Mathematics
Students are on-track or ready for college and careers
59 *See PARCC Model Content Frameworks for details
60
Innovation: Modeling (not an actual PARCC item)
Karnataka is a state in southwest India. The accompanying table is agricultural data on fertilizer use and grain crop yield in Karnataka. Fertilizer is measured in 100,000 tons. Crop yield is measured in 10 kilograms per hectare. Throughout the years over which these data were gathered, the amount of land in cultivation remained fairly constant. 1.Write a mathematical function that models the relationship between fertilizer use and grain crop yield. Show your work.2.Use the function you have chosen to predict the yield if the fertilizer use is 500,000 tons.3.How precise is the prediction you made in Question (b)? Explain.4.Based on the data and your function, what advice can you offer the government of Karnataka about fertilizer use? ExplainUsed with permission from
COMAP, 2009
Claims Driving Design: ELA/Literacy
ELA/Literacy Assessment Items
• Evidence-Based Selected Response items• Technology-Enhanced Constructed Response items• Prose Constructed Response items
62
• 100% of PARCC items will be reviewed prior to and following field testing
• A total of 24 review meetings will take place throughout the contract period, beginning in spring 2012
Item Review Process
Implementation and Transition Support
65
K-12 Engagement
• Develop expertise on the CCSS and PARCC; develop state and peer leaders; build and expand the number of educators who understand and feel ownership for implementing the CCSS and PARCC Assessments
• State teams of K-12 teachers, school and district leaders, local and state curriculum directors, and postsecondary representatives
• National Math and Science Initiative/Lay The Foundation• Annual meetings beginning in July 2012
Educator Leader Cadres
Instructional Supports and Tools
• Support implementation of the CCSS; support development of assessment blueprints; provide guidance to state, district- and school-level curriculum leaders in the development of aligned instructional materials
• Released November 9, 2011; Re-Release late June; Final in August.www.parcconline.org/parcc-content-frameworks
Model Content
Frameworks
Model Instructional
Units
66
Model Instructional
Units
• Provide educators with examples of ways to implement the CCSS in schools; allow for the development and sharing of ideas for instructional implementation of the CCSS; encourage development of additional PARCC tools
• Expected Spring 2013
Professional Learning Modules
Professional Learning Modules
Revised High School Mathematics Frameworks (Under Review)
Revised High School Mathematics Frameworks (Under Review)
Revised High School Mathematics Frameworks (Under Review)
Supports and Tools (continued)
• Develop professional development modules focused on assessments to help teachers, school and district leaders, and testing coordinators understand the new assessment system and use of the data
• Expected Fall 2013
Professional Development
Modules
70
• One-stop shop for PARCC resources; provide an online warehouse for all PARCC tools and resources as well as other instructional material being developed by PARCC states and districts and national organizations
• Expected Spring 2013
Partnership Resource
Center
Partnership Resource
Center
• Develop models of innovative, online-delivered items and rich performance tasks proposed for use in the PARCC assessments.
• Expected Summer 2012
Item and Task Prototypes
PARCC Timeline
PARCC Timeline Through 2011-2012
Fall 2011
Winter 2012
Spring2012
Summer 2012
PARCC Assessment Implementation
PARCC Tools & Resources
Model Content Frameworks
released (Nov 2011)
Educator Leader Cadres launched
Item & task prototypes
released
Item development
begins
72
Updated Model Content
Frameworks Released
Fall2012
Timeline Through First PARCC Administration in 2014-2015
PARCC Tools & Resources
College-ready tools released
Partnership Resource
Center launched
Professional development
modules released
Diagnostic assessments
released
Pilot/field testing begins
Expanded field testing of diagnostic
assessment
Optional Diagnostic and Midyear PARCC
Assessments
Spring2013
Summer 2013
Winter 2014
Spring2014
Summer 2014
Fall2013
Fall2014
PARCC Assessment Implementation
73
Expanded field testing
Model Instructional
Units Released
K-2 Formative Tools Released
Winter 2015
Spring2015
Summative PARCC Assessments
Standard Setting in
Summer 2015
http://www.fldoe.org/parcc/www.parcconline.org
74
Partnership for Assessment of Readiness for College and Careers
STANDARDS FORENGLISH LANGUAGE ARTS
&LITERACY IN HISTORY/SOCIAL
STUDIES,SCIENCE, AND TECHNICAL
SUBJECTS
JUNE 2010
Shared Responsibility for Students’ Literacy Development
• “The Standards insist that instruction in reading, speaking, listening, and language be a shared responsibility within the school” (p. 4).
• “This division reflects the unique time-honored place of ELA teachers in developing students’ literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well” (p. 4).
Adapted from “Key Design Considerations” (page 4 of the Standards)
English Language Arts and Literacy Standards “Roadmap”
READING WRITINGSPEAKING & LISTENING LANGUAGE
10 Anchor Standardsfor College and Career Readiness
10 Anchor Standardsfor College and Career
Readiness
6 Anchor Standards for CCR
6 Anchor Standards for CCR
ELA Standards
K-12
ELA Standards
K-12
ELA Standards
K-12
Literacy Standards
6-12
ELA Standards
K-12
Literacy Standards
6-12
Literary Text
Hist. / S.S.
Sci. / Tech Subj.
Inform Text
1K
2
3
4
5
6
7
8
9-10
11-12
9-10
11-12
6-8
9-10
11-12
6-8
11-12
1K
2
3
4
5
6
7
8
9-10 9-10
11-12
6-8
1K
2
3
4
5
6
7
8
9-10
11-12
1K
2
3
4
5
6
7
8
9-10
11-12
K
1
2
3
4
5
9-10
11-12
6
7
8
Found-ational Skills
1
2
3
4
5
K → → → → → → → → → → →→ → → → → → → → → → →→ → → → → → → → → → →
→ → → → → → → → → → →
→ → → → → → → → → → →→ → → → → → → → → → →
→ → → → → →
→ → → → → →
→ → → → → →
→ → → → → →
→ → → → → →
→ → → → → →
Increasing Sophistication
KindergartenIntegration of Knowledge and Ideas
9. Compare and contrast the most important points and key details presented in two texts on the same topic.
Grades 11-CCRIntegration of Knowledge and Ideas
9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
Reading Anchor Standard #9 Integration of Knowledge and IdeasAnalyze how two or more texts address similar themes or topics in
order to build knowledge or to compare the approaches the authors take.
Six Shifts in ELA/Literacy • Balancing Informational and Literary Text• Building Knowledge in the Disciplines • Staircase of Complexity • Text-Based Answers • Writing From Sources • Academic Vocabulary
79
Shift 1
Balancing Literature and Informational
Text
81
Literature 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
Literary/Informational Text
Grade Literary Informational
4 50% 50%
8 45% 55%
12 30% 70%
Reading Framework for NAEP 2009
College and Career Readiness Anchor 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.
83
Shift #2
Building Knowledge in the
Disciplines
Why Literacy in History/Social Studies, Science and Technical?
Students are consistently unable to meet the demands of reading text within a particular discipline.
Reading within a discipline is different than reading literature.
The ability to read within the discipline is important to citizenship.
Being literate across a broad range of disciplines is required to be considered College and Career Ready.
How is reading history/social studies different from other types of reading?
• History is interpretive.• History is an argument in favor of a
particular narrative.• Who the author is matters.
(sourcing)• The author’s purpose matters. (bias
and perspective)• A single text is problematic.
(corroboration)
How is reading science and technical reading different from other types of reading?
• Focus is on claims and counter claims• Precise details, complex details and
processes• Analyze results by comparing• Determining what question is being
raised• Navigate text, graphs, tables, charts• Evaluate basis for claims
Elbow Discussion
How are you insuring that literacy is a shared responsibility
Shift #3
Staircase of Txt Complexity
91
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:
Qua
litat
ive
1. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Q
uantitative
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
92
Step 1: Qualitative Measures
Measures such as:• Levels of meaning• Levels of purpose• Structure• Organization• Language conventionality• Language clarity• Prior knowledge demands
93
Measures such as:• Word length• Word frequency• Word difficulty• Sentence length• Text length• Text cohesion
Step 2: Quantitative Measures
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
Lexile Analyzerhttp://www.lexile.com/analyzer/
96
Step 3: Reader and Task
Considerations such as:•Motivation•Knowledge and experience•Purpose for reading•Complexity of task assigned regarding text•Complexity of questions asked regarding text
SMARTER Balanced Assessment Consortia
Key Ideas and Details
RI.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.7.2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
Craft and Structure
RI.7.4. 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. RI.7.5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. RI.7.6. Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
Integration of Knowledge and Ideas
RI.7.7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). RI.7.8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. RI.7.9. Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
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]
Shift #4
Text Based Answers
High-quality, Text-dependent Questions & Tasks
• “Among the highest priorities of the Common Core Standards is that students can read closely and gain knowledge from texts.”
• “More questions that can be answered only with reference to the text.”
• “Sequences of questions should elicit a sustained discussion.”
• Tasks must “require the use of more textual evidence.”
Shift #5
Writing from Sources
NAEP 2011 Writing Framework
Grade To Persuade To Explain To Convey Experience
4 30% 35% 35%
8 35% 35% 30%
12 40% 40% 20%
College and Career Readiness Anchor 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.
106
Writing and Research the Analyzes and Deploys Evidence
• Draw evidence from texts to support and develop:• Analysis• Reflection• Research
• Increase opportunities to write in response to sources• Extensive practice with short, focused research projects
• “typically taking a week and occurring—at a minimum—quarterly”
• Increase focus on argumentation and informative writing, less narrative writing
Shift #6
Academic Vocabulary
Language Progressive Skills
114
Tier I - words of everyday speech
Tier II - general academic words, typically found in text, ways to
communicate simple ideas
Tier III - domain-specific words (informational text)
Developing Literacy Plan• Examine your student data• Develop a deliberate process for selecting text• Focus on Literary and Information text• Focus on Text dependent questions• Engage students in writing across the content
areas, common process, rubrics• One research project per quarter• Focus on domain specific vocabulary• Rigor/Relevance – Quadrant D
Solid Implementation • Focus
• Fidelity of Implementation
• Leading and Lagging Indicators
Proportions of students scoring in each decile of the MCAS 8th grade ELA distribution
Proportions of students scoring in each decile of the MCAS 8th grade Math distribution
MCAS Math gains 8th to 10th grade, compared to others from the same 8th grade decile
(School Rank Percentile)
MCAS ELA gains 8th to 10th grade, compared to others from the same 8th grade decile
(School rank percentile/100)
Item Prompt
Based on the text, what inference can be made about how tests and testing should occur to ensure an accurate measurement of overall water quality? Explain your inference using details from the text.
Grade 11 Constructed Response
• Stimulus Text: • Read the following texts then answer the
question. • Text 1 • The following excerpt comes from a speech
written in 1872 by women’s rights pioneer Susan B. Anthony. Anthony was arrested after attempting to vote in the 1872 presidential election. After her conviction Anthony wrote this speech to make a constitutional argument for giving women the right to vote.
Grade 11 Constructed Response
• Text 2 • The following excerpt comes from the
Second Treatise of Government by John Locke, published in 1690.
• Item Prompt:Identify the idea common to these two texts. Explain how the ideas in Locke’s treatise support the ideas in Anthony’s argument.
Resources• http://www.achievethecore.org• http://commoncore.org/maps• http://engageny.org• http://www.ncte.org/standards/comm
oncore
STANDARDS FORMATHEMATICS
JUNE 2010
137
138
What’s different about CCSS?
These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build
on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not
just promises to our children, but promises we intend to keep.
— CCSS (2010, p.5)
Mathematics Instructional Shifts
1. Focus2. Coherence3. Fluency4. Deep Understanding5. Application6. Dual Intensity
Focus – Shift # 1• 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.
140
Coherence – Shift #2• 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
141
Topic Placement in Top Achieving Countries
Topic Placement in the U.S.
Domains for K-8
144
Format of Pre-K-8 Standards
StandarStandardd2.NBT.1 (code)2.NBT.1 (code)
Domain Domain Grade Grade
LevelLevel
2.NBT (code)
2.NBT (code)
ClusterCluster
Cluster
Heading
Focus
Coherence
Clarity Rigor
Shift #3
Fluency
Rigor -Require fluency, application, and deep understanding
• Conceptual understanding – solving short conceptual problems, applying math in new situations, and speaking about their understanding
• Procedural skill and fluency - speed and accuracy in calculation.
• Application - “real world” situations
Reasoning• Invite Exploration of important
mathematical concepts• Allow students to solidify and make
connections• Make connections and develop
coherent framework for mathematical ideas
• Problem formulation, problem solving and mathematical reasoning
Reasoning
• More than one solution• Development of all students’
disposition to do math
Mathematically proficient students
• Make conjectures• Build logical progressions to explore
the truth of their conjectures• Justify and communicate their
conclusions• Respond to arguments
Which number does not belong? Why?
4 16 36 48 64 81
Instead of asking which numbers are odd?
From: Math for All: Differentiating Instruction, Grades 3-5, Dacey and Lynch
Procedural Fluency
• Knowledgeable about procedures• Know when and how to use them• Skill in performing procedures
flexibly, accurately, efficiently and with understanding
Grade Fluency
K Add/subtract within 5
1 Add/subtract within 10
2 Add/subtract within 20Add/subtract within 100 (pencil and paper)
3 Multiply/divide within 100Add/subtract within 1000
4 Add/subtract within 1,000,000
5 Multi‐digit multiplication
6 Multi‐digit divisionMulti‐digit decimal operations
7 Multi‐digit divisionMulti‐digit decimal operations
8 Solve simple 22 systems by inspection
153
Shift #4Deep
Understanding
Cognitively-Guided Instruction Process
Grade 8
Domains for K-8
157
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 others
4. Model with mathematics
5. Use appropriate tools strategically
6. Attend to precision
7. Look for and make use of structure8. Look for and express regularity in repeated
reasoning161
Viewing Mathematical Practices/Inside Mathematics
•Practice 1•Practice 2•Practice 3•Practice 4
•Practice 5•Practice 6•Practice 7•Practice 8
162
Choose one lesson and watch approximately 5-7 minutes of instruction using your rubric. Have a discussion on evidence of the mathematical practice.
Shift #5Application
As Felicia gets on the freeway to drive to her cousin's house, she notice that she is a little low on gas. There is a gas station at the exit she normally takes, and she wonders if she will have to get gas before then. She normally sets her cruise control at the speed limit of 70mph and the freeway portion of the drive takes about an hour and 15 minutes. Her car gets about 30 miles per gallon on the freeway, and gas costs $3.50 per gallon.
Describe an estimate that Felicia might do in her head while driving to decide how many gallons of gas she needs to make it to the gas station at the other end.Assuming she makes it, how much does Felicia spend per mile on the freeway? Alignment 1: N-Q.1, N-Q.3
Modeling• Identify the problem• Formulate a model• Analyze and perform operations• Interpret results• Validate the conclusion• Report on the conclusion
Shift #6Dual Intensity
Resources
• PARCC Resources: http://parcconline.org• Progressions & Common Core
Tools http://commoncoretools.wordpress.com
• Illustrative Mathematics http://illustrativemathematics.org
Resources
• National Council of Supervisors of Math: www.mathleadership.org/ccss
• Mathematics Assessment Project (MAP):
http://map.mathshell.org/materials/background.php
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
Practical strategies to support school and district leaders:•Supporting teachers in changing instruction to meet the requirements of the Common Core State Standards and Next Generation Assessments •Approaching evaluation from the broader perspective of selection, support, and evaluation of all educators •Providing meaningful Teacher Evaluations even with limited time and resources
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