Permission to freely use this ppt is granted
- Slides: 43
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. ELATest. Prep. com footer must remain in place. www. ELATest. Prep. com Common Core State Standards (CCSS)
• 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 www. ELATest. Prep. com Agenda/Purpose
www. ELATest. Prep. com The 3 Gears of Common Core
• Program for International Student Assessment (PISA): • Math: China 600, Germany 513, United States 487 (31 st place) • Reading: China 556, Korea 539, United States 500 (17 th place) • Science: China 575, Finland 554, United States 502 (23 rd place) • Some have called this our “Sputnik moment” www. ELATest. Prep. com Why the Change?
• 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 www. ELATest. Prep. com 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? www. ELATest. Prep. com Common Core State Standards
1. 2. 3. 4. 5. 6. Balancing Informational & Literary Text Knowledge in the Disciplines Staircase of Complexity Text-Based Answers Writing From Sources Academic Vocabulary • video www. ELATest. Prep. com 6 Instructional Shifts for ELA
• 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. www. ELATest. Prep. com Implications for Curriculum, Instruction, and Assessment
www. ELATest. Prep. com A revolution in student assessments will soon be upon us. STAR CST SBAC
• 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. www. ELATest. Prep. com • www. smarterbalanced. org
www. ELATest. Prep. com • 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 criticalthinking and problem-solving skills.
source: SBCOE www. ELATest. Prep. com • 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.
• Selected Response • Assessment items where students select from a given set of response options • 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 www. ELATest. Prep. com • Constructed & Extended Response
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 item Grades 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 item Grades 4 -11: 1 -2 minutes per item www. ELATest. Prep. com • Selected Response (SR)
www. ELATest. Prep. com
• Constructed Response (CR/ER) Maximum Time Requirement Items may require test-takers to 2 -10 minutes enter a single word, phrase, sentence, number, or set of numbers. www. ELATest. Prep. com Student Evidence
www. ELATest. Prep. com
• Technology Enhanced (TE) Maximum Time Requirement Items will take advantage of drag-and Time will vary depending on the task. -drop, hot spot, drawing, graphing, gridded-response items, and simulation technologies. www. ELATest. Prep. com Student Evidence
• Performance Task (PT) 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 Grades 3 -8: produce either a full 105 minutes written text or present a (over 2 -3 days) speech High School: Math – Integrate 120 minutes knowledge and skills to (over 2 -3 days) formulate a problem, create a model, evaluate data, and interpret results. www. ELATest. Prep. com Test Item Type
www. ELATest. Prep. com
• 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 www. ELATest. Prep. com Norman Webb – Depth of Knowledge (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 www. ELATest. Prep. com Webb’s Definition of DOK
• Does NOT refer to difficulty, but rather to the cognitive steps a testtaker 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 www. ELATest. Prep. com Complexity
www. ELATest. Prep. com Source: Webb, Norman L. and others. “Webb Alignment Tool” Wisconsin Center of Educational Research http: //www. wcer. wisc. edu/WAT/index. aspx
Student Task Recall / Simple Calculation Acting on Knowledge One Concept Many Different Concepts DOK 1 DOK 2 DOK 3 DOK 4 www. ELATest. Prep. com Multiple Answers/Multiple Pathways Usually 1 Right Answer
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. www. ELATest. Prep. com • www. corestandards. org • Mission Statement:
• • (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 12 th grade down to K. • Reading • literature (RL) • informational materials (RI) • foundational (RF) • Writing (W) • Speaking & Listening (SL) • Language Conventions (L) www. ELATest. Prep. com Structure of CA ‘ 97 • 6 ELA strands with inconsistent vertical alignment between grade levels. • Word Analysis (RW) • Reading Comprehension
• How to identify/name a standard: • Individual standards are identified by their strand, grade, and number. reading, informational text 4 th Grade www. ELATest. Prep. com RI. 4. 3 standard 3
• Spiraling staircase of complexity. www. ELATest. Prep. com • Underline nouns and circle verbs in Reading Anchor Standard 2. • Underline nouns and circle verbs in Reading Grade-Level Standard 2 for K - 5 th grades. • What do you notice?
The K– 5 standards on the following pages define what students should understand 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 gradespecific 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 Details 1. 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. www. ELATest. Prep. com College and Career Readiness Anchor Standards for Reading
www. ELATest. Prep. com
www. ELATest. Prep. com
• 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. www. ELATest. Prep. com • R. CCR. 2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
www. ELATest. Prep. com • Literacy in History/Social Studies, Science, and Technical Subjects should be fully integrated into the CCSS ELA content areas. • MLK Birmingham Video
Balance Between Expository & Literary Text Grade Expository Literary 4 50% 8 55% 45% 12 70% 30% Source: National Assessment Governing Board. (2008). Reading Framework for the 2009 National Assessment of Educational Progress, www. nagb. org/publications/ frameworks/reading-2009. doc www. ELATest. Prep. com 2009 NAEP Reading Assessment: Distribution of expository and literary passages
SBAC Literacy Expectations for CCSS Current Lexile Ranges CCSS/SBAC Maximum Lexile Word Count Ranges 3 450 -725 450 -790 650 4 -5 645 -845 770 -980 750 6 -8 860 -1010 950 -1155 950 Source: SBAC English Language Arts & Literacy Stimulus Specifications (pages 9 & 11) www. smarterbalanced. org/wordpress/wp-content/uploads/2012/OS/Task. Item. Specifications/ English. Language. Arts. Literacy/ELAStimulus. Specifications. pdf www. ELATest. Prep. com Grade
Accelerated Reader, ATOS, and the Common Core Grade 1 2 3 4 5 6 ATOS Ranges Aligned to CCR Expectations 1. 6 -3. 3 2. 8 -4. 2 3. 9 -5. 1 5. 0 -6. 1 6. 0 -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.
Grade K 1 2 3 4 5 6 ELA 76% 79% 83% 73% 66% 69% 74% Math 53% 82% 72% 68% 74% 67% www. ELATest. Prep. com Correlation Between CA’ 97 and CCSS
• 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 www. ELATest. Prep. com Possible Challenges
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 DOK 2 -4 activities. • Explore interdisciplinary approach with math, science, and ELA • Communicate and collaborate • Share ideas and work with colleagues • Invite observation and feedback www. ELATest. Prep. com • •
• 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. ELATest. Prep. com footer must remain in place. www. ELATest. Prep. com Acknowledgements/ Permissions
- Permission granted to reproduce for classroom use
- Milwaukee county employees
- Feedback and reinforcement
- Insecticide act
- Mutual fund returns may be granted pass-through status if
- Milwaukee county retirements granted
- Performance appraisal dpmap employee input examples
- Acceleration of a falling object
- Equation of motion for a freely falling body
- The throttle-control sector pivots freely at o
- Help me, dear father
- Freely chosen play
- Rising he justified freely forever
- Help me dear father to freely forgive
- Bulkiness of powder
- The freely chosen activity between buyers and sellers
- A brick falls freely from a high scaffold
- Like questions
- The idea that judges ought to freely strike down
- Permission slip for water day
- Sdcc planning permission
- Adani visitor pass mundra
- Adapted with permission from
- What is modal of necessity
- Expressing permission
- Asking and giving permission
- Romeo and juliet act 1 summary
- Permission slip for water day
- Way leave permission
- Therapy dog permission slip
- Demander la permission en classe
- Permission obligation and prohibition
- Shall asking for permission
- Ana zekavica
- Jeus8 deploy 오류
- Request offer permission
- May not be reproduced without permission
- Image permission
- Image permission
- Image permission
- Not to be reproduced without permission
- Tools of development control
- Permission-may
- Android.permission.bluetooth