Common Core State Standards: What’s the Story?October 15, 2012

Today’s Agenda: Morning Session

• 8:30-8:45 Opening Reflections/Prayer• 8:50 AM Chapter One Change Leadership:

Activity • 9:20 AM General Info.: CCSS, Six Shifts, and

PARCC • 10:00 AM Break • 10:15 AM Deconstructing Standards (Stretch

break 10:40) • 11:00 AM Save the Last Word• 11: 30 AM Lunch

Today’s Agenda: Afternoon Session

• 12:15 PM Text-based Questions & Answers/ Close Reading

• Activity: “ The Golden Touch” and “ So You Want to Be President?”/Gallery Walk

• 1: 00 PM Break • 1: 05 PM Close Reading Video “ The Making of A

Scientist”• 1: 40 PM Reflection on Close Reading/ Green &

Red Flags • 2: 00 PM Evaluation (CPDU’s) and Adjourn

Context: Need for CCSS

• Read: Chapter One of Change Leadership

• Annotate the text as you read using the following symbols: = Something known R= Reminds meL = New learning = Important? = Question?? = Confusion! = Surprising Information

“ Reframing the Problem”

• For reflection: “ How might the information presented by the authors assist you in your efforts in communicating the need for the new CCSS with your faculty?”

Skills for a Knowledge Economy“The rigor that matters most for the twenty-first century is demonstrated mastery of the core competencies for work, citizenship and life-long learning. In today’s world it’s not how much you know that matters; it’s what you can do with what you know.”

-Tony Wagner

The Global Achievement Gap

Background

• Common Core Standards– Coordinated by the National Governors

Association (NGA) and the Council of Chief State Officers (CCSSO)

–Written by…• K-12 teachers• Postsecondary faculty • State curriculum and assessment experts• Discipline Area Researchers• National organizations

• Standards from individual high-performing countries and provinces were used to inform content, structure, and language. Writing teams looked for examples of rigor, coherence and progressions.

CCSS: Evidence Based

Top Performing Countries

• Mathematics: 1. Belgium2. Canada ( Alberta)3. China

• English Language Arts 1. Australia ( New South Wales and

Victoria)2. Canada ( Alberta, British Columbia and

Ontario)3. England

College and Career Readiness (CCR)Standards• What do students need to know to be

college and career ready by the end of grade 12?

CCR and CCSS: Reading Literature• 10 CCR standards for Reading – CCR Standard # 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.

– CCSS RL# 1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

K-12 ELA CCSS Standards

1. Reading a) Literature RL ( K-12) – 10 standardsb) Informational Text RI (K-12)- 10 standardsc) Foundational RF (K-5)–4 standards (cross

disciplinary)d) Reading in History RH (6-12)- 10 standardse) Reading in Science and Tech. Subjects RST

(6-12)-10 standards

2. Writing 3. Speaking and Listening 4. Language

Reading: RL, RI, RH*, RST*: Sub-headings• Key Ideas and Details: Standards 1-2-

3 • Craft and Structure: Standards 4-5-6• Integration of Knowledge and Ideas:

7-8-9• Range of Reading and Level of Text

Complexity: Standard 10

* Grades 6-12 only

Subheadings: Reading: RF ( K-5 only)• Understanding Concepts of Print• Phonological Awareness• Phonics and Word Recognition• Fluency

Grade Progressions

• Standard 1.RL.1: Ask and answer questions about key details in a text.

• Standard 5.RL.1:Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

• Standard 8.RL.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Key Design Considerations: ELA• Standards define year-end

expectations that lead to college/career readiness.

• Focus on results rather than means.• Focus on an integrated model of

literacy.• Research and media skills blended

into the standards.• Focus and coherence in instruction

and assessment.

What’s not in the Standards

• How teachers should teach.• All that can or should be taught.• The nature of advanced work beyond the

CCSS.• The interventions for students well below

grade level.• The full range of support for English

language learners and students with special needs.

• Everything needed to be college and career ready.

Six Shifts

1. Balance of Literary & Informational Text

2. Literacy in Content Areas 3. Increasing Complexity of Texts 4. Text-based Questions and Answers5. Writing Using Evidence 6. Academic Vocabulary

ELA Major Shifts: Recap

• Shift to higher level thinking skills.• Increasing focus on information

passages.• Not coverage, but depth and focus:

RIGOR.• Writing about texts and citing

sources.

Building Knowledge by Balancing Texts Grade Literary Informational

4 50% 50%

8 45% 55%

12 30% 70%

Text Complexity Bands/Lexile RangesText Complexity Grade Bands: CCSS

Old Lexile Ranges Lexile Ranges Aligned to CCR

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

Readability FormulasFlesch-Kincaid Grade Level Formula Score given as a grade level equivalent

based on word and sentence length.

Dale-Chall Readability Formula Word frequency and sentence length converted to grade levels. 

ATOS- Accelerated Reader Word difficulty ( by grade level), word length, sentence length, and text length. 

COH-METRIX ( University of Memphis) Factors in the cohesiveness of a text as well as readability factors.

Goal of Close Reading

• The ability to discern and cite evidence from the text to support one’s assertions. • Analytic Reading + Analytic Writing = Analytic Thinking!

Six Shifts

1. Balance of Literary & Informational Text

2. Literacy in Content Areas 3. Increasing Complexity of Texts 4. Text-based Questions and Answers5. Writing Using Evidence 6. Academic Vocabulary

Three Types of Writing Argumentative Informational/

Explanatory/ExpositoryNarrative

•Support a claim •Sound reasoning •Relevant evidence

•Increase subject knowledge•Explain a process•Enhance understanding

•Conveys experience•Tells a story

NAEP 2011 Writing Framework

Grade To Persuade To Explain To Convey Experience

4 30% 35% 35%

8 35% 35% 30%

12 40% 40% 20%

Reflection on Writing

• What types of writing are your students doing?

• Does it meet the standards?• What might you need to consider?

Rigor Activity

• Collect assessments/assignments for one week.

• Collectively sort using Bloom’s Taxonomy: – EvaluationCreating – SynthesisEvaluating– AnalysisAnalyzing– ApplicationApplying– ComprehensionUnderstanding– KnowledgeRemembering

Assessments: Spring 2015

• # 1 Goal = Create high quality assessments

• PARCC and Smarter Balance: assessment consortiums

• PARCC Goal: “ Our intent is not to create another punitive test- but to create a valuable diagnostic that can tell us what is working well and what is not.”

Assurances for Assessment Quality• Texts Worth Reading• Questions Worth Answering • Better Standards Demand Better

Questions• Fidelity to the Standards

Assessments focus on the shifts!• Complexity of texts and the

academic language of texts. • Reading and writing grounded in

evidence from texts.• Building knowledge through content

rich nonfiction.

Innovations in Item Types

• Evidence-Based Selected Response (EBSR)

• Technology-Enhanced Constructed Response (TECR)

• Range of Prose Constructed Responses (PCR)

Grade 3 Sample ERBCPart A What is one main idea

of “How Animals Live ?”

a. There are many types of animals on the planet.

b. Animals need water to live.

c. There are different ways to sort animals.*

d. Animals begin their life cycles in different forms.

Part B

Which sentence from the article best supports the answer to Part A?

e. “Animals get oxygen from air or water.”

f. Animals can be grouped by their traits.”*

g. “Worms are invertebrates.”

h. “All animals grow and change over time.

Grade 6 Sample TECR

Drag the words from the word box into the correct

locations on the graphic to show the life cycle of a

butterfly as described in “How Animals Live.”

Words:

Pupa Adult

Egg Larva

PARCC Assessments

• Moving beyond multiple choice questions as they are hard to write to assess the rigor of the CCSS. Focus on production not just identification to determine mastery.

• Currently:– 2 PARCC provided assessments in 2014-

2015• Summative and near end of year• 1= machine scored• 1= written responses