Common Core State Standards and Assessments Grades K5

Common Core State Standards and AssessmentsGrades 6-12How to create assessments that go along with the standards

Terry MausThe goal of the Common Core State Standards is college and career readiness.2

Classroom AssessmentsSummativeFinal Assessment of Learning

Formative In process assessment for on-going learning

Through Formal & Informal Assessments

LEARNING PROCESSWhip Around ActivityWrite a specific strategy that you are working on as you move toward the implementation of Common Core Standards. When you are done, stand up.When you hear someone identify the same strategy that you wrote on your index card, sit down. Is this an assessment technique? How did it benefit teacher and students?What do the CCSS ask teachers to do?Stop doing all of the work of reading for our students.Stop stealing the fun of reading and put it back in their hands.Let them explore uncover the mysteries inquire, and pick away at the text to figure it out.

from Turn On Your BrainWhat you should see in our classroom. . . Is it different?Students asking and answering more questions and teachers encouraging them to develop answers independentlyStructured opportunities for students to develop and solve their own problemsDiversified methods of student learning, assessment and providing feedbackIncorporation of new curricular materials and instructional strategies in teachingThe teaching of reading and writing in all content areas

SAY:Here are some general things you should be looking for on walk-throughs and class observations. 11

Corepedia ResourceMeasuring Career Readiness by Lexile

13Learning Outcomes Desired by EmployersSOURCE: Hart Research Associates (2010). Raising the Bar: Employers Views on College Learning in the Wake of the Economic Downturn.

Nationally, employers expect employees to use a broad set of skills.Key Points:SOURCE: Hart Research Associates (2010). Raising the Bar: Employers Views on College Learning in the Wake of the Economic Downturn

Review the skills employers have identified as the most desirable skills.

(Give personal examples)14Preparing our Students for College & Career

15

ACT Study Schmeiser, 2006Unprepared in Reading Preparedin ReadingChance of later success 1%

32% Science15%

67%MathematicsReading Proficiency is Key17Some pointsDistribution of Literary and Informational Passagesby Grade in the 2009 NAEP Reading FrameworkGrade Literary Informational4 50% 50%8 45% 55%12 30% 70%Source: National Assessment Governing Board. (2008). Reading framework for the 2009National Assessment of Educational Progress. Washington, DC: U.S. Government Printing Office. ProficiencyGrade 4 ReadingProficientRequired NAEP ScoreTennessee88 %North Carolina82 %Texas81 %Iowa77 %Arkansas53 %Massachusetts48 %California48 %19 ProficiencyGrade 4 ReadingProficientRequired NAEP ScoreTennessee88 %170North Carolina82 %183Texas81 %190Iowa77 %197Arkansas53 %217Massachusetts48 %234California48 %21020GradeHistorical Text Measures2012 CCSS Text Measures*1230Lto 420L190L to 530L2450L to 570L420L to 650L3600L to 730L520L to 820L4640L to 780L740L to 940L5730L to 850L830L to 1010L6860L to 920L920L to 1070L7880L to 960L970L to 1120L8900L to 1010L1010L to 1190L9960L to 1110L1050L to 1260L10920L to 1120L1080L to 1340L11 and 121070L to 1220L1180L to 1390LLexile levels today and with Common Core Rigor increased 2-3 Grade Levels21SummaryThe Big Vision is NOT about Standardsit is about College & Career Readiness!

The Primary Outcome: Increased Math & Science proficiency by closing the text gap in content and comprehensionBegin with the end in mind

Why the need to change how we assess?I Choose C http://www.youtube.com/watch?v=dY2mRM4i6tY

ActivitySample Question from the SMART or PARCC websiteBreak into groups and choose an assessment QuestionDiscuss the differences in the questioning from previous testing Where to find sample items? http://www.k12center.org/rsc/pdf/ Coming_Together_April_2012_Final.PDF http://www.ccsstoolbox.com/

Smarter Balancedhttp://sampleitems.smarterbalanced.org/itempreview/sbac/ELA.htmhttp://sampleitems.smarterbalanced.org/itempreview/sbac/index.htmPARCChttp://www.parcconline.org/samples/item-task-prototypes

What do you need to know about Assessment items & their impact on Instruction?www.parcconline.org

Item & Types prototypes

Choose grade level & content area

Take a look at:Structure of the itemVocabulary UsedDetermine level of RigorWHAT ELSE DO YOU SEE?

When you think about these assessmentswhat do you need to know from an instructional perspective?Share Out with Clock Partner26Content Framework Chart

Here is the Model Content Framework Chart which you can find on page 2 of the PARCC Content Framework document for ELA, Grade 6 (provided).As you can see, it has three columns which describe what students should be doing throughout the year and a base with additional performances expected of students. In grade 3 through 5, there is an additional base set which covers the Foundational Skills.

I am not going to spend a great deal of time on this chart but think it is important to discuss what the chart is telling us.The Modules (A D on the left side of the chart) are nine weeks in length. In the first column, Reading for Complex Texts, it is saying that student should read 1 Extended Text per nine weeks and 3 -5 shorts texts which are related to the Extended Text. It is also says what the focus might be for each of the quarters whether it is informational text or literary text. At some grade levels the suggestions are more specific. I think it is important to note that each of the columns is linked to the others, indicating that if students read something important, they should write about it, and do some personal research on that topic.Collectively, teachers across grade levels should examine the charts to know what the expectations are for the various grade levels. For teachers below grade three they can look at the grade three chart to understand what should be addressed in order for students to be successful in third grade.The information in the gray base at the bottom, identify those things students must do as the read, writing and conduct research. Cite Evidence, for example, is something students should do throughout the year not just when they are writing.Finally, you can see the standards that relate to each of the expectations. RL.10 and RI.10 are the standards for Reading Complex Texts 27McDonalds Claim (Is it True or False?)Wikipedia reports that 8% of all Americans eat at McDonalds every day. In the US, there are approximately 310 million Americans and 12,800 McDonalds. The average McDonalds store can serve 1,500 people a day. Do you believe the Wikipedia report to be true? Using mathematical evidence, defend your position.Is your position a fact, an opinion, or an estimation?(Briars, Feb 2011)Standards for Mathematical Practice in a Classroom28PARCC builds a staircase of text complexity to ensure students are on track each year for college and career reading.PARCC rewards careful, close reading rather than racing through passages.PARCC systematically focuses on the words that matter mostnot obscure vocabulary, but the academic language that pervades complex texts.

Regular practice with complex text and its academic language2929Far longer amounts of classroom time spent on text worth reading and rereading carefully Base answers on what has been read, not opinions or experienceRecent study found that 80% of the questions students were asked when they are reading are answerable without direct reference to the text itself .Major Shift for Assessment: Text-dependent questions Bringing the Common Core to Life" David Coleman Founder, Student Achievement Partners Chancellors Hall State Education Building Albany, NY April 28, 2011 30Typical Types of Text Dependent QuestionsAnalyze paragraphs on a sentence by sentence basis and sentences on a word by word basis to determine the role played by individual paragraphs, sentences, phrases, or words.Investigate how meaning can be altered by changing key words and why an author may have chosen one word over another.Probe each argument in persuasive text, each idea in informational text, each key detail in literary text, and observe how these build to a whole.

achievethecore.org, created by the Student Achievement PartnersTypical Types of Text Dependent Questions (cont.)Examine how shifts in the direction of an argument or explanation are achieved, and the impact of those shifts.Question why authors choose to begin and end when they do.Note and assess patterns of writing and what they achieve.Consider what the text leaves uncertain or unstated.

achievethecore.org, created by the Student Achievement PartnersCLOSE or Deep Reading The Common Core State Standards for reading strongly focus on students gathering evidence, knowledge, and insight from what they read. 80-90% of the Reading Standards in each grade require text dependent analysis.

This means aligned curriculum materials should have a similar percentage of text dependent questions.

from Turn On Your BrainRead like a detective and write like a conscientious investigative reporter.Dr. David ColemanIn Summary

Key Points:

If I were a teacher, I would put this on a poster and put it up on the wall in my classroom.

Any questions so far? (Break?)

David Coleman is founder and CEO of Student Achievement Partners, LLC, an organization that assembles leading thinkers and researchers to design actions to substantially improve student achievement. Most recently, David and Jason Zimba of Student Achievement Partners played a lead role in developing the Common Core State Standards in math and literacy. David and Jason also founded the Grow Network acquired by McGraw-Hill in 2005 with the mission of making assessment results truly useful to teachers, school leaders, parents, and students. David spent 5 years at McKinsey & Company, where his work focused on health care, financial institutions, and pro bono service to education. He is a Rhodes Scholar and a graduate of Yale University, Oxford University, and Cambridge University.

34Lets give it a try!!The Gettysburg Address

Are these Text Dependent Questions?Why did the North fight the civil war? Have you ever been to a funeral or gravesite? Lincoln says that the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?

T_h_e_ _o_v_e_r_a_r_c_h_i_n_g_ _p_r_o_b_l_e_m_ _w_i_t_h_ _t_h_e_s_e_ _q_u_e_s_t_i_o_n_s_ _i_s_ _t_h_a_t_ _t_h_e_y_ _r_e_q_u_i_r_e_ _n_o_ _f_a_m_i_l_i_a_r_i_t_y_ _a_t_ _a_l_l_ _w_i_t_h_ _L_i_n_c_o_l_n_s_ _s_p_e_e_c_h_ _i_n_ _o_r_d_e_r_ _t_o_ _a_n_s_w_e_r_ _t_h_e_m_._ _R_e_s_p_o_n_d_i_n_g_ _t_o_ _t_h_e_s_e_ _s_o_r_t_s_ _o_f_ _q_u_e_s_t_i_o_n_s_ _i_n_s_t_e_a_d_ _r_e_q_u_i_r_e_s_ _s_t_u_d_e_n_t_s_ _t_o_ _g_o_ _o_u_t_s_i_d_e_ _t_h_e_ _t_e_x_t_._ _S_u_c_h_ _q_u_e_s_t_i_o_n_s_ _c_a_n_ _b_e_ _t_e_m_p_t_i_n_g_ _t_o_ _a_s_k_ _b_e_c_a_u_s_e_ _t_h_e_y_ _a_r_e_ _l_i_k_e_l_y_ _t_o_ _g_e_t_ _s_t_u_d_e_n_t_s_ _t_a_l_k_i_n_g_,_ _b_u_t_ _t_h_e_y_ _t_a_k_e_ _s_t_u_d_e_n_t_s_ _a_w_a_y_ _f_r_o_m_ _c_o_n_s_i_d_e_r_i_n_g_ _t_h_e_ _a_c_t_u_a_l_ _p_o_i_n_t_ _L_i_n_c_o_l_n_ _i_s_ _m_a_k_i_n_g_._ _T_h_e_y_ _s_e_e_k_ _t_o_ _e_l_i_c_i_t_ _a_ _p_e_r_s_o_n_a_l_ _o_r_ _g_e_n_e_r_a_l_ _r_e_s_p_o_n_s_e_ _t_h_a_t_ _r_e_l_i_e_s_ _o_n_ _i_n_d_i_v_i_d_u_a_l_ _e_x_p_e_r_i_e_n_c_e_ _a_n_d_ _o_p_i_n_i_o_n_,_ _a_n_d_ _a_n_s_w_e_r_i_n_g_ _t_h_e_m_ _w_i_l_l_ _n_o_t_ _m_o_v_e_ _s_t_u_d_e_n_t_s_ _c_l_o_s_e_r_ _t_o_ _u_n_d_e_r_s_t_a_n_d_i_n_g_ _t_h_e_ _t_e_x_t_ _o_f_ _t_h_e_ _G_e_t_t_y_s_b_u_r_g_ _A_d_d_r_e_s_s_._ 36 Did you have to learn the Gettysburg Address as a student? What did you have to know? Did you have to memorize it?

In what grade do we usually teach the Gettysburg Address?

How do we teach it today?

Reflection questions37Read the Gettysburg Address to yourself

The Gettysburg Address

38Read the Gettysburg Address to yourself

Reread and write a paraphrase (your own words) of the first two paragraphs

With your shoulder buddy, discuss your paraphrases. What is similar between you? What is different? Argue for your paraphrase.

Who will read the Gettysburg Address aloud for us?

The Gettysburg Address39Look at the vocabulary. Any questions on word usage or meaningsWith a shoulder buddy, complete the first three explorations of the vocabulary word.

What did you find?

The Gettysburg Address40What type of Assessment did we do on this activity? What is missing for this to be an effective assessment?Read a text cold, without set-up.Re-Read in chunks.Paraphrase in writing.Discuss in own language, aloud, safely.Read aloud for accessibility.Identify hard words. Learn word meanings working with a partner.

A CCSS Routine for Close Reading7. Re-read several times, using specific prompts which require looking for very specific details using the text.8. Re-read for specific vocabulary.9. Compare / Contract vocabulary meanings in writing, and through sharing with a buddy. 10. Write an essay requiring the student to take a persuasive viewpoint and argue their case for the authors (motivation, etc.)A CCSS Routine for Close ReadingNew Emphasis on Speaking & Listening The skills are similar to writing and reading.

Analyze purpose of information in diverse media & formats and evaluate motives behind its presentationDelineate arguments & claims, evaluate soundness of reasoning and relevance; identify irrelevant information (CCSS, grade 8)Engage effectively in a range of conversations and collaborations (SL-1, 6)Present claims/findings in focused, coherent manner with relevant evidence, sound reasoning, well-chosen details (SL-4-6)Adapt speech to variety of contexts and tasks demonstrating command of formal English when appropriate (CCSS, grade 8) but the medium is different.

You dont have to read each of these, just refer to the fact that many of the CCS are focused on building students skills to work with different media like listening to content, not just reading it and comprehending and using the information learned.

They learn to express their thoughts and understandings in various settings both formal and informal for many different purposes.

TRANSITION This new emphasis DOES impact the instructional strategies teachers use in the classroom. Dr. Vicki Gibson expresses this well in a McGraw Hill video found on You Tube.44Sample of AssessmentsTest or QuizProjects and PerformanceEssential Questioning and Evidence Based SolutionsRubricsWriting Close Reading ActivitySocratic Discussion SeminarsTeacher ObservationsReflection and FeedbackTest and QuizzesDiagnose individual student needs (developmental status, monitoring student progress, clarify competency, determining needs)Informing InstructionEvaluating ProgramsProvides accountability information

Project & Performance Group Activities (Conversation opportunities)Multimedia PresentationsPerformancesReaders TheaterElectronic PortfoliosInstill Creativity, Inspiration and Innovation

Essential Questioning and Evidence Based Solutions

Constructing Effective Questioning causes different responses from students Quality Questioning (Walsh and Sattes) (2005) Initiated the process called QUILT, Questioning and Understanding to Improve Learning and Thinking.Create Authentic Questions, Are the questions engaging students in deeper thinking and not merely prompt them to recall information that they have read or been told.

RubricsGreat monitoring tool, especially for writingAllows you to outline expectations in all subjectsCan be created as a common assessment with other teachersCan be created and scored by studentsCriteria needs to focus on specific goal objectives Warning- dont make rubric criteria so specific that you limit the students creativity.

Socratic Seminarhttps://www.teachingchannel.org/videos/bring-socratic-seminars-to-the-classroom

Participant GuidelinesRefer to the text any time during the discussion.Idea is to understand ideas, issues and values reflected in the text.DO NOT participate if you are not prepared! It is OK to pass when asked to contribute

Do Not stay confused, ask for clarification.Stick to the points being discussed and make notes about ideas to come back too.Do not raise your hands, take turns speakingListen carefullyTalk to each other, not just to the leader Speak up so that all can hear you

Discuss ideas rather than each others opinionsYou are responsible for the seminarLesson ObjectiveDiscuss the meaning and importance of poetic languageLength7 minQuestions to ConsiderHow do students develop discussion skills by participating in both the inner and outer circles?What can you learn from Ms. Price about using the language of the Common Core with students?Ms. Price says that it's our responsibility to make it their responsibility. How does she do this?Common Core StandardsELA.RL.9-10.1, ELA.RL.9-10.4, ELA.SL.9-10.1c

50Teacher ObservationsDocumentationTechnology enhanced ability to track and record observationsOpportunity to listen and interrupt ongoing learning in the classroomAble to witness application of knowledge and/or ability to master a designated standard

Writing SamplesNational Assessment of Educational Progress (NAEP) requires writing assessments.Key when Checking for understanding Check reading understanding and language skills Response to Text-based questionsApply skills for evidence based writingWriting represents authors thinking

Reflection and FeedbackEstablish an Environment that is conducive for Reflection & FeedbackFeedback. Educational Leadership IssueFacilitating Reflection Through Guiding Questions and Sentence StartersOne purpose of asking questions is to promote students thinking about their thinking, otherwise known as metacognition.I Used to Think..., but Now I Think... Student Self-AssessmentDont Forget to take time for your own reflectionsDesign of a Formative Classroom Assessment Choose a Focus for the Unit of StudyIdentify Matching Priority CCSSUnwrap the Priority CCSSCreate a graphic OrganizerDetermine Big IdeasWrite the Essential QuestionsWrite Selected Response ItemsWrite Constructed Response Items (short or extended)Create Scoring Guide for itemsWrite Essential Questions and Big Idea DirectionsConnecting CCSS with Common Formative Assessments, Ainsworth, Larry, 2012, Leadership & Learning Center, p10-25What if we looked at each Standard?Key Concepts What students must knowKey Learning Targets What students must be able to doEngaged Learning Instructional Activities, Demonstrations Evidence of LearningFormative Classroom AssessmentsChecking For Understanding: Formative Assessment Techniques for your Classroom :Fisher, Douglas & Frey, Nancy ASCDASCD has a tutorial Series of Professional Development materials on this topic.Full of resources and forms to assist in creating Formative Assessments. Highly Recommended.Other Concerns Lesson/Unit PlansGrading ProceduresReport Cards???????????

RELIGIONSOCIAL STUDIESMUSICKnowledge of faithKnowledge of historyUnderstanding of music theoryLiturgical formationUse of maps, globes, graphs, and chartsClass participationPersonal and Social GrowthPersonal and Social GrowthPersonal and Social GrowthEffort and Study SkillsEffort and Study SkillsEffort and Prepared for ClassLITERATURESCIENCEPHYSICAL EDUCATIONComprehension & interpretation of literatureComprehension of conceptsStays on taskListening & speaking skillsInterpretation of theoryWorks well with othersGRAMMAR/COMPOSITIONApplication of laboratory skillsParticipates wellGrammar skills & usagePersonal and Social GrowthPersonal and Social GrowthComposition skillsEffort and Study SkillsEffort and Prepared for ClassHandwritingSPELLING / VOCABULARYTeacher:ATTENDANCEPersonal and Social GrowthARTDays PresentEffort and Study SkillsIndependent creativityDays AbsentTechniqueDays LateMATHEMATICSPersonal and Social GrowthUses mathematical thinking & reasoning to solve word problemsEffort and Prepared for ClassShows understanding of math conceptsTECHNOLOGYMaintains computation skillsKeyboardingClearly communicates mathematical thinkingSoftware applicationsPersonal and Social GrowthPersonal and Social GrowthEffort and Study SkillsEffort and Prepared for ClassADOM Grade 6-8 Report Card

Need to Collaborate & ReflectCommon PLANNINGCreate Common or Similar assessmentsShare your successes and ChallengesMust have opportunity to share resourcesTeachers must have the time allocated to reflect and collaborateIntellectual growth should commence at birth and cease only at death. Albert Einstein

3 things I learned today2 tools I plan to use1 thing I would like to learn more about

Common Core State Standards

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Terry MausETC Director Education & TECHNOLOGYConsultants954.552.9667etcterrymaus@gmail.com

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