TECHNOLOGY IN THE COMMON

CORE STATE STANDARDS

Samantha Reidreidsa@tulsaschools.org

Part-Time Instructor - 8th FloorTechnology Integration Specialist

Tulsa Public Schools

COMMON CORE STATE STANDARDS State-led and coordinated by: National Governors Association

http://www.nga.org/

Council of Chief State School Officershttp://www.ccsso.org

COMMON CORE STATE STANDARDS Standards for

English Language ArtsMathematicsLiteracy in History/Social Studies, Science, and Technical Subjects

COMMON CORE STATE STANDARDS

COMMON CORE STATE STANDARDS

Aligned with college and work expectations

Focused and coherent Include rigorous content and application of knowledge through high-order skills

Build upon strengths and lessons of current state standards

Internationally benchmarked so that all students are prepared to succeed in our global economy and society

Based on evidence and research

IMPLEMENTATION TIMELINE

•2010: Standards are released•2010-11: Exploration of the CCS•2011-12: Strategic Initiatives for implementing

the CCS•2012 – 13: Strategic Initiatives for implementing

the CCS•2013-14: Pilot Assessments•2014-15: Accountability for the CCS

WHAT CCSS DOES NOT DEFINE! How teachers should teach All that can or should be taught The nature of advanced work beyond

the core The interventions needed 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

HOW CCSS IS DIFFERENT Focus on critical thinking Increased Lexile levels Focus on informational texts (4-50%,

8-55%, 12-70%) Emphasis on argumentative writing (4-

65%,8-70%,12-80%) Technology integrated throughout

standards ALL teachers are expected to teach

Literacy# Lexile

READING THE STANDARDSEnglish/Language Arts & Literacy

Standards

Anchor Standards

Strands

Sections

English Language Arts Common Core Standards

Reading Strand

Key

Idea

s and

Det

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Cr

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and

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Writing Strand

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Type

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Pur

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Prod

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Rese

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Speaking and Listenin

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Com

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Pres

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Know

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Language Strand

Conv

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READING THE STANDARDS English/Language Arts & Literacy

Sections Standards for English

Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects K–5StrandsReading Standards for Literature K-5 (RL)

StandardsWith Prompting and Support….

Anchor StandardsKey Ideas and Details

RL.K.1

CCSS: MATHEMATICSGreater Focus and Coherence Focus on key topics at each grade level Coherent progressions across grade

levels. Standards for Mathematical Practice

CCSS: MATHEMATICSBalance of concepts and skills

• Content standards require both conceptual understanding and procedural fluency.

• CCSS concentrate early learning of mathematics on the number and geometry strands with less emphasis on data analysis and minimal exposure to algebra.

• CCSS focus on fewer content domains within a grade range.

• Specific domains will be taught more deeply.

HOW TO READ THE STANDARDSMATHEMATICS STANDARDS FORMAT

READING THE STANDARDSMathematics

To be ready for college, workforce, and life in a technological society, students need the ability toGather, comprehend, evaluate, synthesize,

and report on information and ideas.Conduct original research in order to answer

questions or solve problems.Analyze and create a high volume and

extensive range of print and nonprint texts in media forms old and new.

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, Key Design Considerations, p. 4

TECHNOLOGY SKILLS “BLENDED” INTO STANDARDS

STRATEGIC AND CAPABLE USE Tailor their searches online to acquire

useful information efficiently Integrate what they learn using

technology with what they learn offline Are familiar with the strengths and

limitations of various technological tools and mediums and can select and use those best suited to their communications goals

p. 7

UNWRAPPING STANDARDS Use technology, including the Internet,

to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. W.7.6

DO

K LE

VELS

TECHNOLOGY IN THE WRITING STANDARDS Students need to be able to use

technology strategically when creating, refining, and collaborating on writing.

Students have to become adept at gathering information, evaluating sources, and citing material accurately…

p. 41

WRITING ANCHOR STANDARDS 6. Use technology, including the

Internet, to produce and publish writing and to interact and collaborate with others.

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.

p. 41

ANCHOR STANDARDS FOR WRITING IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

SPEAKING AND LISTENING ANCHOR STANDARDS 2. Integrate and evaluate information

presented in diverse media and formats, including visually, quantitatively, and orally.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

TECHNOLOGY IN READING IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS They need to be able to use technology

strategically when creating, refining, and collaborating on writing.

READING IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS ANCHOR STANDARDS 2. Integrate and evaluate information

presented in diverse media and formats, including visually, quantitatively, and orally.

5. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

ELA READING ANCHOR STANDARDS 7. Integrate and evaluate content

presented in diverse media and formats, including visually and quantitatively, as well as in words.

SPIRAL ACTIVITY

In groups of 2-4, put the standards in order from Kindergarten to 12th gradeDiscuss: How each standard

builds on previous standard

Type(s) of technology needed for students to master the standard

Be prepared to share

With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. (W.K.6)

With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (W.1.6)

PROGRESSION OF WRITING STANDARD 6

With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. (W.3.6)

With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. (W.4.6)

PROGRESSION OF WRITING STANDARD 6

With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. (W.5.6)

Use technology, including the Internet, toproduce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. (W.6.6)

PROGRESSION OF WRITING STANDARD 6

Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. (W.7.6)

Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. (W.8.6)

PROGRESSION OF WRITING STANDARD 6

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. (W.9-10.6)

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. (W.11-12.6)

PROGRESSION OF WRITING STANDARD 6

YOUR STANDARDShttp://www.corestandards.org/

http://ok.gov/sde/oklahoma-c3-side-sides

Side by Sides

ASSESSMENT FOR CCSS

http://www.parcconline.org/

Oklahoma is a governing state for the Partnership for Assessment Readiness for College and Careers (PARCC), which consists of 25 states.

CCSS ASSESSMENTS Two summative, required assessment components designed to:

Make “college- and career-readiness” and “on-track” determinations,  Measure the full range of standards and full performance continuum, and Provide data for accountability uses, including measures of growth.

Two non-summative, optional assessment components designed to: Generate timely information for informing instruction, interventions, and

professional development during the school year. A third non-summative component in English language

arts/literacy will assess students’ speaking and listening skills

PARCC will also use technology throughout the design and implementation of the assessment system. The overall assessment system design will include a mix of constructed response items, performance-based tasks, and computer-enhanced, computer-scored items. The PARCC assessments will be administered via computer, and a combination of automated scoring and human scoring will be employed.

PARCC –ASSESSMENT RESOURCES

The Partnership Resource Center (PRC) PRC will be an online, digital resource that

includes two important instructional supports:

model curriculum frameworks that teachers can use to plan instruction and gain a deep understanding of the CCSS, and

released items and tasks that teachers can use for ongoing formative assessment.

INNOVATIVE ENGLISH LANGUAGE ARTS SAMPLETask: Create a story around four of the images below. Drag

the images you have chosen to the filmstrip. Click the area beneath each image on the filmstrip to record narration for that image. Use the Play All button to see the end result.

PARCC- ASSESSMENT RESOURCES

Content? Technology

Skills? What are we

using now?

INNOVATIVE ENGLISH LANGUAGE ARTS SAMPLETask: This entry within a user-edited encyclopedia has four content errors. Use the link to the National Geographic Web Site to research the Emperor Penguin. Correct the errors by clicking the EDIT buttons and making these small corrections to eliminate the four errors.

PARCC- ASSESSMENT RESOURCES

Content? Technology

Skills? What are we

using now?

PARCC- ASSESSMENT RESOURCES

Content? Technology Skills? What are we using now?

MORE SAMPLES http://www.parcconline.org/samples/

item-task-prototypes

PARCC- GR. 6 NARRATIVE WRITING (VOCABULARY) TASK SAMPLE ITEM

PARCC- GR. 6 PROSE CONSTRUCTED RESPONSE FROM NARRATIVE WRITING TASK

PARCC GR. 3 MATHEMATICS (NUMBER LINE)

PARCC GR. 7 MATHEMATICS SUMMATIVE ASSESSMENT

PARCC – HIGH SCHOOL MATHEMATICS SAMPLE ITEM

Students who are college and career ready use technology and digital media strategically and capably.

p. 7

NEXT STEPS Hardware

TECHNOLOGY DECISIONS TIMELINE

QUESTIONS, COMMENTS, CONCERNS?

EVALUATION Technology in the Common Core

Samantha Reid reidsa@tulsaschools.org

http://8thfloorwiki.wikispaces.com/Technology+in+the+Common+Core

http://www.corestandards.org/ http://www.parcconline.org/ http://ok.gov/sde/oklahoma-c3-standards http://www.p21.org/index.php http://www.edutopia.org/common-core-state-

standards-resources