The College Board Standards for College Success CCSSO – SEC State Collaborative Alignment Study CCSSO-SEC Meeting and Content Analysis Workshop San Diego,

The College Board The College Board Standards for College SuccessStandards for College Success

CCSSO – SEC State Collaborative

Alignment Study

CCSSO-SEC Meeting and CCSSO-SEC Meeting and Content Analysis WorkshopContent Analysis Workshop

San Diego, CA San Diego, CA February 11-14, 2008 February 11-14, 2008

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Rigorous Standards leading to

College Readiness

CURRICULUM

INSTR

UCTIO

NASSES

SM

ENT

College Board Standards for College Success


Creating a pathway for rigorous teaching and learning

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• The College Board Standards were created with the goal of increasing the number and diversity of students who are prepared to succeed in college and 21st century careers.

• The College Board Standards define the vertical progression of knowledge and skills that students need, beginning in grade 6, to develop in English language arts and mathematics to be prepared for the SAT, AP, and college success.

• The College Board Standards organizational structure provides both focus and coherence while outlining specific performance expectations to enable teachers and districts to prioritize their instruction.




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The College Board Standards for College Success:

• Provide a model set of standards to build rigorous middle school and high school courses that lead to college and workplace readiness.

• Provide teachers, districts, and states with tools for increasing the rigor and alignment of courses across grades 6-12 to college and workplace readiness.

• Assist teachers in designing lessons and classroom assessments by clearly articulating the content standards students must meet beginning in grade six to be ready for AP and college level work.




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Anchored in empirical research conducted by College Board and David Conley to define expectations of first-year college faculty and high school teachers.

Mathematics standards are course specific.

ELA standards define a developmental progression of knowledge and skills in reading, writing research, speaking, listening, and media literacy that should be addressed across the curriculum.

Science standards are currently in development and will be released in 2009.




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How were the Standards designed, developed, and validated?► Four year research and development effort engaging expert Standards

Advisory Committees, which included college faculty, middle and high school teachers, curriculum and standards experts, and representatives from national professional organizations.

► The College Board conducted extensive reviews of empirical studies and existing exemplary state, national, and international standards frameworks.

► The committees identified the English language arts and mathematics and statistics knowledge and skills that college faculty expect of entering freshmen and that students need to be successful on the SAT, AP, and in first-year college courses.

► To develop the standards, the committees then mapped back from these college-level expectations to define a pathway of rigorous content knowledge and skills beginning in grade 6 leading to college readiness.



Design and Methodology

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Curriculum surveys& course content analyses

AdvancedPlacement

SAT and PSAT

Universityplacement tests

National & statecontent standards

CBSCS

NSF MathematicsCurricula

All of the following frameworks informed the design of the standards and establish their validity:



Design and Methodology

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The College Board Standards for College Success help states align their standards to definitions of college readiness.

The College Board Standards help states: Define the necessary exit-level knowledge and skills for college

readiness. Determine if exit-level skills are articulated at the appropriate

level of rigor. Articulate an appropriate vertical progression of skills that

leads to college readiness exit-level benchmarks. Identify critical gaps or excessive repetitions in their content

and skills progression. Structure and organize content in a clear and coherent fashion

across a middle and high school curriculum.



A Resource for States

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Districts utilize the College Board Standards for College Success as they:

► Develop a pathway to SAT, AP, and college success through curriculum alignment: vertically aligning middle school and high school courses to state and College Board Standards.

► Better define student learning objectives and formative assessments for each course to ensure rigor and provide greater instructional guidance to teachers, students, principals, and parents.

► Develop learning schedules, or pacing guides, that: Help facilitate structured, focused, standards-based learning in the

classroom. Deepen teachers’ content knowledge. Help teachers both teach and assess student learning based on

rigorous standards.



A Resource to Districts

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The College Board is partnering with the Council of Chief State School Officers (CCSSO) and the SEC Collaborative to code the College Board Standards into the SEC index so that participating state teams can use the data as an additional resource to your projects.

This week, we will begin coding the Mathematics and ELA standards.

College Board-CCSSO Leadership Summit: We envision inviting state project leaders to a “meeting of the minds” at the College Board in New York to brainstorm and discuss ways the College Board alignment data can be infused into your ongoing projects.



CCSSO – SEC Collaborative Alignment Study

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Standard:Concise statement of content focus

Objective:More detailed elaboration ofcontent and instructional focus

Performance Expectation:Detailed performance expectations that support targeted instruction and assessment

The Standard and Objective levels provide an overarching framework for each content area.

Using two organizing levels maintains coherence and focus while providing sufficient detail.The performance expectation level defines expected performance in measurable detail.



Organizational Structure

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Sample: English Language Arts

The CBSCS are available to view and download at: http://www.collegeboard.com/about/association/academic/standard.html

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Sample: State Level Standards Alignment

CB Objective6th Grade: Percentage

Covered

7th Grade: Percentage

Covered

8th Grade: Percentage

Covered

English I: Percentage

Covered

English II: Percentage

Covered

English III: Percentage

Covered

English IV: Percentage

Covered

R1.1: Student comprehends the meaning of words and sentences. 100% 100% 100% 100% 67% 67% 67%R1.2: Student comprehends elements of literary texts. 67% 67% 67% 100% 50% 50% 50%

R1.3: Student comprehends organizational patterns, textual features, graphical representations, and ideas in informational and literary texts. 100% 100% 100% 50% 100% 100% 100%

R2.1: Student uses prior knowledge to comprehend and elaborate the meaning of texts. 100% 100% 100% 100% 100% 100% 100%

R2.2: Student uses context to comprehend and elaborate the meaning of texts. 100% 100% 100% 100% 100% 100% 100%R2.3: Student uses knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts. 50% 50% 50% 0% 0% 0% 0%

R3.1: Student rhetorically analyzes author’s purpose, intended audience, and goals. 100% 100% 100% 100% 100% 100% 100%

R3.2: Student interprets, analyzes, and critiques author’s use of literary and rhetorical devices, language, and style. 100% 100% 100% 100% 50% 50% 100%

R4.1: Student uses strategies to prepare to read. 100% 100% 100% 100% 100% 100% 50%

R4.2: Student uses strategies to interpret the meaning of words, sentences, and ideas in texts. 75% 75% 75% 50% 50% 50% 75%R4.3: Student uses strategies to go beyond the text. 100% 100% 100% 50% 50% 50% 50%

R4.4: Student uses strategies to organize, restructure, and synthesize text content. 100% 100% 100% 100% 100% 100% 100%

R4.5: Student monitors comprehension and reading strategies throughout the reading process. 50% 50% 50% 50% 50% 50% 50%

Standard 4: Using Strategies to Comprehend Texts

Standard 1: Comprehension of Words, Sentences, and Components of Texts

Alignment of the TEKS to College Board Reading

Standard 2: Using Prior Knowledge, Context, and Understanding of Language to Comprehend and Elaborate the Meaning of Texts

Standard 3: Author's Purpose, Audience, and Craft

Alignment of State Standards to College Board Standards: Reading

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Sample: District Level Curriculum Alignment

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The College Board’s mission is to connect students to college success and opportunity with a commitment to excellence

and equity in education. The College Board is a not-for-profit membership association

founded in 1900 and is composed of more than 5,300 schools, colleges, universities, and other educational

organizations.

Contact Information:

Natasha GroetschSenior Director, College Board Standards

The College BoardTel: (212) 520-8589

[email protected]

The CBSCS are available to view and download at: http://professionals.collegeboard.com/k-12/system/standards

The College Board The College Board

Documents

The College Board Standards for College Success CCSSO – SEC State Collaborative Alignment Study CCSSO-SEC Meeting and Content Analysis Workshop San Diego,