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Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012.

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Presentation on theme: "Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012."— Presentation transcript:

1 Get Immersed in the Standards and Next Generation Assessments Bristow, OK Susan Gendron Senior Fellow, International Center August 14, 2012

2 Effective Implementation Rigor Relevance Relationship

3 Effective Implementation 3

4 Teaching Organizational Leadership Instructional Leadership Student Achievement

5 What will our students need to: Know Do 5

6 PISA Shanghai-China556 2 Korea539 3 Finland536 4 Hong Kong-China533 5 Singapore526 6 Canada524 7 New Zealand521 8 Japan520 9 Australia Netherlands United States Germany Ireland France United Kingdom Spain Russian Federation Mexico Brazil Indonesia402 Overall Reading Scale Significantly Above OECD Average Not Significantly Different (OECD Average 493) Significantly below OECD Average

7 PISA 2009 Overall Math Scale Significantly Above OECD Average Not Significantly Different (OECD Average 496) Significantly below OECD Average 1 Shanghai-China600 2 Singapore562 3 Hong Kong-China555 4 Korea546 6 Finland541 9 Japan Canada Netherlands New Zealand Australia Germany France United Kingdom United States Ireland Spain Russian Federation Mexico Brazil Indonesia371

8 PISA 2009 Overall Science Scale Significantly Above OECD Average Not Significantly Different (OECD Average 501) Significantly below OECD Average 1 Shanghai-China575 2 Finland554 3 Hong Kong-China549 4 Singapore542 5 Japan539 6 Korea538 7 New Zealand532 8 Canada Australia Netherlands Germany United Kingdom Ireland United States France Spain Russian Federation Mexico Brazil Indonesia383

9 Reading Risk Mapping State Proficiency Standards onto NAEP Scales, IES August 2011 OK

10 Proficiency Grade 4 Reading 2009 Proficiency Grade 4 Reading 2009 Proficient Required NAEP Score Oklahoma 62 %211 Massachusetts 54 %234 Missouri 47 %229 Arizona 72 %193 New Mexico 52 %207 New York 77 %200 Florida 74 %206

11 Reading Risk Mapping State Proficiency Standards onto NAEP Scales, IES August 2011 OK

12 Proficiency Grade 8 Reading 2009 Proficiency Grade 8 Reading 2009 Proficient Required NAEP Score Oklahoma 66%249 Massachusetts 79%249 Missouri 50%267 Florida 54%262 Mississippi 48%254 Rhode Island 62%252

13 Math Risk Mapping State Proficiency Standards onto NAEP Scales, IES August 2011 OK

14 Proficiency Grade 4 Mathematics 2009 Proficiency Grade 4 Mathematics 2009 Proficient Required NAEP Score Oklahoma 66 %228 Massachusetts 48 %255 New Jersey 73 %231 New York 87 %207 New Mexico 77 %224 Indiana 73 %229 Missouri 45 %246

15 Math Risk Mapping State Proficiency Standards onto NAEP Scales, IES August 2011 OK

16 Proficiency Grade 8 Mathematics 2009 Proficiency Grade 8 Mathematics 2009 Proficient Required NAEP Score Oklahoma 59 %269 Massachusetts 49 %300 Missouri 47 %287 New Mexico 43 % 277 Minnesota 58 %287 New Jersey 71 %272 Rhode Island 53 %275

17 Elbow Partner What are your risks? How will you prepare your school if you anticipate a potential dip in scores? Do you have a communication strategy? 17

18 Lexile Framework ® for Reading Study Summary of Text Lexile Measures Text Lexile Measure (L) High School Lit. College Lit. High School Texts College Texts Military Personal Use Entry- Level Occupa- tions SAT 1, ACT, AP* * Source of National Test Data: MetaMetrics Interquartile Ranges Shown (25% - 75%) 18

19 MetaMetrics Survey 2000 Arkansas Democrat Gazette1230 L Associated Press1310 L LA Times1330 L Miami Herald1200 L New York Post1280 L Oakland Tribune1210 L Raleigh News & Observer1220 L Wall Street Journal1320 L USA Today1200 L

20 On-the Job Lexile Requirements Construction 1,500 1,400 1,300 1,200 1,100 1, Lexile CraftsmanNurseSalesSecretary National Adult Literacy Study 1992 International Center for Leadership in Education 2009

21 Organizational Leadership Student Achievement

22 Culture Organizational Leadership

23 Levin and Elmore Everyone needs to collaborate to ensure that daily teaching and learning practices are the focus of the school All responsible for success Principals and teachers are fundamentally evaluators Leaders responsible for cultural changes – by displacing specific norms, structures, and processes by others

24 Hattie, 2012 Build collective capacity of teachers to show success achievement making learning valued outcome students respect themselves and others build community

25 Does your culture do this? Collaboratively build teams Team works to solve dilemmas in learning Collectively share and critique the nature and quality of evidence that shows our impact on student learning Cooperate in planning and critiquing lessons, learning intentions, and success criteria »Hattie, John Visible Learning for Teachers

26 Elbow Discussion How will you create a culture in your schools of ALL students college and career ready? 26

27 Rigor and Relevance Teaching

28 Rigor/Relevance For All Students 28 AB DC

29 1.Awareness 2.Comprehension 3.Application 4.Analysis 5.Synthesis 6.Evaluation Knowledge Taxonomy Knowledge Taxonomy 29

30 Application Model 1. Knowledge in one discipline 2. Application within one discipline 3. Application across disciplines 4. Application to real-world predictable situations 5. Application to real-world unpredictable situations 30

31 Action/Application Thinking /Knowledge Rigor/Relevance Framework Relevance Rigor

32 Levels CDCDABABCDCDABAB Blooms Application 32 Knowledge

33 Awareness 1 Comprehension 2 Application 3 1 Knowledge in one discipline 2 Apply knowledge in one discipline A Acquisition Students gather and store bits of knowledge/information and are expected to remember or understand this acquired knowledge. Low-level Knowledge 33

34 A Quadrant name label define select identify list memorize recite locate record definition worksheet list quiz test workbook true-false reproduction recitation Verbs Products 34

35 Awareness 1 Comprehension 2 Application 3 B Application 3 Apply knowledge across disciplines 4 Apply to real-world predictable situation 5 Apply to real-world unpredictable situation Students use acquired knowledge to solve problems, design solutions, and complete work. Low-level Application 35

36 B Quadrant apply sequence demonstrate interview construct solve calculate dramatize interpret illustrate scrapbook summary interpretation collection annotation explanation solution demonstration outline Verbs Products 36

37 Application 3 Analysis 4 Synthesis 5 Evaluation 6 1 Knowledge in one discipline 2 Apply knowledge in one discipline C Assimilation Students extend and refine their knowledge so that they can use it automatically and routinely to analyze and solve problems and create solutions. High-level Knowledge 37

38 C Quadrant sequence annotate examine report criticize paraphrase calculate expand summarize classify diagram Verbs Products essay abstract blueprint inventory report plan chart questionnaire classification diagram discussion collection annotation 38

39 3 Apply knowledge across disciplines 4 Apply to real-world predictable situation 5 Apply to real-world unpredictable situation Application 3 Analysis 4 Synthesis 5 Evaluation 6 D Adaptation Students think in complex ways and apply acquired knowledge and skills, even when confronted with perplexing unknowns, to find creative solutions and take action that further develops their skills and knowledge. High-level Application 39

40 D Quadrant evaluate validate justify rate referee infer rank dramatize argue conclude evaluation newspaper estimation trial editorial radio program play collage machine adaptation poem debate new game invention VerbsProducts 40

41 41 14 RIGORRIGOR RELEVANCE AB D C Rigor/Relevance Framework Routine Memorization Four Quadrants of Learning Complex Analytical Challenging Real World Practical Hands On High Low Acquisition A Application B Adaptation D Assimilation C

42 42 Rigor/Relevance Framework History - High School 18 RI G O R RELEVANCE A B D C High Low Identify nations involved and reasons for WWII Analyze original documents and summarize reasons for US opposition to entering WWII Summarize global impacts of WWII and project impacts of Iraq war Interview local WWII veterans and describe impacts from their perspective.

43 International Center for Leadership in Education AUse color counters to solve simple computational problems BSort quantities to discover fractions of the whole CFind values in number sentences when represented by unknowns DDevelop formula for determining a large quantity without counting, such as beans in a jar. Domain: Operational Thinking for Algebra R/R Quadrant Student Performance Example Multiple Performances for Single Standard Math – K-5 Level

44 RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework TeacherWork Teacher/Student Roles StudentThinkStudent Think & Work StudentWork High Low

45 RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework RightAnswer Did Students Get it Right? RationalAnswerRightQuestions RightProcedure High Low

46 KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework Activities Projects Problems

47 New CCSS handbooks Launched at Model Schools Conference 2012 Visit

48 Blooms Application C D A B Current Assessments Next Generation Assessments 48 Focus for Next Generation Testing

49 1.Create high-quality assessments 2.Build a pathway to college and career readiness for all students 3.Support educators in the classroom 4.Develop 21 st century, technology-based assessments 5.Advance accountability at all levels 6.Build an assessment that is sustainable and affordable Goals of the PARCC System 49

50 End-of-Year Assessment Innovative, computer-based items Required Performance-Based Assessment (PBA) Extended tasks Applications of concepts and skills Required Diagnostic Assessment Early indicator of student knowledge and skills to inform instruction, supports, and PD Non-summative Speaking And Listening Assessment Locally scored Non-summative, required 2 Optional Assessments/Flexible Administration Mid-Year Assessment Performance-based Emphasis on hard- to-measure standards Potentially summative 50 Create High Quality Assessments

51 Non-Summative Assessment Components Summative assessment for accountability Non-Summative assessment Early Assessment Early indicator of student knowledge and skills to inform instruction, supports, and PD 51 Flexible Mid-Year Assessment Performance-based Emphasis on hard to measure standards Potentially summative – Diagnostic Assessment designed to be an indicator of student knowledge and skills so that instruction, supports and professional development can be tailored to meet student needs – Mid-Year Assessment comprised of performance-based items and tasks, with an emphasis on hard-to-measure standards. After study, individual states may consider including as a summative component

52 Summative Assessment Components End-of-Year Assessment Innovative, computer- based items Performance-Based Assessment (PBA) Extended tasks Applications of concepts and skills Summative assessment for accountability Non-Summative assessment 52 Performance-Based Assessment (PBA) administered as close to the end of the school year as possible. The ELA/literacy PBA will focus on writing effectively when analyzing text. The mathematics PBA will focus on applying skills, concepts, and understandings to solve multi-step problems requiring abstract reasoning, precision, perseverance, and strategic use of tools End-of-Year Assessment (EOY) administered after approx. 90% of the school year. The ELA/literacy EOY will focus on reading comprehension. The math EOY will be comprised of innovative, machine-scorable items

53 Use of Technology

54 54 Technology Guidelines for PARCC Version 1.0, April 2012 Minima Processor SpeedRAM Available Memory/StorageResolution Display Size Hardware1.0 GHz1 GB 1024x Class Desktops, laptops, netbooks (Windows, Mac, Chrome, Linux), thin client, and tablets (iPad, Windows, and Android) will be compatible devices provided they are configured to meet the established hardware, operating system, and networking specifications- and are able to be locked down. Operating Systems Mac 10.7 Window s 7 Linux (Ubuntu 11.10; Fedora 16) Apple iOS Androi d 4.0

55 Technology Readiness Tool – Six data collection windows between spring 2012 and summer 2014 – Contains data to support local/state planning for the transition to consortia assessment systems Release of Technology Minimum Device Specifications Technology Transition 55

56 Technology Transition (continued) 56

57 Developing the PARCC Assessment System

58 Key Shifts Articulated in the Common Core 58 ANCHORED IN COLLEGE AND CAREER READINESS

59 Claims Driving Design: Mathematics Students are on-track or ready for college and careers 59 *See PARCC Model Content Frameworks for details

60 60 Innovation: Modeling (not an actual PARCC item) Karnataka is a state in southwest India. The accompanying table is agricultural data on fertilizer use and grain crop yield in Karnataka. Fertilizer is measured in 100,000 tons. Crop yield is measured in 10 kilograms per hectare. Throughout the years over which these data were gathered, the amount of land in cultivation remained fairly constant. 1.Write a mathematical function that models the relationship between fertilizer use and grain crop yield. Show your work. 2.Use the function you have chosen to predict the yield if the fertilizer use is 500,000 tons. 3.How precise is the prediction you made in Question (b)? Explain. 4.Based on the data and your function, what advice can you offer the government of Karnataka about fertilizer use? Explain Used with permission from COMAP, 2009

61 Claims Driving Design: ELA/Literacy

62 ELA/Literacy Assessment Items Evidence-Based Selected Response items Technology-Enhanced Constructed Response items Prose Constructed Response items 62

63 100% of PARCC items will be reviewed prior to and following field testing A total of 24 review meetings will take place throughout the contract period, beginning in spring 2012 Item Review Process

64 Implementation and Transition Support

65 65 K-12 Engagement Develop expertise on the CCSS and PARCC; develop state and peer leaders; build and expand the number of educators who understand and feel ownership for implementing the CCSS and PARCC Assessments State teams of K-12 teachers, school and district leaders, local and state curriculum directors, and postsecondary representatives National Math and Science Initiative/Lay The Foundation Annual meetings beginning in July 2012 Educator Leader Cadres

66 Instructional Supports and Tools Support implementation of the CCSS; support development of assessment blueprints; provide guidance to state, district- and school-level curriculum leaders in the development of aligned instructional materials Released November 9, 2011; Re-Release late June; Final in August. Model Content Frameworks Model Instructional Units 66 Model Instructional Units Provide educators with examples of ways to implement the CCSS in schools; allow for the development and sharing of ideas for instructional implementation of the CCSS; encourage development of additional PARCC tools Expected Spring 2013 Professional Learning Modules

67 Revised High School Mathematics Frameworks (Under Review)



70 Supports and Tools (continued) Develop professional development modules focused on assessments to help teachers, school and district leaders, and testing coordinators understand the new assessment system and use of the data Expected Fall 2013 Professional Development Modules 70 One-stop shop for PARCC resources; provide an online warehouse for all PARCC tools and resources as well as other instructional material being developed by PARCC states and districts and national organizations Expected Spring 2013 Partnership Resource Center Develop models of innovative, online-delivered items and rich performance tasks proposed for use in the PARCC assessments. Expected Summer 2012 Item and Task Prototypes

71 PARCC Timeline

72 PARCC Timeline Through Fall 2011 Winter 2012 Spring 2012 Summer 2012 PARCC Assessment Implementation PARCC Tools & Resources Model Content Frameworks released (Nov 2011) Educator Leader Cadres launched Item & task prototypes released Item development begins 72 Updated Model Content Frameworks Released Fall 2012

73 Timeline Through First PARCC Administration in PARCC Tools & Resources College-ready tools released Partnership Resource Center launched Professional development modules released Diagnostic assessments released Pilot/field testing begins Expanded field testing of diagnostic assessment Optional Diagnostic and Midyear PARCC Assessments Spring 2013 Summer 2013 Winter 2014 Spring 2014 Summer 2014 Fall 2013 Fall 2014 PARCC Assessment Implementation 73 Expanded field testing Model Instructional Units Released K-2 Formative Tools Released Winter 2015 Spring 2015 Summative PARCC Assessments Standard Setting in Summer 2015

74 74 Partnership for Assessment of Readiness for College and Careers


76 Shared Responsibility for Students Literacy Development The Standards insist that instruction in reading, speaking, listening, and language be a shared responsibility within the school (p. 4). This division reflects the unique time-honored place of ELA teachers in developing students literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well (p. 4). Adapted from Key Design Considerations (page 4 of the Standards)

77 English Language Arts and Literacy Standards Roadmap READING WRITING SPEAKING & LISTENING LANGUAGE 10 Anchor Standards for College and Career Readiness 10 Anchor Standards for College and Career Readiness 6 Anchor Standards for CCR ELA Standards K-12 Literacy Standards 6-12 ELA Standards K-12 Literacy Standards 6-12 Literary Text Hist. / S.S. Sci. / Tech Subj. Inform Text 1 K K K K K Found- ational Skills K

78 Increasing Sophistication Kindergarten Integration of Knowledge and Ideas 9. Compare and contrast the most important points and key details presented in two texts on the same topic. Grades 11-CCR Integration of Knowledge and Ideas 9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. Reading Anchor Standard #9 Integration of Knowledge and Ideas Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

79 Six Shifts in ELA/Literacy Balancing Informational and Literary Text Building Knowledge in the Disciplines Staircase of Complexity Text-Based Answers Writing From Sources Academic Vocabulary 79

80 Shift 1 Balancing Literature and Informational Text

81 81 Literature Informational Text StoriesDramaPoetryLiterary Nonfiction and Historical, Scientific, and Technical Texts Includes childrens adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth Includes staged dialogue and brief familiar scenes Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics Literary/Informational Text

82 Grade Literary Informational 4 50% 8 45% 55% 12 30% 70% Reading Framework for NAEP 2009

83 College and Career Readiness Anchor Standards for Reading Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. *8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. 83


85 Shift #2 Building Knowledge in the Disciplines

86 Why Literacy in History/Social Studies, Science and Technical? Students are consistently unable to meet the demands of reading text within a particular discipline. Reading within a discipline is different than reading literature. The ability to read within the discipline is important to citizenship. Being literate across a broad range of disciplines is required to be considered College and Career Ready.

87 How is reading history/social studies different from other types of reading? History is interpretive. History is an argument in favor of a particular narrative. Who the author is matters. (sourcing) The authors purpose matters. (bias and perspective) A single text is problematic. (corroboration)

88 How is reading science and technical reading different from other types of reading? Focus is on claims and counter claims Precise details, complex details and processes Analyze results by comparing Determining what question is being raised Navigate text, graphs, tables, charts Evaluate basis for claims

89 Elbow Discussion How are you insuring that literacy is a shared responsibility

90 Shift #3 Staircase of Txt Complexity

91 91 Overview of Text Complexity Reading Standards include over exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade Text complexity is defined by: Qualitative 1.Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative 2.Quantitative measures – readability and other scores of text complexity Reader and Task 3.Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned

92 92 Step 1: Qualitative Measures Measures such as: Levels of meaning Levels of purpose Structure Organization Language conventionality Language clarity Prior knowledge demands

93 93 Measures such as: Word length Word frequency Word difficulty Sentence length Text length Text cohesion Step 2: Quantitative Measures

94 Text Complexity Grade Bands and Associated Lexile Ranges Text Complexity Grade Band in the Standards Old Lexile RangesLexile Ranges Aligned to CCR expectations K-1N/A CCR

95 Lexile Analyzer

96 96 Step 3: Reader and Task Considerations such as: Motivation Knowledge and experience Purpose for reading Complexity of task assigned regarding text Complexity of questions asked regarding text

97 SMARTER Balanced Assessment Consortia



100 Key Ideas and Details RI.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.7.2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). Craft and Structure RI.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. RI.7.5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. RI.7.6. Determine an authors point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. Integration of Knowledge and Ideas RI.7.7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each mediums portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). RI.7.8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. RI.7.9. Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

101 Performance Task Students determine the figurative and connotative meanings of words such as wayfaring, laconic, and taciturnity as well as of phrases such as hold his peace in John Steinbecks Travels with Charley: In Search of America. They analyze how Steinbecks specific word choices and diction impact the meaning and tone of his writing and the characterization of the individuals and places he describes. [RI.7.4 ]

102 Shift #4 Text Based Answers

103 High-quality, Text-dependent Questions & Tasks Among the highest priorities of the Common Core Standards is that students can read closely and gain knowledge from texts. More questions that can be answered only with reference to the text. Sequences of questions should elicit a sustained discussion. Tasks must require the use of more textual evidence.

104 Shift #5 Writing from Sources

105 NAEP 2011 Writing Framework GradeTo PersuadeTo ExplainTo Convey Experience 430%35% 8 30% 1240% 20%

106 College and Career Readiness Anchor Writing Standards Research to Build and Present Knowledge 7.Conduct short, as well as more sustained research projects based on questions, demonstrating understanding of the subject under investigation. 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. 9.Draw evidence from literary or informational texts to support analysis, reflection, and research. 106

107 Writing and Research the Analyzes and Deploys Evidence Draw evidence from texts to support and develop: Analysis Reflection Research Increase opportunities to write in response to sources Extensive practice with short, focused research projects typically taking a week and occurringat a minimumquarterly Increase focus on argumentation and informative writing, less narrative writing






113 Shift #6 Academic Vocabulary

114 Language Progressive Skills 114 Tier I - words of everyday speech Tier II - general academic words, typically found in text, ways to communicate simple ideas Tier III - domain-specific words (informational text)


116 Developing Literacy Plan Examine your student data Develop a deliberate process for selecting text Focus on Literary and Information text Focus on Text dependent questions Engage students in writing across the content areas, common process, rubrics One research project per quarter Focus on domain specific vocabulary Rigor/Relevance – Quadrant D

117 Solid Implementation Focus Fidelity of Implementation Leading and Lagging Indicators

118 Proportions of students scoring in each decile of the MCAS 8 th grade ELA distribution

119 Proportions of students scoring in each decile of the MCAS 8 th grade Math distribution

120 MCAS Math gains 8 th to 10 th grade, compared to others from the same 8 th grade decile (School Rank Percentile)

121 MCAS ELA gains 8 th to 10 th grade, compared to others from the same 8 th grade decile (School rank percentile/100)








129 Item Prompt Based on the text, what inference can be made about how tests and testing should occur to ensure an accurate measurement of overall water quality? Explain your inference using details from the text.



132 Grade 11 Constructed Response Stimulus Text: Read the following texts then answer the question. Text 1 The following excerpt comes from a speech written in 1872 by womens rights pioneer Susan B. Anthony. Anthony was arrested after attempting to vote in the 1872 presidential election. After her conviction Anthony wrote this speech to make a constitutional argument for giving women the right to vote.

133 Grade 11 Constructed Response Text 2 The following excerpt comes from the Second Treatise of Government by John Locke, published in Item Prompt: Identify the idea common to these two texts. Explain how the ideas in Lockes treatise support the ideas in Anthonys argument.



136 Resources ore ore


138 138 Whats different about CCSS? These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep. CCSS (2010, p.5)

139 Mathematics Instructional Shifts 1. Focus 2. Coherence 3. Fluency 4. Deep Understanding 5. Application 6. Dual Intensity

140 Focus – Shift # 1 Key ideas, understandings, and skills are identified Deep learning of concepts is stressed –That is, time is spent on a topic and on learning it well. This counters the mile wide, inch deep criticism leveled at most current U.S. standards. 140

141 Coherence – Shift #2 Articulated progressions of topics and performances that are developmental and connected to other progressions Conceptual understanding and procedural skills emphasized equally NCTM states coherence also means that instruction, assessment, and curriculum are aligned 141

142 Topic Placement in Top Achieving Countries

143 Topic Placement in the U.S.

144 Domains for K-8 144

145 Format of Pre-K-8 Standards Standard 2.NBT.1 (code) Domain Grade Level 2.NBT (code) Cluster ClusterCluster HeadingHeading FocusCoherenceClarityRigor

146 Shift #3 Fluency

147 Rigor -Require fluency, application, and deep understanding Conceptual understanding – solving short conceptual problems, applying math in new situations, and speaking about their understanding Procedural skill and fluency - speed and accuracy in calculation. Application - real world situations

148 Reasoning Invite Exploration of important mathematical concepts Allow students to solidify and make connections Make connections and develop coherent framework for mathematical ideas Problem formulation, problem solving and mathematical reasoning

149 Reasoning More than one solution Development of all students disposition to do math

150 Mathematically proficient students Make conjectures Build logical progressions to explore the truth of their conjectures Justify and communicate their conclusions Respond to arguments

151 Which number does not belong? Why? Instead of asking which numbers are odd? From: Math for All: Differentiating Instruction, Grades 3-5, Dacey and Lynch

152 Procedural Fluency Knowledgeable about procedures Know when and how to use them Skill in performing procedures flexibly, accurately, efficiently and with understanding

153 GradeFluency KAdd/subtract within 5 1Add/subtract within 10 2Add/subtract within 20 Add/subtract within 100 (pencil and paper) 3Multiply/divide within 100 Add/subtract within Add/subtract within 1,000,000 5Multidigit multiplication 6Multidigit division Multidigit decimal operations 7 8Solve simple 2 2 systems by inspection 153

154 Shift #4 Deep Understanding

155 Cognitively-Guided Instruction Process

156 Grade 8

157 Domains for K-8 157




161 Mathematics/Standards for Mathematical Practice 1.Make sense of problems and persevere in solving them 2.Reason abstractly and quantitatively 3.Construct viable arguments and critique the reasoning of others 4.Model with mathematics 5.Use appropriate tools strategically 6.Attend to precision 7.Look for and make use of structure 8.Look for and express regularity in repeated reasoning 161

162 Viewing Mathematical Practices/Inside Mathematics Practice 1 Practice 2 Practice 3 Practice 4 Practice 5 Practice 6 Practice 7 Practice Choose one lesson and watch approximately 5-7 minutes of instruction using your rubric. Have a discussion on evidence of the mathematical practice.

163 Shift #5 Application


165 As Felicia gets on the freeway to drive to her cousin's house, she notice that she is a little low on gas. There is a gas station at the exit she normally takes, and she wonders if she will have to get gas before then. She normally sets her cruise control at the speed limit of 70mph and the freeway portion of the drive takes about an hour and 15 minutes. Her car gets about 30 miles per gallon on the freeway, and gas costs $3.50 per gallon. Describe an estimate that Felicia might do in her head while driving to decide how many gallons of gas she needs to make it to the gas station at the other end. Assuming she makes it, how much does Felicia spend per mile on the freeway? Alignment 1: N-Q.1, N-Q.3

166 Modeling Identify the problem Formulate a model Analyze and perform operations Interpret results Validate the conclusion Report on the conclusion

167 Shift #6 Dual Intensity








175 Resources PARCC Resources: Progressions & Common Core Tools Illustrative Mathematics

176 Resources National Council of Supervisors of Math: Mathematics Assessment Project (MAP): und.php

177 Recommended Professional Development Grades K–2, Counting and Cardinality and Number and Operations in Base Grades K–5 Operations and Algebraic Thinking Grades 3–5 Number and OperationsFractions Grades 6–7 Ratios and Proportional Reasoning Grade 8 Geometry

178 Practical strategies to support school and district leaders: Supporting teachers in changing instruction to meet the requirements of the Common Core State Standards and Next Generation Assessments Approaching evaluation from the broader perspective of selection, support, and evaluation of all educators Providing meaningful Teacher Evaluations even with limited time and resources

179 1587 Route 146 Rexford, NY Phone (518) Fax (518)

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