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Mining the Best Resources for Common Core State Standards Sandra M. Alberti, Ed.D. Student Achievement Partners.

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Presentation on theme: "Mining the Best Resources for Common Core State Standards Sandra M. Alberti, Ed.D. Student Achievement Partners."— Presentation transcript:

1 Mining the Best Resources for Common Core State Standards Sandra M. Alberti, Ed.D. Student Achievement Partners

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3 Standards-Based Instruction Clear expectations Clear connection of classroom activities to expectations Clear information on student progress toward meeting expectations. 3

4 The Shifts 1. Balancing Informational & Literary Text1 2. Knowledge in the Disciplines1 3. Staircase of Complexity3 4. Text-based Answers2 5. Writing from Sources2 6. Academic Vocabulary3 4 1.Building knowledge through content-rich nonfiction. 2.Reading, writing, and speaking grounded in evidence from text, both literary and informational 3.Regular practice with complex text and its academic language

5 Mining Resources Bring it back to the Standards – Is it Working for Kids? How do you know? Evidence/(formal and informal) Assessment What do you need? 5

6 Evaluation of Resources 1.Issue of Alignment to Common Core State Standards 2.Other Considerations? 6

7 Tools for Evaluation of Alignment - History 1.Common Core State Standards 2.Publishers’ Criteria for ELA/Literacy 3.Publishers’ Criteria for ELA/Literacy K-2 Publishers’ Criteria for ELA/Literacy Tri-State Rubric  EQuIP Rubric 5.Instructional Materials Evaluation Tool (IMET) 7

8 Suite of Tools to Evaluate Alignment 8

9 What is the Toolkit? An Overview Purpose: To catalyze the impact that the CCSS can have on student achievement by building and applying a common vision of CCSS aligned, high quality instructional and assessment materials What it is: Collaboration between Achieve, CCSSO and Student Achievement Partners A resource that brings together a set of interrelated, freely available tools for evaluating instructional and assessment materials for alignment to CCSS Audience: Educators Developers

10 Key Design Features Derived from or closely aligned with the guidelines provided in the Publishers’ Criteria The Publishers’ Criteria were developed from the perspective that publishers and purchasers are equally responsible for ensuring high quality instructional materials. They do not define, endorse or prescribe curriculum; those decisions are, and should be, local within each state or district. Included tools do not address all factors that may be important in determining whether instructional materials and assessments are appropriate in a given local or state context but instead aim to clearly articulate the criteria for alignment to the CCSS 10

11 Types of Tools in the Toolkit Type of ToolUsed for Evaluating Instructional Materials Evaluation Tool (IMET) Comprehensive mathematics and English language arts or reading curricula in print and digital format. EQuIP Rubric for Lessons and Units Lesson plans and units of instruction in mathematics and English language arts/literacy. Assessment Evaluation Tool (AET) Assessments or sets of assessments and item banks for mathematics and English language arts/literacy, including interim/benchmark assessments, and classroom assessments designed to address a grade or course. Assessment Passage and Item Quality Criteria Checklist Assessment passages and assessment items or tasks. 11

12 What’s In and What’s Out? INOUT 1.Leveled texts (only) 2.Reading any ‘ol text 3.Solely literature 4.Collection of unrelated texts 5.Mostly text-to-self questions 6.Personal opinions about issues 7.Accent on literary terminology 8.Emphasis on pre-reading 9.Reading strategies 10.Reading foundations (peripheral and detached) 1.Daily encounters w/complex texts 2.Texts worthy of close attention 3.Balance of literary and info texts 4.Coherent sequences of texts 5.Mostly text-dependent questions 6.Evidence-based analyses 7.Accent on academic vocabulary 8.Emphasis on reading & re-reading 9.Reading strategies 10.Reading foundations (central and integrated)

13 It all boils down to... Texts Worth Reading and Questions Worth Answering!

14 Resources Aligned to the Common Core State Standards. Your choice: adopt adapt create 14

15 Non-Negotiable Criteria: I. Text Selection NON-NEGOTIABLE 1: Complexity of Text: Quantitative data for grade-band placement Qualitative features for grade-level placement The submission exhibits concrete evidence that research-based quantitative measures as well as qualitative analysis have been used in selection of complex tests that align to the standards. Further, submissions include a demonstrable staircase of text complexity as materials progress across grade bands. 15

16 Non-Negotiable Criteria: I. Text Selection NON-NEGOTIABLE 2: Range of Text: K-5 50% literature/50% informational 6-12 more literary nonfiction Sequence or collection of texts that build knowledge about topics Anchor texts for close reading Additional materials for independent reading Materials reflect the distribution of text types and genres required by the standards. 16

17 Non-Negotiable Criteria: I. Text Selection NON-NEGOTIABLE 3: Quality of Texts Texts worth reading: content-rich and well crafted Non-fiction text enable students to develop rich content knowledge. Produced by authorities in the discipline 50% of informational texts use informational text structures (rather than narrative) The quality of texts is high – they are worth reading closely and exhibit exceptional craft and though and/or provide useful information. 17

18 Non-Negotiable Criteria: II. Questions and Tasks NON-NEGOTIABLE 4: Text-dependent and Text-Specific Questions: Require use of textual evidence, including supporting valid inferences from the text TDQs elicit attention to the specifics of the text and their impact. Q and tasks assess the depth and complexity of analytic thinking required by standards at grade level (not every standard with every text!) Q &T support students in unpacking the academic language prevalent in complex text (vocabulary and syntax) At least 80% of all questions in the submission are high-quality text- dependent and text-specific questions. The overwhelming majority of these questions are text specific and draw student attention to particulars of text 18

19 Non-Negotiable Criteria: II. Questions and Tasks 19 NON-NEGOTIABLE 5: Scaffolding and Supports: Pre-reading activities and scaffolding are focused and begin with the text; no more than 10% of time Materials do not confuse or substitute mastery of strategies with comprehension of text Q & T require careful comprehension Vocabulary supports the development of meaning of the text Materials offer assessment opportunities that measure progress The submission provides all students, including those that read below grade level, with extensive opportunities to encounter and comprehend grade-level complex text as required by the standards. Materials direct teachers to return to focused parts of the text to guide students through rereading, discussion and writing.

20 Non-Negotiable Criteria: III. Foundational Skills NON-NEGOTIABLE 6: Foundational Skills (grades 3-5): Demand knowledge of grade-level phonic patterns and world analysis skills Encourage students to use context to confirm or self-correct word recognition and understanding. Provide instruction and practice in word study Build fluency in oral and silent reading Materials provide explicit and systematic instruction and diagnostic support for concepts of print, phonics, vocabulary, syntax and fluency. 20

21 Non-Negotiable Criteria: IV. Writing to Sources and Research NON-NEGOTIABLE 7: Writing to Sources: Students analyze and synthesize sources in their writing o Analysis, claims, inform Increased focus on argument and informative writing (or blending) Writing opportunities are prominent and varies Extensive practice with short, focused research 21 ExpositionPersuasion/ Argument Narrative Grades 3-535%30%35% Grades 6-835% 30% HS40% 20%

22 Non-Negotiable Criteria: V. Speaking and Listening NON-NEGOTIABLE 8: Speaking and Listening: Texts used in prompts must meet the criteria for complexity, range, and quality Increased focus on argument and informative writing (or blending) Materials develop active listening skills: taking notes on main ideas, asking questions and elaborating on others’ remarks In oral presentations students are required to marshal evidence Frequent opportunities for discussion; emphasize use of academic language Tasks for speaking and listening reflect true communication skills required for college and career readiness. 22

23 Non-Negotiable Criteria: VI. Language NON-NEGOTIABLE 9: Language: Materials address the grammar and language convents in the standards Real-world activities for student practice with natural language 23

24 Tri-State/EQuIP Rubric 24

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26 Let’s Look at Some Key Resources 1.Basal Alignment Project/Anthology Alignment Project 2.Mini-Assessments 3.In Common 4.Tools for PD 1.iTunes U 2.PD modules 3.Text Complexity Resources 4.Writing Text Dependent Questions 5.Am I doing the Core? 1.Instructional Practice Guides = Evidence Collection Guides 26

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29 Wrap-Up Implementation of the CCSS requires standards- driven instruction supported by high quality instructional materials and assessments. There will never be just one resource that meets all the needs of all contexts, we therefore need a set of criteria that are grounded in the CCSS that can be widely applied to the judgment of potential resources.

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