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2013-2014 ELA SAS Overview. Objectives Understand the key changes to the 2013-2014 SAS documents and interim assessments and how these changes support.

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Presentation on theme: "2013-2014 ELA SAS Overview. Objectives Understand the key changes to the 2013-2014 SAS documents and interim assessments and how these changes support."— Presentation transcript:

1 ELA SAS Overview

2 Objectives Understand the key changes to the SAS documents and interim assessments and how these changes support the continued transition to the Common Core standards.

3 How We Created the SAS SAS School and District Feedback Changes from the State

4 MA SPS SAS Overview: Purpose of the SAS: To identify what standards are being assessed each cycle to aid in the long-term planning process To supplement a pacing guide or other curriculum materials To aid in the vertical planning process To begin to help you think about how to prioritize standards The SAS does not: Tell you when to teach a standard or clearly prioritize standards Act as a stand-alone planning document (i.e. Unit Plans), or provide full standard descriptions Unpack standards to a “teachable” level (tell you how to teach the standards)

5 ELA SAS

6 Changes to SAS 1. Removal of Anchor Standards Sample items released by PARCC and Student Achievement Partners align to grade-specific standards 2. Updated Lexile levels Lexile bands for all grades expanded slightly to cover a wider range, which aligns to Student Achievement Partners guidance 3. Addition of Writing Standards 1−3 for all grades (optional to administer) 4. Addition of Integration of Knowledge and Ideas Standards Reading Standards 7−9 5. Addition of multiple linked passages in A4 Grades 3 & 4 will include 2 INF linked passages Grades 5-8 will include 2 or 3 INF linked passages

7 While ANet data will not be tied to these CCR standards next year, it is still important to be grounded in these.

8 Literature RL.2.1Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.4.1Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL.5.1Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RL.6.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.7.1Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.8.1Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. ANet data will be tied to grade-level specific standards, like the ones illustrated in this vertical progression below.

9 Removal of anchor standards How we assessed Standard 3 this year: 3.CCR.3 3.RL.3 3.RI How we plan to assess Standard 3 next year: 3.RL.3 3.RI.3 4/13/2015 Rationale: The anchor standards are naturally embedded in the grade-specific standards, which define what students should understand and be able to do by the end of the year. This change will allow schools to more clearly see trends in data based on genre of text, as well as the standards themselves. Rationale: The anchor standards are naturally embedded in the grade-specific standards, which define what students should understand and be able to do by the end of the year. This change will allow schools to more clearly see trends in data based on genre of text, as well as the standards themselves.

10 Changes to SAS 1. Removal of Anchor Standards Sample items released by PARCC and Student Achievement Partners align to grade-specific standards 2. Updated Lexile levels o Lexile bands for all grades expanded slightly to cover a wider range, which aligns to Student Achievement Partners guidance 3. Addition of Writing Standards 1−3 (optional to administer) 4. Addition of Integration of Knowledge and Ideas Standards Reading Standards 7−9 5. Addition of multiple linked passages in A4 Grades 3 & 4 will include 2 INF linked passages Grades 5-8 will include 3 INF linked passages 4/13/2015

11 Updated Lexile Bands Text Complexity Grade Bands Original CCR Lexile expectations Revised CCR Lexile expectations (2012) K-1n/a CCR /13/2015 More information can be found at the Student Achievement Partners website: achievethecore.org/text-complexityachievethecore.org/text-complexity Common Core Appendix B is a also a good resources to find examples of grade-level texts.

12 Changes to SAS 1. Removal of Anchor Standards Sample items released by PARCC and Student Achievement Partners align to grade-specific standards 2. Updated Lexile levels o Lexile bands for all grades expanded slightly to cover a wider range, which aligns to Student Achievement Partners guidance 3. Addition of Writing Standards 1−3 (optional to administer) 4. Addition of Integration of Knowledge and Ideas Standards Reading Standards 7−9 5. Addition of multiple linked passages in A4 Grades 3 & 4 will include 2 INF linked passages Grades 5-8 will include 3 INF linked passages 4/13/2015

13 Addition of writing standards 1-3 4/13/2015 BEFORE Decontextualized Prompt NOW Contextualized Prompt Think about someone who is important to you. This could be a family member, a friend, a teacher, or anyone else who is significant in your life. Write a story about a memory you have of hat person. Give enough details about your important person so that your reader can understand what he/she is really like. “Hodja and the Hungry Coat: A Turkish Tale” is a story that teaches a less. Explain what that lesson is, and how the events and characters in the story help develop it. Use specific details from the story to support your answer.

14 Changes to SAS 1. Removal of Anchor Standards Sample items released by PARCC and Student Achievement Partners align to grade-specific standards 2. Updated Lexile levels o Lexile bands for all grades expanded slightly to cover a wider range, which aligns to Student Achievement Partners guidance 3. Addition of Writing Standards 1−3 (optional to administer) 4. Addition of Integration of Knowledge and Ideas Standards Reading Standards 7−9 5. Addition of multiple linked passages Grades 3 & 4 will include 2 INF linked passages Grades 5-8 will include 3 INF linked passages 4/13/2015

15 Integration of knowledge and ideas domain (standards 7, 8, 9) 4/13/2015

16 Linked Passages Items: Multiple choice Sample multiple choice item linking two passages: 4/13/2015

17 Linked Passages: Writing Tasks 4/13/2015

18 SAS Reflection Guiding Questions: Which changes will be easiest/hardest for your teachers/students? What are the key messages you want your teachers to know about the SAS and ELA assessments for next year and how they support the CCSS transition?


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