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Warm Up  Find the others with the same number or face card as you.  Briefly share with each another some of the ways your district and/or school is.

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Presentation on theme: "Warm Up  Find the others with the same number or face card as you.  Briefly share with each another some of the ways your district and/or school is."— Presentation transcript:

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2 Warm Up  Find the others with the same number or face card as you.  Briefly share with each another some of the ways your district and/or school is working toward the transition of the CCSS. Include your successes and/or challenges.

3 Common Core State Standards Our goals for today… Participants will… 1. Briefly be reminded of content from the ELA CCSS session I 2. Briefly review the purpose and highlights of the Smarter Balanced Assessment System 3. Deepen their understanding of the vertical articulation of the standards 4. Deconstruct a standard and begin to evaluate its rigor as defined by Hess’s Cognitive Rigor matrix 5. Engage in Vertical & Horizontal Alignment of Writing Standard 1 6. Consider implications for their work 3

4 Current WA Standards (GLEs) – Grades K-10 Common Core ELA Standards – Grades K-12 Reading Writing Communication (includes Speaking and Listening) Language Media & Tech 4

5 5 CCSS for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Standards for Writing Standards for Speaking and Listening Standards for Language Standards for Reading Literature and Informational Text 1.Key Ideas and Details 2.Craft and Structure 3.Integration of Knowledge and Ideas 1.Range of Reading and Level of Text Complexity Argumentative, Informative/Explanatory, Narrative 1. Text Types and Purposes 2.Production and Distribution of Writing 3.Research to Build and Present Knowledge 4.Range of Writing Speaking and Listening 1.Comprehension and Collaboration 2.Presentation of Knowledge and Ideas Language 1. Conventions of Standard English 2.Knowledge of Language 3.Vocabulary Acquisition and Use Foundational Skills K-5) 1. Print Concepts 2.Phonological Awareness 3. Phonics and word Recognition 4. Fluency Literacy in History/Social Studies, Science, and Technical Subjects (Grades 6-12)

6 The ELA Document Structure K-5 page 11 – Reading Foundational Skills – Writing – Speaking and Listening – Language  6-12 page 35  Reading  Writing  Speaking and Listening  Language  Literacy in History/Social Studies, Science, and Technical Subjects Appendices A, B, C Introduction

7 Strands Sub-headings Grade Level Standards “What” students should know and be able to do at each grade level and band. The main focus of the content within each strand. The major areas or disciplines of study within each content area. ELA Common Core Standards Framework

8 Reading Grade Levels Strand Abbreviation Sub-heading 8

9 RL.4.3 The ELA CCSS Code Standard 3 Grade 4 Reading Literature

10 Smarter Balanced Assessment Consortium A Peek at the Assessment System 10

11 The Purpose of the Consortium  To develop a comprehensive and innovative assessment system for grades 3-8 and high school in English language arts and mathematics aligned to the Common Core State Standards, so that... ...students leave high school prepared for postsecondary success in college or a career through increased student learning and improved teaching [The assessments shall be operational across Consortium states in the school year] 11

12 A National Consortium of States  28 states representing 48% of K-12 students  21 governing, 7 advisory states  Washington state is fiscal agent 12

13 A Balanced Assessment System Common Core State Standards specify K-12 expectations for college and career readiness Common Core State Standards specify K-12 expectations for college and career readiness All students leave high school college and career ready Teachers and schools have information and tools they need to improve teaching and learning Interim assessments Flexible, open, used for actionable feedback Summative assessments Benchmarked to college and career readiness Teacher resources for formative assessment practices to improve instruction 13

14 System Highlights Re-take option Optional Interim assessment system— Summative assessment for accountability Last 12 weeks of year* DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools. Scope, sequence, number, and timing of interim assessments locally determined PERFORMANCE TASKS Reading Writing Math END OF YEAR ADAPTIVE ASSESSMENT * Time windows may be adjusted based on results from the research agenda and final implementation decisions. English Language Arts and Mathematics, Grades 3–8 and High School Computer Adaptive Assessment and Performance Tasks BEGINNING OF YEAR END OF YEAR Source: INTERIM ASSESSMENT Computer Adaptive Assessment and Performance Tasks INTERIM ASSESSMENT 14

15 The Four Claims – Students can Read closely and analytically to comprehend a range of increasingly complex literacy and informational texts. 2. Produce effective and well-grounded writing for a range of purposes and audiences. 3. Employ effective speaking and listening skills for a range of purposes and audiences. 4. Engage appropriately research/inquiry to investigate topics, and to analyze, integrate, and present information. 15

16 Next Generation Assessments  More rigorous tests measuring student progress toward “college and career readiness”  Grades 3-8 and High School  Have common, comparable scores across member states, and across consortia 16

17 Next Generation Assessments  Provide achievement and growth information to help make better educational decisions and professional development opportunities  Assess all students, except those with “significant cognitive disabilities”  Administer online, with timely results  Use multiple measures 17

18 Common Core State Standards in English Language Arts Vertical Articulation and Cognitive Rigor 18

19 Vertical Articulation Asks:  How are the content standards/objectives related from one year/grade to the next?  Deepening of the cognitive processes for the same content  Knowledge or skills extend to a wider range of content  New content or skills are introduced  Level of scaffolding/teacher support is decreased 19

20 Example of Grade-Level Progression in Reading CCSS Reading Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 20

21 Discuss at your tables where you see:  Deepening of the cognitive processes for the same content  Knowledge or skills extend to a wider range of content  New content or skills are introduced  Level of scaffolding/teacher support is decreased 21

22 Break 22

23 Bloom’s Taxonomy (1956) Labels the type of thinking (verbs) needed to complete a task; tracing the verbs reveals a deepening of the cognitive processes through a standard from K

24 Bloom’s Revised Taxonomy  Taxonomy of cognitive objectives  1950s- developed by Benjamin Bloom  Means of qualitatively expressing different kinds of thinking  Adapted for classroom use as a planning tool and continues to be one of the most universally applied models  Provides a way to organize thinking skills into six levels, from the most basic to the higher order levels of thinking  In Lorin Anderson (former student of Bloom) revisited the taxonomy, and as a result, a number of changes were made (Pohl, 2000, Learning to Think, Thinking to Learn, pp. 7-8)

25 A Comparison Original Revised  Evaluation  Synthesis  Analysis  Application  Comprehension  Knowledge Creating Evaluating Analyzing Applying Understanding Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

26 Bloom’s Taxonomy Levels Cognitive processVerbs Associated with Level/Process 1. Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory choose, define describe, find, identify, label, list, locate, match, name, recall, recite, recognize, record, relate, retrieve, say, select, show, sort, tell 2. Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. categorize, clarify, classify, compare, conclude, construct, contrast, demonstrate, distinguish, explain, illustrate, interpret, match, paraphrase, predict, represent, reorganize, summarize, translate, understand 3. Applying: Carrying out or using a procedure through executing, or implementing. apply, carry out, construct, develop, display, execute, illustrate, implement, model, solve, use 4. Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing. analyze, ascertain, attribute, connect, deconstruct, determine, differentiate, discriminate, dissect, distinguish, divide, examine, experiment, focus, infer, inspect, integrate, investigate, organize, outline, reduce, solve (a problem), test for 5. Evaluating: Making judgments based on criteria and standards through checking and critiquing. appraise, assess, award, check, conclude, convince, coordinate, criticize, critique, defend, detect, discriminate, evaluate, judge, justify, monitor, prioritize, rank, recommend, support, test, value 6. Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing. adapt, build, compose, construct, create, design, develop, elaborate, extend, formulate, generate, hypothesize, invent, make, modify, plan, produce, originate, refine, transform 26

27 College and Career Readiness Anchor Standards for ELA College and Career Readiness (CCR) Standards – Overarching standards for each of four ELA strands that are further defined by grade-specific standards Reading - 10 Writing - 10 Speaking and Listening - 6 Language

28 DoK Levels DOK-1 – Recall & Reproduction - Recall of a fact, term, principle, concept, or perform a routine procedure DOK-2 - Basic Application of Skills/Concepts - Use of information, conceptual knowledge, select appropriate procedures for a task, two or more steps with decision points along the way, routine problems, organize/display data, interpret/use simple graphs DOK-3 - Strategic Thinking - Requires reasoning, developing a plan or sequence of steps to approach problem; requires some decision making and justification; abstract, complex, or non-routine; often more than one possible answer DOK-4 - Extended Thinking - An investigation or application to real world; requires time to research, problem solve, and process multiple conditions of the problem or task; non-routine manipulations, across disciplines/content areas/ multiple sources

29 Cognitive Rigor Matrix by Karin Hess  Combines Bloom’s Taxonomy with Webb’s Depth of Knowledge framework.  A tool for:  Designing units of study that have a range of cognitive demand.  Assessing tasks for the thinking they require of a student

30 Webb’s DOK Levels  Provide an important perspective of cognitive complexity  Name four different and deeper ways a student might interact with content  Are used by states in test specifications to include both the content assessed in a test item and the intended cognitive demand  Complexity of content (e.g., interpreting literal vs. figurative language)  Task required (e.g., summarizing in your own words vs. using evidence from various sources to support your summary) 30 Source: Hess, Karin, K.; et al.,

31 Depth + thinking Level 1 Recall & Reproduction Level 2 Skills & Concepts Level 3 Strategic Thinking/ Reasoning Level 4 Extended Thinking Remember - Recall, locate basic facts, details, events Understand - Select appropriate words to use when intended meaning is clearly evident - Specify, explain relationships - summarize – identify main ideas - Explain, generalize, or connect ideas using supporting evidence (quote, example…) - Explain how concepts or ideas specifically relate to other content domains or concepts Apply - Use language structure (pre/suffix) or word relationships (synonym/antonym) to determine meaning – Use context to identify meaning of word - Obtain and interpret information using text features - Use concepts to solve non-routine problems - Devise an approach among many alternatives to research a novel problem Analyze - Identify whether information is contained in a graph, table, etc. – Compare literary elements, terms, facts, events – analyze format, organization, & text structures - Analyze or interpret author’s craft (literary devices, viewpoint, or potential bias) to critique a text – Analyze multiple sources - Analyze complex/abstract themes Evaluate – Cite evidence and develop a logical argument for conjectures - Evaluate relevancy, accuracy, & completeness of information Create - Brainstorm ideas about a topic - Generate conjectures based on observations or prior knowledge - Synthesize information within one source or text - Synthesize information across multiple sources or texts The Cognitive Rigor Matrix

32 This is important because … Task Predicts Performance TEACHER STUDENT CONTENT TASK Elevate the cognitive demand of the task, and you elevate the performance.

33 CCSS Key Changes and Their Evidence David Coleman Susan Pimentel ELA CCSS Team Coordinators Q: How do the key changes relate to cognitive rigor? 33

34 The Spiral Staircase Using CCR Anchor Standard for Reading #1  Start at Kindergarten and work up to grades highlighting the additions and deletions of the grade level standard as it progresses toward the College and Career Readiness Anchor Standards (CCRS) Then go back and...  Underline the key concepts (important nouns or noun phrases)  Circle the verbs describing skills required of students 34

35 Analyzing the Standards 35

36 Implications  What statements can you make regarding the vertical articulation of the standard you just analyzed?  Use the cognitive rigor matrix to assist you. 36

37 5 Minute Rest 37

38 Let’s shift to Writing... Example:  College and Career Readiness (CCR) Anchor Standard for Writing number 1 is about argumentative writing and the components needed in a logical argument.  It emphasizes: Writing sound arguments Sufficient supporting evidence Valid reasoning  The need to read critically Analysis of substantive topics/text 38

39 Going Deeper Use the template provided to take a deeper look at Writing Standard #1. What questions do you have about the standard? What will be your next steps? 39

40 Considerations for transition and implementation As a result of your learning and work today, what can you bring back to your school and/or district to support the transition to the ELA CCSS and the implementation plan? 40

41 Common Core State Standards Our goals for today… How well did we? 1. Briefly go over content from the ELA CCSS session I 2. Briefly review the purpose and highlights of the Smarter Balanced Assessment System 3. Deepen your understanding of the vertical articulation of the standards 4. Deconstruct a standard and begin to evaluate its rigor as defined by Hess’s Cognitive Rigor matrix 5. Engage in Vertical & Horizontal Alignment of Writing Standard 1 6. Consider implications for your work 41

42 Resources for Implementation  ELA overview documents (one-pagers) as connected with WA standards:  Publisher’s Criteria in ELA and Literacy:  Alignments cross-walk documents:  Parent Resource Guides: 42

43 Thank you.


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