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Curriculum & Instruction/Educational Technologies Department (610) Unpacking the PA Common Core for Specialists October 2012

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Curriculum & Instruction/Educational Technologies Department (610) Welcome Introductions What do we already know about the Common Core? What are our burning questions?

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Curriculum & Instruction/Educational Technologies Department (610) Agenda PA Common Core Timeline – Three-year plan – Thinking About the Change Overview of the Common Core – ELA – Math Rigor Other Resources

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Curriculum & Instruction/Educational Technologies Department (610) PA Common Core Proposed Timeline Pending Federal Approval

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Transition to PA Common Core Grades 3-8 Reading and Mathematics PSSA based on the current assessment anchor content standards (not the Common Core State Standards). Offered online and paper/pencil. No change Grades 5 and 8 Writing PSSA based on current standards and offered online and paper/pencil. No change Grades 3-5 Writing stand alone field test – offered paper/pencil only. New Science PSSA – no changes – offered online or paper/pencil. Curriculum & Instruction/Educational Technologies Department (610)

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Transition to PA Common Core Grade 3-5 Math and ELA PSSAs assessment anchor content standards aligned to the Common Core State Standards. Available online and paper/pencil. Also, note that the ELA PSSA assesses writing at each grade level, including 3 and 4. New Grades 6-8 Reading and Math PSSA based on current anchors and eligible content. Available online and paper / pencil. No change Grade 8 Writing PSSA based on current assessment anchors. No change Grade 6-8 stand alone writing field test. Paper / Pencil only. New No changes to Science PSSA. Curriculum & Instruction/Educational Technologies Department (610)

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Transition to PA Common Core Grades 3-8 ELA and Math PSSA based on assessment anchor content standards aligned to Common Core State Standards. Offered online and paper / pencil. Note: First time writing is assessed in grades 6 and 7. Grades 4 and 8 Science PSSA offered online and paper / pencil. No change Curriculum & Instruction/Educational Technologies Department (610)

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Transition to PA Common Core Keystone Exams 2012 – 13 – Three Keystones: Alg 1, Lit, Bio – All 11 th graders; all others completing a Keystone related course Curriculum & Instruction/Educational Technologies Department (610)

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Curriculum & Instruction/Educational Technologies Department (610) Thinking About the Change Article “Building on the Common Core” Discussion

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Curriculum & Instruction/Educational Technologies Department (610) Overview of ELA Video Discussion

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Curriculum & Instruction/Educational Technologies Department (610) Key Advances - ELA Reading Balance of literature and informational texts Text complexity Writing Emphasis on argument and informative / explanatory writing Writing about sources Speaking and Listening Inclusion of formal and informal talk Language Stress on general academic and domain-specific vocabulary

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Key Advances - Literacy Standards for reading and writing in history / social studies, science, and technical subjects Complement rather than replace content standards in those subjects Responsibility of teachers in those subject areas Alignment with college and career readiness expectations Curriculum & Instruction/Educational Technologies Department (610)

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Curriculum & Instruction/Educational Technologies Department (610) Where Should We Start? – ELA “Balancing the reading of informational and literary texts so that students can access non-fiction and authentic texts as well as literature Focusing on close and careful reading of text so that students are learning from the text” PA CCS ELA, draft, 2012

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Balance of Informational and Literary Texts

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Curriculum & Instruction/Educational Technologies Department (610) PA Common Core for ELA PA Standards PA Anchors and Eligible Content Appendices

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Curriculum & Instruction/Educational Technologies Department (610) Questions

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Curriculum & Instruction/Educational Technologies Department (610) Overview of Math Video Discussion

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Curriculum & Instruction/Educational Technologies Department (610) Key Advances – Math Focus and coherence – Focus on key topics at each grade level – Coherent progressions across grade levels Balance of concepts and skills – Content standards require both conceptual understanding and procedural fluency

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Curriculum & Instruction/Educational Technologies Department (610) Key Advances – Math Mathematical Practices – Foster reasoning and sense-making in mathematics Application Dual Intensity

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Curriculum & Instruction/Educational Technologies Department (610) Standards for Mathematical Practice – “The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important ‘processes and proficiencies’ with longstanding importance in mathematics education.” CCSS, 2010 – “…an understanding that all is framed around the Standards for Mathematical Practice.” PA CCSM, draft, 2012

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Curriculum & Instruction/Educational Technologies Department (610) Standards for Mathematical Practice

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Curriculum & Instruction/Educational Technologies Department (610) PA Common Core for Math PA Standards PA Anchors and Eligible Content Appendix

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Curriculum & Instruction/Educational Technologies Department (610) Questions

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RIGOR Curriculum & Instruction/Educational Technologies Department (610) What is rigor? What does it look like in the classroom?

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Comparing Two Math Tasks Martha’s Carpeting Martha was recarpeting her bedroom which was 15 feet long and 10 feet wide. How many square feet of carpeting will she need to purchase? Both tasks: Stein, Smith, Hennigsen, and Silver, 2000 Fencing Ms. Brown’s class will raise rabbits for their spring science fair. They have 24 feet of fencing with which to build a rectangular rabbit pen to keep the rabbits. a.If Ms. Brown’s students want their rabbits to have a s much room as possible, how long would each of the sides of the pen be? b.How long would each of the sides of the pen be if they had only 16 feet of fencing? c.How would you go about determining the pen with the most room for any amount of fencing? Organize your work so that someone else who reads it will understand it. Curriculum & Instruction/Educational Technologies Department (610)

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Webb’s Depth of Knowledge Norman L. Webb, University of Wisconsin Began 1997 Complexity of both content and task required Curriculum & Instruction/Educational Technologies Department (610)

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Depth of Knowledge Classification of cognitive complexity – Nominative rather than taxonomy – Not about easy vs. difficult – Verb and it’s context Considers complexity of both content and task required – Content: simple vs. complex data displays – Task: solving routine vs. non-routine problems using those data displays Curriculum & Instruction/Educational Technologies Department (610)

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Depth of Knowledge “The DOK level describes the kind of thinking involved in the task, not whether it will be completed correctly. A greater DOK level requires greater conceptual understanding and cognitive processing by the students. Therefore, on average, students who reach greater DOK levels more regularly will have increased student achievement.” Marconi, Smith, and Lombardi; “Depth of Knowledge: An Effective Tool for Education Students” in Shop Talk Vol. 4, No. 2 Spring 2009, The Southern Nevada Regional Professional Development Program. Curriculum & Instruction/Educational Technologies Department (610)

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Why Depth of Knowledge? To ensure that the intent of the standard and the level of student demonstration required by that standard matches the assessment items (required under NCLB) To assist in teaching to a level that will promote student achievement Curriculum & Instruction/Educational Technologies Department (610)

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DEPTH OF KNOWLEDGE - Level One Recall and Reproduction requires recall of information, such as a fact, definition, term, or simple procedure, as well as performing a simple process or procedure. Level 1 problems involve only one step. A student answering a Level 1 item either knows the answer or does not: that is, the answer does not need to be “figured out” or “solved.” Curriculum & Instruction/Educational Technologies Department (610)

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DEPTH OF KNOWLEDGE - Level Two Skills and Concepts/Basic Reasoning includes the engagement of some mental processing beyond recalling or reproducing a response. The content knowledge or process involved is more complex. These actions imply more than one step. Level 2 activities include making observations and collecting data. Curriculum & Instruction/Educational Technologies Department (610)

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DEPTH OF KNOWLEDGE - Level Three Strategic Thinking/Complex Reasoning requires deep knowledge using reasoning, planning, using evidence, and a higher level of thinking than the previous two levels. The cognitive demands at Level 3 are complex and abstract. The multi-step task requires more demanding reasoning. In most instances, requiring students to explain their thinking is at Level 3. Other Level 3 activities include drawing conclusions from observations; citing evidence and developing a logical argument for concepts; explaining phenomena in terms of concepts; and using concepts to solve non-routine problems. Curriculum & Instruction/Educational Technologies Department (610)

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DEPTH OF KNOWLEDGE - Level Four Extended Thinking/Reasoning requires high cognitive demand and is very complex. Students are required to make several connections – relate ideas within the content area or among content areas – and have to select or devise one approach among many alternatives on how the situation can be solved. Performance assessments and open- ended/constructed response assessment activities requiring significant thought will be Level 4. Curriculum & Instruction/Educational Technologies Department (610)

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Depth of Knowledge Level 1 Level 1 — Identify this utensil. Level 2 Level 2 — Explain the function of the fork. Level 3 Level 3 — Identify two examples of when a fork would not be the best utensil for a type of food and explain why. Level 4 Level 4 — Design an investigation to determine the optimal number and length of tines for a salad fork. From: Lois Barnes SREB/HSTW Curriculum & Instruction/Educational Technologies Department (610)

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Level 1 Level 1 — Identify the type of tree. Level 2 Level 2 — Explain the function of the leaves. Level 3 Level 3 — Explain how a drought might affect the growth of the tree. Level 4 Level 4 — Design an investigation of seedling growth to determine the best fertilizer for this type of tree. Depth of Knowledge Curriculum & Instruction/Educational Technologies Department (610)

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Next Steps Curriculum & Instruction/Educational Technologies Department (610) Not just about what to teach. Shifting how the learning occurs. Planning Template with Guiding Questions Additional Resources

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Curriculum & Instruction/Educational Technologies Department (610) Questions

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Curriculum & Instruction/Educational Technologies Department (610) Thank You We are here to provide support; let us know how we can help. Please complete an evaluation form.

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