1. ELA/Literacy in History/Social Studies, Science, and Technical Subjects ESUHSD CCSS Summer Institute June 8, 2012 Preparing for CCSS Assessments: Performance-based Tasks

2. Agenda  Timeline/Kinds of CCSS Assessments  Features of Performance Tasks  Implications for Teaching, Learning, and Professional Development

3. CCSS Timeline California CCSS Roll-out Plan 2011-12 2012-13 2013-14 2014-15

4. CCSS Timeline California CCSS Roll-out Plan 2011-12Awareness 2012-13 2013-14 2014-15

5. CCSS Timeline California CCSS Roll-out Plan 2011-12Awareness 2012-13Awareness/ Transition 2013-14 2014-15

6. CCSS Timeline California CCSS Roll-out Plan 2011-12Awareness 2012-13Awareness/ Transition 2013-14Transition/ Implementation 2014-15

7. CCSS Timeline California CCSS Roll-out Plan 2011-12Awareness 2012-13Awareness/ Transition 2013-14Transition/ Implementation 2014-15ImplementationAssessment

9. 9 28 SBAC States, 44% of K-12 students

10. Smarter Balanced Assessment Consortium (SBAC) a state-led consortium working to develop next-generation assessments aligned with CCSS that accurately measure student progress toward college- and career- readiness.

11. ELA / Literacy Strands 21 st Century Literacy

12. ELA / Literacy Strands Assessment Claim #1 Claim #2 Claim #3 Claim #4

13. Content Specifications – ELA/Literacy: 4 Major Claims Claim #1 – Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Claim #2 – Students can produce effective and well- grounded writing for a range of purposes and audiences. Claim #3 – Students can employ effective speaking and listening skills for a range of purposes and audiences. Claim #4 – Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information.

14. Measurement Instruments related to Reading, Research, Audio, Visual Stimuli SR—Selected Response one Claim (think, reason, integrate knowledge/skill) CR—Constructed Response one Claim (occasionally two), rubric-scored PT—Performance Task multiple Claims (analysis, evaluation, evidence), rubric-scored TE—Technology Enhanced

16. Performance Tasks

17. Structure of Performance Task

18. Sample Summative Performance Assessments Students will be provided with a stimulus (e.g., a reading or oral, visual, quantitative, or media source) with a question to respond to. Students will have time to prepare and then offer a short summary, explanation, or analysis. Student responses will be audio or video taped and scored externally.

19. Sample Summative Performance Assessments Students will deliver a research-based presentation to be scored locally by teachers. Classroom-based performance tasks will provide the occasions to address the conversational and collaborative aspects of the Speaking and Listening standards (particularly standard 1 across all grades).

20. Sample Summative Performance Assessments Middle and high school students may be asked to listen to political media messages in order to summarize, detect bias, or identify differing points of view or common themes; use a simulation that requires following certain procedures to accomplish a task; or listen to / view a short lecture and then integrate information from documents related to the lecture in order to answer comprehension and analysis questions.

21. Sample Performance Task – Grade 9

24. Purpose of Performance Tasks (SBAC)

25. Performance tasks challenge students to apply their knowledge and skills to respond to real-world problems. They can best be described as collections of questions and activities that are coherently connected to a single theme or scenario. These activities are meant to measure capacities such as depth of understanding, research skills, and complex analysis, which cannot be adequately assessed with selected- or constructed-response items.

26. Our Performance Task!

27. Learning Objective  Participants will identify and communicate 3-5 implications of performance-based learning in a 90-second presentation to their peers.

28. Language Objective  Participants will accurately use three of the following words/phrases in their presentations: performance task, performance assessment, real world, apply, Common Core, literacy, timeline, 21 st Century, college and career.

29. TASK CARD

30. Your Assignment: You have 90 seconds to deliver an engaging, inspiring presentation to your targeted audience on the virtues of performance-based learning. Steps 1.Form subject-alike OR cross-subject groups of 6. 2.Volunteer facilitator reads the task card to group members, and ensures everyone’s understanding of the task AND audience. 3.Make a plan to ensure you’ll meet the deadline. Delivery Be prepared to present in 30 minutes! Assessment Audience Applause! Well, and see Task Card A 30 Minute Performance Task!

31. Performance Presentations

32. Performance Tasks Extended projects demonstrate real-world writing and analytical skills May include online research, group projects, presentations Require 1-2 class periods to complete Included in both interim and summative assessments Applicable in all grades being assessed Evaluated by teachers using consistent scoring rubrics

36. Table Talk What do you notice about the features of the performance task assignments?  how it is sequenced  literacy demands

37. Real-world Scenario relevant authentic purpose and audience connected to curriculum complex, higher-order thinking Description of Task brief yet engaging procedures/steps to complete task are included Performance-based: students use/apply knowledge, concepts and skills Clear Scoring Criteria/Rubric Aligned to standards, tasks, and prior learning experiences Includes opportunity for reflection

38. Performance Assessments Written and/or Oral Opinion (K-5); Argumentative (6-12) Informative/Explanatory Narrative Authentic, and measure complex thinking: analysis, synthesis, critical thinking Require student use of research, multimedia & informational text across content areas Often involve collaboration 35 minutes – 2 hours in length

39. Resources Smarter Balanced Assessment Consortium (SBAC) http://www.smarterbalanced.org/ CCSS Appendix B http://www.corestandards.org/assets/Appendix_B.pdf CCSS California Department of Education http://www.cde.ca.gov/ci/cc/

40. Resources Other State Departments of Education CCSS New York State Education Department http://www.p12.nysed.gov/ciai/common_core_standards/toolkit.html CCSS Kentucky http://www.jefferson.k12.ky.us/departments/gheens/Curriculum%20Ma ps/Literacy%20Middle/KCAS%20Curriculum%20Map%20- %206th%20Grade%20-%20Weeks%201-6.pdf CCSS Oregon http://www.ode.state.or.us/search/page/?=3356

41. Resources Performance Task Templates SBAC Draft ELA Performance Task Template for CCSS http://www.hawaiiboe.net/Meetings/Notices/Documents/08-16- 11%20SAC/CCSS%202%20ELA%20task.pdf Performance Task Template http://files.solution- tree.com/pdfs/Reproducibles_BA/performancetasktemplate.pdf Questions to Create a Performance Task http://nanunet.lhric.org/PerformanceTasks/perftempqa.htm

42. Resources Designing Performance Tasks Excellent Article—a must read! http://www.mikemcmahon.info/collaboratedesign.pdf Authors: Jay McTighe and Marcella Emberger. Citations: Rick Stiggins, Grant Wiggins Assessment Gurus

43. Resources Google Search – Key Terms Performance task Performance assessment Authentic assessment English Language Arts Language Arts Sample Example

44. Online Resources Scavenger Hunt!