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1All participants are on mute. Implications of the Common Core State Standards and Next Generation Assessments Sue Gendron, Policy Coordinator, SMARTER Balanced Assessment Consortium and Senior Fellow, ICLETo hear this webinar you will need to choose your audio mode.Go to the control panel in the upper right corner of your screen and click the button of how you will be listening. Your choices:Use telephoneUse mic & speakersIf using mic & speakers make sure your volume is turned up so you can hearIf using the telephoneDial: Access Code:Audio PIN: unique PIN shown in audio control panel on screenTechnical difficulties? Contact (518)All participants are on mute.
2Webinar GuidelinesAll participants are on mute during the entire webinar.Presentation portion will be 45 minutesQuestions and Answers portion will be 15 minutesTo ask a question type it in the question control panel in the upper right corner of your screen.Content questions will be answered in the order they were received at the end of the webinar presentation.We will send you a follow up with the PowerPoint presentation and helpful resources
3Standards Development Charge Broad-based effort to fulfill the charge issued by the states:Create the next generation of K-12 standardsAll students college and career ready in literacy and mathematicsNo later than end of high schoolBuild upon the foundation laid by the statesCreate a vision of what it means to be a literate student in the twenty-first century
4Common Core Development Initially 48 states and three territories signed onFinal Standards released June 2, 2010As of today, 35 states have officially adoptedAnticipate another 10 by January
5What are the Common Core State Standards? Aligned with college and work expectationsFocused and coherentIncluded rigorous content and application of knowledge through high-order skillsBuild upon strengths and lessons of current state standardsInternationally benchmarked so that all students are prepared to succeed in our global economy and societyResearch and evidence basedState led- coordinated by NGA Center and CCSSO
6Benefits for States and Districts Allows collaborative professional development to be based on best practicesAllows the development of common assessments and other toolsEnables comparison of policies and achievement across states and districtsCreates potential for collaborative groups to get more mileage from:Curriculum development, assessment, and professional development
7LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS STANDARDS FORENGLISH LANGUAGE ARTS&LITERACY IN HISTORY/SOCIAL STUDIES,SCIENCE, AND TECHNICAL SUBJECTSJUNE 20107
8Design and Organization Three main sectionsK-5 (cross-disciplinary)6-12 English Language Arts6-12 Literacy in History/Social Studies, Science, and Technical SubjectsShared responsibilities for students’ literacy developmentThree appendicesA: Research and evidence; glossary of key termsB: Reading text exemplars; sample performance tasksC: Annotated student writing samples
9Design and Organization Focus on results rather than meansFour strands:Reading (including Reading Foundational Skills)WritingSpeaking and ListeningLanguageAn integrated model of literacyMedia skills blended throughoutFocus on achievement leaves room for teachers, curriculum developers and states to determine how those goals should be reached and what additional topics should be taughtTeachers are free to provide students with what ever tools their professional judgment and experience identify as most helpful
10Design and Organization College and Career Readiness (CCR)anchor standardsBroad expectations consistent across grades and content areasBased on evidenceabout college andworkforce trainingexpectationsRange and contentResearch establishes the need for student to be proficient in reading complex informational text independently in a variety of content areas. Most college and workforce training programs is informational in structure and challenging in contentNAEP requires high and increasing proportion of informational text on its assessments10
11Comprehension (standards 1−9) ReadingComprehension (standards 1−9)Standards for reading literature and informational textsStrong and growing across-the-curriculum emphasis onstudents’ ability to read and comprehend informational textsAligned with NAEP Reading frameworkRange of reading and level of text complexity (standard 10, Appendices A and B)“Staircase” of growing text complexity across gradesHigh-quality literature and informational texts in a rangeof genres and subgenres11
12College and Career Readiness Standards for Reading Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
13College and Career Readiness Standards for Reading Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text.
14College and Career Readiness Standards for Reading Integration of Knowledge and Ideas7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.*8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
15College and Career Readiness Standards for Reading Range of Reading and Level of Text Complexity 10 .Read and comprehend complex literary and informational texts independently and proficiently.
16Reading Framework for NAEP 2009 GradeLiteraryInformational450%845%55%1230%70%Standards demand a greater focus on informational text literary non fictionMajor focus in 6-12
17Text Complexity Matters Increasing complexity of text in college, careers and everyday lifeCollege textbooks have maintained levels or increasedEvery scientific journal and magazine have increased between 1930 – 1990Workplace reading exceeds grade 12 complexity significantlyK-12 texts have trended downwardAll measured by Lexiles
18Reading Standards: Foundational Skills Four categories (standards 1-4)Print concepts ( K-1)Phonological awareness (K-1)Phonics and word recognition (K-5)Fluency (K-5)Not an end in and of themselvesDifferentiated instructionTeach what they need, not what they knowComponents of an effective comprehensive reading programDevelop proficient readers with the capacity to comprehend text across a range of textAppendix A pg 17-
19Writing StandardsCollege and Career standards per grade level clustered under 4 areas that are consistent:Text Types and PurposesArgument ( to make people believe something is true or change their beliefs or behavior)Grade K-5: “Opinion”/evidence/examplesGrade 6: Claims/Evidence/Reasoning/AnalysisGrade 7-12: Claim/Evidence/Reasoning/ReflectionInformational / Explanatory (starts with the assumption of truthfulness and answer questions about why or how, aim is to make the reader understand rather then persuade)Narrative (conveys experience)FictionalPersonal (Production and Distribution of WritingResearch to Build and Present KnowledgeRange of Writing
20Writing Standards Text Types and Purposes Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
21Writing Standards Production and Distribution of Writing Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
22Writing Standards Research to Build and Present Knowledge Conduct short, as well as more sustained research projects based on questions, demonstrating understanding of the subject under investigation.Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.Draw evidence from literary or informational texts to support analysis, reflection, and research.
23Writing Standards Range of Writing Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
25Writing Standards/Research First Grade7. Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).Third Grade7. Conduct short research projects that build knowledge about a topic.
26Writing Standards/Research Grade 5 7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. Grade 7 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
27Writing Standards/Research Grade 9-107. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).
28Speaking and Listening Comprehension and Collaboration 1. Range of conversations and collaborations, diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
29Speaking and Listening Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
30Language Conventions of Standard English When writing or speaking. Use capitalization, punctuation, and spelling when writing.Knowledge of LanguageTo comprehend more fully when reading or listening.Vocabulary Acquisition and Use4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts,5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings6. Acquire and use accurately a range of general academic and domain-specific words
31Reading critical to building knowledge Reading Standards for Literacy in History/Social Studies, Science and Technical Subjects 6-12Reading critical to building knowledgeAppreciation for the norms and conventionsEvidenceUnderstanding of domain specific wordsAnalyze, evaluate intricate argument, synthesizeComplement the disciplines
33CoherenceArticulated progressions of topics and performances that are developmental and connected to other progressionsConceptual understanding and procedural skills stressed equallyNCTM states coherence also means that instruction, assessment, and curriculum are aligned.
34Focus Key ideas, understandings, and skills are identified Deep learning of concepts is stressedThat is, adequate time is devoted to a topic and learning it well. This counters the “mile wide, inch deep” criticism leveled at most current U.S. standards.
35Clarity and Specificity Skills and concepts are clearly defined.An ability to apply concepts and skills to new situations is expected.
36CCSS Mathematical Practices The Common Core proposes a set of Mathematical Practices that all teachers should develop in their students. These practices are similar to the mathematical processes that NCTM addresses in the Process Standards in Principles and Standards for School Mathematics.
37Make sense of problems and persevere in solving them Reason abstractly and quantitativelyConstruct viable arguments and critique the reasoning of othersModel with mathematicsUse appropriate tools strategicallyAttend to precisionLook for and make use of structureLook for and express regularity in repeated reasoning1.Analyze givens, constraints, relationships and goals
38Standards for Mathematical Practice Carry across all grade levelsDescribe habits of a mathematically expert studentStandards for Mathematical ContentK-8 presented by grade levelOrganized into domains that progress over several gradesGrade introductions give 2-4 focal points at each grade levelHigh school standards presented by conceptual theme (Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability
39Grade 1 Focus AreasDeveloping understanding of addition, subtraction, and strategies for addition and subtraction within 20;Developing understanding of whole number relationships and place value, including grouping in tens and ones;Developing understanding of linear measurement and measuring lengths as iterating length units; andReasoning about attributes of, and composing and decomposing geometric shapes.
43Fractions, Grades 3–63. Develop an understanding of fractions as numbers.4. Extend understanding of fraction equivalence and ordering.4. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.4. Understand decimal notation for fractions, and compare decimal fractions.5. Use equivalent fractions as a strategy to add and subtract fractions.5. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.6. Apply and extend previous understandings of multiplication and division to divide fractions by fractions.
44Statistics and Probability, Grade 6 Develop understanding of statistical variabilityRecognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages.Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.4444
45Algebra, Grade 8Graded ramp up to Algebra in Grade 8Properties of operations, similarity, ratio and proportional relationships, rational number system.Focus on linear equations and functions in Grade 8Expressions and EquationsWork with radicals and integer exponents.Understand the connections between proportional relationships, lines, and linear equations.Analyze and solve linear equations and pairs of simultaneous linear equations.FunctionsDefine, evaluate, and compare functions.Use functions to model relationships between quantities.
46High School Conceptual themes in high school Number and Quantity AlgebraFunctionsModelingGeometryStatistics and ProbabilityCollege and career readiness threshold(+) standards indicate material beyond the threshold; can be in courses required for all students.4646
47HS Pathways1.) Traditional (US) – 2 Algebra, Geometry and Data, probability and statistics included in each course 2.) International (integrated) three courses including number , algebra, geometry, probability and statistics each year 3.) Compacted version of traditional – grade 7/8 and algebra completed by end of 8th grade 4.) Compacted integrated model, allowing students to reach Calculus or other college level courses
48High School - ModelingLinking mathematics and statistics to everyday life, work, etc.Process of choosing and using appropriate mathematics and statistics
49Key Advances Focus and coherence Focus on key topics at each grade level.Coherent progressions across grade levels.Balance of concepts and skillsContent standards require both conceptual understanding and procedural fluency.Mathematical practicesFoster reasoning and sense-making in mathematics.College and career readinessLevel is ambitious but achievable.
50Universal Design for Learning Universal design for learning (UDL) is a set of principles for designing curriculum that provides all individuals with equal opportunities to learn
51Next Generation Assessments 2014 New assessments / PARCC and SMARTER ConsortiumsMultiple opportunities for studentsInterim/Benchmark, Formative and SummativeCapacity BuildingTransition Planning essential
52Questions and Answers with Sue This is the end of the presentation portion.Submit questions at this time and stay on to hear the answers.If you are logging off, thank you for attending and we will you with follow-up information.For more information
53Transitioning to Common Core State Standards and Next Generation Assessments Sue Gendron, Senior Fellow, ICLEComprehensive Planning and Implementation ProcessProfessional Development, Workshops, and Advisement- Building Awareness and Commitment Building Leadership Capacity Strategic Review and Planning Curriculum AlignmentComing Soon! Resource KitThank you for attending! | (518) |
54October 22-24, 2010 Washington, D.C. K-12 School Reinvention SymposiumImplications of the CCSSOctober 22-24, 2010 Washington, D.C.
5519th Annual Model Schools Conference June 26-29, NashvilleShowcasing the nation’s most successful practices for improving student achievement and growth!