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Curriculum Planning Common Core State Standards

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1 Curriculum Planning Common Core State Standards
Susan A Gendron Senior Fellow International Center for Leadership in Education February 8, 2012

2 Evidence-Based Design Overview

3 Curriculum-Instruction-Assessment Connections

4 Evidence-Based Design Framework
Observation Interpretation Cognition “Assessment Triangle”

5 Models of Cognition Describe how students acquire knowledge and develop competence in a particular area Reflect recent and credible scientific evidence of typical learning processes and informed experiences of expert teachers Describe typical learning progression toward competence, including milestones (benchmarks)

6 Observation Models A set of specifications for assessment tasks that will elicit illuminating responses from students The tasks or situations are linked to the cognitive model of learning and should prompt students to say, do, or create something that provides evidence to support inferences about students’ knowledge, skills, and cognitive processes

7 Interpretation Interpretations use the evidence from observations to make claims about what students understand and can do Claims Frame a manageable number of learning goals around which instruction can be organized Guide the specification of appropriate evidence Provides a basis for meaningful reporting to different interested audiences

8 An Overview of SBAC’s Approach
Content Specifications … Create a bridge between standards and assessment and, ultimately, instruction Organize the standards around major constructs & big ideas Express what students should learn and be able to do

9 Each claim is described for assessment
Rationale for each claim Why is this learning goal important for College & Career Readiness (CCR)? What does the research say about learning in this area? What does ‘sufficient’ evidence look like? What types of items/tasks? What content/texts will be emphasized? What are some suggested reporting categories?

10 Summative Assessment Targets
Indicate proposed prioritized content for the summative assessment- link CCSS to the kinds of items/tasks students will respond to Show how one or more (or parts) CCSS addresses the target – ‘bundles’ CCSS (examples on next slide) Standards or parts of standards that relate to same type of understanding & comparable rigor/DOK demands Several similar CCSS from different strands

11 Draft Assessment Claims for English Language Arts/Literacy
(a/o Round 2 – released 9/20/11) Reading Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Writing Students can produce effective and well-grounded writing for a range of purposes and audiences. Speaking/Listening Students can employ effective speaking and listening skills for a range of purposes and audiences. Research/Inquiry Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.

12 Draft Overall Assessment Claims for English Language Arts/Literacy
(a/o Round 2 – released 9/20/11) Students can demonstrate progress toward college and career readiness in English language arts and literacy. OVERALL 3-8 OVERALL 9-12 Students can demonstrate college and career readiness in English language arts and literacy.



15 Reading Framework for NAEP 2009
Grade Literary Informational 4 50% 8 45% 55% 12 30% 70% Standards demand a greater focus on informational text literary non fiction Major focus in 6-12

16 Assessment targets #1, #2, #4-#6, #8, #9, and #11-#13
Provide evidence of critical thinking while reading, including: ability to infer, analyze, compare-contrast, synthesize, evaluate or critique information presented or the author’s reasoning.

17 Assessment targets #3, #7, #10, and #14
Provide evidence of understanding of written language use. Majority of these items will be text-dependent items; A small number may be stand- alone items when texts used do not provide adequate opportunities to assess skills described in specific CCS standards.

18 Proposed Reporting Categories for ELA/Literacy Claim #2
Organization and Expression of Ideas Use of Evidence Conventions Organization and Expression of Ideas: Organizing and clearly communicating ideas (Evidence from Assessment Targets #1, #2, #3, #4, #5, #6, #7, and #10) Use of Evidence: Providing supporting evidence, details, and elaboration consistent with focus/thesis/claim, source text or texts, purpose and audience (Evidence from Assessment Targets #2, #4, and #7) Conventions: Applying the conventions of standard written English; editing for grammar, usage, and mechanics to clarify the message. (Evidence from Assessment Target #9)

19 What sufficient evidence looks like for ELA/Literacy Claim #3
Listen to/view a variety of non-print texts, such as following directions or procedures in a simulation or hands-on task, or view demonstrations, lectures, media messages, speeches, etc. and respond to comprehension- and integration/analysis–type questions (similar to the selected response and open response questions described for reading Claim #1)

20 What sufficient evidence looks like for ELA/Literacy Claim #3
Two types of summative speaking assessment tasks: 1) Shorter (approximately 2-5 minutes), 1) externally scored audio- or video-recorded presentations in response to a prompt, and 2) “common” summative speaking performance tasks (oral presentations) conducted in the classroom at selected grade levels.

21 What sufficient evidence looks like for ELA/Literacy Claim #3
Two types of summative speaking assessment tasks: 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. The common oral presentation assessments will be scored locally by teachers using the same rubrics

22 What sufficient evidence looks like for ELA/Literacy Claim #3
The summative (and interim) common speaking assessments (oral presentation) will be developed in conjunction with performance tasks like those for Claim #4, investigating/ researching a topic Scores on speaking assessment tasks will be “certified” at the district level and reported to the state

23 What sufficient evidence looks like for ELA/Literacy Claim #4
Students demonstrate their ability to think critically, analyze and synthesize information, and communicate effectively Students explore a topic, issue or complex problem May involve working with peers or investigating on the internet Interpret information from multiple sources

24 What sufficient evidence looks like for ELA/Literacy Claim #4
Individual students then select, analyze, and synthesize information in order to craft a coherent response to the problem or prompt using supporting evidence Presentation format (written, oral, visual/graphics, etc.) Common rubrics (effective investigation, identification and evaluation of sources, synthesis of ideas/information, and accurate and appropriate documentation)

25 Elementary example Students read about static electricity Conduct an experiment with classmate-collect data about how static electricity behaves under certain conditions Individual students prepare and present their findings, drawing conclusions that integrate or compare what the read with their findings

26 Middle School example Students read print and digital resources related to a specific topic – Genetically modified food Prepare and present their analysis Demonstrating an ability to compare, contrast, integrate information to draw conclusion Defending their conclusion with evidence that supports their synthesis and analysis of the claims







33 Draft Assessment Claims for Mathematics
(a/o Round 1 – released 8/29/11) Concepts and Procedures “Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency.” Problem Solving “Students can frame and solve a range of complex problems in pure and applied mathematics.” Communicating Reasoning “Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.” Data Analysis and Modeling “Students can analyze complex, real-world scenarios and can use mathematical models to interpret and solve problems.”

34 Claim 1 - Procedural skills and the conceptual understanding
Mathematically proficient students look closely to discern a pattern or structure. 7 × 8 equals the well-remembered 7 × × 3 They can see complicated things, 5 – 3(x – y)2 Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts Mathematically proficient students ... state the meaning of the symbols they choose as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. (Practice 7, CCSSM)

35 Claim 1 - Procedural skills and the conceptual understanding
Use appropriate tools strategically Use technology tools to deepen their understanding Can explain their work and justify why a mathematical statement is true Fluency in computation Content emphasis as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. (Practice 7, CCSSM)

36 Cluster emphasis Major –domain/clusters at each grade level Supporting - support and strengthen the areas of major emphasis Additional - not connect tightly or explicitly to the major work of the grade

37 A Schematic representation of CCSSM content


39 Understanding Assessment Targets in an Adaptive Framework
doesn’t make much sense to repeatedly offer formulaic multiplication and division items to a highly fluent Grade 3 student, making the Grade 3 Target OA.C [m] less relevant for this student than it may be for another. The higher-achieving student could be challenged further, while a student who is struggling could be given less complex items to ascertain how much each understands within the domain. The table below illustrates several items for the Grade 3 Operations and Algebraic

40 Essential properties of tasks that assess Claim #1, conceptual understanding and procedural fluency
Assessment types: short items, including multiple-choice, other selected-response, and short constructed-response items, that focus on a particular skill or concept. They will also include items that require students to translate between representations of concepts (words, diagrams, symbols) and items that require the identification of structure.

41 Essential properties of tasks that assess Claim #2, problem solving
Evidence for Claim #2 depends on tasks that present non-routine problems where a substantial part of the challenge is in deciding what to do, and which mathematical tools to use; involve chains of autonomous reasoning, taking a successful student at least 5 to 10 minutes (depending on the age of the student and complexity of the task), including explanation of assumptions and conclusions as well as the use of representational and procedural skills.

42 Essential properties of tasks that assess Claim #3, communicating reasoning
Evidence for Claim #3 depends on tasks that present a situation in which either propositions are given or students are encouraged to make their own conjectures; ask students to test propositions or conjectures with specific examples; ask students to construct, autonomously, chains of reasoning that will justify or refute the propositions or conjectures; these chains should typically take a successful student 10 minutes or more. (Times will be somewhat shorter for younger students, but still giving them time to think and explain.)

43 Claim #4: Mathematical Modeling
Modeling is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations, to understand them better, and to improve decision-making. (p.72, CCSSM)

44 Essential properties of tasks that assess Claim #4, mathematical modeling
Evidence for Claim #4 depends on tasks that • present non-routine problems from the real world where the solution involves some or all of the phases of the modeling cycle; • for some tasks, a substantial part of the challenge is in formulating an approach: deciding what to do, and which mathematical tools to use; involve substantial chains of autonomous reasoning, taking a successful student at least 10 minutes (less for younger students), and call for explanation of assumptions, interpretations, evaluations, and conclusions as well as reliable representational and procedural skills.

45 There is not necessarily a simple correspondence between standards, claims, and tasks.
Some items will assess student understanding of particular content-related standards. For example, the task “If x and y are positive integers, and 3x + 2y = 13, what could be the value of y? Write all possible answers” addresses Content Standard EE-8.1 and Claim #1. But, consider the following problem, “Hurdles Race.”

46 “Hurdles Race”

47 Think of the Content involved
Interpreting distance-time graphs in a real- world context Realizing “to the left” is faster Understanding points of intersection in that context (they’re tied at the moment) Interpreting the horizontal line segment Putting all this together in an explanation

48 Think of the Practices involved
Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments… Model with mathematics. Use appropriate tools strategically. Attend to Precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.

49 Item Exemplars: Technology Enhanced and Constructed Response

50 Item Exemplars: Technology Enhanced and Constructed Response

51 Item Exemplars: Technology Enhanced and Constructed Response

52 Item Exemplars: Performance Task
Performance Task drawn from the Ohio Performance Assessment Project.

53 Item Exemplars: Performance Task (cont’d)
Performance Task drawn from the Ohio Performance Assessment Project.

54 Item Exemplars: Performance Task (cont’d)
Performance Task drawn from the Ohio Performance Assessment Project.

55 Performance Task Recommendations
Integrate knowledge and skills across multiple standards or strands – Tasks should encompass and/or cut across multiple standards and multiple strands, although in ELA items may focus predominantly on reading, writing, or speaking and listening. In mathematics incorporate the mathematical practices

56 Performance Task Recommendations
Measure capacities such as depth of understanding, research skills and/or complex analysis with relevant evidence Require student-initiated planning, management of information and ideas, interaction with other materials Require production of more extended responses (e.g., oral presentations, exhibitions, product development, in addition to more extended written responses which might be revised and edited

57 Performance Task Recommendations
Reflect a real-world task and/or scenario- based problem - Performance tasks should incorporate real- world, college- and career- related skills that require students to accomplish complex goals over a period of time. Tasks should be multi-stepped and allow for reflection and revision. Allow for multiple approaches

58 Performance Task Recommendations
Represent content that is relevant & meaningful to students Allow for demonstration of important knowledge & skills, including those that address 21st century skills such as critically analyzing, synthesizing media texts Allow for multiple points of view & interpretations

59 Performance Task Recommendations
Require scoring that focuses on the essence of the task Seem feasible for the school/classroom environment – Some considerations that require attention are: student-teacher interactions, materials/technology necessary for completion of task, and allotted time for assessment.

60 Table Discussion What are the implications for performance assessments in your classrooms? How often?

61 Summative Assessment Targets
Indentify intended rigor/Depth of Knowledge /DOK level for assessment targets and test items/tasks (Appendix B) Illustrate how assessment targets relate to a hypothesized* learning progression across grade levels (See excerpts from the example reading Learning Progressions Frameworks (LPFs) in Appendix C. *Hypothesized learning progressions use our best application of current research to describe typical learning pathways. Student work analysis is used to validate our assumptions about learning.


63 Addressing State Concerns
Technology PARCC and SMARTER developing technology assessment tool to identify infrastructure gaps Paper/pencil option locally available during a 3-year transition 12-week administration window reduces pressure on computer labs Compatibility Common, interoperable, open-source software accommodates state-level assessment options Test-builder tool available to use interim item pool for end-of-course tests Cost On average, SMARTER states pay $31 per student for current assessments Third-party cost estimate for SMARTER Balanced: Summative assessment $19.81/ student; Optional interim assessments $7.50/ student Adoption of best practices Common protocols for item development: accessibility, language/cultural sensitivity, construct irrelevant variance Common accommodation and translation protocols Long-term Governance Developing a business plan for post-2014 Seeking additional funding for ongoing support Member states will be actively involved in determining the future of the Consortium

64 To find out more... ...the SMARTER Balanced Assessment Consortium can be found online at

65 Teaching Rigor and Relevance Rigor and Relevance


67 Rigor/Relevance For All Students

68 Knowledge Taxonomy 1. Awareness 2. Comprehension 3. Application
4. Analysis 5. Synthesis 6. Evaluation

69 Application Model 1. Knowledge in one discipline 2. Application within one discipline 3. Application across disciplines 4. Application to real-world predictable situations 5. Application to real-world unpredictable situations

70 Levels Bloom’s C D A B 6 5 4 Knowledge 3 2 1 Application

71 Knowledge in one discipline Apply knowledge in one discipline
Students gather and store bits of knowledge/information and are expected to remember or understand this acquired knowledge. Application A Acquisition Comprehension 2 Low-level Knowledge Awareness 1 Knowledge in one discipline 2 Apply knowledge in one discipline

72 Students use acquired knowledge to solve problems, design solutions, and complete work.
Application B Application Comprehension 2 Awareness Low-level Application 3 Apply knowledge across disciplines 5 Apply to real-world unpredictable situation 4 Apply to real-world predictable situation

73 Knowledge in one discipline Apply knowledge in one discipline
Students extend and refine their knowledge so that they can use it automatically and routinely to analyze and solve problems and create solutions. Evaluation C Assimilation Synthesis Analysis High-level Knowledge Application 1 Knowledge in one discipline 2 Apply knowledge in one discipline

74 Students think in complex ways and apply acquired knowledge and skills, even when confronted with perplexing unknowns, to find creative solutions and take action that further develops their skills and knowledge. Evaluation D Adaptation Synthesis Analysis High-level Application Application 3 Apply knowledge across disciplines 4 Apply to real-world predictable situation 5 Apply to real-world unpredictable situation

75 Standards D C A B

76 Assessments D C A B

77 Solid Implementation Focus Fidelity of Implementation
Leading and Lagging Indicators

78 Proportions of students scoring in each decile
of the MCAS 8th grade ELA distribution

79 Proportions of students scoring in each decile
of the MCAS 8th grade Math distribution

80 MCAS Math gains 8th to 10th grade,
compared to others from the same 8th grade decile (School Rank Percentile)

81 MCAS ELA gains 8th to 10th grade,
compared to others from the same 8th grade decile (School rank percentile/100)

82 The Achievement Gap Initiative At Harvard University
The Achievement Gap Initiative At Harvard University Toward Excellence with Equity Conference Report by Ronald F. Ferguson, Faculty Director “The main lesson was that student achievement rose when leadership teams focused thoughtfully and relentlessly on improving the quality of instruction.” - Prof. Ron Ferguson, AGI Conference Report 82

83 The Leadership It Takes
Streamlined and Coherent Curriculum: The district purposefully selects curriculum materials and places some restrictions on school and teacher autonomy in curriculum decisions. The district also provides tools (including technology) and professional development to support classroom-level delivery of specific curricula and high yield strategies. Ron Ferguson, “Closing the Achievement Gap”




87 Categories Close Reading Writing about Texts Research Project
Narrative Writing Reading and Writing Reading Foundation Skills


89 Reading Framework for NAEP 2009
Grade Literary Informational 4 50% 8 45% 55% 12 30% 70% Standards demand a greater focus on informational text literary non fiction Major focus in 6-12

90 Close Reading Engaging with a text of sufficient complexity
Examining its meaning thoroughly and methodically Focus student reading on the particular words, phrases, sentences, and paragraphs of the author Research links the close reading of complex text—regardless if the student is a struggling reader or advanced—to significant gains in reading proficiency

91 Text complexity is defined by:
Overview of Text Complexity Reading Standards include over exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade Text complexity is defined by: Qualitative Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative Quantitative measures – readability and other scores of text complexity Best measured by an attentive reader Ability to make an informed decision about the difficulty of a text Knowledge of four factors in developing effective tools: Levels of Meaning or Purpose Reader and Task: Determining whether a given text is appropriate for the student: Cognitive abilities Motivation Topic knowledge Linguistic and discourse knowledge Comprehension strategies Experiences “Reading for Understanding, 2002, The RAND Reading Study group” Quantitative:Word length or frequency (Flesch-Kincaid Grade Level text, Dale-Chall Readability Formula, Lexile) Sentence length Text cohesion (University of Memphis, Coh-Metrix) Measurement tools ( Lexile example Structure Language Conventionality & Clarity Knowledge Demands Reader and Task Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned


93 Analytical Writing about Texts
Studies show that learning to present important information in an organized piece of writing helps students generate deep understanding of a text Implications for assessment: Writing routinely in response to complex text An emphasis on analytic writing that increases through the grades Writing under a range of conditions and within set parameters Use of technology to produce, edit, and distribute writing Writing expectations

94 NAEP 2011 Writing Framework
Grade To Persuade To Explain To Convey Experience 4 30% 35% 8 12 40% 20%



97 Research Focus in grade 6-12 Deep connection to knowledge and skills
Formal and informal context appropriate to the length of the research project Priority area in the consortium assessment


99 Narrative Writing In addition to analytic and explanatory writing
Close attention to detail support other types of writing: Organization Word choice Shaping the narrative real or imagined reinforces what they are learning elsewhere


101 Reading and Writing Critical skills to develop (Assessment focus)
Cite Evidence and Analyze Content Regularly citing the text to support claims Analyzing texts through close reading Understand and Apply Grammar Building, expanding, and reinforcing knowledge of grammar Applying understanding when reading complex academic texts

102 Reading and Writing Critical skills to develop (Assessment focus)
Understand and Apply Vocabulary Academic vocabulary Building a rich vocabulary Focusing on context Speak and Listen Effectively Speaking and listening with established norms Use of evidence to support claims Use of standard English conventions when the context requires it

103 Grade 3 Reading Complex Texts:
Five to nine short texts from across the curriculum Literature includes adventure stories, folktales, legends, fables, fantasy, realistic fiction and drama, with a special emphasis on myth, Informational texts One extended text

104 Grade 3 Proficiently read grade-appropriate complex literature and informational text (RL/RI.3.10) ask and answer questions by referring explicitly to a text (RL/RI.3.1) Compare and contrast two or more works with the same topic, author or character, describing the traits, motivations and feelings of characters or how ideas relate to one another

105 Grade 3 use these emerging skills to negotiate multisyllabic words
ask questions of a speaker or classmate to deepen understanding of the material read aloud fluently and offer appropriate elaboration on the ideas of classmate Two new Writing Standards (W.3.4 and W.3.10) are introduced in grade 3

106 Grade 3 Instructional Priorities
Build their word analysis skills so that they are reliably able to make sense of multisyllabic words in books (RF.3.3). Grade-level fluency

107 Grade 3 Writing Routine writing: Routine writing, such as short constructed-responses to text-dependent questions, builds content knowledge and provides opportunities for reflection on a specific aspect of a text or texts. At least two analyses per module: using evidence (RL/RI.3.1), as well as on crafting works that display some logical integration and coherence (W.3.4, W.3.5 and L.3.1–3). Research Project: one extended Narrative Writing: one or two narratives per module

108 For Reading and Writing in Each Grade 3 Module
Cite evidence Analyze content Study and apply grammar Study and apply vocabulary Conduct discussions Report findings

109 Reading Foundation Skills in Each Grade 3 Module
Decode words Read fluently

110 Exploring the Model Content Frameworks:
Review your grade level Discuss the instructional priorities

111 Mathematics/Standards for Mathematical Practice
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning 1.Analyze givens, constraints, relationships and goals

112 Kindergarten

113 Grade 1

114 Grade 2

115 Grade 3

116 Grade 4

117 Grade 5

118 Grade 6

119 Grade 7

120 Grade 8

121 Instructional Planning

122 a

123 FROM TO Planning begins with identification of instructional activities Planning begins with identifications of what students are to know and do as a result of the unit Planning for instruction is the same for all students and meets the needs of some students Intentional planning meets each individual leaner’s needs Teacher-directed instruction Student-centered instruction (investigation and inquiry Textbook is used as a main source of information Variety of instructional resources are used Interdisciplinary connections are forced Interdisciplinary connections are appropriate Assessment is infrequent and at the end of the unit Assessment is ongoing, informs instruction and allows for extending understanding through application of knowledge (formative & Summative) Students work toward standards is often unclear Students work to meet clearly defined and known standards

124 Rigorous and Relevant Instruction
Defining the Focus Sharing the standard with Students

125 Defining the focus A statement or question that communicates the content standards in a way that engages students by connecting learning to prior knowledge skills, experiences, belies and/or customs. Provides relevance: the why for learning Inquiry-based Motivates

126 Rigorous and Relevant Instruction
Defining the Focus Analyze the verbs Understand what students are expected to know

127 Rigorous and Relevant Instruction
Defining the Focus Reword – the standard Student friendly language, Have the students rewrite the standard into their own language

128 Rigorous and Relevant Instruction
Defining the Focus “I can” statements

129 Student Understanding
“ What does this standard want you to be able to do or know?” to “What skills or knowledge do you have to demonstrate to be successful?”

130 Strong Weak You are what you eat Nutrition How can I use measurement to learn about my world? Measurement Old “stuff” to new “stuff”: How can a better understanding of matter help us make the world a better place? Matter A License to Create – Picasso the Innovative Artist Picasso Arkansas’s Government – What’s in it for me? Arkansas Government

131 Focus of Learning Worksheet
Focus of Unit Standards Use pg 64 to brainstorm: Concepts (Big Ideas) Declarative Knowledge Skills Behaviors

132 Strategy KWL chart (Know, Want to Know, Learned) Strategy:
Student create a chart (KWL) Teachers poses questions Determine what the focus needs to be

133 Teacher Talk “We are learning…..”
“So what do you need to remember to do?” (achieve the standard) Classroom discussion changes – we are learning….

134 Exemplars Show the students high expectation for the standard

135 Rigorous and Relevant Instruction
Student Performance Skills, knowledge, behaviors and concepts Student work (Level of Rigor and Relevance) Cross-reference to state standards

136 Rigorous and Relevant Instruction
Assessment Assessment matched student performance Type of assessment consistent with strategies Level matches the level of rigor and relevance Multiple measures

137 Rigorous and Relevant Instruction
Types of Assessment Multiple Choice Constructed Response Extended Response Technology Enhanced Performance Task/Event Portfolio Interview Self Reflection

138 Rigor/Relevance Framework
High Traditional Tests Performance Low Low High

139 Did Students Get it Right?
Rigor/Relevance Framework Did Students Get it Right? D C Rational Answer Right Questions RIGOR High A B Right Answer Right Procedure Low Low High RELEVANCE

140 D C B A Rigor/Relevance Framework Next Generation RIGOR High Low Low
Summarize, analyze, organize, evaluate Predict, design, create, innovate RIGOR High A B Recall, facts, observations, demonstrate Apply, relate, demonstrate Low Low High RELEVANCE

141 A - Ask questions to recall facts, make observations, or demonstrate understanding:
What is/are ___? How many ___? What did you observe ___? What can you recall ___? In what ways ___? What did you notice about ___? What do/did you feel/see/hear/smell ___? What do/did you remember ___? What did you find out about ___?

142 B – Ask questions to apply or relate:
How would you do that? Where will you use that knowledge? How does that relate to your experience? How can you demonstrate that? Calculate that for ___? How would you illustrate that? How do you know it works? Can you apply what you know to this real-world problem?

143 C – Ask questions to summarize, analyze, organize, or evaluate:
How are these similar/different? How is this like? What’s another way we could express that? How can you distinguish between ___? How would you defend your position? What evidence can you offer? How do you know?

144 D – Ask questions to predict, design, or create:
How would you design a __ to __? How would you compose a song? Can you see a possible solution? Can you develop a proposal that would__? How would you do it differently? How would you devise your own way to deal with ___?

145 Rigor/Relevance Framework
Primary Assessments Rigor/Relevance Framework KNOWLEDGE • Portfolio • Product Performance • Interview • Self Reflection • Extended Response • Product Performance • Process • Performance • Product Performance • Multiple Choice • Constructed Response A P P L I C A T I O N

146 Performance Assessments
Set criteria Student knows what is expected Teacher must analyze what is essential in the task Analyze the task as performed by real world expert

147 Developing Scoring Guides
Holistic Checklist Analytic



150 CA Standards/CCSS Review Take a Look – grade level
Map the Content Framework for your grade – four modules Begin planning a unit using the Rigor/Relevance Framework

151 Resources PARCC Resources:
Progressions & Common Core Tools Illustrative Mathematics:

152 Resources National Council of Supervisors of Math: Mathematics Assessment Project (MAP): Gizmos NCTM Illuminations

153 Resources Thinkfinity
ScienceNetLinks Inside Mathematics

154 Sample Items PISA
MARS SBAC Resources.aspx  International Center for Leadership in Education

155 Route 146 Rexford, NY Phone (518) Fax (518)

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