Moanalua Middle School Challenge Common Core Assessments will begin in SY

Common Core Assessments Two consortiums are each developing their version of national tests. Partnership for Assessment of Readiness for College and Careers SMARTER Balanced Assessment Consortium

Hawaii belongs to and is a voting member of SMARTER Balanced. At the Hawaii Model Schools Conference, a member of the SMARTER Balanced consortium came to speak about the tests. Susan Gendron Senior Fellow, International Center for Ed. Leadership Policy Coordinator, SMARTER

Assessment System Design: Distributed Summative Assessment 4 START OF SCHOOL YEAR END OF SCHOOL YEAR Through- Course 1 Through- Course 2 25%50% Through- Course 3 75% Through- Course 4 90% End- Of-Year Source: Graphic adapted from a representation prepared by the Center for K-12 Assessment & Performance Management ( Key components: Three through-course components distributed throughout the year in ELA and mathematics, grades One Speaking/Listening assessment administered after students complete the third through course component in ELA; required but not part of summative score – could be used for course grades. One end-of-year assessment

AYP Through-Course assessments will not count towards school AYP. End-of-the-year assessments will determine AYP.

Sample End-of-the-Year Performance Assessment for 11 th Grade Students will have about two weeks. Tests will be proctored by teachers in school. Extended time available. Research portion is meant to be collaborative. Students will need access to the internet.

Writing Content and Form will be assessed. Students should have the fluency to write around 1,000 words in 7 th /8 th grades. The following is an example of what 8 th graders should be able to write.

College and Career Readiness Writing Standards Text Types and Purposes 1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2.Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3.Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well- structured event sequences.

College and Career Readiness Writing Standards Production and Distribution of Writing 4.Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5.Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6.Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

College and Career Readiness Writing Standards Research to Build and Present Knowledge 7.Conduct short, as well as more sustained research projects based on questions, demonstrating understanding of the subject under investigation. 8.Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9.Draw evidence from literary or informational texts to support analysis, reflection, and research.

Example/ Science Technical Sample Task A: Evaluating Evidence Compare what the latest science tells us about Genetically Modified food against the arguments for and against Genetically Modified food. Evaluate the hypotheses, data, analysis, conclusions of each side, and including determining the extent to which each side in the debate relied on the available science, argues from an economical perspective, or appeals to the political and emotional concerns. Verify the data and either support or challenge the conclusions with other sources of information. CCSS RST.8 Source: Achieve

Example/ Science Technical Sample B – Making a claim Read and view different examples of case-making materials related to GM food. Take a position and cite specific textual evidence from your sources, attending to important distinctions each authors makes and to any gaps or inconsistencies in the account. Defend your conclusion from counter-claims Create a presentation of your analysis that highlights key evidence and your strongest claims. CCSS RST 1. and RST 9. Source: Achieve

How The Common Core Assessments will Differ Selective Assessments from Quadrant A to C Performance Assessments from Quad. A to D New mix of Literary to Informational (45/55) Higher Lexile levels of for grades 6-8 Emphasis on level 4,5,6 Taxonomic level ( Analyze, Synthesize, Evaluate) Emphasis on Quadrant D verbs

Literary/Informational Text Literature Informational Text StoriesDramaPoetryLiterary Nonfiction and Historical, Scientific, and Technical Texts Includes children’s adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth Includes staged dialogue and brief familiar scenes Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics

NAEP 2011 Writing Framework GradeTo PersuadeTo ExplainTo Convey Experience 430%35% 8 30% 1240% 20%

 International Center for Leadership in Education KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C AcquisitionApplication AdaptationAssimilation Rigor/Relevance Framework

RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework RightAnswer Did Students Get it Right? RationalAnswerRightQuestions RightProcedure High Low

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

 International Center for Leadership in Education Verb list by Rigor/Relevance Quadrant Calculatematch Choosememorize Countname Definerecall Describerecite Findrecord Identifyselect Labelspell Listlocate Analyzedifferentiate Categorizediscriminate Classifyevaluate Compare examine Concludeexplain Contrastinfer Defendjudge Diagramjustify prove Adaptjustify Arguemodify Composepredict Concludeprioritize Constructpropose Designrate Evaluaterecommend Formulaterevise Inventteach Adjustinterpret Applyinterview Buildmake Calculatemodel Constructplay Demonstrateproduce Dramatizerelate Drawsequence Illustratesolve

Analytic Thinking Process What is the purpose of this material? What is a key question that is addressed or needs to be addressed? What is the most important information? What are the main inferences that can be made? What are the key ideas or concepts?

Analytic Thinking Process What are the assumptions the author(s) made in this information, issue, or source What are the implications of this information? What is the main point of view that is presented? Paul,R. and Elder, L. (2003) Analytic Thinking Foundation for Critical Thinking Press (page 23)

Tools and Suggestions

Your State Standards  CCSS

Rigorous and Relevant Instruction Sharing the standard with Students  International Center for Leadership in Education Defining the Focus

Rigorous and Relevant Instruction Analyze the verbs  International Center for Leadership in Education Defining the Focus

Rigorous and Relevant Instruction Reword – the standard  International Center for Leadership in Education Defining the Focus

Rigorous and Relevant Instruction “I can” statements  International Center for Leadership in Education Defining the Focus

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?”  International Center for Leadership in Education

Take a Three Minute Pulse After discussion, reading, lecture Reflect, discuss what they learned using higher order thinking skills Suggested questions: (Marzano) – How does this information relate to you? – How does what we’ve just learned relate to.. – How is what we just learned similar or different to – Identify one thing you knew and one thing that was new to you…  International Center for Leadership in Education

Exit Sheet I think I Got It This is what I learned: This is how your lesson helped: Still Need More Practice I’m still struggling with: My biggest question is: Tomorrow, Tomorrow Can I have help with: I could practice by: Teach Me More Mini-lesson idea: This would help me because:  International Center for Leadership in Education

One Minute Response What I learned today…What I am unclear/unsure aboutComments…  International Center for Leadership in Education

Diagnostic Learning Log Major ConceptUnsure/QuestionsMy solutions  International Center for Leadership in Education

More Strategies Traffic Light feedback Gallery Walk Portfolio Concept Map Ticket out the door  International Center for Leadership in Education

Self Assessment cards Please notice… I’ve learned… I have a question… I want you to know I was really stuck… But I think I figured it out… Still need practice: – I’m struggling with… – My big question is…  International Center for Leadership in Education

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

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 ___?

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?

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?

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 ___?

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

Performance Assessments Set criteria Student knows what is expected Teacher must analyze what is essential in the task

Developing Scoring Guides Holistic Checklist Analytic  International Center for Leadership in Education

Holistic Simplest Broad categories Each category is given maximum point value Evaluator assigns points to each measure Total score given to performance  International Center for Leadership in Education

Analytic (Rubric) Most popular for performance tasks Several broad categories Specific criteria for each category High to low levels of performance Sample guides  International Center for Leadership in Education

4 - Composition shows excellent understanding of narrative writing. It includes seven or more details to support the main idea and has a distinctive beginning, middle and ending. The paper sticks to the topic with a logical plan and sequence. It is well elaborated and easy to understand. 3 – Composition shows a reasonable understanding of narrative writing. It includes 5 or more details to support the main idea and has a beginning, middle and ending. It sticks to the topic most of the time but might have some unrelated details. The paper has a reasonable plan …. 2 1

RIGORRIGOR RELEVANCE A B D C Increasing Rigor/Relevance High Low

Quick Quadrant D Strategies

Vocabulary Implications Emphasis on “broader language and context” focus – figurative and connotative Domain language (content vocabulary) important

Design and Organization Three main sections K-5 (cross-disciplinary) 6-12 English Language Arts 6-12 Literacy in History/Social Studies, Science, and Technical Subjects

Design and Organization Shared responsibilities for students’ literacy development

To Get Ready Susan Gendron recommended two short and one long research projects a year. The plan…

The Extremes

One Possibility SY Common Core Assessments begin SY Interdisciplinary Projects - Tested and Ready (These students will be next year’s 8 th graders.) SY First Year of Interdisciplinary Projects – Getting the Kinks Out SY Department Projects Defining the Targets – what do rigorous performance standards look like Building Skills and Resources – how do we teach to get everyone to hit the targets

Build The Writing Skills First Quarter – Main ideas and relevant details Second Quarter – Citing Specific Details and credibility of author and sources Third Quarter – Citing Sources All contents and All quarters – Work on Writing Fluency ( word writing responses:1) Answering the question 2) Sufficient and Specific details 3) Explain how details support answer Share Student Work, Run Demos, and Share Tips: Faculty Meeting, SDTTP Expand to Include: What will be my topic/ What is my opinion/ Steps to solving …

Possibilities and Parameters?

Common Core State Standards: Begin with the End in Mind Susan Gendron Senior Fellow International Center for Educational Leadership Policy Coordinator, SMARTER

To learn more Partnership for Assessment of Readiness for College and Careers SMARTER Balanced Assessment Consortium

44 States + DC Have Adopted the Common Core State Standards *Minnesota adopted the CCSS in ELA only

STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS JUNE 2010

Reading Framework for NAEP 2009 Grade Literary Informational 4 50% 8 45% 55% 12 30% 70%

Text Complexity Grade Bands and Associated Lexile Ranges Text Complexity Grade Band in the Standards Old Lexile RangesLexile Ranges Aligned to CCR expectations K-1N/A CCR

Lexile Analyzer

Building Analytic Thinking Skills Word “analysis” appears 57 times in the CCSS with 77 mentions of associated analysis words such as “compare and contrast” Analysis – precursor to high level thinking Lin Kuzmich Stretch Learning Handbook

Next Generation Assessments