COMMON CORE STATE STANDARDS Patricia Wulk & Marc Mancinelli, - - PowerPoint PPT Presentation

AN INTRODUCTION TO THE COMMON CORE STATE STANDARDS

Patricia Wulk & Marc Mancinelli, NJDOE Regional Achievement Center 7

What is it?

Where did it come from?

In consultation with… International standards, NCTE, NCTM, NEA, MLA, AFL, etc. and Teachers, administrators, professors, the public, subject matter experts

Why is it here?

A few key reasons…

• Uniformity of expectation
• To be college and career-ready… for real
• Equity and the achievement gap

Who is on board?

Haven’t we always had this?

NJ Core Content Standards Common Core Often vague and open to interpretation Very clear and specific, with examples Lower overall standard of performance Raised expectations of what should be done at each grade Inconsistent path of progression Progression is clear from grade to grade, especially in math Literacy taught only in ELA Specific literacy standards for science, social studies, and technical subjects

a helpful video…

ELA: The New Strands

Reading

Reading Literature Reading Information

Reading Foundational (K-5)

Writing Speaking & Listening Language

Other new features

Anchor standards Numbering system

ELA.1.RIT.5

Progression by grade Suggested example texts

Grade Strand Standard

How will it be tested?

Reading Literature

Create a summary of the excerpt from Brian’s Winter by dragging four statements from the list and dropping them in chronological order into the table titled “Summary.” Note that not all statements will be used.

PARCC Reading Comprehension Sample Item

1

Brian is sore as he gets into his bag that night.

2

Brian attempts to scare away the bear that wakes him up.*

3

The bear is more powerful than Brian thinks.

4

Brian believes that he has learned to co-exist with the bears.*

5

Brian takes a serious risk.

6

Brian thinks about solutions to his major problem.*

7

The bear tosses Brian and eats the scraps of Brian’s meal.*

8

The bear looks at Brian and walks away.

9

The bear sits back and sniffs the air.

Summary 1 2 3 4 Correct Response: 4, 2, 7, 6

Reading Informational Text

• What balance of literature and informational

text?

Grade Literature Information 4 50% 50% 8 45% 55% 12 30% 70%

Grade 3, Item #2—Part A: Eliza’s Cherry Trees: Japan’s Gift to America

• Which statement best describes how the events in paragraphs 13 through 15 are related to each other?

a) They explain how Washington, D.C., would change if cherry trees were planted around the city. b) They show that Eliza found a new way to get cherry trees planted in Washington, D.C.* c) They compare the ways and Mrs. Taft tried to add beauty to Washington, D.C. d) They describe how Mr. Taft gave the idea to bring cherry trees to Washington, D.C.

Reading Foundational Text

Reading: Text Complexity

Themes, background knowledge… Lexile, DRA, etc. This particular student…

Conclusions about Common Core reading?

“In short, the CCSS de-emphasizes reading as a personal act and emphasizes textual analysis”

(Calkins, Ehrenworth, & Lehman, 2012)

Writing

• Tight integration of writing and reading

Grade 3, Item #3, Research Simulation Essay: Eliza’s Cherry Trees: Japan’s Gift to America and “The Peanut Man”

• You have read two texts about famous people in

American history who solved a problem by working to make a change.

• Write an article for your school newspaper describing

how Eliza and Carver faced challenges to change something in America.

• In your article, be sure to describe in detail why some solutions

they tried worked and others did not work.

• Tell how the challenges each one faced were the same and how

they were different.

Speaking and Listening

• Not yet measured on PARCC
• Focus is on clarity in oral presentation

related to what you’re reading and writing about

Language

• Not yet tested on PARCC
• Focus is on developing vocabulary that it

usable across disciplines

Some major shifts…

NJCCCS Common Core Mostly fiction and literature Daily balance favors informational text as students progress grades Literacy taught only in ELA Literacy is the responsibility of all subjects Reading and writing taught as separate skills Reading and writing intractably intertwined Priority is writing based on de- contextualized ideas, thoughts, or feelings Priority is analytical writing based on context, text, and evidence Vocab focus on literary terms or de- contextualized Vocab should be cross-curricular (e.g. analyze, catalyst, passion, sympathy)

Let’s dispel some myths…

Myth #1: These aren’t much different than the old standards! Reality: The CCSS are much more specific about what needs to be learned and what that should look like

Let’s dispel some myths…

Myth #2: They’re going to take away all of the fiction and our students will be soulless zombies!

Reality: Fiction is alive and well, and is important for students to learn.

Let’s dispel some myths…

Myth #3: The people who made these have no idea what a 3rd-grader can do– they’re

• ut of touch!

Reality: The CCSS are more rigorous, but we need to stretch our practice to new levels.

Let’s dispel some myths…

Myth #4: They dictate to us what books students have to read!

Reality: Texts listed in the CCSS are suggested for their level of complexity

Let’s dispel some myths…

Myth #5: This is just the latest thing, and it’ll go away like everything else

Reality: This is the first nation-wide effort at creating uniform standards and assessments

More myths and facts can be found here.

Let’s dispel some myths…

Myth #6: Key math topics are missing or appear in the wrong grade.

Reality: The mathematical progressions presented in the Common Core State Standards are coherent and based

• n evidence.

More myths and facts can be found here.

For Parents…

http://www.corestandards.org/wh at-parents-should-know/

Focus

Focus requires that we significantly narrow the scope of content in each grade so that students more deeply experience that which remains.

Fundamental Shifts in Philosophy

Coherence is about making math make sense. Mathematics is not a list of disconnected tricks or

• mnemonics. It is an elegant subject in which powerful

knowledge results from reasoning with a small number of principles such as place value and properties of

• perations.

The most important connections are vertical: the links from one grade to the next that allow students to progress in their mathematical education.

Coherence

To help students meet the expectations of Standards, educators will need to pursue, with equal intensity, three aspects of rigor in the major work of each grade: Conceptual, procedural skill and fluency, and application.

Rigor

• Domains are large groups of related standards.

Standards from different domains may be sometimes be closely related.

• Clusters summarize groups of related standards. Each

domain has 1-4 clusters.

• Standards define what students should understand and

be able to do.

Structure of the Standards

http://www.corestandards.org/Math

• Domains, Clusters, and Standards

Structure of the Standards

Grade

Priorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding

K-2 Addition and subtraction – concepts, skills, and problem solving 3-5 Multiplication and division of whole numbers and fractions – concepts, skills, and problem solving 6 Ratios and proportional relationships; early expressions and equations 7 Ratios and proportional relationships; arithmetic of rational numbers 8 Linear algebra

Fluency by Grade Level

The CCSS document uses the phrase “fast and accurate” to describe the notion of fluency.

Grade Level Fluency

Kindergarten Add/Subtract within 5 1st Grade Add/Subtract within 10 2nd Grade Add/Subtract within 20 Add/Subtract within 100 (paper & pencil) 3rd Grade Multiply/Divide within 100 Add/Subtract within 1000 4th Grade Add/Subtract within 1,000,000 5th Grade Multi-digit Multiplication 6th Grade Multi-digit Division Multi-digit decimal operation

Content Emphasis by Cluster

Not all of the content in a given grade is emphasized equally in the

• standards. Some clusters require greater emphasis than the others

based on the depth of the ideas, the time that they take to master, and/or their importance to future mathematics or the demands of college and career readiness.

Intense Focus

• f

Critical Material Allows Depth In Learning

Content Emphasis by Cluster

Major, Supporting, and Additional Clusters To say that some things have greater emphasis is not to say that anything in the standards can be neglected in instruction. A color key identifies clusters per grade: Major Cluster; Supporting Cluster; Additional Cluster

http://groups.ascd.org/resource/documents/122463- CCSS_Mathematics_Handout_2_Math_Shifts_and_Major_Work_of_Grade.pdf

Content Emphasis by Grade Level

http://www.engageny.org/sites/default/files/resource/attachments/nys- math-emphases-k-8.pdf

Mathematical Practices

• 1. Make sense of problems and persevere in solving them.
• 2. Reason abstractly and quantitatively.
• 3. Construct viable arguments and critique the reasoning of
• thers.
• 4. Model with mathematics.
• 5. Use appropriate tools strategically.
• 6. Attend to precision.
• 7. Look for and make use of structure.
• 8. Look for and express regularity in repeated reasoning.

http://www.state.nj.us/education/sca/

What is the connection between the Common Core State Standards and PARCC?

Common Core State Standards PARCC

The PARCC assessments will focus strongly where the Standards focus.

PARCC assessments will focus 70% or more on the major work in grades 3-8.

http://www.parcconline.org/assessment-blueprints-test-specs

Advances in Assessment Demanded by the Shifts Shift #1 – Focus strongly where the Standards focus Advance: 70% or more of the assessment will measure the major work in grades 3-8

• Focus allows for a variety of problem types to get at

concept in multiple ways.

• Students will have more time to master concepts at a

deeper level.

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Advances in Assessment Demanded by the Shifts Shift #2 - Coherence: Think across grades, and link to major topics within grades Advance: The assessment design is informed by multi-grade progressions in the Standards and the Model Content Frameworks.

• Key beginnings are stressed (e.g., ratio concepts in grade

6), as are key endpoints and takeaway skills (e.g., fluency with the multiplication table in grade 3).

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Advances in Assessment Demanded by the Shifts Shift #2 - Coherence: Think across grades, and link to major topics within grades Advance: Integrative tasks draw on multiple standards to ensure students are making important connections.

• The Standards are not treated as a checklist.

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Advances in assessment demanded by the shifts Shift #3 - Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application Advance: PARCC assessments will reach the rigor in the Standards through innovations in technology and item design.

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PARCC Assessment Design

English Language Arts/Literacy and Mathematics, Grades 3-11

End-of-Year Assessment

• Innovative, computer-

based items

• Required

Performance-Based Assessment (PBA)

• Extended tasks
• Applications of

concepts and skills

• Required

Diagnostic Assessment

• Early indicator of

student knowledge and skills to inform instruction, supports, and PD

• Non-summative

Speaking And Listening Assessment

• Locally scored
• Non-summative, required

2 Optional Assessments/Flexible Administration

Mid-Year Assessment

• Performance-based
• Emphasis on hard-

to-measure standards

• Potentially

summative

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PARCC is designed to reward quality instruction aligned to the Standards, so the assessment is worthy of preparation rather than a distraction from good work. PARCC’s Fundamental Advance

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Evidence-Centered Design (ECD) for the PARCC Assessments

Claims Design begins with the inferences (claims) we want to make about students Evidence In order to support claims, we must gather evidence Tasks Tasks are designed to elicit specific evidence from students in support

• f claims

ECD is a deliberate and systematic approach to assessment development that will help to establish the validity of the assessments, increase the comparability of year-to year results, and increase efficiencies/reduce costs.

Overview of Mathematics Task Types

PARCC mathematics assessments will include three types of tasks.

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Task Type Description of Task Type

• I. Tasks assessing

concepts, skills and procedures

• Balance of conceptual understanding, fluency, and application
• Can involve any or all mathematical practice standards
• Machine scorable including innovative, computer-based formats
• Will appear on the End of Year and Performance Based Assessment

components

• II. Tasks assessing

expressing mathematical reasoning

• Each task calls for written arguments / justifications, critique of

reasoning, or precision in mathematical statements (MP.3, 6).

• Can involve other mathematical practice standards
• May include a mix of machine scored and hand scored responses
• Included on the Performance Based Assessment component
• III. Tasks assessing

modeling / applications

• Each task calls for modeling/application in a real-world context or

scenario (MP.4)

• Can involve other mathematical practice standards.
• May include a mix of machine scored and hand scored responses
• Included on the Performance Based Assessment component

For more information see PARCC Item Development ITN Appendix D.

Design of PARCC Math Summative Assessments

• Performance Based Assessment (PBA)

– Type I items (Machine-scorable) – Type II items (Mathematical Reasoning/Hand-Scored – scoring rubrics are drafted but PLD development will inform final rubrics) – Type III items (Mathematical Modeling/Hand-Scored and/or Machine-scored - scoring rubrics are drafted but PLD development will inform final rubrics)

• End-of-Year Assessment (EOY)

– Type I items only (All Machine-scorable)

PARCC Established 5 PLDs

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• Level 5: Students performing at this level demonstrate a

distinguished command of the knowledge, skills, and practices embodied by the Common Core State Standards assessed at their grade level.

• Level 4: Strong command…
• Level 3: Moderate command…
• Level 2: Partial command…
• Level 1: Minimal command…

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http://www.parcconline.org

What will the PARCC Assessment look like?

Scoring Part A

Scoring Part B

Scoring Part C

Solve problems involving the major content for their grade level with connections to practices Solve problems involving the additional and supporting content for their grade level with connections to practices Express mathematical reasoning by constructing mathematical arguments and critiques Use the modeling practice to solve real world problems Demonstrate fluency in areas set forth in the Standards for Content in grades 3-6

Claims Driving Design: Mathematics

Students are on-track or ready for college and careers

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The CCSS: 3 Shifts in Mathematics

• 1. Focus strongly where the standards focus.
• 2. Coherence: Think across grades, and link to major topics.
• 3. Rigor: In major topics, pursue conceptual understanding,

procedural skill and fluency, and application.

Mathematical Practices

1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of

• thers.

4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make sense of structure. 8. Look for and express regularity in repeated reasoning.

• Focus: Items will focus on major, and additional

and supporting content.

• Problems worth doing: Problems will include

conceptual questions, applications, multi-step problems and substantial procedures.

• Better Standards Demand Better Questions:

Custom items written to the Standards instead of reusing existing items.

• Fidelity to the Standards : PARCC evidences are

rooted in the language of the Standards so that expectations remain the same in both instructional and assessment settings.

PARCC’s Core Commitments to Mathematics Assessment Quality

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Sprin ring 2012

NJ ASK SK Ali ligned gned to NJCCCS CS

Sprin ing g 2013

NJ ASK Ali lign gned to the e CCSS SS (excep ept gr 6- 8 Math)

Sprin ring 2014

NJ ASK Ali ligne gned to the e CCSS SS

SY 2014-15 15

Full ll admini minist stra rati ti

• n of PARCC

RCC ass sses essment sments

“Transitional Assessments”

Tri-State Quality Review Rubric www.engageny.org PARCC www.PARCConline.org CCSS www.achievethecore.org NJDOE Resources

• Model Curricula for K-12 Mathematics and ELA
• Unit Assessments
• Scaffolds for ELL and Special Education
• Model lessons, units, videos, materials and resources
• Assessment bank
• Educator Resource Website (njcore.org)
• http://www.corestandards.org/
• http://www.state.nj.us/education/

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Resources

• National PTA - Parents Guide to Success Grades:

Kindergarten to High School http://pta.org/content.cfm?ItemNumber=2909

• Council of Great City Schools – A Calendar of Questions

2013-2014: A Common Core State Standards Implementation Tool for

• School Board Members, Superintendents, District Staff,
• Principals, Teachers, Counselors, Parents, and Students

http://www.cgcs.org/cms/lib/DC00001581/Centricity/Domain/4 /Calendar%20of%20Questions.pdf

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Resources

Contribute – Rate – Collect – Download – Share

Questions???

Pat Wulk

Patricia.wulk@doe.state.nj.us

Marc Mancinelli

mmancinelli@lindenwold.k12.nj.us