CT Core Standards and State Testing

1. CT Core Standardsand State Testing King Philip PTO March 17, 2014

2. Agenda • Overview of CT Core Standards • Mathematics • English Language Arts • State Testing and Smarter Balanced • Sample ELA Items • Sample Math Items • Parent Resources • Discussion and Questions

3. Connecticut’s Core Standards define “what” students should understand and be able to do. Teachers work across grade level teams to plan and implement lessons in service to the standards. The “how” of teaching and learning remains at the classroom level.

4. Components of a Balanced Mathematical Approach

6. Mathematics: Coherence and Focus Domains in math are discrete topics with finite life spans

7. 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

8. English/Language Arts Anchor Standards

9. English Language Arts CCSS Structure • Yearly spiral through all anchor standards • Grade level mastery expected • Anchor standards ground and clarify specific grade level standards

10. Reading Literature p. 11 p. 12

11. Steps in a Close Reading of Complex Text Selecting Short, Worthy Passages Rereading Reading with a Pencil/Highlighter Noticing Confusing Parts Discussing the Text Asking and Responding to Text-Dependent Questions

12. CCSS Resources • Common Core State Standards by Grade Level http://www.corestandards.org • National Parent Teacher Associationhttp://www.pta.org/common_core_state_standards.asp • Achieve the Corehttp://www.achievethecore.org/ • Connecticut State Dept of Educationhttp://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=322592 • Learning Progressions for Mathematics http://ime.math.arizona.edu/progressions/

13. CT’s State Testing Programand the Smarter Balanced Assessments

14. Smarter Balanced

15. Sample Student Experience

16. Key Features of SBAC

17. What the Test Looks Like

18. Sample ELA – Selected Response • With which statement would the author mostlikely agree? • Learning about elephants can teach scientists about humans • Learning about animal behavior is an important part of science • Scientists should spend more time studying humans than animals • Scientists should study elephants in different ways than they currently do • The author includes a description of a test…How does the author’s example…help the reader understand…? • Click to highlight the six sentences in the text that explain why elephants might be considered some of the most intelligent animals on the plant. (1 point response)

19. Sample ELA – Selected Response • What lesson can the reader conclude from the text? Select all that apply. • What’s that swirling dust? Hurry, Samuel, lower the sail! This wagon’s gone plumb crazy!Which of the following is best revealed through this dialogue? • …[characters] had never experienced a windstorm that violent • …[characters] rarely spoke and had little to say to each other • …[characters] were surprised by the windstorm that appeared without warning • …[characters] were too distracted by the wagon to notice the approaching storm

20. Sample ELA – Constructed Response • Samuel Peppard just laughed at his neighbors’ warnings and kept on working. Using details from the text, explain how this sentence affects the reader’s understanding of Samuel Peppard. (2 point response)

21. Sample ELA – Performance Task • Now that you have read the sources, you will take a position and present your findings at your school's yearly mock Congressional Session. • For your presentation, analyze the arguments and make a claim as to whether or not the penny should be preserved. • Make sure you address potential counterarguments in your essay and support your claim with information from the sources you have examined.

22. Classroom Activity ELA Gr 6

23. Sample Math – Selected Response

24. Sample Math – Constructed Response • Kayla asked 10 students in her class whether they owned a dog, a cat, or both. • 40% own a dog • 30% own a cat • 10% own both

25. Sample Math – Constructed Response • Triangle ABC undergoes a series of some of the following transformations to become triangle DEF • Rotation • Reflection • Translation • Dilation • Is triangle DEF always, sometimes, or never congruent to triangle ABC? • Provide justification to support your conclusion.

26. Sample Math – Performance Task

27. Parent Resources • www.whps.org • http://ctcorestandards.org/?page_id=32 • www.smarterbalanced.org • https://sbacpt.tds.airast.org/student/

28. Discussion and Questions