Common Core State Standards and Assessments Grades 6-12

1. Common Core State Standards and AssessmentsGrades 6-12 How to create assessments that go along with the standards Terry Maus

2. The goal of the Common Core State Standards is college and career readiness.

5. Classroom Assessments • Summative • Final Assessment of Learning • Formative • In process assessment for on-going learning Through Formal & Informal Assessments

6. LEARNING PROCESS

7. Whip Around Activity Write a specific strategy that you are working on as you move toward the implementation of Common Core Standards. When you are done, stand up. When you hear someone identify the same strategy that you wrote on your index card, sit down. Is this an assessment technique? How did it benefit teacher and students?

10. What do the CCSS ask teachers to do? from Turn On Your Brain Stop doing all of the work of reading for our students. Stop stealing the fun of reading and put it back in their hands. Let them explore… uncover the mysteries… inquire, and … pick away at the text to figure it out.

11. What you should see in our classroom. . . Is it different? • Students asking and answering more questions and teachers encouraging them to develop answers independently • Structured opportunities for students to develop and solve their own problems • Diversified methods of student learning, assessment and providing feedback • Incorporation of new curricular materials and instructional strategies in teaching • The teaching of reading and writing in all content areas

12. Corepedia Resource

13. Measuring Career Readiness by Lexile

14. Nationally, employers expect employees to use a broad set of skills. Learning Outcomes Desired by Employers SOURCE: Hart Research Associates (2010). Raising the Bar: Employers’ Views on College Learning in the Wake of the Economic Downturn.

15. Preparing our Students for College & Career

17. Reading Proficiency is Key ACT Study – Schmeiser, 2006 Chance of later success Science Mathematics Unprepared in Reading Prepared in Reading 1% 32% 15% 67%

18. Some points Distribution of Literary and Informational Passages by Grade in the 2009 NAEP Reading Framework Grade Literary Informational • 4 50% 50% • 8 45% 55% • 12 30% 70% Source: National Assessment Governing Board. (2008). Reading framework for the 2009 National Assessment of Educational Progress. Washington, DC: U.S. Government Printing Office.

19. ProficiencyGrade 4 Reading

20. ProficiencyGrade 4 Reading

21. Lexile® levels today and with Common Core – Rigor increased 2-3 Grade Levels

22. Summary The “Big Vision” is NOT about “Standards”… it is about College & Career Readiness! The Primary Outcome: Increased Math & Science proficiency by closing the “text gap” in content and comprehension

23. Begin with the end in mind… Why the need to change how we assess? I Choose C http://www.youtube.com/watch?v=dY2mRM4i6tY

24. Activity Sample Question from the SMART or PARCC website Break into groups and choose an assessment Question Discuss the differences in the questioning from previous testing

25. Where to find sample items? http://www.k12center.org/rsc/pdf/ Coming_Together_April_2012_Final.PDF http://www.ccsstoolbox.com/ • Smarter Balanced • http://sampleitems.smarterbalanced.org/itempreview/sbac/ELA.htm • http://sampleitems.smarterbalanced.org/itempreview/sbac/index.htm • PARCC • http://www.parcconline.org/samples/item-task-prototypes

26. What do you need to know about Assessment items & their impact on Instruction? www.parcconline.org Item & Types prototypes Choose grade level & content area Take a look at: Structure of the item Vocabulary Used Determine level of Rigor WHAT ELSE DO YOU SEE?

27. Content Framework Chart

28. Standards for Mathematical Practice in a Classroom McDonald’s Claim (Is it True or False?) Wikipedia reports that 8% of all Americans eat at McDonalds every day. In the US, there are approximately 310 million Americans and 12,800 McDonalds. The average McDonald’s store can serve 1,500 people a day. Do you believe the Wikipedia report to be true? Using mathematical evidence, defend your position. Is your position a fact, an opinion, or an estimation? (Briars, Feb 2011)

29. Regular practice with complex text and its academic language PARCC builds a staircase of text complexity to ensure students are on track each year for college and career reading. PARCC rewards careful, close reading rather than racing through passages. PARCC systematically focuses on the words that matter most—not obscure vocabulary, but the academic language that pervades complex texts.

30. Major Shift for Assessment: Text-dependent questions Bringing the Common Core to Life" David Coleman · Founder, Student Achievement Partners Chancellors Hall · State Education Building · Albany, NY April 28, 2011 • Far longer amounts of classroom time spent on text worth reading and rereading carefully • Base answers on what has been read, not opinions or experience Recent study found that 80% of the questions students were asked when they are reading are answerable without direct reference to the text itself .

31. CLOSE or Deep Reading from Turn On Your Brain • The Common Core State Standards for reading strongly focus on students gathering evidence, knowledge, and insight from what they read. • 80-90% of the Reading Standards in each grade require text dependent analysis. This means… aligned curriculum materials should have a similar percentage of text dependent questions.

32. In Summary… “Read like a detective and write like a conscientious investigative reporter.” • Dr. David Coleman

33. Let’s give it a try!! The Gettysburg Address

34. Are these Text Dependent Questions? Why did the North fight the civil war? Have you ever been to a funeral or gravesite? Lincoln says that the nation is dedicated to the proposition that “all men are created equal.” Why is equality an important value to promote?

35. Reflection questions Did you have to learn the Gettysburg Address as a student? What did you have to know? Did you have to memorize it? In what grade do we usually teach the Gettysburg Address? How do we teach it today?

36. The Gettysburg Address • Read the Gettysburg Address to yourself

37. The Gettysburg Address Read the Gettysburg Address to yourself Reread and write a paraphrase (your own words) of the first two paragraphs With your shoulder buddy, discuss your paraphrases. What is similar between you? What is different? Argue for your paraphrase. Who will read the Gettysburg Address aloud for us?

38. The Gettysburg Address Look at the vocabulary. Any questions on word usage or meanings With a shoulder buddy, complete the first three explorations of the vocabulary word. What did you find?

39. What type of Assessment did we do on this activity?What is missing for this to be an effective assessment?

40. A CCSS Routine for Close Reading • Read a text – cold, without set-up. • Re-Read in chunks. • Paraphrase in writing. • Discuss in own language, aloud, safely. • Read aloud for accessibility. • Identify hard words. Learn word meanings working with a partner.

41. A CCSS Routine for Close Reading 7. Re-read several times, using specific prompts which require looking for very specific details – using the text. 8. Re-read for specific vocabulary. 9. Compare / Contract vocabulary meanings – in writing, and through sharing with a buddy. 10. Write an essay requiring the student to take a persuasive viewpoint and argue their case for the author’s (motivation, etc.)

42. New Emphasis on Speaking & Listening The skills are similar to writing and reading. Analyze purpose of information in diverse media & formats and evaluatemotives behind its presentation Delineate arguments & claims, evaluate soundness of reasoning and relevance; identifyirrelevant information (CCSS, grade 8) Engageeffectively in a range of conversations and collaborations (SL-1, 6) Present claims/findings in focused, coherent manner with relevant evidence, sound reasoning, well-chosen details (SL-4-6) Adapt speech to variety of contexts and tasks demonstrating command of formal English when appropriate (CCSS, grade 8) …but the medium is different.

43. Sample of Assessments Test or Quiz Projects and Performance Essential Questioning and Evidence Based Solutions Rubrics Writing Close Reading Activity Socratic Discussion Seminars Teacher Observations Reflection and Feedback

44. Test and Quizzes Diagnose individual student needs (developmental status, monitoring student progress, clarify competency, determining needs) Informing Instruction Evaluating Programs Provides accountability information

45. Project & Performance Group Activities (Conversation opportunities) Multimedia Presentations Performances Readers Theater Electronic Portfolios Instill Creativity, Inspiration and Innovation

46. Essential Questioning and Evidence Based Solutions Constructing Effective Questioning causes different responses from students “Quality Questioning” (Walsh and Sattes) (2005) Initiated the process called QUILT, Questioning and Understanding to Improve Learning and Thinking. Create Authentic Questions, Are the questions engaging students in deeper thinking and not merely prompt them to recall information that they have read or been told.

47. Rubrics Great monitoring tool, especially for writing Allows you to outline expectations in all subjects Can be created as a common assessment with other teachers Can be created and scored by students Criteria needs to focus on specific goal objectives Warning- don’t make rubric criteria so specific that you limit the students’ creativity.

48. Socratic Seminar https://www.teachingchannel.org/videos/bring-socratic-seminars-to-the-classroom

49. Teacher Observations Documentation Technology enhanced ability to track and record observations Opportunity to listen and interrupt ongoing learning in the classroom Able to witness application of knowledge and/or ability to master a designated standard

50. Writing Samples National Assessment of Educational Progress (NAEP) requires writing assessments. Key when Checking for understanding Check reading understanding and language skills Response to Text-based questions Apply skills for evidence based writing Writing represents author’s thinking