Chapter One: Assessment- Where’s the Bar for Learning?

1. Chapter One: Assessment- Where’s the Bar for Learning?

2. Core Ideas • Standards are meaningless until you define how you will assess them. • Assessment are not the end of teaching and learning process; they’re the starting point.

3. Interim Assessments vs. In-the-Moment Assessments • Advantages of Interim Assessments • Road map for instruction • Improvement in teaching • Targeted Focus • Accountability • Visibility • Checking for Understanding w/o teacher support • Preparing students for high-stakes assessment

4. College Ready Standards • Common Core State Standards CCSSO and National Governors Association Center for Best Practices (NGA Center) have released a set of state-led education standards, the Common Core State Standards. The English-language arts and mathematics standards for grades K-12 were developed in collaboration with a variety of stakeholders including content experts, states, teachers, school administrators and parents. The standards establish clear and consistent goals for learning that will prepare America's children for success in college and work. http://www.corestandards.org

5. Vision of the Writers Students who meet the Standards • Readily undertake the close, attentive reading that is at the heart of understanding and enjoying great works of literature. • Habituallyperform the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally. • Activelyseek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews. • Reflexivelydemonstrate the cogent reasoning and use of evidence that is essential to both private deliberation and responsible citizenship in a democratic society.

6. Considerations Fewer, clearer, higher: • produce a set of fewer, clearer and higher standards. • translatable to and teachable in the classroom. • cover only those areas that are critical for student success • Scaffolded and developmental Internationally benchmarked: • informed by the content, rigor and organization of standards of high-performing countries and states • all students are prepared to succeed in a global economy and society. Special populations: • the inclusion of all types of learners was a priority • Recognized that special populations may require additional time and appropriate instructional support with aligned assessments • selected language intended to make the standards documents accessible to different learners

7. Considerations • Assessment: • Assessment of the common core state standards is currently being developed by PARCC • Standards will ultimately be the basis for an assessment system that would include multiple measures of student performance. • Attention will be turned to creating a high quality system of measurement that would include proper incentives for teachers to teach these standards • A variety of assessments must be created to reinforce teaching and learning tied to the agreed upon expectations. • Standards and curriculum: • Standards are not curriculum. • This initiative is about developing a set of standards that are common across states. • The curriculum that is developed will continue to be a local responsibility (or state-led, where appropriate). • The curriculum could become more consistent from state to state based on the commonality of the standards • There are multiple ways to teach these standards, and therefore, there will be multiple approaches that could help students accomplish the goals set out in the standards.

8. The Standards Fewer, clearer, more rigorous Aligned with college readiness expectations Include rigorous content and application of knowledge through higher order thinking skills Built upon strengths and lessons of current state standards Internationally benchmarked so that all students are prepared to achieve in a global society Evidence and/or research based

9. Organization of the English Language Arts Standards • Introduction • Comprised of Three Main Sections • One Comprehensive K-5 • One ELA content area specific sections for 6-12 and • One History/Social Studies, Science, Technical Subjects content section for 6-12 • Each Section is divided into Strands • K-5 and 6-12 are Reading, Writing, Listening and Speaking and Language • The 6-12 History/Social Studies, Science, Technical Subjects section focuses on Reading and writing only • Each Strand is headed by College and Career Readiness Anchor Standards that is identical across all grades and content areas--where we want the children to be at the end of Grade 12.

10. Section K-5 and 6-12: Measuring Text Complexity • Measuring Text Complexity: Three Factors • Qualitative Evaluation of the Text- Best measured or only measurable by an attentive human reader, such as levels of meaning, structure, language conventionality and clarity, and knowledge demands • Quantitative Evaluation of the Text- refers to word length or frequency, sentence length and text cohesion, that are difficult if not impossible for a human reader to evaluate efficiently: readability measures • Matching Reader to Text and Task- Reader variables such as motivation,knowledge and experiences and task variables such as purpose and the complexity generated by the task assigned and the questions posed inherent complexity of text Variables specific to readers

11. CCSS are Developmental • The depth and breadth of understanding of the standard increases with each grade level. • The end expectation, college and career readiness, is made clear right from the very beginning and actually starts the document off. • This readiness is a major goal of education.

12. Let’s Follow the Development College and Career Readiness This is where we want to be!! “Read closely to determine what the text says explicitly and make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text!”

13. Progression: Leading to Learning • Grade K- With prompting and support, ask and answer questions about key details in a text • Grade 1- Ask and answer questions about key details in a text • Grade 2-Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text • Grade 3-Ask and answer questions to demonstrate understanding of a text, explicitly using the text as the basis for the answers • Grade 4- Draw on details and examples of a text to support statements • Grade 5-Quote from a text to support statements about the text • Grade 6-Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text • Grade 7-Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text • Grade 8-Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text

14. COLLEGE AND CAREER READINESS GRADES ELEVEN AND TWELVE DEVELOPMENTAL STAIRCASE COMMON CORE STANDARDS GRADES NINE AND TEN GRADE EIGHT GRADE SEVEN GRADE SIX GRADE FIVE INCREASING DEPTH AND BREADTH OF COMPLEXITY GRADE FOUR GRADE THREE GRADE TWO GRADE ONE KINDERGARTEN COLLEGE AND CAREER READINESS

15. Development Staircase Activity Choose one anchor standard Follow it’s progression through the grades Fill in the staircase with the standard you chose Highlight the language that indicates increasing complexity Discuss What are the implications for the principal in shaping this work at the school? What are the implications for these understandings in the classroom?

16. CORE STANDARDS FOR MATHEMATICS

17. CCSS Mathematical Practices The Common Core proposes a set of Mathematical Practices that all teachers should develop in their students. These practices are similar to the mathematical processes that NCTM addresses in the Process Standards in Principles and Standards for School Mathematics.

18. CCSS Mathematical Practices • 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.

19. Common Core Format K-8 Grade Domain Cluster Standards (No pre-K Common Core Standards) High School Conceptual Category Domain Cluster Standards

20. Grade Level Format of K-8 Standards Domain

21. Format of K-8 Standards Standard Cluster Standard Cluster

22. Domain Format of High School Standards Standard Cluster

23. Common Core - Domain • Overarching “big ideas” that connect topics across the grades • Descriptions of the mathematical content to be learned, elaborated through clusters and standards

24. Common Core - Standards • Content statements • Progressions of increasing complexity from grade to grade

25. Common Core - Clusters • May appear in multiple grade levels with increasing developmental standards as the grade levels progress • Indicate WHAT students should know and be able to do at each grade level • Reflect both mathematical understandings and skills, which are equally important

26. High School Conceptual Categories • The big ideas that connect mathematics across high school • A progression of increasing complexity • Description of the mathematical content to be learned, elaborated through domains, clusters, and standards

27. Additional Information • For grades preK-8, a model of implementation can be found in NCTM’s Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics • For the secondary level, please see NCTM’s Focus in High School Mathematics: Reasoning and Sense Making www.nctm.org/cfp www.nctm.org/FHSM

28. CCSS- Myth vs. Facts http://www.corestandards.org/about-the-standards/myths-vs-facts