Technology in the Common Core State Standards – An Overview

1. Technology in the Common Core State Standards – An Overview Linda Jones, Coordinator/Instructor The Eighth Floor, Technology & Learning Center for Educators linda.jones@tulsatech.edu

2. Common core state standards State led initiative Coordinated by the National Governors Association http://www.nga.org Council of Chief State School Officers http://www.ccsso.org

3. Common Core State Standards • Standards for • English Language Arts • Mathematics • Literacy in History/Social Studies, Science, and Technical Subjects

4. Common Core State Standards

5. Common Core Standards Criteria • Aligned with college and work expectations • Focused and coherent Include rigorous content and application of knowledge through high-order skills • Build upon strengths and lessons of current state standards

6. Common Core Standards Criteria • Internationally benchmarked so that all students are prepared to succeed in our global economy and society • Based on evidence and research • Developmentallyappropriate, cumulative progression of skills and understanding.

7. Implementation Timeline • 2010: Standards are released • 2010-11: Exploration of the CCS • 2011-12: Strategic Initiatives for implementing the CCS • 2012 – 13: Strategic Initiatives for implementing the CCS • 2013-14: Pilot Assessments • 2014-15: Accountability for the CCS

8. WHAT CCSS DOES NOT DEFINE!

9. WHAT CCSS DOES NOT DEFINE! • How teachers should teach. • All that can or should be taught. • The nature of advanced work beyond the core. • The interventions needed for students well below grade level. • The full range of support for English language learners and students with special needs. • Everything needed to be college and career ready.

10. HOW CCSS IS DIFFERENT • Focus on critical thinking • Increased Lexilelevels • Focus on informationaltexts • Emphasis on argumentativewriting • Technology integrated throughout standards • ALL teachers are expected to teach Literacy

11. READING THE STANDARDSEnglish/Language Arts & Literacy Sections Strands Anchor Standards Standards

12. English Language ArtsCommon Core Standards

13. Reading Standards for Information Text K-5

15. CCS: MATHEMATICS Greater Focus and Coherence • Focus on key topics at each grade level • Coherent progressions across grade levels. • Standards for Mathematical Practice

16. CCS: MATHEMATICS Balance of concepts and skills • Content standards require both conceptual understanding and procedural fluency. • CCS concentrate early learning of mathematics on the number and geometry strands with less emphasis on data analysis and minimal exposure to algebra. • CCS focus on fewer content domains within a grade range. • Specific domains will be taught more deeply.

17. How To Read The StandardsMathematics Standards Format

18. Grades 2-HS Common Core Standards- Mathematics

19. Technology Skills “Blended” Into Standards To be ready for college, workforce, and life in a technological society, students need the ability to

20. Technology Skills Gather, comprehend, evaluate, synthesize and report on information and ideas. Conduct original research in order to answer questions or solve problems. Analyze and create a high volume and extensive range of print and non-print texts in media forms old and new. • Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, Key Design Considerations, p. 4

21. STRATEGIC AND CAPABLE USE • Tailor their searches online to acquire useful information efficiently. • Integrate what they learn using technology with what they learn offline. • Are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.

22. UNWRAPPING STANDARDS

24. UNWRAPPING STANDARDS Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. W.7.6

25. DOK LEVELS

26. DEPTH OF KNOWLEDGE (DOK) LEVELS

27. Technology In The Writing Standards • Students need to be able to use technology strategically when creating, refining, and collaborating on writing. • Students have to become adept at gathering information, evaluating sources, and citing material accurately…

28. WRITING ANCHOR STANDARDS

29. WRITNG ANCHOR STANDARDS • 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. • 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.

30. ANCHOR STANDARDSWriting in History/Social Studies, Science, and Technical Subjects. • Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

31. Speaking and Listening Anchor Standards • 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. • 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations

32. Technology in Reading, History/Social Studies, Science, and Technical Subjects • Students need to be able to use technology strategically when creating, refining and collaborating on writing.

33. Reading in History/Social Studiens, Science, and Technical SubjectsAnchor Standards • 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. • 5. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

35. Spiral Activity • In groups of 2-4, put the standards in order from Kindergarten to 12th grade • Discuss: • How each standard builds on previous standard • Type(s) of technology needed for students to master the standard • Be prepared to share

36. Progression of Writing Standard 6 • With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. (W.K.6) • With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (W.1.6)

37. Progression of Writing Standard 6 • With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. (W.3.6) • With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. (W.4.6)

38. Progression of Writing Standard 6 • Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. (W.7.6) • Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. (W.8.6)

39. Assessment for CCSS • Oklahoma is a governing state for the Partnership for Assessment Readiness for College and Careers (PARCC), which consists of 25 states. http://www.parcconline.org/

40. CCSS Assessments • Two summative, required assessment components designed to: • Make “college- and career-readiness” and “on-track” determinations,  • Measure the full range of standards and full performance continuum, and • Provide data for accountability uses, including measures of growth. • Two non-summative, optional assessment components designed to: • Generate timely information for informing instruction, interventions, and professional development during the school year. • A third non-summative component in English language arts/literacy will assess students’ speaking and listening skills

41. CCSS Assessments • PARCC will also use technology throughout the design and implementation of the assessment system. The overall assessment system design will include a mix of constructed response items, performance-based tasks, and computer-enhanced, computer-scored items. The PARCC assessments will be administered via computer, and a combination of automated scoring and human scoring will be employed.

42. PARCC –Assessment Resources • The Partnership Resource Center (PRC) • PRC will be an online, digital resource that includes two important instructional supports: • model curriculum frameworks that teachers can use to plan instruction and gain a deep understanding of the CCSS, and • released items and tasks that teachers can use for ongoing formative assessment.

43. Innovative English Language Arts

44. PARCC- ASSESSMENT Resources • Content? • Technology Skills? • What are we using now?

45. Innovative English Language Arts Sample

46. PARCC- ASSESSMENT Resources • Content? • Technology Skills? • What are we using now?

47. Students who are college and career ready use technology and digital media strategically and capably. p. 7

48. NEXT STEPS • Hardware

49. Technology Decisions Timeline