Common Core State Standards

1. Common Core State Standards English-Language Arts & Mathematics October 7, 2013

2. The Standards define “what” students should understand and be able to do. Our district Rigorous Curriculum Design (RCD) units support the “how” of teaching and learning toward student mastery of the standards.

3. Next Steps: How do we know our approach to CCSS is working? On-going Curriculum Review, Professional Development, and District-wide Collaboration Expansion of Rigorous Curriculum Design and Review Teams Integration of technology across the disciplines Professional development on the Hess Cognitive Rigor Matrix and assessment rubrics Examination of new assessment platform (SBAC) Development of district data management system Tech-Connect Committee defining technology competencies PreK-12

4. SBAC Update Parent Teacher Council 07 October2013

5. Agenda • SBAC Pilot and State Testing • Practice Tests • Accommodations • Navigation Toolbar • Classroom Activity • Sample ELA Items • Sample Math Items • Parent Resources • Discussion and Questions

6. Smarter Balanced

7. Key Features of SBAC • Measures student achievement and growth in English language arts/literacy and mathematics in grades 3-8 and high school. • Includes accommodations for students with disabilities and English language learners so that all students can demonstrate what they know. • Administered online with questions and performance tasks that measure critical thinking and problem solving skills. • Expectations of student performance linked to international benchmarks.

8. SBAC Pilot and State Testing • Transition from CMT/CAPT to SBAC • Science CMT • Score reporting • Accommodations • New Accommodations • Modified Assessment System (MAS) • Skills Checklist (SC) • Testing Window

9. Practice Tests • Full scale practice tests for grades 3-8 and 11 • Performance tasks for both ELA and mathematics • Scoring guides detail components of full and partial response • http://sbac.portal.airast.org/practice-test/

10. SBAC Accommodations Concept

11. Built-in Accommodations • Enlarged text, Expandable Passages, English Glossary • Text-to-speech, stacked translations • Closed Captioning, available text-to-speech on greater sections of the test

12. Spanish Glossary • Students may select Spanish glossary from menu at beginning of test. • Pop-up box for any word or phrase selected from available within stimuli, responses, or both • Available for mathematics only.

13. Navigation Toolbar

14. Classroom Activity ELA Gr 6

15. Sample ELA – Selected Response • Read this sentence from the passage. Why does the author use this sentence to describe what Coyote feels? • To explain how… • To describe how… • To compare the effect of … • To contrast the effect of… • Based on Coyote’s actions to get the honey, which sentence best matches his personality? • …happy but silly • …lonely but angry • …hungry but slow • …clever but foolish

16. 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)

17. Sample ELA – Selected Response • Which sentence best describes the lesson that Coyote learns in this passage? • Coyote wore a smile as wide as the sky…Choose the sentence that best explains what the phrase shows about Coyote • …shows he thinks his plan will work • …shows the knows he can trick Bear • …shows he thinks honey is delicious • …shows he knows he is stronger than Bear

18. 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

19. Sample ELA – Constructed Response • Coyote’s plan to get the honey fails. Support this statement with two details from the passage. (2 point response)

20. Sample ELA – Audio Presentation • Forces of Nature: Weather 101Listen to the presentation. Then, answer the questions. • A student gets out of school and notices the humidity is high and it is raining. Explain which type of front is most likely occurring. Support your answer with information from the presentation. (2 point response) • A group of scientists states that …Write a paragraph that supports the scientists’ statement. Support your answer with two details from the presentation.

21. Sample ELA – Performance Task Argumentative Essay • Issue description • Topic • Context • Audience • Sources • Directions • Research Questions

22. 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.

23. Sample ELA – Performance Task

24. Sample Math – Selected Response • Which of the following expressions have a sum equal to ? a. b. c. d. e.

25. Sample Math – Selected Response

26. Sample Math – Constructed Response • Drag one number into each box to complete the subtraction problem shown. (1 point response)

27. 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

28. Sample Math – Constructed Response • Jack, Max, and Annie are hiking on the same trial. • Jack is ½ finished • Max is 1/3 finished • Annie is 5/8 finished • Drag each person to his or her location on the trial.

29. Sample Math – Constructed Response • Javier says that all odd numbers greater than 2 and less than 20 are prime. • Find an odd number greater than 2 and less than 20 that is not prime. Explain why the number is not prime. (1 point response)

30. Sample Math – Technology Enhanced Items

31. Sample Math – Technology Enhanced Item • The school is 100 meters from Jason’s house. • He walked 50 m toward school in 2 minutes. • He turned around and walked home at the same speed. • He spent a minute at home looking for a forgotten book. • He walked all the way to school at twice his original speed. • Use the Line tool to finish a graph that accurately displays Jason’s trip.

32. Sample Math – Performance Task • Anna and her family go to the zoo. The zoo ticket prices, snack shop menu, and gift store prices are in the tables.

33. Parent Resources • www.whps.org • http://www.sde.ct.gov/sde/site/default.asp • www.smarterbalanced.org

34. Discussion and Questions