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CA State Parks PORTS Program

CA Common Core State Standards for. September 5, 2013 Teresa Lightle, Butte County Office of Education. CA State Parks PORTS Program. CHALLENGES & OPPORTUNITIES. 3 facts you know about Common Core 2 questions you have or things you wonder about

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CA State Parks PORTS Program

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  1. CA Common Core State Standards for September 5, 2013 Teresa Lightle, Butte County Office of Education CA State Parks PORTS Program

  2. CHALLENGES & OPPORTUNITIES

  3. 3facts you know about Common Core • 2 questions you have or things you wonder about • 1presentaion change you are anticipating having to make

  4. www.corestandards.org www.cde.ca.gov/ci/cc

  5. What are the CCSS? https://www.youtube.com/watch?v=5s0rRk9sER0 Three-Minute Video Explaining the Common Core State Standards By DC Public Schools November 2012

  6. Why CaCCSS?

  7. Test and Item Design

  8. Assessment System SBAC (Smarter Balanced Assessment Consortium)

  9. SBAC Assessment System • Computer-adaptive testing (CAT) • Selected-Response Items (SR) • Constructed Response Items (CR) • Extended-Response Items (ER) • Technology-enhanced and enabled (TE) • Performance Tasks (PT) Visit Smarter Balanced Assessment Consortium at: www.smarterbalanced.org BCOE Middle School Math, March 13,,2013

  10. What students should know and be able to do to demonstrate readiness for college and career in math: Four Claims: Claim 1: Concepts and Procedures • Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency Claim 2: Problem Solving • Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies Claim 3: Communicating Reasoning • Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others Claim 4: Modeling and Data Analysis • Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems BCOE Secondary ELA February 12, 2013

  11. Constructed Response Items (CR) A teacher asked her students to use estimation to decide if the sum of the problem below is closer to 4,000 or 5,000. 496 + 1,404 + 2,605 + 489 = One student replied that she thinks the sum is closer to 4,000. She used the estimation shown below to support her reasoning. Is the student’s reasoning correct? In the space below, use numbers and words to explain why or why not. If the student’s reasoning is not correct, explain how she should have estimated.

  12. Technology-Enhanced Items The graph on the right shows a triangle. Draw the triangle after it is reflected over the y-axis. Draw a line of symmetry throughthe figure below. Classify each shape below based whether it contains at least one pair of parallel sides. Reorder the fractions below so that they are ordered from smallest to largest. 3/5 3/4 2/6 1/2 2/3

  13. Key Advances in ELA

  14. CCSS Terms • Rigor • Relevance • Depth of Knowledge • Robust • Analyze • Synthesis • Application • Evaluate

  15. Promoting Oral Language • Press for clarification and explanation • Could you describe what you mean? • Demand evidence for claims and arguments • Can you give me an example? • How many of you think…..?

  16. Next steps?

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