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Standards Literacy

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  1. Center Michael RushExecutive Director Janet Rummel Vice President, Common Core Services Transition to the Common Core State Standards Standards Literacy

  2. Who we are • Co-authors: • The National Implementation Pathway for Common Core State Standards • The Common Core Lesson Planner for Classrooms • The Common Core Toolkit: Deconstruction and Assessment • The Reference Guide for Common Core and High Mobility Standards • Sponsors: • State, Regional and National Institutes on Common Core State Standards • The 2012 National Conference on College and Career Readiness and Common Core State Standards, June 29 – 30, 2012 - Hyatt Regency Chicago

  3. Goals for the Day * Elements of Next Generation Assessments * Assessment Consortia Updates * Steps to align assessment items to CCSS * Using formative assessments * Action Planning

  4. Meeting your expectations 1. List two things you already know about the Common Core State Standards. 2. At what stage is your district in the transition to the Common Core State Standards?

  5. Essential Elements What do students need to know and be able to do? How will we facilitate learning for all students? How will we know that students have sufficient understanding? What do we do if they have not achieved proficiency?

  6. Building a Common Understanding • We must work collaboratively • We must think differently • We must alter our thinking, our instructional practice and how we collect evidence of student learning. • We must do this for our students

  7. Common Core State Standards • Fewer • Clearer • Higher Rigor

  8. Fewer Standards 3.2.7 Use estimation to decide whether answers are reasonable in addition and subtraction problems. 3.3.1 Represent relationships of quantities in the form of a numeric expression or equation. 3.3.2 Solve problems involving numeric equations. 3.3.3 Choose appropriate symbols for operations and relations to make a number sentence true. 3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

  9. Clearer • Demonstrate understanding of multiple perspectives • Know relative sizes of measurement units within one system of units • Create engaging audio recordings • Comprehend literature

  10. Higher Rigor • Standards identify expectations, not rigor • High expectations does not equate to high rigor • The rigor is not in the standards it is in the skills student acquire in their classrooms

  11. Bat and Ball A ball and bat together cost $1.10 The bat costs $1.00 more than the ball What is the cost of the ball?

  12. http://www.corestandards.org

  13. Common Core State Standards Why Now?

  14. Common Core State Standards • Ensure that ALL students are prepared for post secondary education and the workforce. • Provide a set of CLEAR expectations. • Ensure that we maintain America’s competitive edge!

  15. Quick Facts • Each year, approximately 1.2 million students fail to graduate from high school, more than half of whom are from minority groups. • Percent of freshmen that enroll in at least one remedial course: Alliance for Excellent Education, February 2009 edition.

  16. Students Obtaining Bachelors Degree in Eight Years Students who enroll in a remedial reading course are 41 percent more likely to drop out of college. (NCES, 2004a) Alliance for Excellent Education, February 2009 edition.

  17. College Readiness Benchmarks by Subject Percent of ACT-Tested School Graduates Meeting College Readiness Benchmarks By Subject 2011 66% of all ACT-tested high school graduates met the English College Readiness Benchmark in 2011. Just 1 in 4 (25%) met all four College Readiness Benchmarks. In 2011, 52% of graduates met The Reading Benchmark, while 45% met the Mathematics Benchmark. Just under 1 in 3 (30%) Met the College Readiness Benchmark in Science.

  18. Change in text complexity in textbooks over the last century Source: Metametrics

  19. Today’s TextGap Source: Metametrics

  20. From Your Perspective:What are the greatest challenges to meeting the expectations of the CCSS?

  21. Partnership for assessment of college and career readiness

  22. Partnership for assessment of readiness for college and careers (PARCC) Governing Board States Participating States

  23. PARCC ASSESSMENTS Flexible • End-of-Year • Assessment • Innovative, computer-based items • Mid-Year Assessment • Performance-based • Emphasis on hard to measure standards • Potentially summative • Performance-Based • Assessment (PBA) • Extended tasks • Applications of concepts and skills • Early Assessment • Early indicator of student knowledge and skills to inform instruction, supports, and PD • ELA/Literacy • Speaking • Listening Summative assessment for accountability Formative assessment

  24. SY 2014-15 Full administration of PARCC assessments Summer 2015 Set achievement levels, including college-ready performance levels SY 2012-13 First year pilot/field testing and related research and data collection SY 2013-14 Second year pilot/field testing and related research and data collection PARCC Timeline

  25. PARCC Resources PARCC WEBSITE: http://www.parcconline.org • Model Content Frameworks • Sample Tasks (Summer 2012) • Instructional Units (Fall 2012)

  26. Overview What is important about the information below? Where would you go to find it?

  27. PARCC MODEL Content Frameworks • Big ideas in the CCSS for each grade level • The focus for the various PARCC assessment components • Assist educators in prioritizing instruction

  28. Mathematics Model Content frameworks: Grade by grade analysis • Key Advances from the Previous Grade • Fluency Expectations • Connecting Mathematical Content and Mathematical Practice • Instructional Emphases by Cluster

  29. English Language Arts Model Content frameworks • Key Advances from Previous Grade • Module Chart • Progression Chart

  30. ELA Module chart Grade 6

  31. Writing Standards Progression from Grade 7 to Grade 8 PARCC Content Frameworks Investigation

  32. Stop, Start, and Continue