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If CCSS implementation is to be more than a superficial gesture in your school/district—more than a content standards mapping—and is instead to result in real improvements in student learning and to close the achievement gap, then implementation efforts need to be more about instruction—
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If CCSS implementation is to be more than a superficial gesture in your school/district—more than a content standards mapping—and is instead to result in real improvements in student learning and to close the achievement gap, then implementation efforts need to be more about instruction— how teachers approach student learning of the content standards. Kanold, Larson
Implementation… Common Core State Standards Smarter Balanced Assessments
The Content • Common Core State Standards for Mathematics • Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects • Next Generation Science Standards • C3 for Social Studies (College, Career, Citizenship)
The Practices • Mathematics Practices • Science and Engineering Practices • CCSS ELA/Literacy Anchor Standards • Social Studies
Mathematics 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.
Science and Engineering Practices • Asking questions • Modeling • Devising testable hypotheses • Collecting, analyzing, and interpreting data • Constructing and critiquing arguments • Communicating and interpreting scientific and technical texts • Applying and using scientific knowledge
CCSS ELA/Literacy Anchor Standards • Integrate and evaluate content presented in diverse formats and media • Use digital media and visual displays of data to express information • Produce and publish writing, interact and collaborate with others • Gather relevant information from multiple sources • Evaluate argument and claims in a text, speech, or write arguments to support claims • Draw evidence from literary and informational texts to support analysis, reflection, and research • Present information, findings, and supporting evidence • Effectively converse and collaborate with diverse partners • Use language to comprehend more fully when reading or listening • Integrate multiple sources of information in order to make informed decisions and solve problems • Conduct research projects
Social Studies (Michigan GLCEs/HSCEs) • Compose written, spoken, and/or multimedia compositions in a range of genres…that serve a variety of purposes • Know how to find and organize information from a variety of sources • Present a coherent thesis when making an argument, support with evidence, articulate and answer possible objections, and present a concise, clear closing • Write persuasive/argumentative essays expressing and justifying decisions on public policy issues • Develop and refine a position, claim…that will be explored and supported by analyzing different perspectives • Clearly state an issue as a question of public policy, trace the origins of an issue, analyze various perspectives, and generate and evaluate possible alternative resolutions • Use deductive and inductive problem-solving skills as appropriate to the problem being studied
Michigan Visual, Performing, and Applied Arts Guidelines • Create preliminaries, possibilities and drafts • Acquire knowledge and skills • Recognize patterns and relationships • Questions, problems, needs, reflections, and revisions • Exhibit, perform, present, or publish • Apply techniques and skills to communicate • Present art, products, or solutions • Problem solve, make critical decisions, and edits • Experiment and search out problems
Technical Core Career Ready Practices • Apply appropriate academic and technical skills • Use technology to enhance productivity • Consider the environmental, social, and economic impacts of decisions • Employ valid and reliable research strategies • Act as a responsible and contributing citizen and employee • Communicate clearly, effectively and with reason • Model integrity, ethical leadership and effective management • Work productively in teams while using cultural/global competence • Attend to personal health and financial well-being • Demonstrate creativity and innovation • Utilize critical thinking to make sense of problems and persevere in solving them • Plan education and career path aligned to personal goals
Keep in mind… • The practices are NOT a checklist of teacher to-dos. • They are processes and proficiencies for students to experience and demonstrate as they master the content standards and performance expectations.
Practicing the Common Core What is the work of teaching?
Any change depends on skillful teaching: • Intertwining the practices with content concepts, procedures, and language • Developing an eye for opportunities to work on the practices • Understanding the practices for teaching
What is it to practice these practices? • What norms are being established? • How are these norms being established? • Is there evidence that children are learning these norms? • Scaffolding, modeling, explicitly appraising explanations, making principles of good explanations explicit • Explaining one’s thinking, producing an argument, critiquing an argument, interpreting problems, using tools • Monitoring development of the practices • End of class checks • Exit tickets
Learning to teach good practice: • Establishing norms and routines that support engagement in practice in school • Making practices explicit and learnable • Assessing students’ learning of practices
SBAC – Smarter Balanced Assessment Consortium • Who? • What? • When? • Where? • How?
Assessment • The Common Core State Standards for Mathematics and ELA/Literacy in History/Social Studies, Science, and Technical Subjects 2014-2015 • The Next Generation Science Standards 2016-2017
Key Features of Smarter Balanced • Innovative item types go beyond multiple choice questions to include constructed responses and performance tasks that measure critical thinking and problem solving. • Interim assessments provide information about student progress throughout the year to help teachers differentiate instruction. • A digital library of research-based formative assessment practices and tools.
What will these new assessments look like? feel like? • For reading, • 44% selected-response, 21% technology-enhanced constructed-response, 18% traditional constructed response, 18% performance events • For writing, speaking, and listening, • 9% selected-response, 32% technology-enhanced constructed-response, 25% traditional constructed response, 35% performance events • For mathematics, • 22% selected-response, 41% technology-enhanced constructed-response, 14% traditional constructed response, 23% performance events
Five Major Claims for the SBAC Assessments Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Common Core State Standards for Mathematics
Five Claims for ELA/Literacy Summative Assessment • Students can read closely and critically to comprehend a range of increasingly complex literary and informational texts. • Students can produce effective writing for a range of purposes and audiences. • Students can employ effective speaking and listening skills for a range of purposes and audiences. • Students can engage appropriately in collaborative and independent inquiry to investigate/research topics, pose questions, and gather and present information. • Students can skillfully use and interpret written language across a range of literacy tasks.
Five Claims for ELA/Literacy Summative Assessment • Students can read closely and critically to comprehend a range of increasingly complex literary and informational texts. • Students can produce effective writing for a range of purposes and audiences. • Students can employ effective speaking and listening skills for a range of purposes and audiences. • Students can engage appropriately in collaborative and independent inquiry to investigate/research topics, pose questions, and gather and present information. • Students can skillfully use and interpret written language across a range of literacy tasks.
Five Claims for Mathematics Summative Assessment • Concepts & Procedures Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency. • 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. • Communicating Reasoning Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. • Modeling and Data Analysis Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.
SBAC Reporting Levels: • Career- and College-Readiness • Claims • Domains • Assessment Targets (cluster statements)
SBAC Released Items Let’s take another look!
