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Jim Warford Senior Advisor, ICLE

Jim Warford Senior Advisor, ICLE. Are You Ready for the Technology Demands of the Common Core?. 1. Please... Turn your devices on!. Agenda. Welcome. Close (Fun!). Overview. Technology and the Common Core. Teaching. Technology. Handout. www.jimwarford.com. www.jimwarford.com on

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Jim Warford Senior Advisor, ICLE

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  1. Jim Warford Senior Advisor, ICLE Are You Ready for the Technology Demands of the Common Core? 1

  2. Please...Turn your devices on!

  3. Agenda • Welcome • Close (Fun!) • Overview • Technology and the Common Core Teaching • Technology

  4. Handout

  5. www.jimwarford.com

  6. www.jimwarford.com on twitter, Facebook, Pinterest @jimwarford

  7. That’s enough about me...

  8. First things, first...

  9. Rigor/Relevance Framework

  10. Rigor Means Thinking EVALUATION SYNTHESIS Means Framing Lessons at the High End of the Knowledge Taxonomy. ANALYSIS APPLICATION COMPREHENSION KNOWLEDGE

  11. Relevance Is the Purpose of Learning ACQUIRE KNOWLEDGE APPLY KNOWLEDGE INTERDISCIPLINARY REAL-WORLD PREDICTABLE REAL-WORLD UNPREDICTABLE

  12. Relevance Real-World Application In Unanticipated Situations • Connect • Extend • Challenge

  13. A Relevant Lesson Asks Students To . . . Use Their Knowledge to Tackle Real-World Problems That Have More Than One Solution

  14. Unless we unlearn some of our traditional practices, we will never get beyond an improvement mindset

  15. We are getting better at things that do not matter as much anymore

  16. Making a better “20th Century School” is not the answer

  17. Technology and the Common Core...

  18. Buckle up... It’s going to be a bumpy ride!

  19. Self-Reflection On a scale from 1-10, how pervasive is the use of technology in your school or district?

  20. Self-Reflection On a scale from 1-10, how pervasive is the use of technology in your school or district? On a scale from 1-10, how deep is the understanding of the Common Core in your school or district?

  21. Technology and the Common Core...

  22. Common Core State Standards ALL students Leave high school Career ANDCollege ready… Regardless of disability, Language, or subgroup status

  23. Embedding Media and Technology “The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum. In like fashion, research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section.” —Common Core State Standards Initiative

  24. CCR Anchor Standards: Speaking Listening Comprehension and Collaboration 1. Range of conversations and collaborations, diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

  25. CCR Anchor Standards: Speaking Listening Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

  26. Next Generation Assessments As important as the CCSS are, the bigger challenge is to ensure that ALL students are prepared for success on the...Next Generation Assessments

  27. Getting to Know the Consortia

  28. Faster results • Turnaround in weeks compared to months today Using Computer Adaptive Technology for Summative and Interim Assessments Shorter test length • Fewer questions compared to fixed form tests Increased precision • Provides accurate measurements of student growth over time Tailored to student ability • Item difficulty based on student responses Greater security • Larger item banks mean that not all students receive the same questions Mature technology • GMAT, GRE, COMPASS (ACT), Measures of Academic Progress (MAP)

  29. Technology IT readiness survey: Available January 2012 System architecture: Available January 2012 Vendors start building the system: February 2012 Improve the technology throughout pilot and field test: 2012 and 2013

  30. Previewing PARCC Design Beginning of Year End of Year Early Assessment, ELA/Math Mid-Year Assessment, ELA/Math Performance Task Assessment, ELA/Math End-of-Year Assessment • ELA/Literacy • Speaking • Listening

  31. Previewing SMARTER Balanced Design In last 12 weeks Optional, at district-determined intervals Interim Test 1, ELA/Math Interim Test 2, ELA/Math Interim Test 3, ELA/Math End-of-Year Test and Performance Tasks

  32. Focusing on Varied Question Types

  33. Performance Task Guidelines Integrate knowledge and skills across multiple standards or strands Measure capacities such as depth of understanding, research skills, complex analysis, and identification/providing of relevant evidence

  34. Performance Task Guidelines • Allow for demonstration of important knowledge & skills, including those that address 21st century skills such as critically analyzing, synthesizing media texts • Require student-initiated planning, management of information and ideas, interaction with other materials, media

  35. Rigor/Relevance Framework

  36. Rigor Means Thinking EVALUATION SYNTHESIS Means Framing Lessons at the High End of the Knowledge Taxonomy. ANALYSIS APPLICATION COMPREHENSION KNOWLEDGE

  37. Relevance Is the Purpose of Learning ACQUIRE KNOWLEDGE APPLY KNOWLEDGE INTERDISCIPLINARY REAL-WORLD PREDICTABLE REAL-WORLD UNPREDICTABLE

  38. Self-Reflection On a scale from 1-10, how pervasive is the use of CCSS-level Performance Tasks your school or district? On a scale from 1-10, how pervasive is the use of rubrics to assess instruction in your school or district?

  39. Yakima, WA

  40. Basic questions to consider in preparing for Common Core online testing should include the following: 1. Infrastructure: How many test-takers per session can currently be supported, including facilities for administering tests and other infrastructure? 2. Network: How many test-takers per session can currently be supported with existing levels of Internet connectivity, including network bandwidth and wireless coverage?

  41. 3. Devices: How many devices at school meet minimum requirements to administer the test? What is the maximum number of test-takers per session that can be ­supported with these devices? 4. Staff and Personnel: How many staff members have been trained to administer, troubleshoot and provide appropriate security for the tests? What is the maximum number of test-takers per session that staff can support?

  42. Minimum Guidelines for New Hardware Purchases Recommended Minimum Guidelines for New Hardware Purchases 

  43. Why the Urgency? By 2016-17 up to 25% of the mathematics assessment will comprise items/tasks requiring student-produced illustrations or calculations.

  44. What’s our competition doing?

  45. The Gap We must close the “EngagementGap” Before we can close the “Achievement Gap”

  46. And teacher’s are already feeling frustrated...

  47. We need a new “Mental Model” of instruction

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