content analysis of common core state standards: initial findings webex: september 20, 2010

Content Analysis of Common Core State Standards: Initial

Findings

Webex: September 20, 2010

CCSSO Objectives for Webex

• Increase knowledge of Common Core• Understand SEC content analysis method and

2-dimensional framework• Recognize potential uses of alignment method

and data• Help states with steps to implement Common

Core

Sponsors/Organizers: Content Analysis & Webex

• Surveys of Enacted Curriculum (SEC) SCASS– States, Research & PD consultants, CCSSO

• Common Core State Standards project at CCSSO.

• Measures of Enacted Curriculum, (SEC-Online) Wisconsin Center for Education Research, University of Wisconsin-Madison

Panel for Webex

• Keith Gayler, CCSSO-Common Core (illness)• Andrew Porter, Dean, University of Pennsylvania

School of Education• Mary Knuck, Standards Director, Arizona

Department of Education• John Smithson, Project Director, Wisconsin

Center for Education Research• Rolf Blank, CCSSO Research, Indicators • Joe Crawford, CCSSO SCASS

Alignment as a Systemic Tool

Classroom

Content

Surveys of Enacted Surveys of Enacted CurriculumCurriculum

A neutral content grid

with cognitive demand

The intended curriculum: State content standards—What students should learn

The enacted curriculum: What teachers teach

The learned curriculum: Student outcomes based on school learning

The assessed curriculum: State (and other) assessments—tested learning

English LanguageArts & Reading

The SEC Data-set

SUMMARY MEASURES

Content Practice Climate Prof. Dev./ / /

Science

InstructionalContent

Instr.Activities

Tchr.Char./Opinions/Beliefs

Professional DevelopmentMathematics

Social Studies

How are SEC Data Collected?

• Content Analysis using SEC Content Framework and descriptive language– Trained teams of subject specialists

• Classroom instruction time/emphasis by teachers using web-based survey with same framework

SEC Content Analysis of Common Core Standards –Why?

For States, Research and Validity Questions can be addressed:

1. What are the gaps between current state standards and Common Core?

a) Main topics by grade and sub-topicsb) Cognitive demand (expectations for learning) by topic

2. What is the extent of alignment of standards to state assessments, NAEP, international assessments?

3. What is the fidelity of classroom instruction to standards?

SEC Analysis of Common Core Standards

18 Chiefs sent specialists plus experiences analysts (35 total) to conduct the analysis/ coding of Common Core Standards to SEC frameworks –July 2010

Training and analysis process led by CCSSO and WCER in 2.5 day meeting

Data entered into SEC online database and reporting system—

www.SEConline.org Currently available for viewing/use–

SEC Content Languages

TWO DIMENSIONS OF CONTENT Topics

What students should know

And…

Expectations for student performanceBe Able to Do

SEC Content Taxonomy Topics List

Conjecture/ Generalize/ ProveRecite basic mathematics facts

Recall mathematics terms & definitions

Write formal or informal proofs

Recognize, generate or create patternsPerform Procedures

Use numbers to count, order, denote

Follow procedures/instructions

Reason inductively or deductively

Organize or display data

Read or produce graphs and tablesExecute geometric constructions

Demonstrate Understanding Solve Non-routine Problems/ of Mathematical Ideas Make Connections

Communicate mathematical ideas

Analyze data, recognize patterns

Explain findings and results from data analysis strategies

Show or explain relationships between models, diagrams, and/or other representations

Apply mathematics in contexts outside of mathematics

Use representations to model mathematical ideas

Synthesize content and ideas from several sources

Develop/explain relationships between concepts

Expectations for Students in Mathematics

Determine the truth of a mathematical pattern or proposition

Apply and adapt a variety of appropriate strategies to solve non-routine problems

Find a mathematical rule to generate a pattern or number sequence

Recall formulas and computational procedures

Solve equations/formulas/routine word problems

Memorize Facts/ Definitions/ Formulas

Do computational procedures or algorithms

Make and investigate mathematical conjectures

Identify faulty arguments or misrepresentations of data

Student Performance Expectations

Adding relative emphasis yields 3-D descriptions

Coarse Categories of Cognitive Demand

Content Areas

Memorize Perform Procedures

Demonstrate Understanding

Conjecture, Hypothesize

Non-routine problems

Number Sense

Operations

Measure-ment

Basic Algebra

Advanced Algebra

Geometric Concepts

The Content Analysis Process

• Coding Teams of 3-5 Content Experts

• Independent Coding by each Analyst w/ Group Discussion

• Goal for Process: Generalizability not Inter-rater Reliability

• Should not be necessary to discuss every item – flag items for discussion

Examples of SEC analysis & reporting

• Classroom instruction by State Standards

• Common Core by State Standards

• Classroom Instruction by Common Core

• Common Core by State Assessments

• Common Core by National professional standards

Gr. 8 ELAR: Coarse Grain Comparison State B CCSS

Topic Coverage Gr. 8 ELAR State B / CCSS

Performance ExpectationsGr. 8 ELAR State B / CCSS

State B

State B

State B CCSSGr. 8 ELAR Fine Grain: Comprehension

Gr. 8 MATH: Coarse Grain Description State A CCSS

Topic Coverage Gr. 8 Math State A / CCSS

Performance ExpectationsGr. 8 Math State A / CCSS

State A

State A

Gr. 8 MATH Fine Grain: Basic Algebra State A CCSS

Alignment to CCSS across States

ELAR Mean Std. Dev. Min. Max. # StandardsGr. 4 0.25 0.08 0.10 0.38 19Gr. 8 0.31 0.09 0.11 0.48 23

MATH Mean Std. Dev. Min. Max. # StandardsGr. 4 0.23 0.08 0.11 0.43 18Gr. 8 0.23 0.07 0.07 0.34 20

Alignment of State Standards TO CCSS

Gr. 4 NAEP Gr.4 CCSSGr. 4 MATH Coarse Grain

Gr. 8 NAEP Gr.8 CCSSGr. 8 MATH Coarse Grain

www.SEConline.org

Bringing Instruction Into Focus

• The

• The SEC Content Languages are used by teachers to report on content coverage.

• Instructional content coverage can be compared to Standards in order to see the extent to which standards-based content is or is not being covered in the classroom.

• Teachers can use this information to inform instructional content decisions.

• The information can be used by curriculum leaders for needs assessment, and planning curriculum design.

Gr. 8 Instr. (State H) Gr. 8 CCSSGr. 8 Instr. (State H)Gr. 8 CCSS

Bringing ELAR Instruction Into Focus

Bringing MATH Instruction Into FocusGr. 8 Instr. (State H) Gr. 8 CCSSGr. 8 Instr. (State H)Gr. 8 CCSS

Wrap-Up: How to use this tool and method with Common Core

• CCSSO will: Work with states in the SEC SCASS collaborative– a) CCSS analysis, b) PD strategies, materials c) identify state needs d) longitudinal data to measure effects

• States can: Access SEConline.org / Content analysis-- 27 states have SEC content analysis data to compare to Common Core

• WCER will: Provide research and analysis support, esp. content analysis of current standards, teacher survey data

• Key Questions for all: What are the instructional and curriculum methods that will be needed with Common Core? How can states work together on identifying needs and strategies?

Your Questions

• Clarifications ?

• How to use SEC tool?

• Assists with your Common Core implementation?

Contact Information

RolfB@ccsso.org

202 336 7044

www.CCSSO.org

www.SECsurvey.org

www.SEConline.org

Gr. 8 ELAR Fine Grain: Language Study State B CCSS

Gr. 8 MATH Fine Grain: Geometric Concepts State A CCSS

Middle grades Math teaching by Standards (.49)

MemorizePerform

CommunicateConjecture

Connect0

0.020.040.060.08

0.1

Operations

Number Sense

Measurement

Geometric Concepts

Algebraic Concepts

Data Analysis

Instructional Technology

MemorizePerform

CommunicateConjecture

Connect

State J Grade 8Mathematics Instruction

Content Maps