CA State Parks PORTS Program

September 5, 2013Teresa Lightle, Butte County Office of Education

CA Common Core State Standards for

CHALLENGES & OPPORTUNITIES

3 facts you know about Common Core

2 questions you have or things you wonder about

1 presentaion change you are anticipating having to make

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

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What are the CCSS?

https://www.youtube.com/watch?v=5s0rRk9sER0

Three-Minute Video Explaining the

Common Core State Standards

By DC Public SchoolsNovember 2012

Why CaCCSS?• Move from every state having own

standards with definitions and proficiency levels.

Consistency• Help create equal access to a

consistent set of knowledge regardless of where one lives.Equity

• All students will be prepared to nationally and globally.Competition

• Clear and coherent standards will help students, parents and teachers understand what is expected of them.Clarity

• Create a foundation for districts and states to be able to work collaboratively.

Collaboration6

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Test and Item Design

Assessment System SBAC (Smarter Balanced Assessment Consortium)

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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

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

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.

Constructed Response Items (CR)

Technology-Enhanced ItemsDraw a line of symmetry throughthe figure below.

The graph on the right shows a triangle. Draw the triangle after it is reflected over the y-axis.

Reorder the fractions below so that they are ordered from smallest to largest.

3/53/42/61/22/3

Classify each shape below based whether it contains at least one pair of parallel sides.

Key Advances in ELA

• Increased text complexity• Increased informational texts• Text-dependent questionsReading• Emphasis on argument and

informative/explanatory writing• Use of text-based evidenceWriting• Inclusion of formal and informal

communication• Integrates media sources across

the standards

Speaking and Listening

CCSS Terms

Rigor Relevance Depth of Knowledge Robust Analyze Synthesis Application Evaluate

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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…..?

Next steps?