common core state standard: english language arts vertical articulation ospi /esd llc team
TRANSCRIPT
Common Core State StandardsOur goals for today…
Participants will…
• Deepen their understanding of the vertical articulation of the standards
• Deconstruct a standard and begin to evaluate its rigor as defined by Hess’s Cognitive Rigor matrix
• Consider implications for their work• Learn more about the Smarter Balanced Assessment
System• Learn about Text Complexity
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Career and College Ready learning expectations for K-12
All students
leave high school
college and career
ready
Vision
Purpose Core Values
Every Washington Student and Educator
Our Vision: Every student will have access to the CCSS standards through high quality instruction aligned with the standards every day;
and every educator is prepared and supported to implement the
standards in their classrooms every day.
Our Purpose: To develop a statewide system with resources that supports all school districts in their preparation of educators and
students to implement the CCSS.
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Implementation Timeline
2010-11 2011-12 2012-13 2013-14 2014-15
Phase 1: CCSS Exploration
Phase 2: Build Awareness & Begin Building Statewide Capacity
Phase 3: Build State & District Capacity and Classroom Transitions
Phase 4: Statewide Application and Assessment
Ongoing: Statewide Coordination and Collaboration to Support Implementation
Smarter Balanced Assessment Consortium
A Peek at the Assessment System
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The Purpose of the Consortium
To develop a comprehensive and innovative assessment system for grades 3-8 and high school in English language arts and mathematics aligned to the Common Core State Standards, so that...
...students leave high school prepared for postsecondary success in college or a career through increased student learning and improved teaching
[The assessments shall be operational across Consortium states in the 2014-15 school year]
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Smarter Balanced Assessment System: A National Consortium of States
27 states representing 43% of K-12 students
21 governing, 6 advisory states
Washington state is fiscal agent
WestEd provides project management services
A Balanced Assessment System
Common Core State Standards
specify K-12
expectations for college and career readiness
All students leave
high school college
and career ready
Teachers and schools have
information and tools they need
to improve teaching and
learning Interim assessments
Flexible, open, used for actionable
feedback
Summative assessments
Benchmarked to college and career
readiness
Teacher resources for formative
assessment practices
to improve instruction
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System Highlights
Re-take option
Optional Interim assessment system—
Summative assessment for accountability
Last 12 weeks of year*
DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools.
Scope, sequence, number, and timing of interim assessments locally determined
PERFORMANCETASKS
• Reading• Writing• Math
END OF YEARADAPTIVE
ASSESSMENT
* Time windows may be adjusted based on results from the research agenda and final implementation decisions.
English Language Arts and Mathematics, Grades 3–8 and High School
Computer AdaptiveAssessment andPerformance Tasks
BEGINNING OF YEAR
END OF YEAR
Source: http://www.ets.org
INTERIM ASSESSMENT
Computer AdaptiveAssessment andPerformance Tasks
INTERIM ASSESSMENT
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Support for Special Populations Accurate measures of
progress for students with disabilities and English Language Learners
Accessibility and Accommodations Work Group engaged throughout development
Outreach and collaboration with relevant associations
Common-Core Tests to Have Built-inAccommodations
- June 8, 2011
“
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State Involvement in Getting the Work Done: Consortium Work Groups
Work group engagement of 90 state-level staff:
Each work group: • Led by co-chairs from governing states• 6 or more members from advisory or
governing states• 1 liaison from the Executive Committee • 1 WestEd partner
Work group responsibilities:
• Define scope and time line for work in its area• Develop a work plan and resource
requirements• Determine and monitor the allocated budget• Oversee Consortium work in its area,
including identification and direction of vendors
Accessibility and Accommodations 1
Formative Assessment Practices and Professional Learning2
Item Development3
Performance Tasks4
Reporting 5
Technology Approach 6
Test Administration 7
Test Design 8
Transition to Common Core State Standards 9
Validation and Psychometrics10
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Time and format Summative: For each content area - ELA & Math
Computer Adaptive Testing (CAT) Selected response (MC), Constructed Response (open-
ended), Technology enhanced (e.g., drag and drop, video clips, limited web-interface)
Performance Tasks (like our CBAs) Up to 2 per content area in grades 3-8 Up to 6 per content area in High School
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Time and format Summative: - Administration window is last 12 weeks of school
- For each content area - ELA & Math Shorter option for states (~3 hours ELA, ~2
hours Math) Scale score on comprehensive test (met/not met
determination) Longer option for states (~5 hours ELA, ~3
hours Math) Able to report data on claims for individual students
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Time and format Interim assessments
Can be used as often as needed Can be customized by districts/schools
To focus on selected strands To clone summative test
Will use Computer Adaptive Technology Released items from summative item bank
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Washington’s Testing System Transition
Current Testing System Reading and Math: Grades 3–8 and 10 Writing: Grades 4, 7, 10 Science: Grades 5, 8, 10
SBAC/CCSS Testing System English/Language Arts and Math: Grade 3–8 and 11* Science exams are required under ESEA
but are not included in SBAC*11th grade to measure college and career readiness. We are working with higher ed to explore the possible use of these measures as an alternative for college placement (or entrance).
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Washington’s Context…Proposed Summative Assessments in 2014–15
English/LA Mathematics
Science
Grade 3 SBAC SBAC
Grade 4 SBAC SBAC
Grade 5 SBAC SBAC MSP
Grade 6 SBAC SBAC
Grade 7 SBAC SBAC
Grade 8 SBAC SBAC MSP
Grades 9-10 HSPE Reading &
Writing???
EOCAlgebra/
Geometry ???
EOC
Grade 11 SBAC SBAC
SBAC=SMARTER Balanced Assessment ConsortiumMSP= Measurements of Student ProgressHSPE = High School Proficiency ExamsEOC= End of Course exams
Seven Key PrinciplesSBAC: Theory of Action, pp. 1 & 2
1. An integrated system2. Evidence-based approach3. Teacher involvement4. State-led with transparent governance5. Focus: improving teaching and learning6. Actionable information – multiple
measures7. Established professional standards
“Students can demonstrate progress toward college and career readiness in English Language arts and literacy.”
“Students can demonstrate college and career readiness in English language arts and literacy.”
“Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.”
“Students can produce effective and well-grounded 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 in research and inquiry to investigate topics, and to analyze, integrate, and present information.”
Overall Claim for Grades 3-8
Overall Claim for Grade 11
Claim #1 - Reading
Claim #2 - Writing
Claim #3 - Speaking and Listening
Claim #4 - Research/Inquiry
Claims for the ELA/Literacy Summative Assessment
ELA ComparisonWashington State & Smarter Balanced
Similarities DifferencesMultiple Choice/Selected Response
Short Answer/Constructed Response
Online
Essay Writing
Computer Adaptive
Listening Items
Text Complexity
Brief Write, Revise and Edit
Performance Tasks
Text Complexity Analysis
The Placemat
Performance Task:Introduction to Activity
http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/performance-tasks/nuclear.pdf
Performance Task: Research
http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/performance-tasks/nuclear.pdf
Performance Task:Research (continued)
http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/performance-tasks/nuclear.pdf
Performance Task: Research Questions
http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/performance-tasks/nuclear.pdf
http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/performance-tasks/nuclear.pdf
Performance Task:Argumentative Essay Assignment
http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/performance-tasks/nuclear.pdf
Performance Task:Essay Scoring Criteria
Structure of the Smarter Balanced Assessment Consortium English Language Arts Item Specifications
Evidence Statements
Task Models
Sample Items
Structure of Item Specification Table
The Smarter Balanced Assessment Consortium ELA Content Specifications
Claim 1: Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Reading, literary and informational text.
Claim 2: Students can produce effective and well grounded writing for a range of purpose and audiences.
Claim 3: Students can employ effective speaking and listening skills for a range of purposes and audiences.
Claim 4: Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information.
Claim 1 Students can read closely and analytically to
comprehend a range of increasingly complex literary and informational texts.
1. Targets 1–7 correspond with literary texts
2. Targets 8–14 correspond with informational texts
Claim 2
Students can produce effective and well grounded writing for a range of purpose and audiences.
Targets 1, 3, & 6: Revise/Write Brief Texts
Targets 2, 4, & 7: Compose Full Texts including essays and narratives
Target 5: Use of text features, e.g., headings, subheadings, etc.
Target 8: Language & Vocabulary Use
Target 9: Edit/Clarify
Claim 3
Students can employ effective speaking and listening skills for a range of purposes and audiences.
1. Language & Vocabulary Use
2. Clarify Message
3. Plan/Speak/Present
4. Listen/Interpret
Claim 4
Students can engage in research / inquiry to investigate topics, and to analyze, integrate, and present information.
1. Plan/Research
2. Interpret & Integrate Information
3. Analyze Information/Sources
4. Use Evidence
Smarter Balanced Release Items Let’s take a look at a few items
These items are released for educators to learn from and begin to understand more about the assessment system
Read with an open mind and know that they are draft items
http://www.smarterbalanced.org/smarter-balanced-assessments/
Cognitive Rigor and Depth of Knowledge
The level of complexity of the cognitive demand. Level 1: Recall and Reproduction
Requires eliciting information such as a fact, definition, term, or a simple procedure, as well as performing a simple algorithm or applying a formula.
Level 2: Basic Skills and Concepts Requires the engagement of some mental processing beyond
a recall of information. Level 3: Strategic Thinking and Reasoning
Requires reasoning, planning, using evidence, and explanations of thinking.
Level 4: Extended Thinking Requires complex reasoning, planning, developing, and
thinking most likely over an extended period of time.
Cognitive Rigor MatrixThis matrix from the Smarter Balanced Content Specifications for ELA draws from both Bloom’s (revised) Taxonomy of Educational Objectives and Webb’s Depth-of-Knowledge Levels below.
Common Core State Standards in English Language Arts
Vertical Articulation at a Glance
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Reflection
How comfortable are you with the Common Core?
How many of you have accessed the Common Core on line or possess a copy of it?
How many of you are using information from the Common Core Appendices or from the standards in your role as a teacher, administrator, or staff developer?
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Current WA Standards (GLEs) – Grades K-10
Common Core ELA Standards – Grades K-12
Reading Writing
Communication
(includes Speaking and
Listening)
ELA Common Core Standards
Speaking and
Listening
Reading
Writing
Language
Media & Tech
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The ELA Document Structure
• K-5 page 11
– Reading
• Foundational Skills
– Writing
– Speaking and
Listening
– Language
6-12 page 35
Reading
Writing
Speaking and Listening
Language
Literacy in History/Social
Studies, Science, and
Technical SubjectsAppendices A, B, C
Introduction page 10
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College and Career Readiness Anchor Standards for ELA
College and Career Readiness (CCR) Standards – Overarching standards for each of four ELA strands that are further defined by grade-specific standards
• Reading - 10• Writing - 10• Speaking and
Listening - 6• Language - 6
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What is Vertical Articulation
Vertical alignment asks:
How are the content standards/objectives related from one year/grade to the next?
Knowledge or skills extend to a wider range of content
Deeper understanding of the (cognitive process) for same content
New content or skills
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Example of Grade-Level Progression in Reading
CCSS Reading Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
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Quality of Content Alignment Content standards are clearly articulated
across grades if:Related standards are clearly
differentiated.What new knowledge or skill is required?
One or both standards may not be described in sufficient detail.
Differences in terminology are explained.Different words for the same skill?
Terminology The meaning of terms appears to be
expanded.50
Bloom’s TaxonomyLabels the type of thinking (verbs) needed to
complete a task; tracing the verbs reveals a deepening of the cognitive processes through a standard from K-12.
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This is important because…
Task Predicts Performance
TEACHER STUDENT
CONTENT
TASK
Elevate the cognitive
demand of the task, and you elevate the
performance.
Bloom’s Revised Taxonomy
Taxonomy of cognitive objectives 1950s- developed by Benjamin Bloom Means of qualitatively expressing different kinds of
thinking Adapted for classroom use as a planning tool and
continues to be one of the most universally applied models
Provides a way to organize thinking skills into six levels, from the most basic to the higher order levels of thinking
1990s- Lorin Anderson (former student of Bloom) revisited the taxonomy, and as a result, a number of changes were made
(Pohl, 2000, Learning to Think, Thinking to Learn, pp. 7-8)
A ComparisonOriginal Revised
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
• Creating
• Evaluating
• Analyzing
• Applying
• Understanding
• Remembering
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
Bloom’s Taxonomy LevelsCognitive process Verbs Associated with Level/Process
1. Remembering:Retrieving, recognizing, and recalling relevant knowledge from long-term memory
choose, define describe, find, identify, label, list, locate, match, name, recall, recite, recognize, record, relate, retrieve, say, select, show, sort, tell
2. Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
categorize, clarify, classify, compare, conclude, construct, contrast, demonstrate, distinguish, explain, illustrate, interpret, match, paraphrase, predict, represent, reorganize, summarize, translate, understand
3. Applying: Carrying out or using a procedure through executing, or implementing.
apply, carry out, construct, develop, display, execute, illustrate, implement, model, solve, use
4. Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
analyze, ascertain, attribute, connect, deconstruct, determine, differentiate, discriminate, dissect, distinguish, divide, examine, experiment, focus, infer, inspect, integrate, investigate, organize, outline, reduce, solve (a problem), test for
5. Evaluating: Making judgments based on criteria and standards through checking and critiquing.
appraise, assess, award, check, conclude, convince, coordinate, criticize, critique, defend, detect, discriminate, evaluate, judge, justify, monitor, prioritize, rank, recommend, support, test, value
6. Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
adapt, build, compose, construct, create, design, develop, elaborate, extend, formulate, generate, hypothesize, invent, make, modify, plan, produce, originate, refine, transform
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Back-mapping the ELA CCSS Starting with college and career readiness
Standards for each grade level are identified
Working backward from grade 11-12 to 9-10 to 8 etc.
Establishes a clear, aligned K-12 pathway, linking elementary, middle, high school, and end-of-high school college and career readiness
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Analyzing the Standards
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READING STANDARDS FOR LITERATURE Key Ideas and Details
College and Career Ready Anchor Standards #1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Grade 11-12
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Grade 9-10 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Grade 8 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Grade 7
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Grade 6 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Grade 5
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Grade 4
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Grade 3
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Grade 2 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Grade 1
Ask and answer questions about key details in a text. Grade K
With prompting and support, ask and answer questions about key details in a text.
Your turn…
With a partner, choose a standard
Highlight the additions of the grade level standard as it progresses from Kindergarten toward College and Career Ready Anchor Standards (CCRS)
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When you have finished:Using the standard you have highlighted.
Underline the key concepts important nouns or noun phrases
Circle the verbs describing skills required of students
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Summary StatementExample: Anchor standard 1 is about argumentative
writing and the components needed in a logical argument.
It emphasizes: Writing sound arguments Sufficient supporting evidence Valid reasoning
The need to read critically Analysis of substantive topics/text
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Cognitive Rigor Matrix by Karin Hess
Combines Bloom’s Taxonomy with Webb’s Depth of Knowledge framework.
A tool for: Designing units of study that have a range of
cognitive demand. Assessing tasks for the thinking they require of a
student
Depth + thinking
Level 1Recall & Reproduction
Level 2Skills & Concepts
Level 3Strategic Thinking/ Reasoning
Level 4Extended Thinking
Remember - Recall, locate basic facts, details, events
Understand - Select appropriate words to use when intended meaning is clearly evident
- Specify, explain relationships- summarize– identify main ideas
- Explain, generalize, or connect ideas using supporting evidence (quote, example…)
- Explain how concepts or ideas specifically relate to other content domains or concepts
Apply - Use language structure (pre/suffix) or word relationships (synonym/antonym) to determine meaning
– Use context to identify meaning of word- Obtain and interpret information using text features
- Use concepts to solve non-routine problems
- Devise an approach among many alternatives to research a novel problem
Analyze - Identify whether information is contained in a graph, table, etc.
– Compare literary elements, terms, facts, events– analyze format, organization, & text structures
- Analyze or interpret author’s craft (literary devices, viewpoint, or potential bias) to critique a text
– Analyze multiple sources- Analyze complex/abstract themes
Evaluate – Cite evidence and develop a logical argument for conjectures
- Evaluate relevancy, accuracy, & completeness of information
Create - Brainstorm ideas about a topic
- Generate conjectures based on observations or prior knowledge
- Synthesize information within one source or text
- Synthesize information across multiple sources or texts
The Cognitive Rigor Matrix
Nature Of Content AlignmentApplying Webb’s Alignment Constructs1. Categorical Concurrence
What content is new? What content is continued?
2. Range of ContentBroadening or generalizing knowledge/skills
3. Depth of Knowledge (DOK)Webb DOK ratings are somewhat grade-specific
4. Balance of RepresentationHow does content emphasis vary across grades?
5. Source of ChallengeWhat needs to be clarified about the standards?
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Implications
What kinds of statements can you make regarding the vertical articulation of the standard you analyzed? Use the cognitive rigor matrix to assist you.
What are the similarities and differences in your current expectations for students with those of the Common Core State Standards (CCSS)?
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What instructional shifts do you see?
As a result of your work today, what specific impact will the Common Core State Standards have on your lesson planning, assessment and teaching practices?
In what ways will you shift your instruction as an individual, grade level, department, building or district.
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What we have done today…
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Standard to Practice Deconstructed
Identified the verbs Highlighted words/phrases
defined or interpreted Examined the vertical alignment and identified the
context Examined the horizontal alignment and identified
the context Determined whether one item/activity can address
the entire standard Described something in your curriculum that
aligned to the standard
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Next steps?
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Standard to Practice Begin with the Common Core State
Standards, then consider what you already have and do.
Determine whether you address: all or part of the standards in your
curriculum, whether your practice occurs at the
same grade level as the standard, and whether you currently have any
data to evaluate effectiveness of instruction relative to that practice
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Resources
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See the Resource page for the link to these documents.
Grade Level One-Pagers created by teachers in
Washington State
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Resources for Implementation
ELA overview documents (one-pagers) as connected with WA standards: http://k12.wa.us/CoreStandards/Transition.aspx#ELAGradeLevel
Publisher’s Criteria in ELA and Literacy: http://k12.wa.us/CoreStandards/Resources.aspx
Alignments cross-walk documents: http://k12.wa.us/CoreStandards/Transition.aspx#Analyses
Parent Resource Guides: http://www.pta.org/4446.htm
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State Resources Coming Soon
Grade-level Transition Documents
Three-Year Transition Plan
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Ways to Be Involved in Washington State’s Transition
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CCSS Statewide Conference Presentations
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CCSS Statewide Webinar Series
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For More Information
• Common Core Website: http://www.corestandards.org/the-standards
• Common Core Questions:– Email: [email protected] OR – Greta Bornemann, OSPI CCSS Project Director, E-
mail: [email protected]• Hunt Institute Videos
– http://www.youtube.com/watch?v=9IGD9oLofks&feature=player_detailpage (overview)
– http://www.youtube.com/watch?v=Jt_2jI010WU&feature=related (writing)
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Thank you.