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