mining the best resources for common core state standards sandra m. alberti, ed.d. student...

Mining the Best Resources for Common Core State Standards

Sandra M. Alberti, Ed.D.Student Achievement Partners

2www.achievethecore.org


Standards-Based Instruction

• Clear expectations

• Clear connection of classroom activities to expectations

• Clear information on student progress toward meeting expectations.


The Shifts

1. Balancing Informational & Literary Text 1

2. Knowledge in the Disciplines 1

3. Staircase of Complexity 3

4. Text-based Answers 2

5. Writing from Sources 2

6. Academic Vocabulary 3

1. Building knowledge through content-rich nonfiction.

2. Reading, writing, and speaking grounded in evidence from text, both literary and informational

3. Regular practice with complex text and its academic language


Mining Resources

Bring it back to the Standards – Is it Working for Kids?

How do you know? Evidence/(formal and informal) Assessment

What do you need?


Evaluation of Resources

1. Issue of Alignment to Common Core State Standards

2. Other Considerations?


Tools for Evaluation of Alignment - History

1. Common Core State Standards

2. Publishers’ Criteria for ELA/Literacy

3. Publishers’ Criteria for ELA/Literacy K-2Publishers’ Criteria for ELA/Literacy 3-12

4. Tri-State Rubric EQuIP Rubric

5. Instructional Materials Evaluation Tool (IMET)


Suite of Tools to Evaluate Alignment

www.achievethecore.org

What is the Toolkit? An Overview

Purpose: • To catalyze the impact that the CCSS can have on student

achievement by building and applying a common vision of CCSS aligned, high quality instructional and assessment materials

What it is: • Collaboration between Achieve, CCSSO and Student Achievement

Partners• A resource that brings together a set of interrelated, freely

available tools for evaluating instructional and assessment materials for alignment to CCSS

Audience:• Educators• Developers


Key Design Features

• Derived from or closely aligned with the guidelines provided in the Publishers’ Criteria

• The Publishers’ Criteria were developed from the perspective that publishers and purchasers are equally responsible for ensuring high quality instructional materials. They do not define, endorse or prescribe curriculum; those decisions are, and should be, local within each state or district.

• Included tools do not address all factors that may be important in determining whether instructional materials and assessments are appropriate in a given local or state context but instead aim to clearly articulate the criteria for alignment to the CCSS


Types of Tools in the Toolkit

Type of Tool Used for Evaluating

Instructional Materials Evaluation Tool (IMET)

Comprehensive mathematics and English language arts or reading curricula in print and digital format.

EQuIP Rubric for Lessons and Units

Lesson plans and units of instruction in mathematics and English language arts/literacy.

Assessment Evaluation Tool (AET)

Assessments or sets of assessments and item banks for mathematics and English language arts/literacy, including interim/benchmark assessments, and classroom assessments designed to address a grade or course.

Assessment Passage and Item Quality Criteria Checklist

Assessment passages and assessment items or tasks.


What’s In and What’s Out?

INOUT1. Leveled texts (only)2. Reading any ‘ol text3. Solely literature4. Collection of unrelated texts5. Mostly text-to-self questions6. Personal opinions about issues7. Accent on literary terminology8. Emphasis on pre-reading9. Reading strategies10. Reading foundations

(peripheral and detached)

1. Daily encounters w/complex texts2. Texts worthy of close attention3. Balance of literary and info texts4. Coherent sequences of texts5. Mostly text-dependent questions6. Evidence-based analyses7. Accent on academic vocabulary8. Emphasis on reading & re-reading9. Reading strategies10. Reading foundations

(central and integrated)


It all boils down to. . .

Texts Worth Reading and

Questions Worth Answering!


Engageny.org Resources

Aligned to the Common Core State Standards.

Your choice:• adopt• adapt• create


Non-Negotiable Criteria: I. Text Selection

NON-NEGOTIABLE 1: Complexity of Text: • Quantitative data for grade-band placement• Qualitative features for grade-level placement

The submission exhibits concrete evidence that research-based quantitative measures as well as qualitative analysis have been used in selection of complex tests that align to the standards. Further, submissions include a demonstrable staircase of text complexity as materials progress across grade bands.



NON-NEGOTIABLE 2: Range of Text: • K-5 50% literature/50% informational• 6-12 more literary nonfiction• Sequence or collection of texts that build knowledge about

topics• Anchor texts for close reading• Additional materials for independent reading

Materials reflect the distribution of text types and genres required by the standards.



NON-NEGOTIABLE 3: Quality of Texts• Texts worth reading: content-rich and well crafted• Non-fiction text enable students to develop rich content

knowledge. Produced by authorities in the discipline• 50% of informational texts use informational text structures

(rather than narrative)

The quality of texts is high – they are worth reading closely and exhibit exceptional craft and though and/or provide useful information.


Non-Negotiable Criteria:II. Questions and TasksNON-NEGOTIABLE 4: Text-dependent and Text-Specific Questions: • Require use of textual evidence, including supporting valid

inferences from the text• TDQs elicit attention to the specifics of the text and their impact.• Q and tasks assess the depth and complexity of analytic thinking

required by standards at grade level (not every standard with every text!)

• Q &T support students in unpacking the academic language prevalent in complex text (vocabulary and syntax)

At least 80% of all questions in the submission are high-quality text-dependent and text-specific questions. The overwhelming majority of these questions are text specific and draw student attention to particulars of text


Non-Negotiable Criteria:II. Questions and TasksNON-NEGOTIABLE 5: Scaffolding and Supports: • Pre-reading activities and scaffolding are focused and begin with

the text; no more than 10% of time• Materials do not confuse or substitute mastery of strategies with

comprehension of text• Q & T require careful comprehension• Vocabulary supports the development of meaning of the text• Materials offer assessment opportunities that measure progress

The submission provides all students, including those that read below grade level, with extensive opportunities to encounter and comprehend grade-level complex text as required by the standards. Materials direct teachers to return to focused parts of the text to guide students through rereading, discussion and writing.


Non-Negotiable Criteria:III. Foundational Skills

NON-NEGOTIABLE 6: Foundational Skills (grades 3-5): • Demand knowledge of grade-level phonic patterns and world

analysis skills• Encourage students to use context to confirm or self-correct

word recognition and understanding. • Provide instruction and practice in word study• Build fluency in oral and silent reading

Materials provide explicit and systematic instruction and diagnostic support for concepts of print, phonics, vocabulary, syntax and fluency.


Non-Negotiable Criteria:IV. Writing to Sources and Research

NON-NEGOTIABLE 7: Writing to Sources: • Students analyze and synthesize sources in their writing

o Analysis, claims, inform• Increased focus on argument and informative writing (or

blending)

• Writing opportunities are prominent and varies• Extensive practice with short, focused research

Exposition Persuasion/Argument

Narrative

Grades 3-5 35% 30% 35%

Grades 6-8 35% 35% 30%

HS 40% 40% 20%


Non-Negotiable Criteria:V. Speaking and ListeningNON-NEGOTIABLE 8: Speaking and Listening: • Texts used in prompts must meet the criteria for complexity,

range, and quality• Increased focus on argument and informative writing (or

blending)• Materials develop active listening skills: taking notes on main

ideas, asking questions and elaborating on others’ remarks• In oral presentations students are required to marshal

evidence• Frequent opportunities for discussion; emphasize use of

academic language

Tasks for speaking and listening reflect true communication skills required for college and career readiness.


Non-Negotiable Criteria:VI. Language

NON-NEGOTIABLE 9: Language: • Materials address the grammar and language convents in the

standards• Real-world activities for student practice with natural

language


Tri-State/EQuIP Rubric

http://www.achieve.org/EQuIP





http://www.achievethecore.org/


Let’s Look at Some Key Resources

1. Basal Alignment Project/Anthology Alignment Project2. Mini-Assessments3. In Common4. Tools for PD

1. iTunes U2. PD modules3. Text Complexity Resources4. Writing Text Dependent Questions

5. Am I doing the Core?1. Instructional Practice Guides = Evidence Collection Guides


Wrap-Up

• Implementation of the CCSS requires standards-driven instruction supported by high quality instructional materials and assessments.

• There will never be just one resource that meets all the needs of all contexts, we therefore need a set of criteria that are grounded in the CCSS that can be widely applied to the judgment of potential resources.

mining the best resources for common core state standards sandra m. alberti, ed.d. student...

Documents

publishers criteria

academic language slide

assessment materials

evaluation of alignment

evaluation of resources

english language artsliteracy

issue of alignment

common vision of ccss