technology in the common core state standards – an overview
DESCRIPTION
Technology in the Common Core State Standards – An Overview. Linda Jones, Coordinator/Instructor The Eighth Floor, Technology & Learning Center for Educators [email protected]. Common core state standards. State led initiative - PowerPoint PPT PresentationTRANSCRIPT
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Technology in the Common Core State Standards – An OverviewLinda Jones, Coordinator/Instructor The Eighth Floor, Technology & Learning Center for [email protected]
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COMMON CORE STATE STANDARDS
State led initiativeCoordinated by the National Governors Association http://www.nga.org
Council of Chief State School Officershttp://www.ccsso.org
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Common Core State StandardsStandards forEnglish Language ArtsMathematicsLiteracy in History/Social Studies, Science, and Technical Subjects
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Common Core State Standards
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Common Core Standards CriteriaAligned with college and work
expectationsFocused and coherent Include
rigorous content and application of knowledge through high-order skills
Build upon strengths and lessons of current state standards
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Common Core Standards CriteriaInternationally benchmarked
so that all students are prepared to succeed in our global economy and society
Based on evidence and research
Developmentally appropriate, cumulative progression of skills and understanding.
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Implementation Timeline•2010: Standards are released•2010-11: Exploration of the CCS•2011-12: Strategic Initiatives for implementing
the CCS•2012 – 13: Strategic Initiatives for implementing
the CCS•2013-14: Pilot Assessments•2014-15: Accountability for the CCS
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WHAT CCSS DOES NOT DEFINE!
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WHAT CCSS DOES NOT DEFINE!How teachers should teach.All that can or should be taught.The nature of advanced work beyond the
core.The interventions needed for students
well below grade level.The full range of support for English
language learners and students with special needs.
Everything needed to be college and career ready.
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HOW CCSS IS DIFFERENTFocus on critical thinkingIncreased Lexile levelsFocus on informational textsEmphasis on argumentative
writingTechnology integrated
throughout standardsALL teachers are expected to
teach Literacy
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READING THE STANDARDSEnglish/Language Arts & Literacy
Sections
Strands
Anchor Standards
Standards
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English Language ArtsCommon Core Standards
Reading Key Ideas & DetailsCraft and Structure
Integration of Knowledge & Ideas
Range of Reading & Level of Text Complexity
WritingText Types & Purposes
Production and Distribution of Writing
Research to Build & Present Knowledge
Range of Writing
LanguageConventions of Standard
EnglishKnowledge of Language
Vocabulary Acquisition & use
Speaking & Listening
Comprehension and Collaboration
Presentation of knowledge and Ideas
Anchor Standa
rds
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Reading Standards for Information Text K-5
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CCS: MATHEMATICSGreater Focus and Coherence Focus on key topics at each grade
level Coherent progressions across
grade levels. Standards for Mathematical
Practice
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CCS: MATHEMATICSBalance of concepts and skills• Content standards require both
conceptual understanding and procedural fluency.
• CCS concentrate early learning of mathematics on the number and geometry strands with less emphasis on data analysis and minimal exposure to algebra.
• CCS focus on fewer content domains within a grade range.
• Specific domains will be taught more deeply.
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How To Read The StandardsMathematics Standards Format
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Gra
des
2-H
S Co
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on C
ore
Stan
dard
s-
Mat
hem
atic
s
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Technology Skills “Blended” Into Standards
To be ready for college, workforce, and life in a technological society, students need the ability
to
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Technology Skills• Gather, comprehend, evaluate,
synthesize and report on information and ideas.
• Conduct original research in order to answer questions or solve problems.
• Analyze and create a high volume and extensive range of print and non-print texts in media forms old and new.
Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical
Subjects, Key Design Considerations, p. 4
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STRATEGIC AND CAPABLE USE• Tailor their searches online to
acquire useful information efficiently.
• Integrate what they learn using technology with what they learn offline.
• Are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.
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UNWRAPPING STANDARDS
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UNWRAPPING STANDARDSUse technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. W.7.6
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DOK
LEVE
LS
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DEPTH OF KNOWLEDGE (DOK) LEVELS
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Technology In The Writing Standards
Students need to be able to use technology strategically when creating, refining, and collaborating on writing.
Students have to become adept at gathering information, evaluating sources, and citing material accurately…
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WRITING ANCHOR STANDARDS
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WRITNG ANCHOR STANDARDS6. Use technology, including the
Internet, to produce and publish writing and to interact and collaborate with others.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
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ANCHOR STANDARDSWriting in History/Social Studies, Science, and Technical Subjects.Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
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Speaking and Listening Anchor Standards
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations
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Technology in Reading, History/Social Studies, Science, and Technical
Subjects
Students need to be able to use technology strategically when creating, refining and collaborating on writing.
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Reading in History/Social Studiens, Science, and Technical
SubjectsAnchor Standards
• 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
• 5. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
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Spiral Activity
In groups of 2-4, put the standards in order from Kindergarten to 12th gradeDiscuss:◦ How each standard
builds on previous standard
◦ Type(s) of technology needed for students to master the standard
Be prepared to share
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Progression of Writing Standard 6With guidance and support from
adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. (W.K.6)
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (W.1.6)
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Progression of Writing Standard 6With guidance and support from adults,
use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. (W.3.6)
With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. (W.4.6)
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Progression of Writing Standard 6• Use technology, including the Internet,
to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. (W.7.6)
• Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. (W.8.6)
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Assessment for CCSS Oklahoma is a governing state for the Partnership for
Assessment Readiness for College and Careers (PARCC), which consists of 25 states.
http://www.parcconline.org/
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CCSS Assessments• Two summative, required assessment components
designed to:• Make “college- and career-readiness” and “on-track”
determinations, • Measure the full range of standards and full performance
continuum, and• Provide data for accountability uses, including measures of
growth.• Two non-summative, optional assessment components
designed to:• Generate timely information for informing instruction,
interventions, and professional development during the school year.
• A third non-summative component in English language arts/literacy will assess students’ speaking and listening skills
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CCSS AssessmentsPARCC will also use technology throughout
the design and implementation of the assessment system. The overall assessment system design will include a mix of constructed response items, performance-based tasks, and computer-enhanced, computer-scored items. The PARCC assessments will be administered via computer, and a combination of automated scoring and human scoring will be employed.
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PARCC –Assessment ResourcesThe Partnership Resource Center
(PRC)PRC will be an online, digital resource that
includes two important instructional supports:
model curriculum frameworks that teachers can use to plan instruction and gain a deep understanding of the CCSS, and
released items and tasks that teachers can use for ongoing formative assessment.
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Innovative English Language Arts
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PARCC- ASSESSMENT ResourcesContent?Technology
Skills? What are we
using now?
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Innovative English Language Arts Sample
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PARCC- ASSESSMENT Resources
Content?Technology
Skills? What are we
using now?
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Students who are college and career ready
use technology and digital media
strategically and capably.
p. 7
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NEXT STEPSHardware
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Technology Decisions Timeline
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QUESTIONS, COMMENTSCONCERNS?
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RESOURCES• http://8thfloorwiki.wikispaces.com/
Technology+in+the+Common+Core• http://www.corestandards.org/• http://www.parcconline.org/• http://ok.gov/sde/oklahoma-c3-
standards• http://www.p21.org/index.php• http://www.edutopia.org/common-
core-state-standards-resources