The Common Core State Standards Implications for

Teaching and Learning

Clare-Gladwin RESD

2012 - 2013

Curriculum Curriculum AlignmentAlignment

Curriculum Curriculum MappingMapping

Curriculum Curriculum Pacing Pacing

and Unpackingand Unpacking2011 - 20122011 - 2012

Curriculum Development Curriculum Development

We began here.

Curriculum Mapping and Support 2012 - 2013

Curriculum mapping is a process that helps teachers monitor what is actually taught and learned throughout an entire year. We document and hold ourselves accountable to:

Common assessment development, revision, and use Common Interim Assessment Project Assessment Revision (Data Director Item Bank, etc.) Social Studies Assessment Project

Common unit design, revision, and implementation Rubrics for Unit/Lesson Review and Revision Resources and Materials

Common lesson planning Common resource implementation Common implementation of instructional strategies

RAISE – Adolescent Literacy Argumentative Writing Book Study Mathematics for Teaching (K – 5) EMATHS Algebra I

Common implementation of strategies for meeting the needs of all students Gold Seal Lessons for Application and HOTS February Professional Learning – Differentiated Instruction

Common systems of support and acceleration

Curriculum mapping together with pacing moves us towards a fully articulated curriculum.

Today’s OutcomesBy the end of the session, participants will:

• Identify and clarify assessment and instructional revision and support needed for student success with career and college readiness

• Clarify and enhance understanding of the Depth of Knowledge Levels within CCSS and SBAC assessment items

• Understand the types of SBAC assessment items

A Balanced Assessment System

Common Core State Standards

specify K-12

expectations for career

and college readiness

Common Core State Standards

specify K-12

expectations for career

and college readiness

All students leave

high school career and

college ready

All students leave

high school career and

college ready

Teachers and schools have

information and tools they need

to improve teaching and

learning

Interim assessments Flexible, open, used for

actionable feedbackactionable feedback

Summative assessments

Benchmarked to career and college readiness

Teacher resources for formative assessment

practicesto improve instructionimprove instruction

Taken from PPT from Dr. Dean @ MDE

Our Work Lies Here

ELA Assessment Claims

Reading

Writing

Speaking/Listening

Research/Inquiry

(a/o Round 3 – released Jan. 6, 2012)

Claims

Summative Assessment Targets

• Indicate proposed prioritized content for the summative assessment- link CCSS to the kinds of items/tasks students will respond to

• Show how one or more (or parts) CCSS addresses the target – ‘bundles’ CCSS (examples on next slide)

– Standards or parts of standards that relate to same type of understanding & comparable rigor/DOK demands

– Several similar CCSS from different strands

CLAIM 1:Assessment targets #1, #2, #4-#6, #8, #9, and #11-#13

Provide evidence of critical thinking while reading, including: ability to infer, analyze, compare-contrast, synthesize, evaluate or critique information

presented or the author’s reasoning.

CLAIM 1: Assessment targets #3, #7, #10, and #14

• Provide evidence of understanding of written language use.

• Majority of these items will be text-dependent items;

• A small number may be stand- alone items when texts used do not provide adequate opportunities to assess skills described in specific CCS standards.

Proposed Reporting Categories for ELA/Literacy Claim #2

• Organization and Expression of Ideas

• Use of Evidence • Conventions

What sufficient evidence looks like for ELA/Literacy Claim #3

• Listen to/view a variety of non-print texts, such as following directions or procedures in a simulation or hands-on task, or view demonstrations, lectures, media messages, speeches, etc. and respond to comprehension- and integration/analysis–type questions (similar to the selected response and open response questions described for reading Claim #1)

What sufficient evidence looks like for ELA/Literacy Claim #3

• Two types of summative speaking assessment tasks: – 1) Shorter (approximately 2-5 minutes),

• 1) externally scored audio- or video-recorded presentations in response to a prompt, and

• 2) “common” summative speaking performance tasks (oral presentations) conducted in the classroom at selected grade levels.

What sufficient evidence looks like for ELA/Literacy Claim #3

• Two types of summative speaking assessment tasks: – Students will have time to prepare and

then offer a short summary, explanation, or analysis.

– Student responses will be audio or video taped and scored externally.

The common oral presentation assessments will be scored locally by teachers using the same rubrics

What sufficient evidence looks like for ELA/Literacy Claim #3

The summative (and interim) common speaking assessments (oral presentation) will be developed in conjunction with performance tasks like those for Claim #4, investigating/ researching a topic

Scores on speaking assessment tasks will be “certified” at the district level and reported to the state

What sufficient evidence looks like for ELA/Literacy Claim #4 • Students demonstrate their ability to think

critically, analyze and synthesize information, and communicate effectively

• Students explore a topic, issue or complex problem

• May involve working with peers or investigating on the internet

• Interpret information from multiple sources

What sufficient evidence looks like for ELA/Literacy Claim #4

• Individual students then select, analyze, and synthesize information in order to craft a coherent response to the problem or prompt using supporting evidence

• Presentation format (written, oral, visual/graphics, etc.)

• Common rubrics (effective investigation, identification and evaluation of sources, synthesis of ideas/information, and accurate and appropriate documentation)

Item Types

• Selected response• Constructed-responseTechnology enhanced• Extended constructed response• Performance Tasks

Tech Enhanced – Selected Response

Constructed-response

• Students must generate a responseExample:Students are provided an information text.Read the text and answer the prompt that

follows. Item Prompt:

The author uses the pronouns “your” and “you.”Explain how these pronouns develop the idea that laws are important to the reader. Support your answer using details from the text.

Grade 6 – Claim 1

Planes of the Brain

• Item #1 asks students to use details from the text to support a conclusion.

• Item #2 requires students to provide details from the text to support a conclusion that is provided for them.

• Item #3 asks students to consider a figure of speech as it applies to the main point of the text and support their responses with details.

Grade 6 - Claim #2

Extended Response

Students are often asked to

justify their answers

ELA Performance Tasks

• Grade 3 ELA  Time length – 60 to 90 minutes over two days 

• Grade 4–7 ELA  Time length -- 90 to 120 minutes over two days 

• Grade 8-11 ELA Time length – 180 minutes over three days 

Stimulus  Information Processing

Product/Performance 

readings video clips audio clips research topic/issue/ problem graphs, charts, other visuals 

note taking comprehension questions small group discussion/notes investigation/search (group or indiv.) simulated internet search use of tools such as T-charts, Venn diagrams, and other graphic organizers 

essay/report oral presentation w/wo graphics, other media 

Performance Task

Look at a sample:

Implications for the Classroom

• How will you be able to incorporate, or support the use of, different assessment types into your classroom now?

SBAC Update

Kelly Pieprzyk

Cognitive Demand

"I can recall what Webb's DOK is."

Increased Rigor

But what does that REALLY mean?

Why Depth of Knowledge?

Mechanism to ensure that the intent of the standard and the level of student demonstration required by that standard matches the assessment items (required under NCLB)

Ensure that teachers are teaching to a level that will promote student achievement

"I can recall what Webb's DOK is."

DOK is not about difficulty...

Difficulty is a reference to how many students answer a question correctly.

“How many of you know the definition of exaggerate?”

DOK 1 – recall If all of you know the definition, this question is an easy question.

“How many of you know the definition of prescient?”

DOK 1 – recall If most of you do not know the definition, this question is a difficult question."I can recall what Webb's DOK is."

"I can recall critical characteristics of each of the four DOK levels”

DOK is about complexity

The type of thinking and application of intended student learning outcome determines the DOK level.

Every CCSS has been assigned a DOK level SBAC

Instruction and classroom assessments must reflect the DOK level of the objective or intended learning outcome.

"I can recall what Webb's DOK is." "I can recall critical characteristics of each of the four DOK levels”

Depth of Knowledge Marriage of Blooms Taxonomy +

Norman Webb’s DOK (Depth of Knowledge) levels = the Karin Hess CRM (Cognitive Rigor Matrix)

Document created to help teachers raise the level of rigor for tasks students are asked to accomplish in the classroom

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The Cognitive Rigor Matrix

All assessment questions are being created using the cognitive rigor matrix which was created by Karin Hess

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Bloom’s Taxonomy [1956] andBloom’s Cognitive Process Dimensions

[2005]Knowledge – Define, duplicate, label, list, name, order, recognize, relate, recall

Remember – Retrieve knowledge from long-term memory, recognize, recall, locate, identify

Comprehension – Classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, review, select, translate

Understand – Construct meaning, clarify, paraphrase, represent, translate, illustrate, give examples, classify, categorize, summarize, generalize, predict . . .

Application – Apply, choose, demonstrate, dramatize, employ, illustrate, interpret, practice, write

Apply – Carry out or use a procedure in a given situation; carry out or use/apply to an unfamiliar task

Analysis – Analyze, appraise, explain, calculate, categorize, compare, criticize, discriminate, examine

Analyze – Break into constituent parts, determine how parts relate

Synthesis – Rearrange, assemble, collect, compose, create, design, develop, formulate, manage, write

Evaluate – Make judgments based on criteria, check, detect inconsistencies/ fallacies, critique

Evaluation – Appraise, argue, assess, choose, compare, defend, estimate, explain, judge, predict, rate, core, select, support, value

Create – Put elements together to form a coherent whole, reorganize elements into new patterns/structures

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Webb’s Depth-of-Knowledge Levels: Rigor

AssessmentDOK-1Recall & Reproduction

Recall of a fact, term, principle, concept, or perform a routine procedure

DOK-2Basic Application of Skills/Concepts

Use of information, conceptual knowledge, select appropriate procedures for a task, two or more steps with decision points along the way, routine problems, organize/display data, interpret/use simple graphs

DOK-3Strategic Thinking

Requires reasoning, developing a plan or sequence of steps to approach problem; requires some decision making and justification; abstract, complex, or non-routine; often more than one possible answer

DOK-4Extended Thinking

An investigation or application to real world; requires time to research, problem solve, and process multiple conditions of the problem or task; non-routine manipulations, across disciplines/ content areas/multiple sources

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DOK by Karen Hess -A new matrix of rigor that will be in place and used to gauge complexity of tasks

Verbs are not always used appropriately...

Words like explain or analyze have to be considered in context.

• “Explain to me where you live” does not raise the DOK of a simple rote response.

• Even if the student has to use addresses or landmarks, the student is doing nothing more than recalling and reciting.

"I can recall what Webb's DOK is."

DOK is about what follows the verb...

Same Verb – Three Different DOK Levels

• Level 1 Describe a core ideal of American society

• Level 2 Describe how peoples’ point of view may differ on a core ideal of American Society

• Level 3 Describe how peoples’ misconceptions about American Core ideals causes conflict over the role of government in American Society

Evaluating assessments using the DOK

• Let’s look at the 6th grade level performance assessment and evaluate at which level the tasks fall on the matrix.

• Where on the DOK do the “Garden” questions fall?

• How could we be applying the use of this matrix in your classroom, your school?

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Topic Level 1 Level 2 Level 3 Level 4

Romeo and Juliet

ID conflictsand issues ina scene.

Act out ascene

Write a letter to Romeo on how to deal with conflict.

Design brochure ondealing with familycrises.

Revising Task for Cognitive Rigor English Language Arts Example

Topic Level 1 Level 2 Level 3 Level 4

Revising Task for Cognitive Rigor Your Turn

Item Design Considerations

Screened standards for on-demand measurability and Depth of Knowledge (DOK)

Level 1 (Recall)Level 2 (Basic Skills and concepts)Level 3 (Strategic Thinking and

Reasoning)Level 4 (Extended Thinking)

What’s the DOK level?Audit of Our Current Assessments:

• What level of work are the students most commonly required to perform?

• What is the complexity of the task rather than the difficulty?

• What are the skills and knowledge the students will need to complete the task?

CGRESD Interim Assessment Pilot

• Teacher Leaders from each of the CGRESD districts (Plus Coleman & Meridian) participated in creating SBAC-like assessments: Math Tasks (Gr. 1-9) and Argumentative Writing Prompts (Gr.6-12)

• Argumentative Writing administered via Moodle to give an authentic online experience

• Teacher Leaders who piloted Argument Writing met on Oct 2nd to review student samples and give feedback regarding process and implications for classroom instruction.

Benefits of Using a Protocol

• Defined process that asks teachers view student work in a specific way. (i.e. Rather than first focusing on the work's quality, these processes often ask teachers to suspend judgment and describe its qualities-bringing multiple perspectives to bear on what makes students tick and how a school can better reach them.)

• Vertical Slice Protocol

• Post It Up…– What can the student do?– What can he/she almost do?– What is he/she not doing at all?

Implementation Resource Websites

SMARTER Balanced Sample Itemshttp://sampleitems.smarterbalanced.org/itempreview/sbac/index.htm

SBAC ELA Released Items on LEAshared Drive

Data Director Item Bank Referenced to CCSShttps://www98.achievedata.com/cgresd/?prev_page=News&page=Login

MAISA Reading/Writing Unitshttp://oaklandk12-public.rubiconatlas.org/Atlas/Browse/View/Default

Reflection: What? So What? Now What?

What actions will you take based on what we have talked about so far in regards to assessments, DOK, and item types? What has yet to be clarified about learning progressions, text complexity, integration of standards or textual evidence? Why is this information important to teaching ELA in your building? What action needs to be taken around the implementation of the CCSS”?

– What do you/your colleagues need to know?

– What do you/your colleagues need to integrate into your practice?

– What steps will you take to share your understanding with your building leadership?