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.

49

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

55

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

56

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)

58

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)?

64

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.

65

What we have done today…

66

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: corestandards@k12.wa.us OR – Greta Bornemann, OSPI CCSS Project Director, E-

mail: Greta.Bornemann@k12.wa.us• 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.

corestandards@k12.wa.us