moanalua middle school challenge

Moanalua Middle School Challenge

Common Core Assessments will begin in SY 2014-2015

Common Core Assessments

Two consortiums are each developing their version of national tests.

Partnership for Assessment of Readiness for College and Careers

http://parcconline.org

SMARTER Balanced Assessment Consortium

www.k12.wa.us/SMARTER

Hawaii belongs to and is a voting member of SMARTER Balanced.

• At the Hawaii Model Schools Conference, a member of the SMARTER Balanced consortium came to speak about the tests.

Susan GendronSenior Fellow,International Center for Ed.

LeadershipPolicy Coordinator, SMARTER

Assessment System Design: Distributed Summative Assessment

4

START OF SCHOOL

YEAR

END OF

SCHOOL YEARThrough-

Course 1

Through-Course 2

25% 50%

Through-Course 3

75%

Through-Course 4

90%

End-Of-Year

Source: Graphic adapted from a representation prepared by the Center for K-12 Assessment & Performance Management (www.k12center.org)

Key components:

Three through-course components distributed throughout the year in ELA and mathematics, grades 3-11.

One Speaking/Listening assessment administered after students complete the third through course component in ELA; required but not part of summative score – could be used for course grades.

One end-of-year assessment

AYP

• Through-Course assessments will not count towards school AYP.

• End-of-the-year assessments will determine AYP.

Sample End-of-the-Year Performance Assessment for 11th Grade

• Students will have about two weeks.• Tests will be proctored by teachers in school.• Extended time available.• Research portion is meant to be collaborative.• Students will need access to the internet.

Writing

• Content and Form will be assessed.• Students should have the fluency to write

around 1,000 words in 7th/8th grades.• The following is an example of what 8th

graders should be able to write.

College and Career Readiness Writing Standards

Text Types and Purposes1. Write arguments to support claims in an analysis of substantive

topics or texts, using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.

College and Career Readiness Writing Standards

Production and Distribution of Writing4. Produce clear and coherent writing in which the

development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

College and Career Readiness Writing Standards

Research to Build and Present Knowledge7. Conduct short, as well as more sustained research projects

based on questions, demonstrating understanding of the subject under investigation.

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.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Example/ Science Technical

• Sample Task A: Evaluating Evidence• Compare what the latest science tells us about Genetically Modified

food against the arguments for and against Genetically Modified food. Evaluate the hypotheses, data, analysis, conclusions of each side, and including determining the extent to which each side in the debate relied on the available science, argues from an economical perspective, or appeals to the political and emotional concerns. Verify the data and either support or challenge the conclusions with other sources of information.

• CCSS 11-12 RST.8• Source: Achieve

Example/ Science Technical

• Sample B – Making a claim• Read and view different examples of case-making materials

related to GM food. Take a position and cite specific textual evidence from your sources, attending to important distinctions each authors makes and to any gaps or inconsistencies in the account. Defend your conclusion from counter-claims Create a presentation of your analysis that highlights key evidence and your strongest claims.

• CCSS 11-12 RST 1. and RST 9.• Source: Achieve

How The Common Core Assessments will Differ

• Selective Assessments from Quadrant A to C• Performance Assessments from Quad. A to D• New mix of Literary to Informational (45/55)• Higher Lexile levels of 955-1155 for grades 6-8• Emphasis on level 4,5,6 Taxonomic level

( Analyze, Synthesize, Evaluate)• Emphasis on Quadrant D verbs

Literary/Informational TextLiterature Literature Literature Informational

Text

Stories Drama Poetry Literary Nonfiction and Historical, Scientific, and Technical Texts

Includes children’s adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth

Includes staged dialogue and brief familiar scenes

Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem

Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics

NAEP 2011 Writing Framework

Grade To Persuade To Explain To Convey Experience

4 30% 35% 35%

8 35% 35% 30%

12 40% 40% 20%

International Center for Leadership in Education

KNOWLEDGE

A P P L I C A T I O N

A B

DC

Acquisition Application

AdaptationAssimilation

Rigor/Relevance Framework

RIGOR

RELEVANCE

A B

DC

Rigor/Relevance Framework

RightAnswer

Did Students Get it Right?

RationalAnswer

RightQuestions

RightProcedure

High

HighLow

Low

RIGOR

RELEVANCE

A B

DC

Rigor/Relevance Framework

Recall, facts, observations, demonstrate

Next Generation

Summarize, analyze, organize, evaluate

Predict, design, create, innovate

Apply, relate, demonstrate

High

HighLow

Low

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1

2

3

4

5

6

1 2 3 4 5

Verb list by Rigor/Relevance Quadrant

CalculatematchChoosememorizeCountnameDefinerecallDescribereciteFind

recordIdentifyselectLabelspellList

locate

AnalyzedifferentiateCategorize discriminateClassify evaluateCompare examineConclude explainContrast inferDefend judgeDiagram justify

prove

Adapt justifyArgue modifyCompose predictConclude prioritizeConstruct proposeDesign rateEvaluate recommendFormulate reviseInvent teach

Adjust interpretApply interviewBuildmakeCalculate modelConstruct playDemonstrate produceDramatize relateDraw sequenceIllustrate solve

Analytic Thinking Process

• What is the purpose of this material?• What is a key question that is addressed or

needs to be addressed?• What is the most important information?• What are the main inferences that can be

made?• What are the key ideas or concepts?

Analytic Thinking Process

• What are the assumptions the author(s) made in this information, issue, or source

• What are the implications of this information?• What is the main point of view that is

presented?• Paul,R. and Elder, L. (2003) Analytic

Thinking Foundation for Critical Thinking Press (page 23)

Tools and Suggestions

Your State Standards CCSS

Rigorous and Relevant Instruction

Sharing the standard with Students

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Defining the Focus

Rigorous and Relevant Instruction

Analyze the verbs

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Defining the Focus

Rigorous and Relevant Instruction

Reword – the standard

International Center for Leadership in Education

Defining the Focus

Rigorous and Relevant Instruction

“I can” statements

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Defining the Focus

Student Understanding

“ What does this standard want you to be able to do or know?”

to

“What skills or knowledge do you have to demonstrate to be successful?”

International Center for Leadership in Education

Take a Three Minute Pulse

• After 10-15 discussion, reading, lecture• Reflect, discuss what they learned using higher order thinking

skills • Suggested questions: (Marzano)

– How does this information relate to you?– How does what we’ve just learned relate to..– How is what we just learned similar or different to– Identify one thing you knew and one thing that was new to

you…

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Exit Sheet

I think I Got ItThis is what I learned:

This is how your lesson helped:

Still Need More PracticeI’m still struggling with:My biggest question is:

Tomorrow, TomorrowCan I have help with:I could practice by:

Teach Me MoreMini-lesson idea:

This would help me because:

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One Minute Response

What I learned today…

What I am unclear/unsure about

Comments…

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Diagnostic Learning Log

Major Concept Unsure/Questions My solutions

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More Strategies

• Traffic Light feedback• Gallery Walk• Portfolio• Concept Map• Ticket out the door

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Self Assessment cards

• Please notice…• I’ve learned…• I have a question…• I want you to know I was really stuck…• But I think I figured it out…• Still need practice:

– I’m struggling with…– My big question is…

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A - Ask questions to recall facts, make observations, or demonstrate understanding:

What is/are ___?How many ___?What did you observe ___?What can you recall ___?In what ways ___? What did you notice about ___?What do/did you feel/see/hear/smell ___?What do/did you remember ___?What did you find out about ___?

B – Ask questions to apply or relate:How would you do that?Where will you use that knowledge?How does that relate to your experience?How can you demonstrate that?Calculate that for ___?How would you illustrate that?How do you know it works?Can you apply what you know to this real-

world problem?

C – Ask questions to summarize, analyze, organize, or evaluate:

How are these similar/different?How is this like?What’s another way we could express that?How can you distinguish between ___?How would you defend your position?What evidence can you offer?How do you know?

D – Ask questions to predict, design, or create:

How would you design a __ to __?How would you compose a song?Can you see a possible solution?Can you develop a proposal that would__?How would you do it differently?How would you devise your own way to deal

with ___?

KNOWLEDGE

A P P L I C A T I O N

• Extended Response

• Product Performance

Primary AssessmentsRigor/Relevance Framework

• Portfolio• Product

Performance• Interview• Self Reflection

• Process • Performance• Product

Performance

• Multiple Choice• Constructed

Response

Performance Assessments

• Set criteria• Student knows what is expected• Teacher must analyze what is essential in the

task

Developing Scoring Guides

• Holistic• Checklist• Analytic

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Holistic

• Simplest• Broad categories• Each category is given maximum point value• Evaluator assigns points to each measure• Total score given to performance

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Analytic (Rubric)

• Most popular for performance tasks• Several broad categories• Specific criteria for each category• High to low levels of performance• Sample guides

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4 - Composition shows excellent understanding of narrative writing. It includes seven or more details to support the main idea and has a distinctive beginning, middle and ending. The paper sticks to the topic with a logical plan and sequence. It is well elaborated and easy to

understand.3 – Composition shows a reasonable understanding of narrative writing. It includes 5 or more details to support the main idea and has a beginning, middle and ending. It sticks to the topic most of the time but might have some unrelated details. The paper has a reasonable plan ….21

RIGOR

RELEVANCE

A B

DCIncreasing Rigor/Relevance

High

HighLow

Low

• Quick Quadrant D Strategies

Vocabulary Implications

• Emphasis on “broader language and context” focus – figurative and connotative

• Domain language (content vocabulary) important

Design and Organization Three main sections

K-5 (cross-disciplinary)

6-12 English Language Arts

6-12 Literacy in History/Social Studies, Science, and Technical Subjects

Design and Organization

Shared responsibilities for students’ literacy development

To Get Ready

• Susan Gendron recommended two short and one long research projects a year.

• The plan…

The Extremes

One Possibility• SY 14-15 Common Core Assessments begin• SY 13-14 Interdisciplinary Projects - Tested

and Ready (These students will be next year’s 8th graders.)

• SY 12-13 First Year of Interdisciplinary Projects – Getting the Kinks Out

• SY 11-12 Department Projects Defining the Targets – what do rigorous

performance standards look like Building Skills and Resources – how do we

teach to get everyone to hit the targets

Build The Writing Skills• First Quarter – Main ideas and relevant details• Second Quarter – Citing Specific Details and credibility of author and

sources• Third Quarter – Citing Sources

• All contents and All quarters – Work on Writing Fluency (250 -500 word writing responses:1) Answering the question 2) Sufficient and Specific details 3) Explain how details support answer

• Share Student Work, Run Demos, and Share Tips: Faculty Meeting, SDTTP

• Expand to Include: What will be my topic/ What is my opinion/ Steps to solving …

Possibilities and Parameters?

Common Core State Standards: Begin with the End in Mind

Susan GendronSenior Fellow

International Center for Educational LeadershipPolicy Coordinator, SMARTER

To learn more

Partnership for Assessment of Readiness for College and Careers

http://parcconline.org

SMARTER Balanced Assessment Consortium

www.k12.wa.us/SMARTER

44 States + DC Have Adopted the Common Core State Standards

*Minnesota adopted the CCSS in ELA only

STANDARDS FORENGLISH LANGUAGE ARTS

&LITERACY IN HISTORY/SOCIAL STUDIES,

SCIENCE, AND TECHNICAL SUBJECTS

JUNE 2010

www.corestandards.org

Reading Framework for NAEP 2009

Grade Literary Informational

4 50% 50%

8 45% 55%

12 30% 70%

Text Complexity Grade Bands and Associated Lexile Ranges

Text Complexity Grade Band in the

Standards

Old Lexile Ranges Lexile Ranges Aligned to CCR expectations

K-1 N/A N/A

2-3 450-725 450-790

4-5 645-845 770-980

6-8 860-1010 955-1155

9-10 960-1115 1080-1305

11-CCR 1070-1220 1215-1355

Lexile Analyzerhttp://www.lexile.com/analyzer/

Building Analytic Thinking Skills

• Word “analysis” appears 57 times in the CCSS with 77 mentions of associated analysis words such as “compare and contrast”

• Analysis – precursor to high level thinking

• Lin Kuzmich• Stretch Learning Handbook

Next Generation Assessments