CCSS Shifts in Standards and AssessmentPortsmouth School BoardMarch 27, 2014

What are the shifts in the new standards?• More Concise• More Focus- Fewer topics at grade level• More Application• More Reasoning - Claims based on evidence

Shifts in Mathematics

Shift 1 Focus Teachers significantly narrow and deepen the scope of how time and energy is spent in the math classroom. They do so in order to focus deeply on only the concepts that are prioritized in the standards.

Shift 2 Coherence Principals and teachers carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years.

Shift 3 Fluency Students are expected to have speed and accuracy with simple calculations; teachers structure class time and/or homework time for students to memorize, through repetition, core functions.

Shift 4 Deep Understanding

Students deeply understand and can operate easily within a math concept before moving on. They learn more than the trick to get the answer right. They learn the math.

Shift 5 Application Students are expected to use math and choose the appropriate concept for application even when they are not prompted to do so.

Shift 6 Dual Intensity Students are practicing and understanding. There is more than a balance between these two things in the classroom – both are occurring with intensity.

Shifts in ELA/Literacy

Shift 1 Balancing Informational& Literary Text

Students read a true balance of informational and literary texts.

Shift 2 Knowledge in the Disciplines Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities

Shift 3 Staircase of Complexity Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading.

Shift 4 Text-based Answers Students engage in rich and rigorous evidence based conversations about text.

Shift 5 Writing from Sources Writing emphasizes use of evidence from sources to inform or make an argument.

Shift 6 Academic Vocabulary Students constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts.

NH GLE - Find Equivalent Fractions

M:01:NO:5.1 (S) - Demonstrates conceptual understanding of rational numbers with respect to: whole numbers from 0 to

9,999,999 through equivalency, composition, decomposition, or place value using

models, explanations, or other representations; and positive fractional numbers (proper, mixed number, and improper) (halves, fourths, eighths, thirds, sixths, twelfths, fifths, or powers of ten (10, 100, 1000)), decimals (to thousandths), or benchmark percents (10%, 25%, 50%, 75% or 100%) as a part to whole relationship in area, set, or linear models using models, explanations, or other representations.

CC - Find Equivalent Fractions

3.NF.3a - Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

NO.5.1 NECAP Assessment

Which model is shaded

gray to represent

2/3?

NO.5.1 NECAP Assessment

Which picture shows

1/5 of the circle shaded

gray?

This picture shows Mark’s flower garden.

•Fill in the blank to make a fraction that represents the part of Mark's garden that is covered with flowers.

3.NF.3a Smarter Balanced Assessment

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3.NF.3a Smarter Balanced Assessment

GLE Compare and Order Decimals

M:01:NO:4.2 (S) - Demonstrates understanding of the

relative magnitude of numbers from 0 to 999,999 by ordering or comparing whole numbers; and ordering, comparing, or identifying

equivalent proper positive fractional numbers; or decimals using models, number lines, or explanations.

CCCompare and Order Decimals

5.NBT.3

Read, write, and compare decimals to

thousandths.

Compare and Order DecimalsThe highest temperatures recorded in 4 different countries are listed below.

•127.6°F Australia•114.8°F Spain•136.4°F Libya•134.9°F United States

•What is the highest temperature listed above? NO.4.2 NECAP Assessment

Compare and Order Decimals

Which ball rolled the longest distance?

NO.4.2 NECAP Assessment

Five swimmers compete in the 50-meter race. The finish time for each swimmer is shown below. Explain how the results would change if the race used a clock that rounded to the nearest tenth.

5.NBT.3 Smarter Balanced Assessment

Smarter Balanced Assessment Timeline•Fall 2013- NECAP•SBAC First assessed in the Spring of

2015

How is SBAC Different?• Computer adaptive• Time slightly less• Deeper application• Technology enhanced items• Performance tasks

Technology Enhanced• http://sampleitems.smarterbalanced.org/itempreview/sbac/in

dex.htm#

Performance Tasks• http://

www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/performance-tasks/fieldtrip.pdf

• http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/performance-tasks/garden.pdf

• http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/performance-tasks/crickets.pdf

Some standards will have more weight on the new Smarter Balanced

assessments

Portsmouth Implementation• Build off of Power Standards Work• Two years of curriculum alignment work• Work to align course sequence in math• Revision of Algebra I• Work in ELA to include other subject areas• Work to revise assessments• Work beginning on aligning performance tasks• Alignment of report cards• Work with teachers to gain familiarity with the Smarter

Balanced Assessment

Conclusions, thoughts, questions