achievethecore.org 1

Setting the Context for the Common Core State Standards

Sandra AlbertiStudent Achievement Partners

achievethecore.org 2

achievethecore.org 2

Why are we doing this? We have had standards.Before Common Core State Standards we had standards, but rarely did we have standards-based instruction.

Long lists of broad, vague statements Mysterious assessments Coverage mentality Focused on teacher behaviors – “the inputs”

• Standards aligned vs. Standards based• Standards vs. Standardization• Standards vs. Curriculum

achievethecore.org 3

achievethecore.org

Results of Previous Standards, and Hard WorkPrevious state standards did not improve student achievement.

Gaps in achievement, gaps in expectations

NAEP results

High school drop out issue

College remediation issue

This is about more than just working hard!

3

achievethecore.org 4

achievethecore.org 4

Standards-Based Instruction

– Clear expectations

– Clear connection of classroom activities to expectations

– Clear information on student progress toward meeting expectations.

Is it working… for the students?

achievethecore.org 5

achievethecore.org

ELA/Literacy: 3 shifts

1. Building knowledge through content-rich nonfiction

2. Reading, writing, and speaking grounded in evidence from text, both literary and informational

3. Regular practice with complex text and its academic language

achievethecore.org 6

achievethecore.org

Mathematics: 3 shifts

1. Focus: Focus strongly where the standards focus

2. Coherence: Think across grades, and link to major topics

3. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application

achievethecore.org 7

achievethecore.org

Mathematical Practices

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

achievethecore.org 8

achievethecore.org

6 Key Components of Evidence-Centered Design

1. Define the domain

2. Define claims to be made

3. Define assessment targets

4. Define evidence required

5. Develop task models

6. Define items or performance tasks

Common Core Standards Math/ELA

4 ELA & 4 Math ClaimsContent Specifications

Knowledge, Skills & Abilities

Evidence to be Elicited from Student

Methods for Eliciting Evidence

achievethecore.org 9

achievethecore.org

Claims - Mathematics

Overall Claim for Grades 3-8Students can demonstrate progress toward college and career readiness in mathematics.

Overall Claim for Grade 11Students can demonstrate college and career readiness in mathematics.

achievethecore.org 10

achievethecore.org

Claims - MathematicsClaim #1 – Concepts & Procedures

Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.

Claim #2 – Problem SolvingStudents can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problems solving strategies.

Claim #3 – Communicating ReasoningStudents can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.

Claim #4 – Modeling and Data AnalysisStudents can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.

achievethecore.org 11

achievethecore.org

Claims – ELA/Literacy

Overall Claim for Grades 3-8Students can demonstrate progress toward college and career readiness in English language arts and literacy.

Overall Claim for Grade 11Students can demonstrate college and career readiness in English language arts and literacy.

achievethecore.org 12

achievethecore.org

Claims – ELA/Literacy

Claim #1 – ReadingStudents can read closely and analytically to comprehend a range of increasingly complex literacy and informational texts.

Claim #2 – WritingStudents can produce effective and well-grounded writing for a range of purposes and audiences.

Claim #3 – Speaking and ListeningStudents can employ effective speaking and listening skills for a range of purposes and audiences.

Claim #4 – Research/InquiryStudents can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.