Common Core State Standards: Alignment and Implications Danielle Luisier, Beth Hart, and Elaine Carman Research - PowerPoint PPT Presentation

Loading...

PPT – Common Core State Standards: Alignment and Implications Danielle Luisier, Beth Hart, and Elaine Carman Research PowerPoint presentation | free to download - id: 60da39-OTliM



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Common Core State Standards: Alignment and Implications Danielle Luisier, Beth Hart, and Elaine Carman Research

Description:

Common Core State Standards: Alignment and Implications Danielle Luisier, Beth Hart, and Elaine Carman Research & Development The College Board * * * * * * Function ... – PowerPoint PPT presentation

Number of Views:310
Avg rating:3.0/5.0
Slides: 36
Provided by: rko689
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Common Core State Standards: Alignment and Implications Danielle Luisier, Beth Hart, and Elaine Carman Research


1
Common Core State Standards Alignment and
Implications Danielle Luisier, Beth Hart, and
Elaine Carman Research Development The College
Board
2
Guiding Questions
  • What is the Common Core State Standards
    Initiative?
  • Why were common standards developed?
  • What role did the College Board play in
    developing these standards?
  • What are the defining features of the English
    Language Arts and Mathematics standards?
  • How does our methodology differ when aligning
    different College Board materials and assessments
    to the Common Core?
  • What are some potential implications for states
    and districts that will implement these new
    standards?

3
What is the Common Core State Standards
Initiative?
  • A state-led effort to develop a common set of
    college and career readiness standards in English
    Language Arts and Mathematics that
  • Align with college and workplace expectations
  • Include rigorous content and applications of
    knowledge
  • Are based on evidence
  • Build upon strengths and lessons of current state
    standards
  • Are informed by frameworks from top performing
    countries

4
Why Common Core State Standards?
5
What role did the College Board play?
  • The College Board, one of the original partner
    organizations, has been part of the Common Core
    effort since the launch of this initiative in the
    spring of 2009.
  • Writing Team College Board staff served on the
    original College and Career Readiness Standards
    writing team
  • Feedback Group College Board staff provided
    ongoing feedback and reviews of the K-12
    standards
  • Advisory Group Member of the 5-organization
    advisory group guiding the initiative
  • Alignment Data Supporting the development of
    research and data to assist in the implementation
    of the standards

6
College Board Alignment Studies
7
What comes next after the standards are adopted?
8
Common Core State Standards for English Language
Arts
  • Overview, Alignment Methodologies, and Potential
    Implications

9
Overview of the English Language Arts Standards
  • College and Career Readiness (CCR) Standards
  • Overarching standards for each strand that are
    further defined by grade-specific standards
  • Grade-Level Standards in English Language Arts
  • K-8, grade-by-grade
  • 9-10 and 11-12 grade bands for high school
  • Four strands Reading, Writing, Speaking and
    Listening, and Language
  • Standards for Literacy in History/Social Studies,
    Science, and Technical Subjects
  • Standards are embedded at grades K-5
  • Content-specific literacy standards are provided
    for grades 6-8, 9-10, and 11-12

10
Defining Features of the Reading and Writing
Standards
11
Alignment to College Board Products
12
The CBSCS to the CCSS Methodology
  • Standard-to-standard alignment
  • Grade levels
  • All strands of the ELA CCSS
  • Overall coverage, rigor, and rationale for gaps
  • Alignment metric
  • Strong 75
  • Good 50-74
  • Partial lt 50

13
Common Core CBSCS Alignment ELA Key Findings
  • Overall strong alignment
  • 80 of the CCSS are addressed by the CBSCS
  • 46 of the CBSCS are addressed by the CCSS
  • Generally comparable in terms of rigor
  • Variation in terms of specificity
  • Required achievements vs. process and strategy

14
Example of Strong Alignment
CCSS
CBSCS
W.9-10.2d (informative/explanatory texts) Use
precise language and domain-specific vocabulary
to manage the complexity of the topic.
W3.2-1.5R Selects precise vocabularyfigurative
languagerhetorical questions, and detailed
images and examples to develop credibility of
voice, to support findings, and to communicate
information clearly.
15
SAT, PSAT/NMSQT, and ReadiStep to CCSS Methodology
  • Assessment framework-to-standard alignment
  • Grades 8, 9-10, 11-12, and CCR
  • Aligned to Reading, Writing, and Language strands
  • Overall coverage and rationale for gaps

16
Skill Categories
Critical Reading Writing
Determining the Meaning of Words Authors Craft Reasoning and Inferencing Organization and Ideas Understanding Literary Elements Manage Word Choice and Grammatical Relationships Between Words Manage Grammatical Structures Used to Modify or Compare Manage Phrases and Clauses in a Sentence Recognize Correctly Formed Sentences Manage Order and Relationships of Sentences and Paragraphs
17
Example of Strong Alignment
CCSS
SAT/PSAT/ReadiStep Skill Category
L.11-12.4a Use context (e.g., the overall meaning
of a sentence, paragraph, or text a words
position or function in a sentence) as a clue to
the meaning of a word or phrase.
Determining the meaning of words
18
ACCUPLACER to CCSS Methodology
  • Item-to-standard alignment
  • Grades 9-10, 11-12, and CCR
  • Reading Comprehension, Sentence Skills, and
    WritePlacer
  • Aligned to CCSS Reading, Writing, and Language
    Standards
  • Overall coverage and rationale for gaps

19
Example of Strong Alignment
CCSS
ACCUPLACER Sentence Skills and WritePlacer Item
Descriptions
W.11-12.1d Establish and maintain a formal style
and objective tone while attending to the norms
and conventions of the discipline in which they
are writing.
Sentence Variety and Style Mechanical
Conventions Agreement Modifiers Diction/Logic Sent
ence Structure Sentence Boundaries
20
Implications
  • Standards and Curricula
  • States will have to consider gaps and how filling
    those gaps will affect curricula and instruction
  • Informational Text
  • Specific Texts in Reading CCSS
  • Language Standards
  • Text Complexity

21
Implications
  • Assessment
  • ACCUPLACER and SAT, PSAT/NMSQT, and ReadiStep
    remain relevant to states
  • Skills tested by the College Board assessments
    are covered by the CCSS
  • State Tests
  • Assessment Consortia
  • CCSS that may be measured only through local
    classroom and performance assessments

22
Common Core State Standards for Mathematics
23
Overview of the Mathematics Standards
  • Grade Level Standards
  • K-8 grade-by-grade standards organized by domain
  • 9-12 high school standards organized by
    conceptual categories
  • Standards for Mathematical Practice
  • Describe mathematical habits of mind
  • Standards for mathematical proficiency
  • reasoning, problem solving, modeling, decision
    making, and engagement
  • Connect with content standards in each grade

24
Organizational Structure
  • The K-8 standards
  • K-5 standards provide students with a solid
    foundation in whole numbers, addition,
    subtraction, multiplication, division, fractions
    and decimals
  • The 6-8 standards focus learning on geometry,
    algebra, and probability and statistics
  • Modeled after the focus of standards from
    high-performing nations, the standards for grades
    7 and 8 include significant algebra and geometry
    content
  • Students who have completed 7th grade and
    mastered the content and skills will be prepared
    for algebra, in 8th grade or after

25
Organizational Structure
  • The High School Standards
  • Expect students to practice applying mathematical
    ways of thinking to real world issues and
    challenges
  • Require students to develop a depth of
    understanding and ability to apply mathematics to
    novel situations, as college students and
    employees regularly are called to do
  • Emphasize mathematical modeling, the use of
    mathematics and statistics to analyze empirical
    situations, understand them better, and improve
    decisions
  • Identify the mathematics that all students should
    study in order to be college and career ready

26
Format of the High School Standards
High school standards are organized around five conceptual categories
Number and Quantity
Algebra
Functions
Geometry
Statistics and Probability
27
What alignment methodology was used to align the
Common Core State Standards to the College Board
Standards in math?
Methodology
28
Methodology Alignment Considerations
  • Content of the CCSS and of the CB standard
  • Level of rigor of the standards being compared
  • Clarity (ambiguity) of the standards being
    compared
  • Vertical alignment across multiple grades or
    conceptual categories

29
  • How do Common Core State Standards Align to

30
Geometry
Understand congruence and similarity using physical models, transparencies, or geometry software
CCSS College Board Standards for College Success
CC.8.G.5 Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the three angles appear to form a line, and give an argument in terms of transversals why this is so MII 2.2.1 Reasons using models and drawings to construct and support convincing arguments about angle relationships in figures. MII 2.2.2 Identifies, states, and applies the basic properties associated with complementary angles and angles formed by transversals intersecting pairs of parallel lines. MII 2.2.3 Identifies, states, and applies the angle-sum properties for triangles and other polygons.
31
Algebra
Seeing Structure in Expressions
Interpret the structure of expressions
Standard Primary testing point Secondary testing point
A.SSE.1 Interpret expressions that represent a quantity in terms of its context a)Interpret parts of an expression, such as terms, factors, and coefficients. E Division of algebraic fractions C Representing perimeter of rectangle algebraically E Simplifying algebraic expressions
b) Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1r)n as the product of P and a factor not depending on P. E Division of algebraic fractions C Representing perimeter of rectangle algebraically E Simplifying algebraic expressions
32
State Perspective
  • How might a state or school district look at
    alignment to CCSS?
  • What else might a state or school district need
    to consider in the alignment process?

33
Geometry
Understand congruence and similarity using physical models, transparencies, or geometry software
CCSS CT Standard Match CT Assessment Notes
CC.8.G.5 Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the three angles appear to form a line, and give an argument in terms of transversals why this is so CT.8.3.1.4 Apply side and angle relationships in geometric figures to solve problems, including the Pythagorean Theorem and similar figures. CT.9-12.3.C.1.b.(2) Create logical arguments to solve problems and determine geometric relationships. CAPT.3.C.1.b.(2) Create logical arguments to solve problems and determine geometric relationships CAPT-Conneticut Academic Performance Test given in grade 10 Angle sum and exterior angle of triangles, angles created when parallel lines are cut by a transversal and the angle-angle criterion for similarity of triangles are not assessed on the CMT. CMT-Conneticut Mastery Test-given in grades 3-8
34
Function
Interpreting functions
Interpret functions that arise in applications in terms of the context
CCSS CT Standard Match CT Assessment Notes
CC.9-12.F.IF.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph. Modeling standard CT.9-12.1.C.2.a.(3) Recognize and explain the meaning of the slope and x- and y-intercepts as they relate to a context, graph, table or equation. CT.9-12.1.E.2.a.(3) Recognize that the slope of the tangent line to a curve represents the rate of change. CT.9-12.1.C.2.a.(3) Recognize and explain the meaning of the slope and x- and y-intercepts as they relate to a context, graph, table or equation. CT.9-12.1.E.2.a.(3) Recognize that the slope of the tangent line to a curve represents the rate of change. The CT standards do not make a connection between slope and average rate of change.
35
Contact Information
  • Elaine Carman
  • Director, Mathematics Curriculum and Standards
  • ecarman_at_collegboard.org
  • Beth Hart
  • Director, ELA Curriculum and Standards
  • bhart_at_collegeboard.org
  • Danielle Luisier
  • Director, Standards and Curriculum Alignment
    Services
  • dluisier_at_collegeboard.org
About PowerShow.com