Transcript Document

Common Core State
Standards:
Alignment and Implications
Danielle Luisier, Beth Hart, and Elaine Carman
Research & Development
The College Board
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?
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What is the Common Core State
Standards Initiative?
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A state-led effort to develop a common set of college and career
readiness standards in English Language Arts and Mathematics
that
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Align with college and workplace expectations
•
Include rigorous content and applications of knowledge
•
Are based on evidence
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Build upon strengths and lessons of current state standards
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Are informed by frameworks from top performing countries
Why Common Core State Standards?
Consistency
Equity
Competition
Clarity
Collaboration
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• Before this initiative, every state had its own set
of academic standards with different expectations
of student performance. To date, 39 states have
adopted the Common Core Standards.
• Common standards can help create more equal
access to an excellent education.
• All students must be prepared to compete not
only with their American peers, but also with
students from around the world.
• Clear and coherent standards will help students
(and parents and teachers) understand what is
expected of them.
• Common Standards create a foundation for
districts and states to work collaboratively.
What role did the College Board play?
•
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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.
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Writing Team: College Board staff served on the original College and
Career Readiness Standards writing team
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Feedback Group: College Board staff provided ongoing feedback and
reviews of the K-12 standards
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Advisory Group: Member of the 5-organization advisory group guiding the
initiative
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Alignment Data: Supporting the development of research and data to
assist in the implementation of the standards
College Board Alignment Studies
Standards
• The College
Board
Standards for
College
Success
• ELA
• Math
• Science
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Assessments
Curricula
• ReadiStep
• SpringBoard
• PSAT/NMSQT
• CollegeEd
• SAT
• Advanced
Placement
• ACCUPLACER
What comes next after the standards are
adopted?
Standards
Professional Development
Implementation
Assessments
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Curricula & Instruction
Common Core State
Standards for English
Language Arts
Overview, Alignment Methodologies,
and Potential Implications
Overview of the English Language Arts
Standards
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College and Career Readiness (CCR) Standards
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Overarching standards for each strand that are further defined by gradespecific standards
Grade-Level Standards in English Language Arts
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K-8, grade-by-grade
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9-10 and 11-12 grade bands for high school
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Four strands: Reading, Writing, Speaking and Listening, and Language
Standards for Literacy in History/Social Studies, Science, and Technical
Subjects
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Standards are embedded at grades K-5
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Content-specific literacy standards are provided for grades 6-8, 9-10, and
11-12
Defining Features of the Reading and
Writing Standards
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Emphasis on
“required
achievements”
• Allows teachers to use judgment
for the “how”
• Possible instruction gaps for
some learners
Research and
Media are
embedded
• Shows research and media are
related to all ELA strands
• Markedly different from many
state standards and CBSCS
Call for more
informational
texts
• ELA and Non-ELA courses must
provide complex informational
texts
Alignment to College Board Products
The College
Board Standards
for College
Success
SAT,
PSAT/NMSQT,
and ReadiStep
Standard-toStandard
Assessment
Frameworkto-Standard
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ACCUPLACER
Item-toStandard
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: < 50%
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Common Core – CBSCS Alignment
ELA Key Findings
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Overall strong alignment
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80% of the CCSS are addressed by the CBSCS
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46% of the CBSCS are addressed by the CCSS
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Generally comparable in terms of rigor
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Variation in terms of specificity
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Required achievements vs. process and strategy
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Example of Strong Alignment
CCSS
W.9-10.2d
(informative/explanatory
texts)
Use precise language
and domain-specific
vocabulary to manage
the complexity of the
topic.
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CBSCS
W3.2-1.5R
Selects precise
vocabulary…figurative
language…rhetorical questions,
and detailed images and examples
to develop credibility of voice, to
support findings, and to
communicate information clearly.
SAT, PSAT/NMSQT, and ReadiStep to
CCSS Methodology
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Assessment framework-to-standard alignment
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Grades 8, 9-10, 11-12, and CCR
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Aligned to Reading, Writing, and Language
strands
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Overall coverage and rationale for gaps
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Skill Categories
Critical Reading
Writing
Determining the Meaning of Words
Manage Word Choice and
Grammatical Relationships Between
Words
Author’s Craft
Reasoning and Inferencing
Organization and Ideas
Understanding Literary Elements
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
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Example of Strong Alignment
CCSS
L.11-12.4a
Use context (e.g., the
overall meaning of a
sentence, paragraph, or
text; a word’s position or
function in a sentence)
as a clue to the
meaning of a word or
phrase.
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SAT/PSAT/ReadiStep
Skill Category
Determining the meaning of
words
ACCUPLACER to CCSS Methodology
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Item-to-standard alignment
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Grades 9-10, 11-12, and CCR
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Reading Comprehension, Sentence Skills, and
WritePlacer
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Aligned to CCSS Reading, Writing, and Language
Standards
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Overall coverage and rationale for gaps
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Example of Strong Alignment
CCSS
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.
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ACCUPLACER
Sentence Skills and
WritePlacer Item
Descriptions
Sentence
Variety and Style
Mechanical Conventions
Agreement
Modifiers
Diction/Logic
Sentence Structure
Sentence Boundaries
Implications
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Standards and Curricula
•
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States will have to consider gaps and how filling those
gaps will affect curricula and instruction
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Informational Text
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Specific Texts in Reading CCSS
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Language Standards
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Text Complexity
Implications
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Assessment
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ACCUPLACER and SAT, PSAT/NMSQT, and
ReadiStep remain relevant to states
•
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Skills tested by the College Board assessments are
covered by the CCSS
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State Tests
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Assessment Consortia
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CCSS that may be measured only through local
classroom and performance assessments
Common Core State
Standards for
Mathematics
Overview of the Mathematics Standards
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Grade Level Standards
K-8 grade-by-grade standards organized by domain
• 9-12 high school standards organized by conceptual
categories
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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
•
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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
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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
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Format of the High School Standards
High school standards are organized
around five conceptual categories:
Number and Quantity
Algebra
Functions
Geometry
Statistics and Probability
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Methodology
What alignment methodology was used to
align the Common Core State Standards to
the College Board Standards in math?
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Methodology
Alignment Considerations:
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Content of the CCSS and of the CB standard
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Level of rigor of the standards being compared
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Clarity (ambiguity) of the standards being compared
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Vertical alignment across multiple grades or conceptual
categories
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How do Common Core State Standards
Align to …
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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.
•MII 2.2.1 Reasons using models and drawings to
construct and support convincing arguments about
angle relationships in figures.
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 2.2.3 Identifies, states, and applies the anglesum properties for triangles and other polygons.
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•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.
Algebra
Seeing Structure in Expressions
Interpret the structure of expressions
Standard
A.SSE.1
Interpret
expressions that
represent a
quantity in terms
of its context
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Primary testing
point
Secondary
testing point
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(1+r)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
State Perspective
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How might a state or school district look at
alignment to CCSS?
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What else might a state or school district need to
consider in the alignment process?
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Geometry
Understand congruence and similarity using physical models, transparencies, or
geometry software
CCSS
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 that33the three angles
appear to form a line, and
give an argument in terms of
CT Standard Match
CT Assessment
Notes
CT.8.3.1.4 Apply
side and angle
relationships in
geometric figures
to solve problems,
including the
Pythagorean
Theorem and
similar figures.
CAPT*.3.C.1.b.(2)
Create logical
arguments to solve
problems and
determine
geometric
relationships
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**.
CT.9-12.3.C.1.b.(2)
Create logical
arguments to solve
problems and
determine
geometric
relationships.
*CAPT-Conneticut Academic
Performance Test –given in
grade 10
**CMT-Conneticut Mastery
Test-given in grades 3-8
Function
Interpreting functions
Interpret functions that arise in applications in terms of the context
CCSS
CT Standard
CT Assessment
Match
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
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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.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.E.2.a.(3)
Recognize that
the slope of the
tangent line to a
curve represents
the rate of
change.
Notes
The CT standards
do not make a
connection
between slope and
average rate of
change.
Contact Information
Elaine Carman
Director, Mathematics Curriculum and Standards
[email protected]
Beth Hart
Director, ELA Curriculum and Standards
[email protected]
Danielle Luisier
Director, Standards and Curriculum Alignment Services
[email protected]
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