Common Core State
Standards
English-Language Arts &
Mathematics
October 7, 2013
The Standards define “what” students should
understand and be able to do.
Our district Rigorous Curriculum Design (RCD)
units support the “how” of teaching and
learning toward student mastery of the
standards.
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Next Steps: How do we know
our approach to CCSS is working?
On-going Curriculum Review, Professional
Development, and District-wide Collaboration
• Expansion of Rigorous Curriculum Design and Review Teams
• Integration of technology across the disciplines
• Professional development on the Hess Cognitive Rigor Matrix
and assessment rubrics
• Examination of new assessment platform (SBAC)
• Development of district data management system
• Tech-Connect Committee defining technology competencies
PreK-12
SBAC Update
Parent Teacher Council
07 October2013
Agenda
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SBAC Pilot and State Testing
Practice Tests
Accommodations
Navigation Toolbar
Classroom Activity
Sample ELA Items
Sample Math Items
Parent Resources
Discussion and Questions
Smarter Balanced
Key Features of SBAC
• Measures student achievement and growth
in English language arts/literacy and
mathematics in grades 3-8 and high school.
• Includes accommodations for students with
disabilities and English language learners so
that all students can demonstrate what they
know.
• Administered online with questions and
performance tasks that measure critical
thinking and problem solving skills.
• Expectations of student performance linked
to international benchmarks.
SBAC Pilot and State Testing
• Transition from CMT/CAPT to SBAC
– Science CMT
– Score reporting
– Accommodations
• New Accommodations
• Modified Assessment System (MAS)
• Skills Checklist (SC)
– Testing Window
Practice Tests
• Full scale practice tests for grades 3-8
and 11
• Performance tasks for both ELA and
mathematics
• Scoring guides detail components of full
and partial response
• http://sbac.portal.airast.org/practicetest/
SBAC Accommodations Concept
Built-in Accommodations
• Enlarged text, Expandable Passages,
English Glossary
• Text-to-speech, stacked translations
• Closed Captioning, available text-tospeech on greater sections of the test
Spanish Glossary
• Students may select
Spanish glossary from
menu at beginning of test.
• Pop-up box for any word or
phrase selected from
available within stimuli,
responses, or both
• Available for mathematics
only.
Navigation Toolbar
Classroom Activity
ELA Gr 6
Sample ELA – Selected Response
• Read this sentence from the passage. Why does the
author use this sentence to describe what Coyote
feels?
–
–
–
–
To explain how…
To describe how…
To compare the effect of …
To contrast the effect of…
• Based on Coyote’s actions to get the honey, which
sentence best matches his personality?
–
–
–
–
…happy but silly
…lonely but angry
…hungry but slow
…clever but foolish
Sample ELA – Selected Response
• With which statement would the author most likely agree?
– Learning about elephants can teach scientists about humans
– Learning about animal behavior is an important part of
science
– Scientists should spend more time studying humans than
animals
– Scientists should study elephants in different ways than they
currently do
• The author includes a description of a test…How does the
author’s example…help the reader understand…?
• Click to highlight the six sentences in the text that explain
why elephants might be considered some of the most
intelligent animals on the plant. (1 point response)
Sample ELA – Selected Response
• Which sentence best describes the lesson
that Coyote learns in this passage?
• Coyote wore a smile as wide as the sky…
Choose the sentence that best explains
what the phrase shows about Coyote
–
–
–
–
…shows he thinks his plan will work
…shows the knows he can trick Bear
…shows he thinks honey is delicious
…shows he knows he is stronger than Bear
Sample ELA – Selected Response
• What lesson can the reader conclude from the text?
Select all that apply.
• What’s that swirling dust? Hurry, Samuel, lower the
sail! This wagon’s gone plumb crazy!
Which of the following is best revealed through this
dialogue?
– …[characters] had never experienced a windstorm that
violent
– …[characters] rarely spoke and had little to say to each
other
– …[characters] were surprised by the windstorm that
appeared without warning
– …[characters] were too distracted by the wagon to
notice the approaching storm
Sample ELA – Constructed Response
• Coyote’s plan to get the honey fails.
Support this statement with two details
from the passage. (2 point response)
Sample ELA – Audio Presentation
• Forces of Nature: Weather 101
Listen to the presentation. Then, answer
the questions.
– A student gets out of school and notices the
humidity is high and it is raining. Explain which
type of front is most likely occurring. Support
your answer with information from the
presentation. (2 point response)
– A group of scientists states that …Write a
paragraph that supports the scientists’
statement. Support your answer with two
details from the presentation.
Sample ELA – Performance Task
Argumentative Essay
• Issue description
– Topic
– Context
– Audience
– Sources
• Directions
• Research Questions
Sample ELA – Performance Task
• Now that you have read the sources, you
will take a position and present your
findings at your school's yearly mock
Congressional Session.
– For your presentation, analyze the arguments
and make a claim as to whether or not the
penny should be preserved.
– Make sure you address potential
counterarguments in your essay and support
your claim with information from the sources
you have examined.
Sample ELA – Performance Task
Sample Math – Selected Response
• Which of the following expressions have a sum
equal to
?
a.
b.
c.
d.
e.
Sample Math – Selected Response
Sample Math – Constructed Response
• Drag one number into each box to
complete the subtraction problem
shown. (1 point response)
Sample Math – Constructed Response
• Kayla asked 10 students in her class
whether they owned a dog, a cat, or
both.
– 40% own a dog
– 30% own a cat
– 10% own both
Sample Math – Constructed Response
• Jack, Max, and
Annie are hiking
on the same trial.
– Jack is ½
finished
– Max is 1/3
finished
– Annie is 5/8
finished
• Drag each person
to his or her
location on the
trial.
Sample Math – Constructed Response
• Javier says that all odd numbers greater
than 2 and less than 20 are prime.
• Find an odd number greater than 2 and
less than 20 that is not prime. Explain
why the number is not prime. (1 point
response)
Sample Math – Technology Enhanced Items
Sample Math – Technology Enhanced Item
• The school is 100
meters from Jason’s
house.
– He walked 50 m
toward school in 2
minutes.
– He turned around
and walked home at
the same speed.
– He spent a minute at
home looking for a
forgotten book.
– He walked all the way
to school at twice his
original speed.
• Use the Line tool to
finish a graph that
accurately displays
Jason’s trip.
Sample Math – Performance Task
• Anna and her family go to the zoo. The
zoo ticket prices, snack shop menu, and
gift store prices are in the tables.
Parent Resources
• www.whps.org
• http://www.sde.ct.gov/sde/site/def
ault.asp
• www.smarterbalanced.org
Discussion and Questions