Objectives
• Understand the key changes to the 2013-2014 SAS documents and interim assessments and how these changes support the continued transition to the
Common Core standards.

How We Created the SAS
School and
District
Feedback
SAS
Changes from the State

MA SPS 13-14 SAS Overview:
Purpose of the SAS:
•To identify what standards are being assessed each cycle to aid in the long-term planning process
•To supplement a pacing guide or other curriculum materials
•To aid in the vertical planning process
•To begin to help you think about how to prioritize standards
The SAS does not:
•Tell you when to teach a standard or clearly prioritize standards
•Act as a stand-alone planning document (i.e. Unit Plans), or provide full standard descriptions
•Unpack standards to a “teachable” level (tell you how to teach the standards)

Changes to 2013-14 SAS
1.
Removal of Anchor Standards
• Sample items released by PARCC and Student Achievement Partners align to grade-specific standards
2.
Updated Lexile levels
• Lexile bands for all grades expanded slightly to cover a wider range, which aligns to Student Achievement Partners guidance
3.
Addition of Writing Standards 1−3 for all grades (optional to administer)
4.
Addition of Integration of Knowledge and Ideas Standards
• Reading Standards 7−9
5.
Addition of multiple linked passages in A4
• Grades 3 & 4 will include 2 INF linked passages
• Grades 5-8 will include 2 or 3 INF linked passages

While ANet data will not be tied to these CCR standards next year, it is still important to be grounded in these.

ANet data will be tied to grade-level specific standards, like the ones illustrated in this vertical progression below.
Literature
RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RL.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.7.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Removal of anchor standards
2012-2013
How we assessed Standard 3 this year:
2013-2014
How we plan to assess
Standard 3 next year:
3.CCR.3
3.RL.3
3.RI.3
3.RL.3
3.RI.3
Rationale:
• The anchor standards are naturally embedded in the grade-specific standards, which define what students should understand and be able to do by the end of the year.
• This change will allow schools to more clearly see trends in data based on genre of text, as well as the standards themselves.
4/17/2020

Changes to 2013-14 SAS
1.
Removal of Anchor Standards
• Sample items released by PARCC and Student Achievement Partners align to grade-specific standards
2.
Updated Lexile levels o Lexile bands for all grades expanded slightly to cover a wider range, which aligns to Student Achievement Partners guidance
3.
Addition of Writing Standards 1−3 (optional to administer)
4.
Addition of Integration of Knowledge and Ideas Standards
• Reading Standards 7−9
4/17/2020
5.
Addition of multiple linked passages in A4
• Grades 3 & 4 will include 2 INF linked passages
• Grades 5-8 will include 3 INF linked passages

Updated Lexile Bands
Text Complexity
Grade Bands
Original CCR Lexile expectations
Revised CCR Lexile expectations (2012)
K-1
2-3
4-5
6-8
9-10
11-CCR n/a
450-725
645-845
860-1010
960-1115
1070-1220 n/a
420-820
740-1010
925-1185
1050-1335
1185-1385
• More information can be found at the Student Achievement Partners website: achievethecore.org/text-complexity
• Common Core Appendix B is a also a good resources to find examples of
4/17/2020 grade-level texts.

Changes to 2013-14 SAS
1.
Removal of Anchor Standards
• Sample items released by PARCC and Student Achievement Partners align to grade-specific standards
2.
Updated Lexile levels o Lexile bands for all grades expanded slightly to cover a wider range, which aligns to Student Achievement Partners guidance
3.
Addition of Writing Standards 1−3 (optional to administer)
4.
Addition of Integration of Knowledge and Ideas Standards
• Reading Standards 7−9
4/17/2020
5.
Addition of multiple linked passages in A4
• Grades 3 & 4 will include 2 INF linked passages
• Grades 5-8 will include 3 INF linked passages

Addition of writing standards 1-3
BEFORE NOW
Decontextualized Prompt
Think about someone who is important to you. This could be a family member, a friend, a teacher, or anyone else who is significant in your life. Write a story about a memory you have of hat person. Give enough details about your important person so that your reader can understand what he/she is really like.
Contextualized Prompt
“Hodja and the Hungry Coat: A Turkish
Tale” is a story that teaches a less. Explain what that lesson is, and how the events and characters in the story help develop it. Use specific details from the story to support your answer.
4/17/2020

Changes to 2013-14 SAS
1.
Removal of Anchor Standards
• Sample items released by PARCC and Student Achievement Partners align to grade-specific standards
2.
Updated Lexile levels o Lexile bands for all grades expanded slightly to cover a wider range, which aligns to Student Achievement Partners guidance
3.
Addition of Writing Standards 1−3 (optional to administer)
4.
Addition of Integration of Knowledge and Ideas Standards
• Reading Standards 7−9
4/17/2020
5.
Addition of multiple linked passages
• Grades 3 & 4 will include 2 INF linked passages
• Grades 5-8 will include 3 INF linked passages

Integration of knowledge and ideas domain (standards 7, 8, 9)
4/17/2020

Linked Passages Items: Multiple choice
Sample multiple choice item linking two passages:
4/17/2020

Linked Passages: Writing Tasks
4/17/2020

SAS Reflection
Guiding Questions:
• Which changes will be easiest/hardest for your teachers/students?
• What are the key messages you want your teachers to know about the
SAS and ELA assessments for next year and how they support the CCSS transition?