Content Analysis of Common
Core State Standards: Initial
Findings
Webex: September 20, 2010
CCSSO Objectives for Webex
• Increase knowledge of Common Core
• Understand SEC content analysis method and
2-dimensional framework
• Recognize potential uses of alignment method
and data
• Help states with steps to implement Common
Core
Sponsors/Organizers: Content Analysis &
Webex
• Surveys of Enacted Curriculum (SEC) SCASS–
States, Research & PD consultants, CCSSO
• Common Core State Standards project at
CCSSO.
• Measures of Enacted Curriculum, (SEC-Online)
Wisconsin Center for Education Research,
University of Wisconsin-Madison
Panel for Webex
• Keith Gayler, CCSSO-Common Core (illness)
• Andrew Porter, Dean, University of Pennsylvania
School of Education
• Mary Knuck, Standards Director, Arizona
Department of Education
• John Smithson, Project Director, Wisconsin
Center for Education Research
• Rolf Blank, CCSSO Research, Indicators
• Joe Crawford, CCSSO SCASS
Alignment as a Systemic
Tool
Classroom
Content
Surveys of Enacted Curriculum
The intended
curriculum:
State content
standards—
What students
should learn
A neutral content grid
The assessed
curriculum:
State (and other)
assessments—
tested learning
with cognitive demand
The enacted
curriculum:
What teachers
teach
The learned
curriculum:
Student outcomes
based on school
learning
The SEC Data-set
Instructional
Content
Mathematics
Instr.
Activities
Science
Professional
Development
Tchr.
Char./Opinions/Beliefs
English Language
Arts & Reading
Social Studies
SUMMARY MEASURES
Content
/
Practice
/
Climate
/ Prof. Dev.
How are SEC Data Collected?
• Content Analysis using SEC Content
Framework and descriptive language
– Trained teams of subject specialists
• Classroom instruction time/emphasis by
teachers using web-based survey with
same framework
SEC Content Analysis of Common
Core Standards –Why?
For States, Research and Validity Questions can be
addressed:
1. What are the gaps between current state standards
and Common Core?
a)
b)
Main topics by grade and sub-topics
Cognitive demand (expectations for learning) by topic
2.
What is the extent of alignment of standards to state
assessments, NAEP, international assessments?
3.
What is the fidelity of classroom instruction to
standards?
SEC Analysis of Common Core
Standards
 18 Chiefs sent specialists plus experiences analysts (35
total) to conduct the analysis/ coding of Common Core
Standards to SEC frameworks –July 2010
 Training and analysis process led by CCSSO and WCER
in 2.5 day meeting
 Data entered into SEC online database and reporting
system—
 www.SEConline.org
 Currently available for viewing/use–
SEC Content Languages
TWO DIMENSIONS OF CONTENT
Topics
What students should know
And…
Expectations for student performance
Be Able to Do
SEC Content Taxonomy Topics List
Expectations for Students in Mathematics
Student
Performance Expectations
Memorize Facts/ Definitions/
Formulas
Recite basic mathematics facts
Recall mathematics terms & definitions
Recall formulas and computational
procedures
Perform Procedures
Use numbers to count, order, denote
Do computational procedures or
algorithms
Follow procedures/instructions
Solve equations/formulas/routine word
problems
Conjecture/ Generalize/ Prove
Determine the truth of a mathematical
pattern or proposition
Write formal or informal proofs
Recognize, generate or create patterns
Find a mathematical rule to generate a
pattern or number sequence
Make and investigate mathematical
conjectures
Identify faulty arguments or
misrepresentations of data
Reason inductively or deductively
Organize or display data
Read or produce graphs and tables
Execute geometric constructions
Demonstrate Understanding
of Mathematical Ideas
Communicate mathematical ideas
Use representations to model
mathematical ideas
Explain findings and results from data
analysis strategies
Develop/explain relationships between
concepts
Show or explain relationships between
models, diagrams, and/or other
representations
Solve Non-routine Problems/
Make Connections
Apply and adapt a variety of appropriate
strategies to solve non-routine problems
Apply mathematics in contexts outside of
mathematics
Analyze data, recognize patterns
Synthesize content and ideas from several
sources
Adding relative emphasis yields 3-D descriptions
Coarse
Categories of Cognitive Demand
Perform
Demonstrate Conjecture, Non-routine
Content Memorize
Procedures Understanding Hypothesize problems
Areas
Number
Sense
Operations
Measurement
Basic
Algebra
Advanced
Algebra
Geometric
Concepts
The Content Analysis Process
• Coding Teams of 3-5 Content Experts
• Independent Coding by each Analyst
w/ Group Discussion
• Should not be necessary to discuss every
item – flag items for discussion
• Goal for Process: Generalizability not
Inter-rater Reliability
Examples of SEC analysis & reporting
•
•
•
•
•
Classroom instruction by State Standards
Common Core by State Standards
Classroom Instruction by Common Core
Common Core by State Assessments
Common Core by National professional
standards
Gr. 8 ELAR: Coarse Grain Comparison
State B
CCSS
Topic Coverage
Gr. 8 ELAR State B / CCSS
State B
Performance Expectations
Gr. 8 ELAR State B / CCSS
State B
Gr. 8 ELAR Fine Grain: Comprehension
State B
CCSS
Gr. 8 MATH: Coarse Grain Description
State A
CCSS
Topic Coverage
Gr. 8 Math State A / CCSS
State A
Performance Expectations
Gr. 8 Math State A / CCSS
State A
Gr. 8 MATH Fine Grain: Basic Algebra
State A
CCSS
Alignment to CCSS across States
ELAR
Gr. 4
Gr. 8
Alignment of State Standards TO CCSS
Mean
Std. Dev.
Min.
Max.
# Standards
0.25
0.08
0.10
0.38
19
0.31
0.09
0.11
0.48
23
MATH
Gr. 4
Gr. 8
Mean
0.23
0.23
Std. Dev.
0.08
0.07
Min.
0.11
0.07
Max.
0.43
0.34
# Standards
18
20
Gr. 4 MATH Coarse Grain
Gr. 4 NAEP
Gr.4 CCSS
Gr. 8 MATH Coarse Grain
Gr. 8 NAEP
Gr.8 CCSS
www.SEConline.org
Bringing Instruction Into Focus
• The SEC Content Languages are used by teachers to report
on content coverage.
• The
• Instructional content coverage can be compared to
Standards in order to see the extent to which standards-based
content is or is not being covered in the classroom.
• Teachers can use this information to inform instructional
content decisions.
• The information can be used by curriculum leaders for needs
assessment, and planning curriculum design.
Bringing ELAR Instruction Into Focus
Gr. 8 Instr. (State H)
Gr. 8 CCSS
Gr. 8 Instr. (State H)
Gr. 8 CCSS
Bringing MATH Instruction Into Focus
Gr. 8 Instr. (State H)
Gr. 8 CCSS
Gr. 8 Instr. (State H)
Gr. 8 CCSS
Wrap-Up: How to use this tool and method
with Common Core
• CCSSO will: Work with states in the SEC SCASS collaborative– a)
CCSS analysis, b) PD strategies, materials c) identify state needs
d) longitudinal data to measure effects
• States can: Access SEConline.org / Content analysis-- 27 states
have SEC content analysis data to compare to Common Core
• WCER will: Provide research and analysis support, esp. content
analysis of current standards, teacher survey data
• Key Questions for all: What are the instructional and curriculum
methods that will be needed with Common Core? How can states
work together on identifying needs and strategies?
Your Questions
• Clarifications ?
• How to use SEC tool?
• Assists with your Common Core
implementation?
Contact Information
RolfB@ccsso.org
202 336 7044
www.CCSSO.org
www.SECsurvey.org
www.SEConline.org
Gr. 8 ELAR Fine Grain: Language Study
State B
CCSS
Gr. 8 MATH Fine Grain: Geometric Concepts
State A
CCSS
Middle grades Math teaching by Standards
(.49)
Content Maps
State J Grade 8
Mathematics Instruction
Number Sense
Operations
Measurement
Algebraic Concepts
Geometric Concepts
Data Analysis
0.1
0.08
0.06
0.04
0.02
0
Instructional Technology
Memorize Communicate Connect
Perform
Conjecture
Memorize
Communicate
Connect
Perform
Conjecture