Common Core State Standards
The Common Core State Standards:
• Are aligned with college and work expectations;
• Are clear, understandable and consistent;
• Include rigorous content and application of knowledge through higher order skills
• Build on strengths and lessons of current state standards;
• Are informed by other top-performing countries, so that all students are prepared to succeed in a
global economy and society;
• Are evidence-based.
Source: http://www.corestandards.org/about-the-standards
A series published by Education Northwest to keep regional stakeholders informed about the Common Core initiative © iofoto/
Florida’s Common Core State Standards
Implementation Timeline
Year/Grade Level
2011-2012
K
FL
1
L
2
L
3-8
L
9-12
L
2012-2013
FL
FL
L
L
L
2013-2014
FL
FL
FL
BL
BL
FL
FL
FL
FL
FL
CCSS fully implemented
2014-2015
CCSS fully implemented
and assessed
F - full implementation of CCSS for all content areas
L - full implementation of content area literacy standards including: (1) text
complexity, quality and range in all grades (K-12), and (2) CCSS Literacy
Standards in History/Social Studies, Science, and Technical Subjects (6-12)
B - blended instruction of CCSS with Next Generation Sunshine State Standards
(NGSSS); last year of NGSSS assessed on FCAT 2.0
Handout
Sort it out!
Each Anchor Standard for reading
can be defined “in a nutshell”.
Identify standards 1-10 in its simplest form.
“text based
based evidence”
evidence” in the
Underline the “text
standard that led you to that conclusion.
Key Ideas and Details
1. Read closely to determine what the text says
explicitly and to make logical inferences from
it; cite specific textual evidence when writing
and speaking to support conclusions drawn
from the text.
Understand and Prove it!
2. Determine central ideas or themes of a text
and analyze their development; summarize
the key supporting details and ideas.
Main Idea
3. Analyze how and why individuals, events,
and ideas develop and interact over the
course of a text.
“History Standard”
Craft and Structure
4. Interpret words and phrases as they are used
in a text, including determining technical,
connotative, and figurative meanings, and
analyze how specific word choices shape
meaning or tone.
Vocabulary Standard
5. Analyze the structure of texts, including how
specific sentences, paragraphs, and larger
portions of the text (e.g., a section, chapter,
scene, or stanza) relate to each other and the
words. Text Structure
6. Assess how point of view or purpose shapes
the content and style of a text.
Author’s Purpose
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in
diverse media and formats, including visually
and quantitatively, as well as in words.
Technology and Media
(always in conjunction with text)
8. Delineate and evaluate the argument and
specific claims in a text, including the validity of
the reasoning as well as the relevance and
sufficiency of the evidence.
Argument with Evidence
9. Analyze how two or more texts address similar
themes or topics in order to build knowledge or
to compare the approaches the authors take.
Text to Text Connection
(use of multiple texts)
Range of Reading and Level of Text
Complexity
10. Read and comprehend complex literacy and
informational texts independently and
proficiently.
Complex Text
Note of range and content of
student reading
• To build a foundation for college and
career readiness, students must read
widely and deeply from among a
broad range of high-quality,
increasingly challenging literary and
informational text.
ELA: Standard 10 CCSS Literary
Standard 10
Text complexity is defined by:
1. Quantitative measures – readability and
other scores of text complexity often best
measured by computer software.
2. Qualitative measures – levels of meaning,
structure, language conventionality and
clarity, and knowledge demands often best
measured by an attentive human reader.
3. Reader and Task considerations –
background knowledge of reader, motivation,
interests, and complexity generated by tasks
assigned often best made by educators
employing their professional judgment.
Reader and Task
English Language Arts&
Literacy in History/Social Studies,
Science, and Technical Subjects
Six Instructional Shifts
1. Balancing informational and literary
texts
2. Knowledge in the Disciplines
3. Staircase of Complexity
4. Text-Based Answers
5. Writing From Sources
6. Academic Vocabulary
What do these Shifts mean
for Text Selection?
• Texts must align with the complexity
requirements outlined in standard 10.
• All students, including those who are behind,
must encounter and comprehend complex
text
• Materials should allow opportunities for close
reading of selected passages.
• There must be a variety and quality of text.
Format for Grade Level Standards
• Standards define what students should
understand and be able to do.
• Clusters are groups of related standards. Note
that standards from different clusters may
sometimes be closely related, because
mathematics is a connected subject.
• Domains are larger groups of related standards.
Standards from different domains may sometimes
be closely related.
CCSS
Reading the Standards
http://www.corestandards.org/the-standards/mathematics/introduction/how-to-read-the-gradelevel-standards/
Standards for Mathematical
Practice
Make sense of problems
and persevere in solving
them
Use appropriate tools
strategically
Reason abstractly and
quantitatively
Attend to precision
Construct viable
arguments and critique
the reasoning of others
Look for and make
sense of structure
Model with mathematics
Look for and express
regularity in repeated
reasoning
25
Mathematics Progressions Project
•Kindergarten Counting and Cardinality
•Number and Operations in Base Ten
•Number and Operations—Fractions
•K–5 Operations and Algebraic Thinking
•Measurement and Data
•Geometry Progression (coming soon!)
•Expressions and Equations
•Ratios and Proportional Relationships
•Statistics and Probability, Grades 6–8
http://commoncoretools.me/category/progressions/
26
Math Domains for K-12
K
1
2
3
4
5
6
7
8
HS
Counting
and
Cardinality
(CC)
Number and Operations in Base Ten (NBT)
Number and
Operations-Fractions
(NF)
The Number System
Ratios and
Proportional
Relationships
(RP)
Number
and
Quantity
Functions (F)
Operations and Algebraic Thinking (OA)
Expressions and
Equations (EE)
Algebra
Geometry (G)
Measurement and Data (MD)
A-Z
Statistics and Probability (SP)
Times are Changing
For More Information
•
•
•
•
http://www.corestandards.org/
http://www.parcconline.org/
http://commoncore.org/maps/faqs
http://www.corestandards.org/assets/Publish
ers_Criteria_for_3-12.pdf
• http://www.readinglady.com/index.php?mod
ule=pagemaster&PAGE_user_op=view_page&
PAGE_id=30&MMN_position=20:20
Lee County School District – October 2012
Who will take PARCC?
12-13 students impacted by PARCC
2012-2013
K & 1 Full CCSS
implementation
2013-2014
K-2 Full CCSS
implementation & 3-12
Blended NGSSS & CCSS
2014-2015
K-12 Full CCSS
implementation
Grade 1
Grade 2
Grade 3
Grade 2
Grade 3 – FCAT 2.0 Reading Grade 4
Grade 3 – FCAT 2.0 Reading Grade 4 – FCAT 2.0 Reading Grade 5
& FCAT 2.0 Writing
Grade 4 – FCAT 2.0 Reading Grade 5 – FCAT 2.0 Reading Grade 6
& FCAT 2.0 Writing
First group of
students to assess
on PARCC Literacy
and Mathematics
instead of FCAT 2.0
Reading, Writes,
and Math
Grade 5 – FCAT 2.0 Reading Grade 6 – FCAT 2.0 Reading Grade 7
Grade 6 – FCAT 2.0 Reading Grade 7 – FCAT 2.0 Reading Grade 8
Grade 7 – FCAT 2.0 Reading Grade 8 – FCAT 2.0 Reading Grade 9
& FCAT 2.0 Writing
Grade 8 – FCAT 2.0 Reading Grade 9 – FCAT 2.0 Reading Grade 10
& FCAT 2.0 Writing
Grade 9 – FCAT 2.0 Reading Grade 10 – FCAT 2.0
Grade 11
Reading & FCAT 2.0 Writing
Lee County School District – October 2012
Checkpoints
Summative Assessment Components:
–Performance-Based Assessment (PBA)
–End-of-Year Assessment (EOY)
Formative Assessment Components:
–Early Assessment
–Mid-Year Assessment
The PARCC Picture:
Formative & Summative
Flexible Optional Assessments
Early Assessment
• Early indicator of
student knowledge
and skills to inform
instruction, supports,
and PD
Summative
assessment for
accountability
33
Mid-Year Assessment
• Performance-based
• Emphasis on hard to
measure standards
Formative
assessment
Performance-Based
Assessment (PBA)
• Extended tasks
• Applications of concepts
and skills
End-of-Year
Assessment
• Innovative, computerbased items
Speaking &
Listening
Assessment
Lee County School District – October 2012
Formative/Non-Summative
Lee County School District – October 2012
Summative
Lee County School District – October 2012
A look at some sample items
for the Tasks
Lee County School District – October 2012
Performance-Based Assessment (PBA)
writing effectively, when analyzing text
• Literary Analysis Task
• Narrative Task
• Research Simulation Task
Performance-Based Assessment (PBA)
writing effectively, when analyzing text
Literary Analysis Task:
–important role in honing students’
ability to read complex text closely.
–will ask students to carefully consider
literature worthy of close study and
compose an analytic essay.
Lee County School District – October 2012
Performance-Based Assessment (PBA)
writing effectively, when analyzing text
Narrative Task:
– broadens the way in which students may use this
type of writing. Narrative writing can be used to
convey experiences or events, real or imaginary.
– students may be asked to write a story, detail a
scientific process, write a historical account of
important figures, or to describe an account of
events, scenes or objects, for example.
Lee County School District – October 2012
Performance-Based
Assessment
(PBA)
writing effectively, when analyzing text
Research Simulation Task:
– an assessment component worthy of student
preparation because it asks students to exercise the
career- and college- readiness skills of observation,
deduction, and proper use and evaluation of
evidence across text types.
– students will analyze an informational topic presented
through several articles or multimedia stimuli, the first
text being an anchor text that introduces the topic.
Students will engage with the texts by answering a
series of questions and synthesizing information
from multiple sources in order to write two analytic
essays.
Lee County School District – October 2012
End-of-Year Assessment (EoY)
Students will be given several passages to read
closely (possibly six texts – one may be multimedia).
EBSR and TECR questions will be sequenced in a way that
they will draw students into deeper encounters with the
texts and will result in thorough comprehension of the
concepts to provide models for the regular course of
instruction.
Will draw on higher order skills such as critical reading
and analysis, the comparison and synthesis of ideas
within and across texts, and determining the meaning of
words and phrases in context.
Lee County School District – October 2012
Grade 10
End-of-Year
Assessment
Evidence-Based
Selected-Response
Literary Analysis
•Part
Evidence-Based
Selected
Response
(EBSR)
A
•Which
Technology
Enhanced
Constructed
Response
of the following
sentences
best states
an
(TECR) theme about human behavior as described in
important
Ovid’s “Daedalus and Icarus”?
a.Striving to achieve one’s dreams is a worthwhile
endeavor.
b.The thoughtlessness of youth can have tragic results.*
c.Imagination and creativity bring their own rewards.
d.Everyone should learn from his or her mistakes.
RL.10.1 (evidence); RL.10.2 (theme); RL.10.10 (complex text)
Lee County School District – October 2012
Grade 10
End-of-Year
Assessment
Evidence-Based
Selected-Response
• Evidence-Based Selected Response (EBSR)
Literary Analysis
Part B
Select
pieces of evidenceEnhanced
from Ovid’s “Daedalus
and Icarus” that support
the answer to Part A.
• three
Technology
Constructed
Response
a. “and by his playfulness retard the work/his anxious father planned” (lines 310-311)*
(TECR)
b. “But when at last/the father finished it, he poised himself” (lines 312-313)
c. “he fitted on his son the plumed wings/ with trembling hands, while down his
withered cheeks/the tears were falling” (lines 327-329)
d. “Proud of his success/the foolish Icarus forsook his guide” (lines 348-349)*
e. “and, bold in vanity, began to soar/rising above his wings to touch the skies” (lines
350-351)*
f. “and as the years went by the gifted youth/began to rival his instructor’s art” (lines
376-377)
g. “Wherefore Daedalus/enraged and envious, sought to slay the youth” (lines 384-385)
h. “The Partridge hides/in shaded places by the leafy trees…for it is mindful of its former
fall” (lines 395-396, 399)
Grade 10
End-of-Year
Assessment
Evidence-Based
Selected-Response
A
•PartEvidence-Based
Selected Response (EBSR)
What does the word vanity mean in these lines from the text “Daedalus and
•Icarus”?
Technology
Enhanced
Constructed
Response
“Proud of his success, the foolish Icarus forsook his guide, and, bold in
vanity, began to soar” (lines 345-349)
(TECR)
a. arrogance*
Literary Analysis:
b. fear
c. heroism
Vocabulary
d. enthusiasm
Part B
Which word from the lines from the text in Part A best helps the
reader understand the meaning of vanity?
a. proud*
b. success
RL.10.1 (evidence); RL.10.4 (meaning of words and phrases); RL.10.10 (complex texts)
c. foolish
Lee County School District – October 2012
d. soar
Grade 10
End-of-Year
Prose Assessment
Constructed Response #2
• Evidence-Based Selected Response
(EBSR)
Literary
Analysis
• Technology Enhanced Constructed Response
Use what you have learned from reading “ Daedalus and
(TECR)
Icarus
” by Ovid and “ To a Friend Whose Work Has Come to
Triumph ” by Anne Sexton to write an essay that analyzes
how Icarus’s experience of flying is portrayed differently in
the two texts.
Develop your essay by providing textual evidence from both
texts. Be sure to follow the conventions of standard English.
RL.10.1; RL.10.9; W.10.2; W.10.4; L.10.1-3 (grammar and conventions)
Lee County School District – October 2012
Grade 6
End-of-Year
Assessment
Evidence-Based
Selected-Response
Part
A
• Evidence-Based
Selected Response (EBSR)
What does the word “regal” mean as it is used in the passage?
generous
•a. Technology
Enhanced Constructed Response
b. threatening
(TECR)
c. kingly*
d. uninterested
Narrative: Vocabulary
Part B
Which of the phrases from the passage best helps the reader understand the
meaning of “regal?”
a. “wagging their tails as they awoke”
b. “the wolves, who were shy”
c. “their sounds and movements expressed goodwill”
d. “with his head high and his chest out”*
RL.6.1 (evidence); RL.6.4 (meaning of words and phrases); RL.6.10 (complex text)
Lee County School District – October 2012
Grade 6
End-of-Year
Assessment
Evidence-Based
Selected-Response
• Evidence-Based Selected Response (EBSR)
• Technology Enhanced Constructed Response
Narrative
(TECR)
Part A
Based on the passage from Julie of the Wolves, how does Miyax feel about her father?
a. She is angry that he left her alone.
b. She blames him for her difficult childhood.
c. She appreciates him for his knowledge of nature.*
d. She is grateful that he planned out her future.
Part B
Which sentence from the passage best shows Miyax’s feelings for her father?
a. “She had been lost without food for many sleeps on the North Slope of Alaska.”
b. “This could be done she knew, for her father, an Eskimo hunter, had done so.”*
c. “Unfortunately, Miyax’s father never explained to her how he had told the wolf of
his needs.”
d. “And not long afterward he paddled his kayak into the Bering Sea to hunt for seal,
and he never returned.”
RL.6.1 (evidence); RL.6.3 (how characters respond); RL.6.10 (complex text)
Lee County School District – October 2012
Grade 6
End-of-Year
Assessment
Technology-Enhanced
Constructed-Response
Lee County School District – October 2012
• Evidence-Based
Selected Response (EBSR)
Part A
•Choose
Technology
Enhanced
Response
one word that
describes Constructed
Miyax based on evidence
from
the(TECR)
text. There is more than one correct choice listed below.
A.
B.
C.
D.
E.
F.
reckless
lively
imaginative*
observant*
impatient
confident
Narrative
RL.6.1 (evidence); RL.6.3 (how characters respond); RL.6.10 (complex text)
Grade 6
End-of-Year
Assessment
Technology-Enhanced
Constructed-Response
Lee County School District – October 2012
•PartEvidence-Based
Selected
Response
(EBSR)
Narrative
B
• Technology
Constructed
Response
Find
a sentence in Enhanced
the passage with
details that support
your
response
to Part A. Click on that sentence and drag and drop it
(TECR)
into the box below.
Part C
Find a second sentence in the passage with details that support
your response to Part A. Click on that sentence and drag and
drop it into the box below.
RL.6.1 (evidence); RL.6.3 (how characters respond); RL.6.10 (complex text)
Grade 6
End-of-Year
ProseAssessment
Constructed Response
Evidence-Based
Selected
Response
In •the
passage, the author
developed
a strong(EBSR)Narrative
character
named Miyax.
ThinkConstructed
about Miyax and
the
• Technology
Enhanced
Response
details the author used to create that character. The
(TECR)
passage ends with Miyax waiting for the black wolf to
look at her.
Write an original story to continue where the passage
ended. In your story, be sure to use what you have learned
about the character Miyax as you tell what happens to her
next.
RL.6.1 (evidence); RL.6.3 (describe how characters respond to changes); RL.6.10 (complex text);
W.6.3 (narrative writing); W.6.4 (writing coherently); L.6.1-3 (grammar and conventions)
Lee County School District – October 2012
Grade 7
End-of-Year
ProseAssessment
Constructed Response
Research Simulation: Summary
• Evidence-Based Selected Response (EBSR)
• Technology Enhanced Constructed Response
Based on the information in the text “Biography of
(TECR)
Amelia
Earhart,” write an essay that summarizes and
explains the challenges Earhart faced throughout her
life.
Remember to use textual evidence to support your
ideas.
RI.7.1 (evidence); RI.7.2 (summary of text); RI.7.10 (complex texts);
W.7.2 (writing to explain or inform); W.7.4 (writing coherently); W.7.9 (drawing evidence
from texts); L.7.1-3 (grammar and conventions)
Lee County School District – October 2012
Grade 7
End-of-Year
Assessment
Technology-Enhanced
Constructed-Response
• Evidence-Based Selected Response (EBSR)
• Technology Enhanced Constructed Response
Research
(TECR)
Below are three claims that one could make based on the article “Earhart’s
Final Resting Place Believed Found.”
Simulation
Part A
•Highlight the claim that is supported by the most relevant and sufficient facts within
“Earhart’s Final Resting Place Believed Found.”
Part B
•Click on two facts within the article that best provide evidence to support the claim
selected in Part A.
RI.7.1 (evidence); RI.7.8 (author’s claims and evidence);
Lee County School District – October 2012
RI.7.10 (complex texts)
Grade 7
End-of-Year
ProseAssessment
Constructed Response
• Evidence-BasedResearch
SelectedSimulation:
Response
(EBSR)Essay
Analytic
You
have read three texts
describing Amelia
Earhart. All three include
the claim
• Technology
Enhanced
Constructed
Response
that Earhart was a brave, courageous person. The three texts are:
(TECR)
Lee County School District – October 2012
•
“Biography of Amelia Earhart”
•
“Earhart's Final Resting Place Believed Found”
•
“Amelia Earhart’s Life and Disappearance”
Consider the argument each author uses to demonstrate Earhart’s bravery.
Write an essay that analyzes the strength of the arguments about Earhart’s bravery
in at least two of the texts. Remember to use textual evidence to support your ideas.
RI.7.1 (evidence); RI.7.8 (evaluate claims in a text); RI.7.9 (comparison of authors’ presentation); RI.7.10 (complex
texts); W.7.2 (writing to inform and explain); W.7.4 (writing coherently);
W.7.7 (conduct short research projects); W.7.8 (gather relevant information from multiple sources); W.7.9 (drawing
evidence from texts); L.7.1-3 (grammar and conventions)
Grade 3
End-of-Year
Assessment
Evidence-Based
Selected-Response
B
A
•PartEvidence-Based
SelectedPart
Response
(EBSR)
•What
Technology
Constructed
Response
Which sentence from
the article best
is one main ideaEnhanced
of “How
supports the answer to Part A?
Animals
Live?”
(TECR)
a.
There are many types of
animals on the planet.
b.
Animals need water to live.
c.
There are many ways to sort
different animals.*
d.
Animals begin their life cycles in
different forms.
a. “Animals get oxygen from air or
water.”
b. "Animals can be grouped by their
traits.”*
c. "Worms are invertebrates.”
d. "All animals grow and change over
time.”
e. "Almost all animals need water,
food, oxygen, and shelter to live."
RI.3.1 (evidence); RI.3.2 (main idea); RI.3.10 (complex text)
Lee County School District – October 2012
Grade 3
End-of-Year
Assessment
Technology-Enhanced
Constructed-Response
•Drag
Evidence-Based
Response
the words from theSelected
word box into
the correct(EBSR)
locations on
• Technology
the
graphic to showEnhanced
the life cycleConstructed
of a butterfly as Response
described in
(TECR)
“How
Animals Live.”
Words:
Pupa
Adult
Egg
Larva
RI.3.1 (evidence); RI.3.3 (relationship between events); RI.3.10 (complex text)
Lee County School District – October 2012
How will PARCC be administered?
• constructed response items
• performance-based tasks
• computer-enhanced, computer-scored items.
Administered via computer
with a combination of automated and human scoring
Beginning in Gr. 3, students will type responses on the computer
Three Item Types
– Prose Constructed Response (PCR)
– Evidence-Based Selected Response (EBSR)
– Technology Enhanced Constructed Response (TECR)
Lee County School District – October 2012
How will student’s be scored?
Performance Level Descriptors: there will be five
performance levels
Student results will be reported according to numerical
scaled scores and performance levels.
Each PARCC performance level will have a specified
minimum scaled score associated with it – often referred to
as cut score.
Cut scores for PARCC performance levels will be
determined through a systematic, standard-setting process
in the summer of 2015.
Lee County School District – October 2012
Stay Current
• http://tinyurl.com/PARCC-K-12-Survey
Sign up for PARCC’s newsletter to stay in the
loop on PARCC’s design and development
activities and upcoming events
Lee County School District – October 2012
References
• www.fldoe.org/parcc
• PARCC ITN Test Blueprint
• www.parcconline.org
Lee County School District – October 2012