CCSS PPT from Annual PCWAVA Conference.

1. Start the Transition to the
CCSS by Setting the Course!

2. At the end of the day….
What do we believe?
Every public school student will
graduate from high school
globally competitive for work
and postsecondary education
and prepared for life in the 21st
century.
And…EACH of US has a role in
achieving this goal!
Moira, GA: Class of 2023
Lorelai, GA: Class of 2025
Hannah, WA: Class of 2021
2

3. Career and College Readiness (CCR) for
EVERY Student
What is YOUR vision for career and college readiness?
What role do student learning standards and associated
assessments serve in reaching this vision?
What actions are you and your teams taking to prepare for CCR
standards and assessments?
3

4. We will fully implement the Common Core
State Standards in 2014-2015
We will take the new national test with
Common Core Standards in
Spring of 2015

5. Our guiding beliefs and approach for
CCR Standards Implementation in
WA
2-Prongs:
1. The What: Content Shifts (for students and educators)
Belief that past standards implementation efforts have provided
a strong foundation on which to build; HOWEVER there are shifts
that need to be attended to in the content.
2.
The How: System “Remodeling”
Belief that successful implementation will not take place top
down or bottom up – it must be “both, and…”
Belief that districts across the state have the conditions and
commitment present to engage wholly in this work.
Professional learning systems are critical
CCR Systems Webinar Pt.1.9-16-13
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6. CCSS and NGSS
Washington’s Implementation Phases and Timelines
2011-12
2012-13
Phase 1: CCSS and NGSS
Exploration
Phase 2:Build Awareness
& Begin Building
Statewide Capacity
Phase 3:Build Statewide
Capacity and Classroom
Transitions
Phase 4:Statewide
Application and
Assessment
Ongoing: Statewide
Coordination and
Collaboration to Support
CTE Preconference 2013
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2013-14
2014-15 2015-16 2016-17

7. Today is about:
Processing and Reflecting on
Professional learning
Educators develop the knowledge, skills, practices, and dispositions they
need to help students perform at higher levels.
Something most teachers and educators do everyday, as we reflect on our
professional practice, work together and share ideas, and strive to
improve student outcomes.
The kind of change that builds teacher capacity and professional culture
Takes place at several levels:
the individual
the workplace
the organization

8. We believe this can only occur through…
Collaboration
Coordination
Commitment
“From the school house to the
state house…”

9. Essential Question
How will you, as the instructional leader, bring
CCSS back to your staff?
What are some resources you need?

10. Common Core State Standards
Awareness,
Transition,
Implementation
Plan
Understanding
CCSS Standards
ELA and Math
Assessment
Instructional
Shifts

11. Transition and Leadership Plan
LEADER FOCUS

12. Standards for Professional Learning
Communities of learners
• Share goals aligned with the school and
school system, and state priorities.
Learning
Communities
• Committed to
o continuous improvement
o collective responsibility
o goal alignment..
Learning forward

13. • Model effective professional learning
• Shape the conditions it which it exists
Leadership
• Develop capacity, advocate, and create
support systems
• Analyze available resources assessing how
they are used
Resources
• Realign resources to support high-priority
areas
• Requires prioritizing, monitoring, and
coordinating resources for educator
learning.
Learning forward

14. • Uses a variety of sources and types
DATA
• Use to plan, assess, and evaluate
effectiveness of professional learning
• Transfer knowledge to practice
Learning
Designs
• Continuous cycle:
o examine data
o set goals and identify learning foci
o engage in learning
o implement and analyze results
o evaluate learning process
o repeat cycle again multiple times in a
single year
Learning forward

15. How does your district determine whether
students have grown in their learning?

16. Defining Key Terms
Student Achievement: The status of subject-matter
knowledge, understandings, and skills at one point in
time.
Student Growth (Learning): The growth in subjectmatter knowledge, understandings, and skill over
time.
It is student growth, not student
achievement, that is relevant in
demonstrating impacts teachers and
principals have on students.
16

17. Student Growth Data Means…
Formal Tests in
Core Subjects Only
Knowledge and
Learning That Can Be
Measured
All Classroom
Learning
17

18. Student GrowthTheory of Action
If state leaders
allocate student
growth funds
and provide a
viable structure
for
setting, monitori
ng, and
evaluating
student learning
goals…
Then teachers
and principals
will set
meaningful
learning targets
and monitor
growth for all
students…
Then district
leaders will
present a vision
for student
learning that
starts with the
students, data, a
nd standards…
(3.1, 6.1,8.1)
18
And specific
outcomes for
students will
result in all
students reaching
their full learning
potential.
(3.2, 6.2)

19. Using District, School, and
Classroom-Based Data (Teachers)
RCW 28A.405.100
Five Student Growth Criteria
3.1 Establish Student Growth Goals
Re: individual or subgroups of students (achievement/opportunity gap)
3.2 Achievement of Student Growth Goals
Re: individual or subgroups of students (achievement/opportunity gap)
6.1Establish Student Growth Goals using Multiple Student
Data Elements
Re: whole class based on grade-level standards and aligned to school and
district goals
6.2 Achievement of Student Growth Goals
Re: whole class based on grade-level standards and aligned to school and
district goals
8.1 Establish Team Student Growth Goals
Re: Teacher as part of a grade-level, content area, or other school/district
team
19

20. Using the Rubrics
In a practical sense, we want
growth goals to not be too
large, not be too small, but just
right (think Goldilocks and the
three bears). Not too broad, not
too narrow, but just right.
Another way to think of the
three student growth criteria is
analogous to ‘nesting dolls,’
moving from large to small (8 to
6 to 3) or small to large (3 to 6 to
8)
20

21. Example of “Nested” Goals
3.1 Establish Student Growth Goals (individual or
subgroups of students)
Between September and May, all ELL Students will
improve their ability to provide text-based evidence
to support prediction, inference, and opinion. They
will use supports such as differentiated text, a
scaffold frame, or an oral reader and uses texts
appropriate to their reading level. At least 80% of
the students will improve at least one level in two
of the three skills, as measured by a four-point
rubric.
8.1 Establish Team Student Growth Goals (teacher as
part of a grade-level, content area, or other
school/district team)
Between September and May, all 8thgrade students
will improve their ability to provide text-based
evidence to support prediction, inference, and
opinion as measured bye a four-point rubric. At
least 70% of the students will improve at least one
level in each of the three skills, as measured bye a
four-point rubric. The 8th grade team will meet
every six weeks through the year to examine
student work and calibrate expectations.
6.1 Establish Student Growth Goals Using Multiple
Student Data Elements (whole class based on
grade-level standards and aligned to school and
district goals)
Between September and May, students will
improve their ability to provide text-based evidence
to support prediction, inference, and opinion. At
least 90% of the students will improve at least one
level in each of the three skills, as measured by a
four-point rubric.
21

22. Goldilocks Approach: Example Goals
STUDENT GROWTH GOAL
Literacy: Informational Text Writing K-5
Too Narrow
6.1
Whole Group
JUST RIGHT
Too Broad
All students (with
100% accuracy)
will determine the
meaning of the
root word when
the affix ‘un’ is
added.
In the 2013-2014 year students in my
science class will accurately identify,
define, and use vocabulary appropriate to
the rocks and minerals content area. Tier
II word use will transfer to other subject
areas, e.g., observation, properties. This
will be measured through a pre-test,
formative assessment,
think~write~pair~share, reflective
writing, and a post-test.
All of my students
will understand and
apply grade level
vocabulary to
content areas.
22

23. A Data Pyramid for Washington Educators
End of course exam
(EOC), MSP, ACT, SAT, A
SVAB, PSAT, IB tests, AP
tests, WELPA
Benchmark assessments, MAP
(ELL), district finals
2-4 times
(Measure of Academic Process),
DIBELS, music performances,)
a year
finals/mid-terms, common
assessments, RBA (ELA), fit-n-fun
day
Unit test, project/exam = summative
Quarterly or
demonstration, practice MSP portfolio, grade-level
common assessments, oral exams, skills
end of unit
performance test, collaborative with classroom
teachers - 6 trait writing: transferable learning, PB
exams, RCBM,
Performance tasks
Unit test/project, common formative assessment, essays
1-4 times
(all content areas), literature circles, writing groups presentation and
projects with rubric criteria, peer assessments, quizzes, writing
a month
samples, student self assessment, timed writing probes, weekly mathfact fluency, writers workshop writing samples, AIMS (reading/math
assessment), running records
Annually
Daily/
weekly
Entry/exit slips, quiz, homework, quick checks, focus task, summary task, think-pairshare, student reflection, note check, student
dialogue/discourse/demonstration, student white boards, conferring with
students, diagram labeled with words (ELL), student interviews, hand votes, written
responses, science lab, math practice
23

24. • Routine practices
• Constructive feedback
Implementation
• Apply research on change
• Sustain support for long-term change.
• Align outcome with educator performance
and student curriculum standards
Outcomes
Learning forward

25. Professional Learning System Readiness Assessment:
Implementation of the Common Core State Standards
• Complete Readiness Tool with your Team
• Assess members of the community in their knowledge on the CCSS
“Building Capacity for the Work”
• Develop an Plan for professional learning which supports
implementation of the CCSS
• What is your role as a Director to create the conditions that will
facilitate the transition and support to all educators?

26. Relationship Professional Learning and student results
1. Standardsbased
professional
learning
4.
Changes in
student
results
Standards for Professional Learning
Quick Reference Guide …learning
forward
2.
Changes in
educator
knowledge,
skills, and
dispositions
3.
Changes in
educator
practice

27. Metrics: Clear goals, picture of progress, and
a commitment to monitor and adjust
Consider:
Teacher knowledge and practice
Instructional materials and resources
Student work- evidence of shifts,
demonstrate understanding

28. Implementing the Common Core/
Getting to Measureable, Meaningful Metrics
Table Discussion
Share out
What does successful implementation look like?

29. Understanding the Standards
• WHAT ARE THEY?
• WHAT ARE THE PRACTICES?
TEACHER FOCUS

30. What are the Common Core State
Standards?
…describe/define the knowledge and skills in the
areas of English language arts and mathematics
that students will need throughout their K-12
education careers so they graduate high school
able to succeed in careers and college, whatever
their choice of college or career.
30

32. Each section of the CCSS document is divided
into strands (ELA) and domains ( Math) which
are:
ELA:
Math:
 Reading (Literature/
Information Text)
 Number and
Operations
 Writing
 Operations and
Algebraic Thinking
 Speaking and
Listening
 Language
 Functions
 Literacy for Science
and Social Studies
 Measurement and
Data
 Geometry
 The Number System

33. Implications on your work…
Considering the standards…
Which are you teaching explicitly? (You may have an
equivalency)
Which are you supporting through application and
practice?
33

35. What about the Academy curriculum
and the CCSS?
State Learning
Standards
(CCSS – ELA/M)
• What ALL
students need to
know and be
able to do
• ELA, Math
Practices
• Habits of Mind
• 21st Century
Skills (Career
Ready practices
35
Academy
curriculum
•Industryspecific
•Focused for
academy theme

36. New 21st Century Framework
Standards and Competencies
Standard/Unit:
M
O
D
E
L
Total Learning Hours for Unit:
Competencies
Standards and Competencies
Standard/Unit: Propagate plants
S
A
M
P
L
E
Competencies
Total Learning Hours for Unit: 20
• Identify propagating and growing facilities and structures
• Prepare propagation media
• Select and collect propagation materials
• Demonstrate propagation by sexual and asexual methods
• Demonstrate environmental controls for propagation materials (e.g., moisture, temperature, light)
• Transplant rooted propagation materials
• Identify asexual and sexual plant propagation methods
• Apply knowledge in a production greenhouse setting as part of a management team

37. New 21st Century Framework
COMPONENTS AND ASSESSMENTS
M
O
D
E
L
Performance Assessments:
List assessment used to evaluate competencies
Leadership Alignment:
List leadership activity embedded in curriculum and instruction.
(Examples: CTSO project or activity, locally developed leadership project
or activity)
COMPONENTS AND ASSESSMENTS
S
A
M
P
L
E
Performance Assessments:
• Students practice and perform multiple types of plant propagation
• Students develop a lesson to teach to 4th grade elementary students.
Leadership Alignment:
• Sell the resulting plant material at annual FFA plant sale.
(2C, 3A, 9A,10A, 10B)
• In pairs, students teach lesson to 4th grade elementary students.
(1A, 1B, 3A,3B, 11A,

38. New 21st Century Framework
Unit: Propogate Plants
Aligned Washington State and Common Core Standards
SL1
Speaking & Listening
M
O
D
E
L
S
A
M
P
L
E
Educational
Technology
Reading
Science
Writing
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively.
1.2.1 Communicate and collaborate to learn with others.
1.3.1 Identify and define authentic problems and significant questions for investigation and plan
strategies to guide inquiry.
1.3.2 Locate and organize information from a variety of sources and media.
1.3.3 Analyze, synthesize and ethically use information to develop a solution, make informed decisions
and report results.
RI7
Integrate and evaluate multiple sources of information presented in different media or formats
(e.g., visually, quantitatively) as well as in words in order to address a question or solve a
problem.
RST1 Cite specific textual evidence to support analysis of science and technical texts, attending to the
precise details of explanations or descriptions.
RST4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as
they are used in a specific scientific or technical context relevant to grades 9–12 texts and topics.
RST7 Translate quantitative or technical information expressed in words in a text into visual form (e.g.,
a table or chart) and translate information expressed visually or mathematically (e.g., in an
equation) into words.
9-11 LS1H Genes are carried on chromosomes. Animal cells contain two copies of each chromosome
with genetic information that regulate body structure and functions. Cells divide by a process
called mitosis, in which the genetic information is copied so that each new cell contains exact
copies of the original chromosomes.
9-11 LS1I Egg and sperm cells are formed by a process called meiosis in which each resulting cell
contains only one representative chromosome from each pair found in the original cell. …
WHST2 Write informative/explanatory texts, including the narration of historical events, scientific
procedures/experiments, or technical processes.W4 Produce clear and coherent writing in
which the development, organization, and style are appropriate to task, purpose, and audience
WHST6 Use technology, including the Internet, to produce, publish, and update individual or shared
writing products in response to ongoing feedback, including new arguments or information.
WHST8 Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the strengths and limitations of each source in terms of the task,
purpose, and audience; integrate information into the text selectively to maintain the flow of
ideas, avoiding plagiarism and overreliance on any one source and following a standard format
for citation.

39. Common Core State Standards
The Big Ideas in English language arts
39

40. Current Standards
Reading
Communication
(includes
Speaking and
Listening)
Writing
Common Core ELA Standards – Grades K-12
Media
&
Tech
Language
40

41. TheBigIdeas ELA Practices
Capacities of a Literate Person:
introduction, page 7
Demonstrate independence
Build strong content knowledge
Respond to the varying demands of
audience, task, purpose, and discipline
Comprehend as well as critique
Value evidence
Use technology and digital media strategically and capably
Come to understand other perspectives and cultures
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42. Instruction Changes
Approach to Teaching
• Teaching changes from giving students the answer to
having students apply knowledge to real world
situations
• Students must find the answer and explain
• From… Content knowledge primarily from teacherled lecture
• To…. Content knowledge from a balance of reading,
writing, lecture, and hands on experience

43. Some ELA CCSS Vocabulary
!
Strands – are the big categories found in the ELA
standards:
"Reading
"Writing
"Speaking & Listening
"Language
!
Anchor Standards – are the subcategories in each
strand that anchor all standards across all grades. Here
are specific anchor standard subcategories for writing:
"Text Types and Purposes
"Production and Distribution of Writing
"Research to Build and Present Knowledge
"Range of Writing

45. College and Career Readiness Anchor
Standards for ELA
College and Career
Readiness (CCR)
Standards – Overarching
standards for each of four
ELA strands that are further
defined by grade-specific
standards

Reading – 10
standards

Writing – 10
standards

Speaking and
Listening – 6
standards

Language – 6
standards

47. ELA Coding System
Each strand is abbreviated in the standards
Grades K-5
Grades 6-12
Reading Foundational (RF)
Reading Literature (RL)
Reading for Informational (RI)
Writing (W)
Speaking and Listening (SL)
Language (L)
Reading Literature (RL)
Reading Informational (RI)
Reading for History (RH)
Reading Standards for Science
and Technical Subjects (RST)
Writing for History, Science and
Technical Subjects.(WHST)
Speaking and Listening (SL)
Language (L)

48. Shifting to comprehensive literacy
K
1
2
3
4
5
6
7
8
9-10
11-12
Foundational Skills
Print concepts and alphabetic principle
Phonological awareness
Phonics and word recognition
Fluency
Although foundational skills are addressed prior to grade 6, students who struggle in these areas will need further
support.
Reading Literature and Informational Texts
Focus on teaching students reading skills to engage with rigorous texts across a broad spectrum of content; balance the types of texts students read.
*Percentages represent comprehensive use (teaching, learning, and student production) across a school year.
Balance grades K-5 = 50%* literature; 50%* informational text
Balance grade 6-8 = 45%* literature; 55%* informational text
Balance grades 9-12 = 30%* literature; 70%* informational text
Literacy (Reading and Writing) in History/Social Studies, Science, and Other Technical Subjects
Focus on teaching key ideas, details, using evidence from text to support conclusions, contextual vocabulary acquisition, and point of view.
Writing Standards
Focus on teaching the processes of writing, including a balance of text types and the role of argument in History/ social studies, and science
*Percentages represent comprehensive use (teaching, learning, and student production) across a school year.
Balance of writing types, including writing in the content areas
By grade 4—opinion =30%; information = 35%; narrative =35%
Balance of writing types, including writing in the content areas
Grade 8 – argument = 35%; information = 35%; narrative = 30%
Grade 12 – argument = 40%; information = 40%; narrative = 20%
Speaking & Listening Standards
Focus on teaching comprehension and collaboration, presentation of knowledge and ideas, and evaluating speaker’s point of vie w.
Language Standards
Focus on teaching conventions of standard English, knowledge of language in different contexts, and vocabulary acquisition.
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49. PROGRESSION ACTIVITY

50. Shared responsibility across ALL educators!
Literacy Standards for All Content Areas
Embedded expectations for grades K-5
Separate documents for grades 6-12

51. Technical
Subjects

52. Three Shifts in English Language
Arts
Building content knowledge
through content-rich nonfiction
Reading, writing, and speaking
grounded in evidence from
text, both literary and
informational
Regular practice with complex
text and its academic language
52

53. Content Area Literacy
Content area teachers emphasize reading and writing
in planning and delivery
Content area teachers and literacy teachers share
responsibility of students’ literacy development
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54. Writing to Argue or
Explain
 Writing to sources and writing an argument
based on evidence and conveying complex
information should be part of instruction.
 Writing prompts should be tied to texts.
 Students should be writing arguments/taking
stances and using evidence from sources to
support their positions.
Content contained is licensed under a Creative Commons
Attribution-ShareAlike 3.0 Unported License

55. Academic Discussion
Teachers will….
 Foster rich discussions dependent on common
text
 Focus on higher- level questioning
 Focus on connections to text
 Develop habits for making arguments in
discussion and writing
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56. Academic Vocabulary
 Tier One Words- Consist of basic words and rarely require
instructional attention in school and highly frequent in life: clock,
baby, ball, happy, walk, run.
 Tier Two Words - High frequency use for mature language users and
found across a variety of knowledge domains: coincidence,
absurd, industrious, fortunate.
 Tier Three Words - Low frequency use and limited to specific
knowledge domains: isotope, lathe, peninsula, refinery,etc.
Best learned when teaching specific content lessons such as
geography, science.
Beck, I.L., McKeown, M.G., &Kucan, L. (2002).
Content contained is licensed under a Creative Commons
Attribution-ShareAlike 3.0 Unported License

57. Integration of Research and Media
Skills
Critically read print and digital media
Critically consume and synthesize research
Know uses of technology to fit purpose
National Governors Association/Chief State School Officers (2010)
Content contained is licensed under a Creative Commons
Attribution-ShareAlike 3.0 Unported License

58. Administrative Implications for Professional
Learning
Provide professional development and collaborative planning
opportunities around
• use of literacy nonfiction and information text in instruction
• content-area literacy
• argumentation, informational, and narrative writing
• encouraging the scaffolding of complex texts across a period
of time
• content-specific strategies vs. a generic list of strategies
Provide professional development and classroom resources for short
focused, research projects
Provide professional development to teachers on strategically
choosing vocabulary – 3 Tiers, with understanding of academic vs
domain specific

59. Common Core State Standards
The Big ideas in Mathematics
59
WAVA Spring Conference 2012
03/13/12

60. Traditional U.S. Approach
K
12
Number and
Operations
Measurement
and Geometry
Algebra and
Functions
Statistics and
Probability
OSPI CCSS Mathematics Webinar Part 1
9/18/2012

61. Common Core State Standards
Two Types of Standards:
• Mathematical Practice (recurring throughout
the grades)
• Mathematical Content (different at each grade
level)
 Both aim to balance mathematical
understanding and procedural skill

62. Standards for Mathematical Practice
Describe ways students should engage with math
as they grow:
 Make sense of problems and persevere in solving them
 Reason abstractly and quantitatively
 Construct viable arguments and critique the reasoning of others
 Model with mathematics
 Use appropriate tools strategically
 Attend to precision
 Look for and make use of structure
 Look for and express regularity in repeated reasoning
CTE Preconference 2013
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63. The 3 Shifts in CCSSM
• Focus strongly where the
standards focus
• Coherence: Think across
grades and link to major
topics within grades
• Rigor: In major topics,
pursue with equal intensity:
– Conceptual understanding
– Procedural skill and fluency
– Application
63

64. CCSSM Vocabulary
Organization of the document
Standards define what students should understand and be
able to do.
Clusterssummarize groups of related standards.
Domainsare larger groups of related standards.
**Standards from different domains and clusters may
sometimes be closely related.
64

65. Design and Organization
High School



Content standards define what students should
understand and be able to do
Clusters are groups of related standards
Domains are larger groups that progress across
grades
Domain
Cluster
Standard
Source: MDE- Math Common Core Power Point

66. High School Conceptual Categories
Number &
Quantity
Domains
Algebra
Functions
Modeling
The Real
Number System
Seeing
Structure in
Expressions
Interpreting
Functions
Quantities
Arithmetic
with
Polynomials
& Rational
Expressions
Building
Functions
The Complex
Number System
Creating
Equations
Linear,
Quadratic and
Exponential
Models
Vector and
Matrix
Quantities
Reasoning
with
Equations
and
Inequalities
Trigonometric
Functions
Modeling is
best
interpreted not
as a collection
of isolated
topics but
rather in
relation to
other
standards.
Making
mathematical
models is
a Standard for
Mathematical
Practice, and
specific
modeling
standards
appear
throughout the
high school
standards
indicated by a
star symbol
(★).
Geometry
Statistics &
Probability
Congruence
Interpreting
Categorical and
Quantitative Data
Similarity, Right
Triangles, and
Trigonometry
Making
Inferences and
Justifying
Conclusions
Circles
Conditional
Probability and
the Rules of
Probability
Expressing
Geometric
Properties with
Equations
Using Probability
to Make Decisions
Geometric
Measurement
and Dimension
Modeling with
Geometry

67. FOCUS
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68. Shift Two: Coherence
Think across grades, and link to major topics
within grades
Carefully connect the learning within and across
grades so that students can build new
understanding onto foundations built in previous
years.
Begin to count on solid conceptual understanding
of core content and build on it. Each standard is not
a new event, but an extension of previous learning.
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69. Shift Three: RigorEqual intensity in
conceptual understanding, procedural
skill/fluency, and application
The CCSSM require:
Solid conceptual understanding
Procedural skill and fluency
Application of skills in problem solving situations
In the major work of the grade, this requires equal intensity
in time, activities, and resources in pursuit of all three
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70. INSTRUCTIONAL CHANGES
• MORE INTENTIONAL
INSTRUCTION?
• TEACHER PRACTICES?
TEACHER FOCUS

71. Instruction changes to:
Teach deep, not broad!
Teach learners to use complex cognitive skills to analyze
complex problems students face in the 21st century
Understanding and applying to real-world problems

72. Instruction Changes
From giving students the answer to having students apply
knowledge to real world situations
• Students must find the answer and explain
• From… Content knowledge primarily from teacher-led
lecture
• To…. Content knowledge from a balance of reading,
writing, lecture, and hands on experience

73. Essential Question
How will you as the instructional leader, bring CCSS
back to your staff?
What are some of the resources you need?
For Math?
For ELA?
Other subject areas?

74. What changes would you make to create conditions for
high quality professional learning in
implementing the instructional changes of
the common core state standards?

75. Which Assessment am I using?
Should I use?
Formative?
Summative?
Performance Task?

76. “When the cook tastes the soup,
that’s formative assessment;
when the customer tastes the
soup, that’s summative
assessment.”
Paul Black

77. Formative Assessments Assessment FOR learning
• Process in which evidence of student learning
used to adjust and adapt instructional
practice
ie, concept map to represent understanding, submit one or two sentence summary,
turn in research proposal for early feedback
Summative Assessments - AssessmentOFlearning
• Evaluate student learning at end of an instructional unit by comparing it against
a standard or benchmark
ie, midterm exam, final project, a paper

78. Performance Tasks –
Answer the question, how well can you use what you know?
• Requires students to create answers or products which demonstrate his/her
knowledge or skills
• Demonstrate their ability to apply their knowledge and skills to real-world situations

79. 7 ways Common Core will change the
classroom
1. Depth not width—
2. Nonfiction, not fiction
3. Evidence is required
4. Speaking and listening
5. Technology is part of most/all standards
6. 21st century skills are emphasized across subject area
7. An increase in rigor

80. THANK YOU