Fall 2013 Parent Night Presentation
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Information about the new SBAC test, (replacing the CMT), the new Common Core State Standards, our new standards-based report cards, and PowerSchool.
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Fall 2013 Parent Night Presentation
- 1. Teaching and Learning Revealed Parent Information Nights Colleen Murray – Director of Curriculum & Instruction Matthew Bruder – Technology Administrator Fall 2013
- 2. Common Core State Standards The Common Core State Standards (CCSS) provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.
- 3. Common Core State Standards What are they? STANDARDS What every student should know and be able to do by the end of each grade level Since July 2010, CT and 44 other states have adopted the CCSS
- 4. Common Core State Standards Why did CT adopt the CCSS? CCSS are aligned with college and career expectations in the 21st Century CCSS are informed by the education of top-performing countries
- 5. Common Core State Standards How will CCSS help our children? Prepare them to succeed in a global economic society Prepare them to apply knowledge and actively solve problems Provide consistent focus on high level skills: reading, writing, speaking, listening & language
- 6. Common Core State Standards http://vimeo.com/51933492
- 7. Common Core State Standards English Language Arts (ELA) What are the learning expectations? READING: As grades advance, more non-fiction (information) texts More complex texts within each grade level Asking and answering in-depth questions about what is read Close Reading to find evidence to answer questions WRITING: Argument-taking a side on an issue and backing it up with evidence Explanatory-explaining a topic Narrative-telling a story SPEAKING AND LISTENING: Research to build knowledge/present knowledge to others Academic vocabulary Opportunities to speak and take part in discussions
- 8. Common Core State Standards Mathematics Grades K-8 What are the learning expectations? Build deep understanding, not just procedural skill Develop fluency (speed and comfort) in computation, measurement, and ratios and proportional reasoning Apply mathematical understanding by solving real world problems and actively discussing solutions.
- 9. Common Core State Standards Students learn eight practices (behaviors, habits of mind, etc.) necessary to become successful problem solvers. These practices are the same from grades K-12, but are applied to more demanding problems as students move up to each grade level. Mathematical Practices Make sense and persevere in solving problems Reason abstractly and quantitatively Construct viable arguments and critiques 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
- 12. Smarter Balanced Consortium Assessment The Smarter Balanced Assessment Consortium (SBAC) is a state-led consortium working to develop next-generation assessments that accurately measure student progress toward college- and career-readiness. Smarter Balanced is one of two multistate consortia awarded funding from the U.S. Department of Education in 2010 to develop an assessment system aligned to the Common Core State Standards by the 2014-15 school year.
- 13. Smarter Balanced Consortium Assessment 1. Aligned to the CCSS 2. Provide parents & students more accurate and actionable information about what kids are learning. 3. Computer adaptive 4. Provide better information about the needs and successes of individual students 5. Present a clearer picture on whether students are on the right track to graduate high school, attend college or ready to join the workplace
- 15. Many experts will tell you that television is bad for you. Yet this is an exaggeration. Many television programs today are specifically geared towards improving physical fitness, making people smarter, or teaching them important things about the world. The days of limited programming with little interaction are gone. Public television and other stations have shows about science, history, and technical topics. Which sentence should be added to the paragraph to state the author’s main claim? A. Watching television makes a person healthy. B. Watching television can be a sign of intelligence. C. Television can be a positive influence on people. D. Television has more varied programs than ever before. Selected Response Single Response – Multiple Choice
- 16. Selected Response Multiple Correct Options Which of the following statements is a property of a rectangle? Select all that apply. ☐ Contains three sides ☐ Contains four sides ☐ Contains eight sides ☐ Contains two sets of parallel lines ☐ Contains at least one interior angle that is acute ☐ Contains at least one interior angle that is obtuse ☐ All interior angles are right angles ☐ All sides have the same length ☐ All sides are of different length
- 17. Constructed Response The table below shows the number of students in each third-grade class at Lincoln School. There are 105 fourth-grade students at Lincoln School. How many more fourth-grade students than third-grade students are at Lincoln School? Show or explain how you found your answer.
- 18. Constructed Response Extended Response Ms. McCrary wants to make a rabbit pen in a section of her lawn. Her plan for the rabbit pen includes the following: • It will be in the shape of a rectangle. • It will take 24 feet of fence material to make. • Each side will be longer than 1 foot. • The length and width will measure whole feet. Part A Draw 3 different rectangles that can each represent Ms. McCrary’s rabbit pen. Be sure to use all 24 feet of fence material for each pen. Use the grid below. Click the places where you want the corners of your rectangle to be. Draw one rectangle at a time. If you make a mistake, click on your rectangle to delete it. Continue as many times as necessary. Use your keyboard to type the length and width of each rabbit pen you draw. Then type the area of each rabbit pen. Be sure to select the correct unit for each answer. [Students will input length, width, and area for each rabbit pen. Students will choose unit from drop down menu.] Pen 1: Length: (feet, square feet) Width: (feet, square feet) Area: (feet, square feet) Part B Ms. McCrary wants her rabbit to have more than 60 square feet of ground area inside the pen. She finds that if she uses the side of her house as one of the sides of the rabbit pen, she can make the rabbit pen larger. • Draw another rectangular rabbit pen. • Use all 24 feet of fencing for 3 sides of the pen. • Use one side of the house for the other side of the pen. • Make sure the ground area inside the pen is greater than 60 square feet. Use the grid below. Click the places where you want the corners of your rectangle to be. If you make a mistake, click on your rectangle to delete it. Pen 2: Length: (feet, square feet) Width: (feet, square feet) Area: (feet, square feet) Pen 3: Length: (feet, square feet) Width: (feet, square feet) Area: (feet, square feet) Use your keyboard to type the length and width of each rabbit pen you draw. Then type the area of each rabbit pen. Be sure to select the correct unit for each answer. Length: (feet, square feet) Width: (feet, square feet) Area: (feet, square feet)
- 19. Performance Task Student Directions: Part 1 (35 minutes) Your assignment: You will read a short story and article, watch a video, review research statistics, and then write an argumentative essay about your opinion on virtual schools. Steps you will be following: In order to plan and compose your essay, you will do all of the following: 1. Read a short story and article, watch a video, and review research statistics. 2. Answer three questions about the sources. 3. Plan and write your essay. Directions for beginning: You will now read the sources and watch a video. Take notes, because you may want to refer back to your notes while writing your essay. You can refer back to any of the sources as often as you like. • (short story) • (article 1) • (video) • (research statistics) Questions Use your remaining time to answer the questions below. Your answers to these questions will be scored. Also, they will help you think about the sources you’ve read and viewed, which should help you write your essay. You may click on the appropriate buttons to refer back to the sources when you think it would be helpful. You may also refer to your notes. Answer the questions in the spaces provided below them. 1. Analyze the different opinions expressed in “The Fun They Had” and the “Virtual High School Interview” video. Use details from the story and the video to support your answer. 2. What do the statistics from “Keeping Pace with K–12 Online Learning” suggest about the current trends of virtual schools in the U.S.? Use details from the charts to support your answer. 3. Explain how the information presented in the “Virtual High School Interview” video and the article “Virtual Schools Not for Everyone” differs from the information in the research statistics? Support your answers with details from the video and the articles. Part 2 (85 minutes) You will now have 85 minutes to review your notes and sources, and to plan, draft, and revise your essay. You may also refer to the answers you wrote to the questions in part 1, but you cannot change those answers. Now read your assignment and the information about how your essay will be scored, then begin your work. Your Assignment Your parents are considering having you attend a virtual high school. Write an argumentative essay explaining why you agree or disagree with this idea. Support your claim with evidence from what you have read and viewed.
- 20. Technology-Enabled Selected or Constructed Responses that include Multimedia Brianna is running for class president. She needs to give a speech to the 4th grade class. Listen to the draft of her speech and then answer the questions that follow. (Test-takers listen to an audio version of the following speech.) “Hi, My name is Brianna. I am running for class president, and I hope you will vote for me. You know many of my friends said they would. I am involved in many activities, including track and theater. If I am elected, I will hold several fundraisers so that all students in the 4th grade can go on a trip at the end of the year. Also, we can donate a portion of the money to a charity of our choice. If you want a class president who will work hard for you and listen to your needs, please vote for me next week!” This speech needs to be revised before the student presents it. Which sentence should be omitted to improve the speech. A. I am running for class president, and I hope you will vote for me. B. You know many of my friends said they would. C. If I am elected, I will hold several fundraisers so that all students in the 4th grade can go on a trip at the end of the year. D. If you want a class president who will work hard for you and listen to your needs, please vote for me next week!”
- 21. Technology-Enhanced Collects Evidence through a Non-Traditional Response Below is a poem, a sonnet, in which the speaker discusses her feelings about a relationship. Read the poem and answer the question that follows. Remember by Christina Rossetti Remember me when I am gone away, Gone far away into the silent land; When you can no more hold me by the hand, Nor I half turn to go yet turning stay. Remember me when no more day by day 5 You tell me of our future that you planned: Only remember me; you understand It will be late to counsel then or pray. Yet if you should forget me for a while And afterwards remember, do not grieve: 10 For if the darkness and corruption leave A vestige* of the thoughts that once I had, Better by far you should forget and smile Than that you should remember and be sad. In the sonnet “Remember,” which two lines reveals a change in the speaker’s message to her subject?
- 22. SBAC Resources
- 23. Why was the report card changed? The report card was changed to provide more information to parents about student progress towards the CCSS. On the new report card, each of the subject areas is expanded to include the standards students are responsible for learning at each grade level. Each standard will receive a separate mark. Standards-Based Report Cards
- 24. English Language Arts Foundation Skills Demonstrates an understanding of print concepts Names all upper and lowercase letters Names author and illustrator of text and defines role of each Demonstrates an understanding of spoken words, syllables, and sounds Applies grade-level phonic skills Reads grade-level high frequency words Literature Retells stories including characters, setting, and major events with support Compares and contrasts the experiences of characters in stories Engages in group reading activities with purpose and understanding Informational Asks and answers questions about key details in a text with support Identifies the main topic and retells key details of a text with support Identifies similarities and differences between two texts on the same topic with support Engages in group reading activities with purpose and understanding Writing Uses a combination of drawing, dictating, and writing to compose narrative stories Uses a combination of drawing, dictating, and writing to compose opinion pieces Kindergarten ELA
- 25. Grade 4 Writing/Speaking & Listening/Language Writing Writes opinion pieces supporting a point of view with reasons Writes informative/explanatory texts to examine a topic and convey information clearly Writes narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences Conducts short research projects that build knowledge about a topic Plans, revises, and edits writing with guidance and support from peers and adults Uses evidence from literary or informational texts to support writing Speaking and Listening Engages effectively in collaborative discussions. Speaks clearly and uses descriptive details when reporting on a topic or text, telling a story, or recounting an experience Language Demonstrates command of grammar Demonstrates command of conventions (capitalization, punctuation, and spelling) Determines the meanings of unknown or multiple-meaning words and phrases
- 26. Grade 1 Math Mathematics Operations and Algebraic Thinking Demonstrates an understanding of the relationship between addition and subtraction Adds and subtracts fluently within 10 Solves addition and subtraction problems within 20 Solves addition and subtraction word problems within 20 Number and Operations in Base 10 Counts, reads, and writes numbers to 120 Demonstrates an understanding of place value Uses place value understanding to add and subtract Measurement and Data Uses non-standard and standard units to measure and compare length Tells and writes time Creates and interprets charts and graphs Geometry Demonstrates an understanding of the attributes of shapes Partitions circles and rectangles into equal parts
- 27. Grade 6 Math Mathematics Ratios and Proportional Reasoning Demonstrates an understanding of rate and ratios Solves problems involving rate and ratios The Number System Computes fluently with whole numbers Computes fluently with decimals Solves problems involving the division of fractions Demonstrates an understanding of positive and negative numbers Solves problems involving coordinate graphing Expressions and Equations Writes and interprets algebraic expressions Solves algebraic equations Understands the relationship between dependent and independent variables Geometry Solves problems involving area, surface area and volume Statistics and Probability Represents and interprets data using multiple models Identifies variability in data collection
- 28. Mathematical Practices Grades K-6 Mathematics Mathematical Practices 1. Makes sense of problems and perseveres in solving them 2. Reasons abstractly and quantitatively 3. Constructs viable arguments & critiques reasoning of others 4. Models with mathematics 5. Uses appropriate tools strategy 6. Attends to precision 7. Looks for and makes use of structures 8. Looks for and expresses regularity in repeated reasoning
- 29. Social Studies/Science K - 6 Social Studies Demonstrates knowledge of grade-level themes, content, and vocabulary to promote understanding of our community, state, nation and/or world Science Demonstrates knowledge of grade-level concepts, content and vocabulary Engages in the Scientific Process (Questioning, Investigating, Analyzing, Evaluating, Communicating)
- 30. Art Demonstrates an understanding of concepts Understands and applies media, technique, and processes Responds to art using visual arts vocabulary Exhibits responsible behaviors Demonstrates effort Library Media Demonstrates the ability to locate information and resources in the Library Media Center Demonstrates appropriate grade-level skills to analyze, synthesize, and communicate information effectively Exhibits responsible behaviors Demonstrates effort Physical Education Demonstrates appropriate motor skills and movement patterns Incorporates strategies and concepts in physical activities Evaluates the performance of self and others using content vocabulary Exhibits responsible behaviors Demonstrates effort Music Demonstrates and applies an understanding of musical concepts Responds to music using academic vocabulary Exhibits responsible behaviors Demonstrates effort World Language Special Area Teachers
- 31. Academic Success Habits Social Development Demonstrates self-control Observes school and class rules Interacts well with others Works well in cooperative groups Respects the property of others Resolves conflict appropriately Learning Behaviors Participates and is engaged during instruction Follows directions Works without distracting others Works independently Seeks help when needed Shows a positive attitude Uses time appropriately Organizes self and materials Completes classroom assignments Completes homework Motor Skills Forms letters and numerals correctly Demonstrates age appropriate fine motor skills Success Habits K-6
- 32. Performance Codes Academic/Behavioral Performance Codes 4 Exceeding Grade-Level Standard Student demonstrates an understanding above and beyond what is expected at this grade level 3 Meeting Grade-Level Standard Student has mastered an understanding of the knowledge and skills expected at this grade level 2 Progressing Towards Grade- Level Standard Student is adequately progressing toward mastery of the knowledge and skills expected at this grade level 1 Does Not Meet Grade-Level Standard Student has not yet demonstrated an understanding of the knowledge and skills expected at this grade level N/A Standard Is Not Assessed At This Time This standard will be assessed later in the school year
- 33. PowerSchool •Website address: https://oess.powerschool.com/public/ • If you have not received account information, please contact your child’s school. PowerSchool-Parent Portal Information
- 34. Create a PowerSchool Account to access your child or children. • Go to this site: https://oess.powerschool.com/public/ • Use the page “PowerSchool - Parent/Student Portal access” that was sent home earlier to create your account. • See next slides for directions.
- 35. Sign In
- 46. Teaching and Learning Revealed
Notas del editor
- IntroductionsClassrooms in CT are in the midst of a significant instructional transition. Perhaps you have heard a little bit about NCLB, CCSS, SBAC, SRBI, SBR and others and are wondering what does all of this mean? Sounds like alphabet soup! Hopefully tonight’s presentation will answer some of your questions and help to make things a little bit clearer.
- Let’s start with the Common Core State Standards. Mission or Objective of the CCSS:
- Simply put: The standards represent what every student should know and be able to demonstrate by the end of each grade level.CT adoption
- 1st: Standards were not clear and they were not consistent across the nation or with other countries that our students will compete against in college and career.Research: US has the highest percentage of high school graduates going off to college.US has one of the lowest percentage of college students completing a degree program.An alarming high percentage of all college freshmen are required to take a prerequisite class prior to registering in English and Math 101.Working backwards – what skills do students need in order to successful in college and careers. What does education look like in top-performing countries?That informed the creation of CCSS
- We need for our children to be prepared to succeed in a global economy.We need our children to acquire high level skills in reading, writing, speaking……We need our children to apply knowledge across many different settings and be able to problem solve, be creative, think out of the box….
- The new CCSS are rigorous, they require students to think, communicate, problem solve, work cooperatively with others….Real world skills. At each grade level, there less standards taught before but they are taught to mastery. Previously, curriculum was a mile long and an inch deep, now fewer topics are studied in greater depth.
- Reading – More non-fiction informative text. Less focus on fiction. Move away from literal (who, what, when, where questions) about text – shift towards in-depth understanding about what is being read. Inferences, cause and effect… Text are chosen to match or exceed a students reading level – shift away from the one size fits all, middle of the road selection of materials. Close Reading –students need to find and support their answers from evidence from the text. Writing – A shift away from the prescribed prompt writing we’ve seen in the past to authentic writing. Think about your own writing you are either explaining a topic, telling a story or presenting and argument backed up by evidence. Speaking and Listening:A strong focus on developing students’ academic vocabulary, research and presentations. Real life- research a topic, talk the talk and present in a manner that is convincing and informational.In Orange, our focus is on ELA this year. Standards reviewWorking with a consultant to design CCSS lessonsDeveloping assessments
- Years ago, we had a pendulum swing supporting computational fluency and procedural skill but topics were taught so quickly there was little understanding. (multiplication example)Then, in the 90s, the pendulum shifted the other direction towards developing deep understanding of mathematics and little emphasis was put on computation fluency. I’m glad to report that both those expectations are part of the new CCSS. Most importantly, students are required to solve real world problems by engaging in discourse with each other to communicate their understanding. Our new math program – Math Expressions was chosen with all of this in mind. It is aligned to the CCSS, promotes deep understanding and computational fluency, and plans for collaboration among students to problem solve and communicate thinking.
- Math is not just about numbers and algorithms. It is more about habits of mind. In order to be a successful problem solver, students need to successfully demonstrate these habits or practices.
- You can learn more…SDE website
- PTA organization created Roadmaps, these are also available on the oess website under curriculum. What your child needs to know at each grade level with examples and ways in which you can help them. A Common Core app is available for free at the App Store.
- New standards call for new assessments. The NEW CMT…SBAC Where CMT measured students’ performance in relation to grade level expectations, SBAC measures student progress toward college and career readiness.SBAC and PARC
- What’s different about SBAC.
- SDE still working out the kinks. Will we be ready to take the test in spring. Computers – Tech Readiness Tool. On-line assessment, adaptive meaning that it “trees” up or down levels as the student completes the test.Let’s look at some of the examples and then talk a bit about the implications to teaching and learning. Class activity followed by a performance task
- Selected Response items prompt students to select one or more responses for a set of options. As an example, this item asks students to select the single best response.This type of selected response item is referred to as a multiple-choice item.
- Other selected response items may ask students to select more than one option. As an example, this item asks students to identify all of the properties of a rectangle. CMT – identify the shape or draw a rectangle and explain why. This question requires a much deeper understanding of geometric shapes.
- Constructed response items prompt students to produce a text or numerical response in order to collect evidence about their knowledge or understanding of a given assessment target. As an example, this item asks students to produce a response that provides evidence about their ability to add and subtract.
- In some cases, the evidence required to support a claim about a given assessment target necessitates a more extended response. As an example, this item prompts students to provide evidence about their understanding of perimeter and area by producing an extended response.
- In still other cases, the evidence required to support a claim must be collected through a task for which a student performs multiple actions. For each action, a response is provided. The set of responses are then used to support a claim about student understanding or ability. In these cases, a Performance Task is necessary. A Performance Task is used to assess a set of assessment targets as opposed to a narrow focus on just one or two targets, as is typically the case with selected and constructed response items. As an example, this performance task contains multiple parts, each designed to collect specific types of evidence that are combined to make a claim about student ability to read, synthesize, and communicate in writing.There will be more about each type of item and task in separate modules.
- The Smarter Balanced assessment system is designed to be administered on computers. For this reason, the assessment system aims to capitalize on the power of computers by employing technology rich items. Technology rich items fall into two broad categories, Technology-Enabled and Technology-Enhanced.Technology-Enabled items make use of multimedia and interactive elements to stimulate the assessment target measured by an item. Technology-Enabled items either collect responses from students by requiring them to select one or more responses or by producing text or numerals. As an example, this item plays a speech for studentsand asks them to select an option in response to the prompt.Similarly, other items ask students to experiment with interactive tools, like a random sample generator, and then prompt them to produce text-based responses.In these examples, the technology enables the use of a media rich stimulus, but does not produce a new way of providing a response.
- In contrast, a Technology-Enhanced item capitalizes on technology to collect evidence through a non-traditional response type. As an example, this item presents a sonnet and prompts students to highlight evidence in the poem that reveal a change in the speaker’s message.
- Check out the practice tests.Implications to our district:# of computersHeadsetsTimeComputer skillsContentHigher order thinking skills
- New standards, new assessments require a new way to report out on those standards.Orange has had a standards based report card for a number of years. (IWPB) Need to align to CCSS. Each subject is expanded to address many standards (collapsed into our report card standards)Committee work – Math and LA
- On every report card
- SS and Science standards address content as well as process.
- Content, application of skillsEvaluates using academic vocabularyExhibits responsible behaviorsDemonstrates Effort
- Aligned to our program at each marking period.
- This page will display all the abscenses and tardies for your children as well as their grades when they are entered into the grade book by their teacher.
- ON this page you will be able to view your child's past grades for the year.
- This page will show you the child’s attendance for the year.
- On this page you will be able to select which alerts you would like to receive about your child. This page will pertain only to grades and attendance.
- This is the page for our new alert system which replaced the one call now program. On this page you will need to select which messages you will want to receive and how you want to receive them. You will be able to update all fo your contact info through this page. There is no need to contact to the school if you get a new cell # or email address.
- This page will show you what your username and password are as well as what email address is linked to your account. We have the ability to work with Pam Loh the ESL coordinator and add additional languages as necessary
- This tab will show which child is linked to this account. You can have multiple children linked to one parent account.
- This tab is designed to provide information on what standards are, why we use standards, which standards are being assessed to your child and some FAQs by parents.
- Classrooms in CT are in the midst of a significant instructional transition.