Technology in the Common Core State Standards – An OverviewLinda Jones, Coordinator/Instructor The Eighth Floor, Technology & Learning Center for Educatorslinda.jones@tulsatech.edu

COMMON CORE STATE STANDARDS

State led initiativeCoordinated by the National Governors Association http://www.nga.org

Council of Chief State School Officershttp://www.ccsso.org

Common Core State StandardsStandards forEnglish Language ArtsMathematicsLiteracy in History/Social Studies, Science, and Technical Subjects

Common Core State Standards

Common Core Standards CriteriaAligned with college and work

expectationsFocused and coherent Include

rigorous content and application of knowledge through high-order skills

Build upon strengths and lessons of current state standards

Common Core Standards CriteriaInternationally benchmarked

so that all students are prepared to succeed in our global economy and society

Based on evidence and research

Developmentally appropriate, cumulative progression of skills and understanding.

Implementation Timeline•2010: Standards are released•2010-11: Exploration of the CCS•2011-12: Strategic Initiatives for implementing

the CCS•2012 – 13: Strategic Initiatives for implementing

the CCS•2013-14: Pilot Assessments•2014-15: Accountability for the CCS

WHAT CCSS DOES NOT DEFINE!

WHAT CCSS DOES NOT DEFINE!How teachers should teach.All that can or should be taught.The nature of advanced work beyond the

core.The interventions needed for students

well below grade level.The full range of support for English

language learners and students with special needs.

Everything needed to be college and career ready.

HOW CCSS IS DIFFERENTFocus on critical thinkingIncreased Lexile levelsFocus on informational textsEmphasis on argumentative

writingTechnology integrated

throughout standardsALL teachers are expected to

teach Literacy

READING THE STANDARDSEnglish/Language Arts & Literacy

Sections

Strands

Anchor Standards

Standards

English Language ArtsCommon Core Standards

Reading Key Ideas & DetailsCraft and Structure

Integration of Knowledge & Ideas

Range of Reading & Level of Text Complexity

WritingText Types & Purposes

Production and Distribution of Writing

Research to Build & Present Knowledge

Range of Writing

LanguageConventions of Standard

EnglishKnowledge of Language

Vocabulary Acquisition & use

Speaking & Listening

Comprehension and Collaboration

Presentation of knowledge and Ideas

Anchor Standa

rds

Reading Standards for Information Text K-5

CCS: MATHEMATICSGreater Focus and Coherence Focus on key topics at each grade

level Coherent progressions across

grade levels. Standards for Mathematical

Practice

CCS: MATHEMATICSBalance of concepts and skills• Content standards require both

conceptual understanding and procedural fluency.

• CCS concentrate early learning of mathematics on the number and geometry strands with less emphasis on data analysis and minimal exposure to algebra.

• CCS focus on fewer content domains within a grade range.

• Specific domains will be taught more deeply.

How To Read The StandardsMathematics Standards Format

Gra

des

2-H

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Stan

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Technology Skills “Blended” Into Standards

To be ready for college, workforce, and life in a technological society, students need the ability

to

Technology Skills• Gather, comprehend, evaluate,

synthesize and report on information and ideas.

• Conduct original research in order to answer questions or solve problems.

• Analyze and create a high volume and extensive range of print and non-print texts in media forms old and new.

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical

Subjects, Key Design Considerations, p. 4

STRATEGIC AND CAPABLE USE• Tailor their searches online to

acquire useful information efficiently.

• Integrate what they learn using technology with what they learn offline.

• Are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.

UNWRAPPING STANDARDS

UNWRAPPING STANDARDSUse technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. W.7.6

DOK

LEVE

LS

DEPTH OF KNOWLEDGE (DOK) LEVELS

Technology In The Writing Standards

Students need to be able to use technology strategically when creating, refining, and collaborating on writing.

Students have to become adept at gathering information, evaluating sources, and citing material accurately…

WRITING ANCHOR STANDARDS

WRITNG ANCHOR STANDARDS6. Use technology, including the

Internet, to produce and publish writing and to interact and collaborate with others.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

ANCHOR STANDARDSWriting in History/Social Studies, Science, and Technical Subjects.Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Speaking and Listening Anchor Standards

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations

Technology in Reading, History/Social Studies, Science, and Technical

Subjects

Students need to be able to use technology strategically when creating, refining and collaborating on writing.

Reading in History/Social Studiens, Science, and Technical

SubjectsAnchor Standards

• 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

• 5. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

Spiral Activity

In groups of 2-4, put the standards in order from Kindergarten to 12th gradeDiscuss:◦ How each standard

builds on previous standard

◦ Type(s) of technology needed for students to master the standard

Be prepared to share

Progression of Writing Standard 6With guidance and support from

adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. (W.K.6)

With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (W.1.6)

Progression of Writing Standard 6With guidance and support from adults,

use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. (W.3.6)

With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. (W.4.6)

Progression of Writing Standard 6• Use technology, including the Internet,

to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. (W.7.6)

• Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. (W.8.6)

Assessment for CCSS Oklahoma is a governing state for the Partnership for

Assessment Readiness for College and Careers (PARCC), which consists of 25 states.

http://www.parcconline.org/

CCSS Assessments• Two summative, required assessment components

designed to:• Make “college- and career-readiness” and “on-track”

determinations, • Measure the full range of standards and full performance

continuum, and• Provide data for accountability uses, including measures of

growth.• Two non-summative, optional assessment components

designed to:• Generate timely information for informing instruction,

interventions, and professional development during the school year.

• A third non-summative component in English language arts/literacy will assess students’ speaking and listening skills

CCSS AssessmentsPARCC will also use technology throughout

the design and implementation of the assessment system. The overall assessment system design will include a mix of constructed response items, performance-based tasks, and computer-enhanced, computer-scored items. The PARCC assessments will be administered via computer, and a combination of automated scoring and human scoring will be employed.

PARCC –Assessment ResourcesThe Partnership Resource Center

(PRC)PRC will be an online, digital resource that

includes two important instructional supports:

model curriculum frameworks that teachers can use to plan instruction and gain a deep understanding of the CCSS, and

released items and tasks that teachers can use for ongoing formative assessment.

Innovative English Language Arts

PARCC- ASSESSMENT ResourcesContent?Technology

Skills? What are we

using now?

Innovative English Language Arts Sample

PARCC- ASSESSMENT Resources

Content?Technology

Skills? What are we

using now?

Students who are college and career ready

use technology and digital media

strategically and capably.

p. 7

NEXT STEPSHardware

Technology Decisions Timeline

QUESTIONS, COMMENTSCONCERNS?

RESOURCES• http://8thfloorwiki.wikispaces.com/

Technology+in+the+Common+Core• http://www.corestandards.org/• http://www.parcconline.org/• http://ok.gov/sde/oklahoma-c3-

standards• http://www.p21.org/index.php• http://www.edutopia.org/common-

core-state-standards-resources