Campbell County Schools

1
Welcome

• Campbell County Schools
• Core Content 4.0

2
Agenda General Overview

• 8O0 845 Overview
• Guiding Questions
• What is the Core Content for Assessment?
• What is the purpose of the Core Content for
  assessment?

3
Agenda

• What is the relationship of the Core Content for
  Assessment to the Program of Studies, district
  and school curriculum, instruction and
  assessment?

4
Agenda

• Why have there been refinements to the Core
  Content for Assessment?
• What was the process used to refine the Core
  Content for Assessment?
• How does CCA 3.0 compare to CCA 4.0?

5
Agenda Content Sessions

• 900 1100 Content Specific Sessions
• Guiding Questions
• Why is the Core Content for Assessment 4.0
  organized around big ideas?
• How can CCA 4.0 be used to impact classroom
  instruction and assessment?

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Overall Outcome

• Standards-based curriculum, assessment and
  instruction in all Kentucky classrooms

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Todays Outcomes

• Prepare administrators, teachers and staff to
  impact instruction using Core Content 4.0

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Kentuckys Core Content for Assessment 4.0

• Introductory Session

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Anticipation Guide (handout)

• Individually complete Core Content from
  Assessment 4.0 Anticipation Guide
• Spend 5 minutes discussing your responses with
  those seated around you

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Purpose Core Content for Assessment 4.0

• Represents Kentuckys Academic Expectations and
  is a subset of the content standards in the
  Program of Studies
• Is not a comprehensive curriculum or course of
  study

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Purpose CCA 4.0

• Identifies content for inclusion on state
  assessment and provided focus for 2007 item
  development

13
Purpose CCA 4.0

• Provides parameters for KY teachers and
  assessment contractors to design the state
  assessment items

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Context for the changes to CCA 4.0

• Seven Steps Forward
• 2007 Assessment
• National Technical Advisory Panel for Assessment
  and Accountability

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Why did the Core Content for Assessment change?

• To assure alignment with emerging national and
  international standards and research in all
  content areas

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Why change? (cont.)

• To better organize, clarify and focus the Core
  Content for Assessment standards to guide
  instruction and assessment
• To draft the Blueprint for the 2007 assessment
  Request for Proposal

17
Groups consulted

• KY teachers with content and grade level
  expertise
• National experts
• KBE
• Administrators
• Parents

• Legislators
• Higher Education
• Business

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Groups consulted (cont.)

• National Technical Advisory Panel for Assessment
  and Accountability

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Resources used

• National and International content standards
• ACT
• American Diploma Project
• National reports on standards
• Other states standards

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Feedback

• Face-to-face sessions
• Content Advisory Members
• On-line survey
• E-mails
• External reviews

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3.0/4.0 Comparison

• Whats different?

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Organized by BIG IDEAS

• To maintain focus on what is assessed at the
  state, without narrowing the curriculum locally

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Big Ideas (examples)

• Structures (Arts)
• Consumerism (PL/VS)
• Measurement (Mathematics)
• Interpreting Text (Reading)
• Motion and Forces (Science)
• Government and Civics (SS)
• Writing Process (Writing)

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Organized by Levels

• End of primary, fourth, fifth, sixth, seventh,
  eighth, high school
• Ensures continuity and conceptual development in
  a content area across levels

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Organized using Bold and Italicized Statements

• Bold state assessed
• Italicized supporting content

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Organized using Parentheses

• If this is a list inside with an e.g., preceding
  it, that means the examples included are meant to
  be just that, examples.
• If the list is NOT preceded by an e.g., the list
  is to be considered exhaustive and those items
  will be assessed

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Addition of Verbs for each content area

• Represents how students will be expected to
  demonstrate their knowledge, concepts and skills
  on the state assessment
• Contributes to understanding the depth of
  knowledge and cognitive complexity expected for
  the state assessment

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Anticipation Guide (handout)

• Individually complete Core Depth of Knowledge
  Anticipation Guide
• Spend 5 minutes discussing your responses with
  those seated around you

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Depth of Knowledge is

• One step in the alignment process

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Alignment process

• Comprehensiveness
• Emphasis
• Depth
• Consistency with achievement standards
• Clarity for users
• Content and performance match

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DOK (cont.)

• No Child Left Behind (NCLB) requires assessments
  to measure the depth and breadth of the state
  academic content standards for a given grade
  level (U.S. Department of Education, 2003, p.
  12)

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Depth of Knowledge (DOK)

• Applied Norman Webbs Depth of Knowledge Levels
  (1997, 2003)
• Drew upon other work such as NAEPs (2004) Levels
  of Complexity and Dr. Andy Porters Curriculum
  Content Analysis of Student Expectations (2002,
  2004)

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Depth of Knowledge (DOK)

• Indicates the cognitive demand limits for the
  state assessment
• Defines the ceiling or highest DOK level for
  each Core Content for Assessment Standard for
  the state assessment
• Guides item development for the state assessment,
  classification of test items, and alignment to
  Kentucky standards

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DOK (cont.)

• Ensures alignment of content standards and state
  assessment items
• Ensures that an assessment item is as
  cognitively demanding as the expectation of the
  content standard
• Provides a consistent framework across content
  areas for alignment

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Remember Depth of Knowledge

• Is descriptive, not a taxonomy
• Focuses on how deeply a student has to know the
  content in order to respond
• Is not the same as difficulty

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Depth of Knowledge

• Assigning depth-of-knowledge to content standards
  and assessment items is an essential requirement
  of alignment analysis
• Four levels of depth of knowledge were used for
  our analysis
• Recall and Reproduction Level 1
• Skills Concepts Level 2
• Strategic thinking- Level 3
• Extended thinking Level 4

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Recall and Reproduction (DOK 1)

• Focus on specific facts, definitions, details, or
  using routine procedures

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Recall and Reproduction (DOK 1) Examples

• List two animals that survive by eating other
  animals
• Identify or describe physical and human
  characteristics of a region

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Skills and Concepts/Basic Reasoning (DOK 2)

• Requires basic application of skills and
  concepts, decision making approaches
• Requires deeper knowledge than just giving a
  definition such as explaining how or why

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Skills and Concepts/Basic Reasoning Examples
(DOK 2)

• Identify and summarize the major historical
  events and conflicts in a specific historical
  period
• Obtain information using text features
• Predict a logical outcome based on information in
  a reading selection
• Classify, organize or estimate

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Strategic Thinking/Complex Reasoning (DOK 3)

• Requires deep understanding as exhibited through
  planning, using evidence, and more demanding
  cognitive reasoning

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Strategic Thinking/Complex Reasoning Examples
(DOK 3)

• Form conclusion from experimental or
  observational data
• Propose and evaluate solutions
• Explain, generalize or connect historical events
  or ideas, using supporting evidence from a text
  or source

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Extended Thinking/Reasoning (DOK 4)

• Requires complex reasoning, planning, and
  thinking generally over extended periods of time
  for the investigation or to complete the multiple
  steps of the assessment item

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Extended Thinking/Reasoning (DOK 4)

• Extended time period is not a distinguishing
  factor if the required work is only repetitive
  and does not require applying significant
  conceptual understanding and higher-order
  thinking 

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Extended Thinking/Reasoning (DOK 4)

• Analyze and explain multiple perspectives or
  issues within or across time periods, events, or
  cultures
• Investigate a specific problem, identify solution
  paths, solve the problem, and report the results
• Analyze an authors craft (e.g., style, bias,
  literary techniques, point of view)

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Context for content session

• What it is.
• A session to explore content and support
  materials in more depth
• Plan for how to use Core Content 4.0. In
  instruction