An overview of CERCA strategy for differentiating instruction to achieve growth for all students in NWEA MAP and CCSS.

1. Connecting the Dots
CCSS, NWEA, DI… Help!
An Overview of cerca

2. Today
Opportunities and Challenges of Supporting
the Common Core State Standards
Implementation AND Staying Focused Growth
Understanding how a set of Common Core
State Standard-Aligned critical literacy
practices can help teachers Differentiate
Instruction for Growth on NWEA

3. ―If you can’t see it the classroom, it’s not there.‖
―There are only three ways to improve student
learning at scale:
• You can raise the level of the content that
students are taught.
• You can increase the skill and knowledge
that teachers bring to the teaching of that
content.
• And you can increase the level of students’
active learning of the content.
That’s it. Everything else is instrumental.‖
—Richard Elmore ―The Instructional Core‖
Gregory R.Anrig Professor of Educational Leadership, Harvard Graduate School of Education

4. Cell Phones in Schools?
Text Evidence
• Compact
• Can be used to record
sounds and images
• May contain software
applications

5. Bloom’s Cognitive Process Dimension

6. ―Ya Know‖ vs. Purposeful Academic Language Development

7. CCSS-Aligned
From Common Core State Standards for English Language Arts & Literacy in
History/Social Studies, Science, and Technical Subjects
Appendix A: Research Supporting Key Elements of the Standards
...the Standards put particular emphasis on students’ ability to write
sound arguments on substantive topics and issues, as this ability is
critical to college and career readiness. English and education
professor Gerald Graff (2003) writes that ―argument literacy‖is
fundamental to being educated.The university is largely an
―argument culture,‖ Graff contends....He claims that because
argument is not standard in most school curricula, only 20 percent
of those who enter college are prepared in this respect....When
teachers ask students to consider two or more perspectives on a
topic or issue, something far beyond surface knowledge is
required: students must think critically and deeply, assess the
validity of their own thinking, and anticipate counterclaims in
opposition to their own assertions.

8. Real-Life Social Activity
Test or No Test
Debate-oriented discussion is a
favorite, real-life social activity.
Do you ever go a day without one?

9. What is cerca?
• Education for Thinking
• A school-wide/district-wide common language and core
set of leveled and adaptable tools and practices for
developing critical literacy across all disciplines.
• A streamlined system for coordinating and differentiating
instruction, centered on exploring essential questions
through the common practices of academic discussion and
claim-making in traditional academic writing, as well as in
multimedia formats.
• An approach for debatifying content in service of
developing skills and improving rigor and engagement for
true cognitive growth and college & career readiness.

10. Research-Based
• The new Common Core State Standards focus on close
reading and evidence-based argumentation as the key to
academic literacy, career readiness, and rigorous thought.
• Using the cerca lens challenges students to read closely
and critically with authentic motivation to move beyond
comprehension into critical analysis, making instruction more
rigorous so all students grow.
• Debate-centered, cerca is naturally social and
participatory.
• Whole faculties can collaborate strategically around skill
development, providing individualized support, regardless of
teaching styles.
*See ―Additional Resources‖ on page 25.

11. claim
• Answers a specific question given in a prompt or asserts an
independent claim generated by the student.
• Claim statement often suggests/addresses an audience.
• Tells readers why the issue is significant*. Providing key
words as part of an essential question unit often helps
students express this significance and their reasoning. For
example, in discussions of Facebook and teens, ―privacy,‖
―freedom,‖ and ―safety‖ are key terms students will need.
*CCSS

12. evidence
• Quotations from the text (Word for Word).
• Summary of text.
• Paraphrased information.
• Facts & statistics.
• Anyone engaged in the argument can find this and use it.

13. reasoning
• The source of the greatest language and cognitive
demands.
• This is thinking spelled out.
• Answers this question: ―How does that evidence help
prove the claim?‖
• Where rigor and learning reside.

14. counter-claim
• Bring it on! The counter-claim challenges students to
consider other viewpoints by asking them to state an
opponent’s argument and to develop a rebuttal from a
shared value.
• A natural and serious game, debate is animated by
counter- argument. Responsiveness to another argument
makes the counter-claim in writing, play, discussion, or
creation the most engaging aspect of cerca.
• Exploring opposing viewpoints is a strong thread
throughout all academic standards, from the College
Readiness Standards to the Common Core Standards. It is
also a skill featured prominently in Advanced Placement
assessments across disciplines.

15. audience-appropriate language
• Academic Language Learners (ALLs) and English Language
Learners (ELLs) struggle with the power of their own ideas because
they often lack the language or the confidence to express the
abstract concepts and complex ideas that are the basis of reason-
giving in all forms of argumentation.
• Academic terms, discipline-specific sentence frames, and
arguespeak can be provided to scaffold these challenges.
• In reading, students can begin to see arguments with a kind of X-
ray vision when they are given this support, providing more support
and practice for challenging reading.
• Students can be taught about correct usage, punctuation, or
even the aptness of a word choice, when we pay regular
attention to these details within a systematic program.

16. Skill Development
• Standards and Skills-Aligned Task Templates and
Rubrics
• Color-Coding System and Sentence Template-
supported, systematic academic skill and language
development for ALLs and ELLs
• Authentically Differentiated and Growth-Focused

17. Personalized Learning Delivered

18. Multi-Modal, Multi-Media Text/Tasks

19. Personalized & Collaborative
Differentiation made simple. 4 levels of texts. 4 levels of tasks.

20. CERCA Centers Samples
• Scorpions by Walter Dean Meyers
• Building a progression of texts

21. Thinking Thinking
about Persuasive
about
Text to X Writing
Connections Character
Thinking CERCA Thinking
with
about Centers CERCA
Words
Make-Up Independent
Book Club
Reading
Station Station

22. Learning Plan
Group or Individual Name
_______________________________________________________________
Centers Required Submissions
Thinking about Connections 1 2 3 4
Thinking about Words 1 2 3 4
Thinking about Characters 1 2 3 4*
Thinking about What Happened 1 2 3 4
Thinking with CERCA 1 2 3 4
* Multiple options available.

23. Thinking about CERCA

24. CERCA prompts (con’t)
Chapter Close Reading Passage Opening and Prompt CERCA Type
Closing Paragraphs (1st Sentence/Last
Sentence)
13 Read from the beginning of the chapter Who should be held responsible CERCA
through “Jamal went down to the first for Jamal still having a gun later
floor, then into his homeroom. He went to in the book, Jamal or the school?
the closet, got his coat, and left the
school.”
14 Read the whole chapter. Sassy’ s decision to make: Should CERCA
Sassy tell Mama about Jamal Decision Chart
having a gun?
15 Read from “’We got to talk,’ Jamal said?” Jamal’s decision to make: How CERCA
through “Tito gave him his pencil, and will Jamal resolve his issues with Decision Chart
Jamal wrote down the telephone number the Scorpions?
next to the We Deliver sign.”
16 “’Suppose he start something with you?’” Evaluate Jamal’s decision to allow CERCA
“Remember what you said about being Indian to beat him up. Was letting
beaten up and then it’s over and not too Indian this the only or best
bad?” “Yeah?” “So that’s what I’m going to solution to his problems at this
do,” Jamal said. If he starts to beat me up, point?
I’m just going to take it like a man. Then I’m
going to walk away, and when I get home
I’ll just wash up and laugh at him.”
17-18 Read pages 182-186 and 195-201 Was Jamal a good friend to Tito? CERCA
19-20 Read the last three chapters of the novel. Tito’s decision to make: Should CERCA
Tito keep his actions secret? Decision Chart

25. Thinking about Words

26. NWEA Descartes
Word Analysis and Vocabulary Skills
191-200 201-210 211-220 220+
Chooses the Identifies the Infers the meaning Recognizes
synonym (term not word that is a of a word using multiple
used) for a given synonym (term context meanings for a
word defined) clues, then selects
given word
for a given word the word that has
the same meaning

27. Thinking about Words
Name:_________________
Option 1: New Words in the Text
Word that has Same Meaning Picture or Icon Word that has
of Vocabulary Opposite Meaning
Part of Speech Vocabulary Sentence Using the
Vocabulary Word
Word

28. Name:_________________
Thinking about Words
Option 4: Key Words and Academic Terms
Key terms I may need for discussing this book.
Vocabulary Dictionary Dictionary Picture or Icon
Word Definition 2 Synonym Antonym that Represents
Definition the Word.

29. Thinking about Characters

30. NWEA Descartes
Literature: Literary Elements and Techniques
191-200 201-210 211-220 221 - 230
- Analyzes - Determines a - Infers the reason - Analyzes
character traits character's behind a techniques used by
character's actions an author to
(term not used) feelings and/or
develop
in literary text emotions - Infers the qualities characters in
based on the (emotional and/or literary text
- Determines a information physical) of a
character's found in literary character based on
- Evaluates
information found in
feelings and/or texts literary texts character
emotions development in
based on the - Infers the -Infers the reason literary text
information conflict in a behind a
character's - Infers the qualities
found in literary literary text
feelings/emotions (emotional and/or
texts physical) of a
- Analyzes to - Identifies the character based
determine the qualities (emotional on information
problem and/or physical) of found in literary
presented in a texts
character in literary

31. Thinking About Characters
Name:________________
Option 2: Understanding Character
Character 1: Character 2::
Values:
Values:
Concerns:
Concerns:
Influences:
Influences:
Feelings:
Feelings:
Problems:
Problems:

32. Thinking About Characters
Name:________________
Option 4a: Predicting Character Choice
I predict ________________________________ will... _________________________
(Character Name)
______________________________________________________________________
because _______________________________________________________________
______________________________________________________________________
I predict this decision will affect their character development in the following ways….
Effect 1 Effect 2 Effect 3

33. Persuasive Writing

34. Persuasive Writing Center
• Jamal was able to bring a gun into school without being caught. Bringing weapons into
schools has become a problem that schools face. One way to try to prevent weapons from
coming into the schools would be through random possession checks. This would give a
teacher or principal the right to search through students’ back packs, desks, and lockers.
Write a persuasive essay to convince the school board that schools should have the right to
randomly search students’ possessions?
• Jamal was bullied by Dwayne to the point that he would do anything to get him to leave him
alone. Bullying is another common problem within schools today. Cyber bullying is one form
of bullying that has become common in the last few years. Facebook allows an easy way for
students to cyber bully. Write a persuasive essay convincing the government that children
under 16 should not have a Facebook page.
• Dwayne made fun of Jamal for the clothes that he wore and that made Jamal feel bad about
himself. Chicago Public Schools worry that the same mistreatment could happen to their
students at school so they have enforced a uniform policy. Write a persuasive essay
convincing the government to make uniforms mandatory for all elementary aged students.
• Mr. Davidson only focused on the negative actions of Jamal and hoped that Jamal would do
something that would allow him to be kicked out of school. Suspending kids is a common
consequence used within schools to punish kids for misbehavior. Write a persuasive essay to
convince the school board that suspending kids is not an effective form of punishment.

35. Progressions of Texts
• Build opportunities for students to
access more complex texts through
background knowledge development.
• Provide opportunities for all students to
engage in rigorous close reading and
argumentation by differentiating text
levels for various levels of readiness.

36. Pre-K Practice Example
Pre-K Read-Aloud:
What evidence from the picture might make people
think that elephants are like people?
Who is the big elephant?
Who might the little elephants be?

37. Pre-K Practice Example
2nd Grade: What evidence does the author give us that help us
understand her claim that elephants are social? Use exact words from
the text?
Locates information in short passages (1 to 3 sentences) of informational text
containing simple sentence construction (RiT 171-180)

38. Assessing Descartes
CERCA Prompt: What evidence and reasoning does
the author provide to support his claim that elephants
are smart? Do you agree or disagree with this
position?
• ―Identifies the supporting details in short (3 to 8
sentences) passages of informational text.‖
containing one or more compound sentences ‖
• ―Paraphrases information found in complex
informational text.‖
• ―Locates and paraphrases information in
informational text (5-6 paragraphs)‖
(Norm: Rit199.8 BOY 4th grade 2011)

39. Descartes as CCSS
Grade 4, Standard 2: Determine the main idea of a text
and explain how it is supported by key details; summarize
the text.
• CERCA Prompt Level 1: What is the main idea of
________, and how does the author support this main
idea with key details?
• CERCA Prompt Level 4: What evidence and reasoning
does the author provide to support his argument that
________? Do you agree or disagree with this position?
• CERCA Sentence Starter Stem:
The main idea of _______ by _____ is ____. The author
supports this claim with key details such as _____, ____,
and _____ in order to prove that _____.

40. Descartes as College Readiness Standards
(Assessed on EPAS)
What evidence and reasoning does the
author provide to support his argument
that ________? Do you agree or disagree
with this position?
• Locate important details in
uncomplicated passages
• Make simple inferences about how
details are used in passages

41. NWEA-EXPLORE Correlation
NWEA-EXPLORE Correlation: Reading
Total 8th Graders
RIT Score Percentile % Probability of Meeting # Pershing
(Spring) (Spring) College Readiness Benchmark Students in Pershing: 1400
Minimum 225 57% 45% 217
Minimum 230 70% 64% 191
Minimum 235 80% 82% 102
Minimum 240 88% 96% 67
Minimum 245 93% 100% 30
*College readiness EXPLORE
Benchmark in Reading: 15
*RIT Scores: NWEA-ACT Linking Study
*Percentile: 2011 Norm Study
NWEA-EXPLORE Correlation: MATH
RIT Score Percentile % Probability of Meeting # Pershing
(Spring) (Spring) College Readiness Benchmark Students
Minimum 240 62% 53% 196
Minimum 245 72% 70% 139
Minimum 250 81% 85% 96
Minimum 255 88% 93% 61
*College readiness EXPLORE
Benchmark in Math: 17 Minimum 260 92% 99% 53
*RIT Scores: NWEA-ACT Linking Study
*Percentile: 2011 Norm Study Minimum 265 95% 100% 45

42. Discussion around Data Movement
School A
Principals demand for
grade & classroom data
School B
by Spring 12!

43. Ambitious Instruction in English

44. Sample (Before)
Grade 4 Reading/ELA Sample: What is the main idea of “Elephants
Cooperate, Proving How Smart They Really Are” by Charles Q. Choi and
what key details does he use to support it?
The main idea of Elephants Cooperate, Proving How Smart They
Really Are is elephants may be smarter than we think.
First off an elephant can see itself in a mirrors, only some animals
can do this (humans apes and dolphins).
Elephants also will help each other. For example, the elephants
work together to get a bucket of corn.
Finally an elephant will stay with their mate, unlike crows, hyenas.
After that I think that elephants are very intelligent.

45. Sample (After)
Grade 4 Reading/ELA Sample: “Elephants Cooperate, Proving How Smart
They Really Are” by Charles Q. Choi.
The main idea of ―Elephants Cooperate, Proving How Smart
They Really Are,‖ by Charles Q. Choi is that elephants are
pretty smart. The author supports this claim with key details
such as the fact that they can see themselves in mirrors,
work together, the help each other. That only goes for a
couple of other animals, which are dolphins, apes, and
humans. Choi begins the summary of his research telling us
that people used to think that elephants were not as smart
as them. He starts giving us reasons. He gives the test results
to persuade us. The elephants would work together to get
corn. ―They had to coordinate their efforts so that each
could get a tasty bucket of corn.‖ This shows that the
elephants will cooperate to get the corn. Most animals such
as lions will fight each other to get the food, but elephants
will work together to make sure they both get the food.

46. After (continued)
Some people might argue that other animals work
together too, but an elephant will keep going for a
very long time, but others don’t. ―Elephant behavior
is flexible.‖ If they grew up learning how to do
something they will do it, but other animals don’t
change. Elephants are smart enough. They can start
a community. Some animals can build a structure like
a nest. It is a structure. It is built by a living thing. When
you build something, it is not like you are just taking
over something that is built for you. Choi proves to us
that elephants are smart by telling us about the test
results, which show that the elephants are not
evolved or smart enough to build a structure but they
will work together to help themselves. That’s pretty
smart because they can learn and change.

47. Sample Rubric
Component 1 2 3 4 5
Claim The writer clearly stated their claim, Writer states a claim but does not Writer states an unclear claim or
explaining the underlying develop the claim’s significance. does not state a claim at all.
significance of the issue.
Evidence Writer uses sufficient, valid, and Writer uses some valid or relevant Writer uses
relevant evidence from another evidence from another source to insufficient, invalid, and irrelevant
source to support claim through support claim through evidence to support claim
direct quotation (word-for-word) summary, paraphrase, or direct through summary, paraphrase, or
and summary and paraphrase as quotation (word-for-word), but direct quotation (word-for- word).
necessary. evidence is not sufficient to prove
claim.
Reasoning Writer effectively explains exactly Writer fails to explain or fails to
how or why the evidence supports Writer explains how evidence from explain clearly how evidence
the claim of the paragraph(s). the text supports the claim of the from the text supports the claim of
paragraph but too much of the the paragraph.
thinking behind the argument is left
unstated.
Conclusion Writing contains an effective Writing contains an unclear
Claim concluding statement that follows Writing contains a concluding concluding statement, one that
from and supports the argument statement that follows from and does not clearly follow from or
presented, making the significance supports the argument support the argument
of the issue and reasoning behind presented, but may be mechanical presented, or no concluding
the argument clear. or simply repetitious. statement at all.
Appropriate Writing demonstrates skillful use of
Language words and phrases that would Choice of words and/or Writing is difficult to understand
appeal to the audience to make development of sentences and and ineffective in communicating
an effective argument in which the phrases make it difficult for the writer the reasoning or the relationships
claim is explicitly supported by to make an effective argument in that link the evidence to the
evidence and sound reasoning. which the claim is explicitly claim.
The paragraph flows like one piece supported by evidence and sound
of writing as opposed to separate reasoning.
parts stitched together.
Conventions Writing contains no errors in X.
of Usage and Writing contains less than 3 errors in X Writing contains more than 4
Punctuation errors in X.

48. Sample Rubric
CCSS Score Earned Weight Revision Priority Level 1-5 Notes and Suggestions
RL.10, RI.10, W.1a 3
W.1 6
W.1 7
W.1 1
L.6,W.1 1
Additional Requirements
2

49. Why Debatify? Why Write?
• Real, timely, trackable, and actionable data.
• Valued across disciplines and pedagogical styles.
• Common & meaningfully repeatable tasks with
differentiated texts and skills focus helps teachers address
the practical challenges of differentiated
instruction/personalized learning.
• Given accessible texts and a good reason to
argue, students can and do get what it says, what it
means, and why it matters.
• Parents can finally understand our language.

51. What’s In It For Me?
• School Leaders
A complete set of tools to help the entire team strategically orchestrate
efforts around student skill development.
• Teachers
Students gain a better understanding of content, produce better
writing, and engage with each other productively.
Collaborative focus allows for shared practices among teachers, making
the whole team’s focus clear to students and mutually reinforcing.
• Students
Actually understand what we mean when we are talking about literacy
skills. Develop intellectual values and refine powerful
thinking, reading, writing, listening and speaking skills that apply to all areas
of their lives. See the explicit connections between real life and school life.
• Parents
Share a vocabulary that gives them a way to understand what students are
supposed to know and be able to do and how teachers are strategically
orchestrating efforts to help them achieve.

52. Additional Resources
Anderson, Lorin W., David R. Krathwohl, Benjamin Samuel Bloom, and Benjamin Samuel
Bloom. A Taxonomy for Learning, Teaching, and Assessing: a Revision of Bloom’s
Taxonomy of Educational Objectives : Complete Edition. New York: Longman, 2001.
Print.
―Common Core State Standards Initiative | The Standards | English Language Arts
Standards.‖ Common Core State Standards Initiative | Home. Web. 02 July 2011.
<http://www.corestandards.org/the-standards/english-language-arts-standards>.
Graff, Gerald, and Cathy Birkenstein.―A Progressive Case for Educational Standardization.‖
Academe 94.3 (2008): 16–20.
Hillocks, George. Teaching Argument Writing, Grades 6-12: Supporting Claims with
Relevant Evidence and Clear Reasoning. Portsmouth, NH: Heinemann, 2011. Print
Kozulin, Alex. Vygotsky’s Educational Theory in Cultural Context. UK: Cambridge UP, 2003.
Print.
Kuhn, Deanna. Education for Thinking. Cambridge, MA: Harvard UP, 2008. Print. Reeves,
Douglas B. ―The 90/90/90 Schools Study | The Leadership and Learning
Center.‖ http://www.leadandlearn.com/90-90-90
Wormeli, Rick. Fair Isn’t Always Equal: Assessing & Grading in the Differentiated
Classroom. Portland, Me.: Stenhouse, 2006. Print.

53. Connect With Us
• Register at www.thinkcerca.com to begin using online
cerca System for personalizing CCSS Literacy Instruction this
fall.
• Contact Us for District Implementation Planning &
Professional Development!
www.thinkcerca.com

54. Eileen Murphy Buckley
773-255-1928
info@thinkcerca.com
@thinkcerca

55. Additional Data of Interest
K-8 Educators may be interested in seeing additional slides based on ACT.org research
findings.

56. Relative Magnitude of Effect in Predicting Eleventh/Twelfth-
Grade College and Career Readiness (All Students)
ENGLISH READING
MATHEMATICS SCIENCE

57. Increases in ACT College Readiness Benchmark Attainment
Associated with Various Academic Interventions

58. Increases in ACT College Readiness Benchmark Attainment
Associated with Various Academic Interventions (All Students)

59. Increases in ACT College Readiness Benchmark Attainment
Associated with Various Academic Interventions (All Students)

60. Increases in ACT College Readiness Benchmark Attainment
Associated with Various Academic Interventions (All Students)

61. Impact of Reading Achievement
& Achievement in Other Areas