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Administrator Overview 8/25/2011 Bob McCain, Principal - NHMS Craig Creller, Mathematics Diane Filardo, Assessment The CCSS are coming to Norwalk Public Schools CCSS Leadership Triangulation Common Core State Standards Assessments Instruction August, 2011 45 States + DC Have Adopted the Common Core State Standards *Minnesota adopted the CCSS in ELA/literacy only What is the CCSS Initiative? A significant and historic opportunity for states to collectively develop and adopt a core set of academic standards in Mathematics and English/Language Arts A Strong Foundation: The Common Core State Standards • Over the years, every state in the nation was working individually to improve its academic standards and assessments to ensure students graduate with the knowledge and skills most demanded by college and careers • Now, the Common Core State Standards in English Language Arts (ELA) and Mathematics were created by educators around the nation to unify a common curriculum to ensure student success 6 Why is this initiative important? • These Common Core Standards will be a critical first step to bring about real and meaningful transformation of our education system to benefit all students • The Common Core Standards help define the knowledge and skills all students need to succeed in college and careers • Expectations will be consistent for all students What will the CCSS Accomplish? Provides consistency across states Allows for equal access Prepares students to compete globally Allows for more focused professional development • Allows for the development of a common assessment • Provides the opportunity to compare and evaluate policies that affect student achievement across states • • • • Key Advances of the Common Core MATHEMATICS ENGLISH LANGUAGE ARTS/LITERACY Focus, coherence and clarity: emphasis on key topics at each grade level and coherent progression across grades Balance of literature and informational texts; focus on text complexity Procedural fluency and understanding of concepts and skills Emphasis on argument, informative/ explanatory writing, and research Promote rigor through mathematical proficiencies that foster reasoning and understanding across discipline Speaking and listening skills High school standards organized by conceptual categories Literacy standards for history, science and technical subjects ANCHORED IN COLLEGE AND CAREER READINESS The Nationwide “Proficiency” Problem NCLB – AYP Achievement Throughout the United States there is a large discrepancy between the percentage of students achieving “proficiency" in both Mathematics and Reading on individual State Tests… “Proficiency” Problem and those judged proficient on the National Assessment of Educational Progress (NAEP) and all international assessments comparing United States students to students from other countries CCSS and then Common Assessment • Common Core State Standards are critical, but they are just the first step • Common assessments aligned to the Common Core will help ensure the new standards truly reach every classroom and “Proficiency” will be a national standard 12 CCSS Leadership Triangulation Common Core State Standards Assessments Instruction Connecticut and the CCSS • Adopted by the State Board on July 7, 2010 • Support the State Board’s 5-Year Plan • Support Connecticut’s Secondary School Reform • The Core is internationally benchmarked • The Core prepare all students to succeed in a global economy ELA (K-12) Only 37% of the CCSS and CT’s were excellent matches Mathematics (K-12) Less than half of the CCSS and CT Math standards were excellent matches CCSS and CT Curriculum Translation? We have no choice but to rewrite the Math and ELA curriculums by 2014 to align with the CCSS. Mathematics The K-5 standards provide students with a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions and decimals The 6-8 standards describe robust learning in geometry, algebra, and probability and statistics Modeled after the focus of standards from high-performing nations, the standards for grades 7 and 8 include significant algebra and geometry content Students who have completed 7th grade and mastered the content and skills will be prepared for algebra, in 8th grade or after Mathematics Grades 9-12 organized in conceptual categories or modules/progressions under the headings: •Number and Quantity •Algebra •Functions •Geometry •Statistics and Probability •Modeling Design and Organization Standards for Mathematical Practice • Carry across all grade levels • Describe habits of mind of a mathematically expert student Standards for Mathematical Content • K-8 standards presented by grade level • Organized into domains that progress over several grades • Grade introductions give 2–4 focal points at each grade level • High school standards presented by conceptual theme (Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability) English Language Arts • Contains an “Introduction” with clarifications and guidance • Standards are organized by grade-level (K-8) and gradeband (9-10; 11-12) • Standards are divided into Reading, Writing, Speaking, Listening, and Language strands • Is aligned to the NGA/CCSSO College- and CareerReadiness Standards released in September 2009 English Language Arts • The Standards comprise three main sections: a comprehensive K-5 section and two content area-specific sections for grades 6-11, one in English language arts and one in history/social studies and science • Contains appendices with research supporting the standards, examples of illustrative texts, and samples of student writing CCSS Leadership Triangulation Common Core State Standards Assessments Instruction Overview In 2009, the U.S. Department of Education announced a Race to the Top Assessment Program to provide funding to consortia of States to develop the next assessment. In June 2010 Connecticut joined together to form the SMARTER Balanced Assessment Consortium and submitted an application for the Race to the Top Assessment competition. In September 2010 the Department awarded two Comprehensive Assessment Systems grants; one to SBAC and the other to the Partnership for Assessment of Readiness for College and Careers (PARCC). Benefits of a Multi-State Consortium Less cost and more capabilities through scope of work sharing and collaboration More control through shared interoperable open-source software platforms: Item authoring system, item banking, and adaptive testing platform no longer exclusive property of vendors Better service for students with disabilities and ELL students through common, agreed-upon protocols for accommodations 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Transition to Common Core State Standards Technology Approach Assessment Design: Item Development Assessment Design: Performance Tasks Assessment Design: Test Design Assessment Design: Test Administration Reporting Formative Processes and Tools/Professional Development Accessibility and Accommodations Research and Evaluation Assessment System Components Assessment system that balances summative, interim, and formative components for ELA and mathematics: Summative Assessment (Computer Adaptive) Mandatory comprehensive assessment in grades 3–8 and 11 (testing window within the last 12 weeks of the instructional year) that supports accountability and measures growth Selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks Interim Assessment (Computer Adaptive) Optional comprehensive and content-cluster assessment Designed as item sets that provide actionable information about student progress Available for administration throughout the year Selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks Formative Processes and Tools Optional resources for improving instructional learning Assessment literacy The System BEGINNING OF YEAR English Language Arts and Mathematics, Grades 3–8 and High School, Grade 11 END OF YEAR Last 12 weeks of year* DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools. INTERIM ASSESSMENT Computer Adaptive Assessment and Performance Tasks INTERIM ASSESSMENT Computer Adaptive Assessment and Performance Tasks PERFORMANCE TASKS • Reading • Writing • Math Scope, sequence, number, and timing of interim assessments locally determined Optional Interim assessment system— Summative assessment for accountability * Time windows may be adjusted based on results from the research agenda and final implementation decisions. Source: http://www.ets.org END OF YEAR ADAPTIVE ASSESSMENT Computer Adaptive Testing (CAT) A Computerized Adaptive Test (CAT) dynamically adjusts to the trait level of each examinee as the test is being administered. Efficiency: CATs are more efficient than conventional tests—they generally reduce test length by 50% or more. Control of measurement precision: A properly designed CAT can measure or classify all examinees with the same degree of precision. Advantages of CAT versus Conventional Tests Reporting: Results can be made available more quickly Test Security/Item Exposure: All students are not presented with the same items More Flexibility for Computer Capacity: Students do not need to be assessed on the same schedule Psychological Issues CAT equalizes the psychological environment of the test across ability levels. High-ability students will get about 50% correct. Low-ability students will get about 50% correct. ...the SMARTER Balanced Assessment Consortium can be found online at http://www.k12.wa.us/SMARTER/ CSDE Web site at http://www.sde.ct.gov/sde Student Assessment Link – SBAC Teaching and Learning Link – CCSS We need to work together for the future of all of Norwalk's students!!!