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Transitioning to the
Common Core State Standards
California PTA
February 26, 2013
Nancy Brownell, Senior Fellow
Jessica Valdez, Administrator
California Department of Education
CALIFORNIA DEPARTMENT OF EDUCATION
Tom Torlakson, State Superintendent of Public Instruction
California and the Common
Core State Standards
TOM TORLAKSON
State Superintendent
of Public Instruction
The Common Core State Standards Initiative
is a state-led effort coordinated by the
National Governors Association Center for
Best Practices (NGA Center) and the Council
of Chief State School Officers (CCSSO). The
standards were developed in collaboration
with teachers, school administrators, and
experts, to provide a clear and consistent
framework to prepare our children for college
and the workforce.
The Common Core State
Standards
TOM TORLAKSON
State Superintendent
of Public Instruction
Benefits:
• Are aligned with college and work
expectations;
• Are clear, understandable and
consistent;
• Include rigorous content and application
of knowledge through high-order skills;
• Build upon strengths and lessons of
current state standards;
The Common Core State
Standards
TOM TORLAKSON
State Superintendent
of Public Instruction
Benefits:
•Internationally benchmarked
•Evidence and research-based
•Consistent expectations – no matter
where you live
•Opportunity for shared resources and
reduced costs
The Common Core State
Standards
TOM TORLAKSON
State Superintendent
of Public Instruction
• Feedback and review from national organizations,
including:
TOMTORLAKSON
TORLAKSON
TOM
State
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Source: http://www.corestandards.org/in-the-states
Common Core Standards for English Language
Arts & Literacy in History/Social Studies,
Science, and Technical Subjects
TOM TORLAKSON
State Superintendent
of Public Instruction
• The CCSS for English-Language Arts and Literacy in
History/Social Studies, Science, and Technical
Subjects are organized around the College and
Career Readiness (CCR) Standards for Reading,
Writing, and Speaking and Listening.
• Each strand is headed by a set of CCR Anchor
Standards that is identical across all grades and
content areas.
• The anchor standards lend coherence to the
document both across the content areas and across
the grades.
Balanced Representation of Literary
and Informational Text
TOM TORLAKSON
State Superintendent
of Public Instruction
• Kindergarten through grade 5
 10 Reading standards for literature
 10 Reading standards for informational text
 Writing standards that explicitly call for opinion pieces,
narratives, and informative/explanatory texts
• Grades 6–12
 10 Reading standards for literature
 10 Reading standards for informational text
 Writing standards that explicitly call for arguments, narratives,
and informative/explanatory texts
 An additional set of standards for reading and writing in
history/social studies, science and technical subjects
Informational Text
TOM TORLAKSON
State Superintendent
of Public Instruction
• Includes the subgenres of exposition,
argument, and functional text in the
form of personal essays, speeches,
opinion pieces, essays about art or
literature, biographies, memoirs,
journalism, and historical, scientific,
technical, or economic accounts
(including digital sources) written for a
broad audience
Source: page 33 of the CCSS for ELA and Literacy
History/Social Studies, Science, and Technical
Subjects
in
Literacy in History/Social Studies, Science,
and Technical Subjects: Grades 6–12
TOM TORLAKSON
State Superintendent
of Public Instruction
• Set the expectation that students will read
and write in non-ELA classrooms and
develop informational/technical writing
skills
• Provide an acknowledgement of unique
text structures found in informational text
• Maintain the focus on discipline-specific
vocabulary, critical analysis, and evidence
across the curriculum
Technical Subjects
TOM TORLAKSON
State Superintendent
of Public Instruction
Technical subjects – A course devoted to a
practical study, such as engineering,
technology, design, business, or other
workforce-related subject; a technical
aspect of a wider field of study, such as art
or music
Source: Common Core State Standards for English Language Arts and
Literacy in History/Social Studies, Science and Technical Subjects: Appendix
A
Critical Analysis/Use of Evidence
TOM TORLAKSON
State Superintendent
of Public Instruction
• Describe how reasons support specific points the
author makes in a text. (2.RI.8)
• Delineate a speaker’s argument and specific claims,
evaluating the soundness of the reasoning and
relevance and sufficiency of the evidence and
identifying when irrelevant evidence is introduced.
(8.SL.3)
• Develop claim(s) and counterclaims fairly and
thoroughly, supplying the most relevant data and
evidence for each while pointing out the strengths
and limitations of both claim(s) and counterclaims in a
discipline-appropriate form that anticipates the
audience’s knowledge level, concerns, values, and
possible biases. (11-12.WHST.1.b)
Focus on Text Complexity
TOM TORLAKSON
State Superintendent
of Public Instruction
• By the end of the year, read and comprehend
literature, including stories, dramas, and poetry, at
the high end of the grades 4–5 text complexity
band independently and proficiently. (5.RL.10)
• Initiate and participate effectively in a range of
collaborative discussions (one-on one, in groups,
and teacher-led) with diverse partners on grades
11–12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly
and persuasively.
(11-12.SL.1)
Increased Student Collaboration
TOM TORLAKSON
State Superintendent
of Public Instruction
• With guidance and support from adults, use
technology to produce and publish writing (using
keyboarding skills) as well as to interact and
collaborate with others. (3.W.6)
• Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grades
9-10 topics, texts, and issues, building on others’
ideas and expressing their own clearly and
persuasively. (9-10.SL.1)
Vocabulary Acquisition and Use
TOM TORLAKSON
State Superintendent
of Public Instruction
• Use words and phrases acquired through
conversations, reading and being read to, and
responding to texts. (K.L.6)
• Use precise language and domain-specific
vocabulary to inform about or explain the topic.
(7.W.2.d)
• Determine the meaning of word and phrase as they
are used in the text, including figurative and
connotative meanings; analyze the cumulative
impact of specific word choices on meaning and
tone (e.g., how the language evokes a sense of
time and place; how it sets a formal or informal
tone). (9-10.RL.4)
Increased Use of Multimedia
and Technology
TOM TORLAKSON
State Superintendent
of Public Instruction
• Add audio recordings and visual displays to presentations
when appropriate to enhance the development of main
ideas and themes. (4.SL.5)
• Compare and contrast a written story, drama, or poem to
its audio, filmed, staged, or multimedia version, analyzing
the effects of techniques unique to each medium (e.g.,
lighting, sound, color, or camera focus and angles in a
film). (7.RL.7)
• Integrate and evaluate multiple sources of information
presented in diverse formats and media (e.g., quantitative
data, video, multimedia) in order to address a question or
solve a problem. (11-12.RST.7)
Transitioning to the CCSS
TOM TORLAKSON
State Superintendent
of Public Instruction
• Building knowledge through
content-rich nonfiction
• Reading, writing and speaking
grounded in evidence from text, both
literary and informational
• Regular practice with complex text
and its academic language
Source: http://www.achievethecore.org/steal-these-tools
Mathematical Proficiency
as defined by the California Framework (2006)
Conceptual
Understanding
TOM TORLAKSON
State Superintendent
of Public Instruction
DOING
MATH
Problem
Solving
Procedural
Skills
Common Core Standards
for Mathematics
TOM TORLAKSON
State Superintendent
of Public Instruction
The standards for mathematics:
• Are focused, coherent, and rigorous
• Aim for clarity and specificity
• Stress conceptual understanding of key
ideas
• Balance mathematical understanding
and procedural skill
• Are internationally
benchmarked
Two Types of
Interrelated Standards
TOM TORLAKSON
State Superintendent
of Public Instruction
• Mathematical Practices
(the same at every grade level)
• Mathematical Content
(different at each grade level)
Standards for
Mathematical Practice
TOM TORLAKSON
State Superintendent
of Public Instruction
Describe ways students engage with the subject matter
throughout the elementary, middle and high school years
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
CCSS Domains K–5
Domain
K
1
2
3
4
5
TOM TORLAKSON
State Superintendent
of Public Instruction
Counting and Cardinality (CC)

Operations and Algebraic
Thinking (OA)
     
Number and Operations in Base
Ten (NBT)
     
Measurement and Data (MD)
     
Geometry (G)
     
Number and Operations –
Fractions (NF)
  
CCSS Domains 6–8
Domain
6
7
8
Ratios and Proportional
Relationships (RP)


The Number System (NS)



Expressions and Equations (EE)



Geometry (G)



Statistics and Probability (SP)



TOM TORLAKSON
State Superintendent
of Public Instruction
Functions (F)

High School Mathematics
TOM TORLAKSON
State Superintendent
of Public Instruction
The CCSS high school standards are organized in 6 conceptual
categories:
 Number and Quantity
 Algebra
 Functions
 Modeling (*)
 Geometry
 Statistics and Probability
California additions:
 Advanced Placement Probability and Statistics
 Calculus
Modeling standards are indicated by a (*) symbol.
Standards necessary to prepare for advanced courses in
mathematics are indicated by a (+) symbol.
Model Course Pathways for
Mathematics
TOM TORLAKSON
State Superintendent
of Public Instruction
Courses in higher level mathematics: Precalculus, Calculus (upon completion of
Precalculus), Advanced Statistics, Discrete Mathematics, Advanced Quantitative
Reasoning, or other courses to be designed at a later date, such as additional career
technical courses.
Algebra II
Mathematics III
Geometry
Mathematics II
Algebra I
Mathematics I
Pathway A
Pathway B
Traditional in U.S.
International Integrated approach
(typical outside of U.S.)
Transitioning to the CCSS
TOM TORLAKSON
State Superintendent
of Public Instruction
1. Focus strongly where the standards focus
2. Coherence: Think across grades, and link
to major topics within grades
3. Rigor: In major topics, pursue conceptual
understanding, procedural skill and
fluency, and application
Source: http://www.achievethecore.org/
TOM TORLAKSON
State Superintendent
of Public Instruction
CDE CCSS Web page
TOM TORLAKSON
State Superintendent
of Public Instruction
http://www.cde.ca.gov/re/cc
• Subscribe:
[email protected]
[email protected]
• Contact us:
[email protected]
Questions?
TOM TORLAKSON
State Superintendent
of Public Instruction
Nancy Brownell
Senior Fellow
California Department of Education
California State Board of Education
[email protected]
916-319-0693
Smarter Balanced Assessment System
Summative assessments
Benchmarked to college and
career readiness
Common Core
State Standards
specify
K-12 expectations
for college and
career readiness
All students leave
high school
college
and career ready
Teachers and schools
have information and
tools they need to improve
teaching and learning
Teacher resources for formative
assessment practices
to improve instruction
Interim assessments
Flexible, open, used for
actionable feedback
Smarter Balanced
Assessment Consortium Basics
TOM TORLAKSON
State Superintendent
of Public Instruction
• To develop a set of comprehensive and innovative
assessments for grades 3-8 and 11 in English
language arts and mathematics aligned to the
Common Core State Standards
• Students leave high school prepared for
postsecondary success in college or a career
through increased student learning and improved
teaching
• Computer based and computer adaptive
• The assessments are scheduled to be operational
in the 2014-15 school year
Smarter Balanced Member States
TOM TORLAKSON
State Superintendent
of Public Instruction
 24 states educating approximately
20 million public K-12 students
State Governance and
Participation
TOM TORLAKSON
State Superintendent
of Public Instruction
• Consortium led by state K-12 and higher
education representatives. All major decisions
subject to state vote.
• Two California representatives on Smarter
Balanced Executive Committee (Co-chair Deb
Sigman, Higher Education Representative
Beverly Young)
• Over 80 staff from member states and higher
education institutions across the nation are
involved in workgroups helping to design the
system.
• Expert advice from an array of standing advisory
panels.
Smarter Balanced Work Groups
and California Members
TOM TORLAKSON
State Superintendent
of Public Instruction
1. Item Development/Performance Tasks –
Linda Hooper
2. Validation and Psychometrics/Test Design –
Jamie Contreras
3. Test Administration/Student Access –
Shobhana Rishi
4. Formative Assessment Practices and
Professional Learning/Transition to CCSS –
Laura Watson
5. Technology Approach/Reporting –
Rodney Okamoto (Co-chair)
Smarter Balanced Milestones
TOM TORLAKSON
State Superintendent
of Public Instruction
SBE adopted
Common Core
State Standards
August 2010
2010-11
California joined
Smarter
Balanced
Assessment
Consortium
June 2011
Technology
Readiness Tool
Launched
March 2012
Preliminary test
blueprints
approved
November 2012
SSPI’s Report with
recommendations
delivered to the
Legislature
January 2013
2011-12
2012-13
Assessment
reauthorization
outreach effort to
develop
recommendations
2013-14
Spring 2013
Pilot testing of
Summative
Assessments
Technology
Strategy
Framework and
System
Requirements
Specifications
Released
December 2012
Spring 2014
Field testing of
Summative
Assessments
STAR Program
sunsets
July 1, 2014
2014-15
Smarter
Balanced
assessments
implemented
Preliminary Test Blueprints
• Approved by governing states in November 2012
TOM TORLAKSON
State Superintendent
of Public Instruction
• Include critical information about the number of items,
score points, and depth of knowledge for items
associated with each assessment target
• Guide the development of items and performance tasks,
the pilot and field tests, score reporting, standard
setting, and ongoing research
• Are considered preliminary until after review of the data
gathered from the pilot and field tests
• Links to blueprints available on the Smarter Balanced
Web page at http://www.smarterbalanced.org/smarterbalanced-assessments/
Revised Draft Initial Achievement
Level Descriptors (ALDs)
TOM TORLAKSON
State Superintendent
of Public Instruction
• Initial draft ALDs were released for public
comment November 27, 2012, through January
15, 2013 and February 4 through 20.
• The revised draft ALD documents, online survey
for providing feedback, and recording of Webinar
highlighting the revisions are available at
http://www.smarterbalanced.org/achievementlev
el-descriptors-and-college-readiness.
• Governing states are expected to adopt the initial
ALDs in Spring 2013.
Technology Readiness Tool
TOM TORLAKSON
State Superintendent
of Public Instruction
• Generates device and network “readiness
reports” at the school level.
• Reports show a general level of readiness:
– 0% - 25% (red)
– 26% - 50% (orange)
– 51% - 75% (yellow)
– 76% - 100% (green)
Smarter Balanced
Spring 2013 Pilot Test
• Two samples for school participation:
TOM TORLAKSON
State Superintendent
of Public Instruction
1) Scientific
2) Volunteer
• There will be no scores or individual student
data associated with either sample.
• The pilot test is untimed but depending on
the grade, content area, and types of items
administered, test times are expected to
range from 2 to 3 hours.
Spring 2013 Pilot Test —
Scientific Sample
• Test window: February 20–May 24, 2013
TOM TORLAKSON
State Superintendent
of Public Instruction
• Nearly 1,200 California schools have confirmed
participation!
• CDE is assisting participating schools by
submitting required student data.
• Search for selected CA schools by county and
district and view participation status on the CDE
Smarter Balanced Web page at
http://www.cde.ca.gov/ta/tg/sa/smarterbalanced.asp.
Select the “Spring 2013 Pilot Test” hyperlink.
• Deadline for registering to participate is February
28, 2013
Spring 2013 Pilot Test —
Volunteer Sample
TOM TORLAKSON
State Superintendent
of Public Instruction
• Open to all schools in member states
• Test window: April 9 through May 10, 2013
• Nearly 1,800 California schools have registered!
• Participation in volunteer pilot available any
time during the testing window
• Schools volunteer by completing the volunteer
survey at:
https://www.surveymonkey.com/s/SmarterBalancedPilot
• Deadline for registering to participate is
March 27, 2013
Upcoming Opportunity for
Teacher Involvement
TOM TORLAKSON
State Superintendent
of Public Instruction
• Smarter Balanced digital library of formative
assessment tools and practices
• State Network of Educators to be formed to
review proposed tools and practices for
inclusion in the digital library
• Recruitment of State Network of Educators
expected to begin in Spring 2013
Legislative Update
TOM TORLAKSON
State Superintendent
of Public Instruction
State
• Assembly Bill 484 (Bonilla)
• Senate Bill 247 (Liu)
Federal
• Education technology bill (Miller)
For Further
Smarter Balanced Information
TOM TORLAKSON
State Superintendent
of Public Instruction
Join the CDE Smarter Balanced listserv by
sending a blank e-mail to:
[email protected]
Contact the CDE Transition Office
[email protected]
916-445-8517
Visit the Smarter Balanced
Assessment Consortium Web Site
http://www.smarterbalanced.org/
Visit the CDE Smarter Balanced Web Page
http://www.cde.ca.gov/sbac/