Transcript The Common Core State Standards

Common Core
Standards and
Assessments
Patte Barth
Center for Public Education
David Baird
Kentucky School Boards Assn
NSBA’s FRN Conference
January 28, 2013
Agenda
• a national overview of the CCSS
• first out the gate – CCSS in Kentucky
• q&a
The Common Core Standards are
intended to be:
• Aligned with college and work expectations
• Focused and coherent
• Include rigorous content and application of knowledge
through high-order skills
• Build upon strengths and lessons of current state
standards
• Internationally benchmarked so that all students are
prepared to succeed in our global economy and society
• Based on evidence and research
• State led – coordinated by NGA Center and CCSSO
SOURCE: Common Core State Standards, www.corestandards.org
3
The Common Core Standards process:
• CCSSO and NGA’s Center for Best Practices
• Advisory group: Achieve, Inc.; ACT, Inc.; College
Board, NASBE, and SHEEO
• Two rounds of public review
• Final documents released June 2010
• No federal dollars for development; foundation support
46 states & DC have adopted
the CCSS
adopted
not
adopted
5
NSBA & CCSS
• supports NGA/CCSSO state-led process
• supports federal funding for research and/or
help to states for developing assessments
• supports nationally available tests that states
may adopt voluntarily
• opposes federal mandates or coercion, eg. a
condition for receiving Title 1 funds
What’s in the standards –
English language arts
Reading
• Balance of literature and informational texts
• Text complexity
Writing
• Emphasis on argument/informative
• Writing about sources
Speaking and Listening
• Inclusion of formal and informal talk
Language
• Stress on general academic and domain-specific
vocabulary
SOURCE: Common Core Standards, June 2010
What’s different?
English language arts
Standards for reading and writing in history/
social studies, science, and technical subjects
• Complement rather than replace content standards
in those subjects
• Responsibility of teachers in those subjects
Emphasis on research and using evidence
Attention to text complexity
SOURCE: Common Core Standards, June 2010
What’s different?
Why There Should Be a
Longer School Day
Schools should have a
longer school day for
students. First, students
could learn more about
different subjects if the
school day were longer.
Also, students could get
extra help from teachers.
More hours in class each
day would also mean
more vacations scattered
throughout the year!
Now look at the following daily schedule for a school
that has switched to a longer school day.
8:00
8:20
9:30
10:30
10:45
11:45
12:45
1:45
2:15
2:45
3:30
3:45
Morning Announcements
Reading Language Arts
Foreign Language
Morning Recess
Mathematics
Lunch
History
Art or Music
Afternoon Recess
Science
Homework Preparation
After-School Tutoring or Sports
Revise the paragraph by adding details from the daily
schedule that help support the reasons for having a
longer school day.
SOURCE: SMARTER Balanced sample item, grade 4 writing, retrieved January 2013
9
What’s different?
Score points
The response:
2
• provides appropriate and predominately specific
details or evidence
• uses appropriate word choices for the intended
audience and purpose
1
• provides mostly general details and evidence, but
may include extraneous or loosely related details
• has a limited and predictable vocabulary that may
not be consistently appropriate for the intended
audience and purpose
0
• includes few supporting details that may be vague,
repetitive, or incorrect or that may interfere with the
meaning of the text
• has an inappropriate vocabulary for the intended
audience and purpose
SOURCE: SMARTER Balanced sample item, retrieved January 2013
10
Balance of texts
grade level
percent of time on
literary reading
percent of time on
reading for information
elementary
50%
50%
middle school
45%
55%
high school
30%
70%
NAEP 2009 reading framework, recommended by common core standards, 2012
Balance of
writing modes
grade level
writing to
persuade
writing to
explain
writing to
convey
experience
elementary
30%
35%
35%
middle school
35%
35%
30%
high school
40%
40%
20%
NAEP 2009 writing framework, recommended by common core standards, 2012
What’s in the standards –
Mathematics
•
•
•
•
•
•
Number & quantity
Algebra - algebraic thinking K-5
Functions
Modeling - high school
Geometry
Statistics & probability
• Emphasis on Mathematical practice
SOURCE: Common Core Standards, June 2010
pre-calculus, calculus, advanced
statistics, discrete math, advanced
quantitative reasoning, specific
technical POS
Pathways
through
high school
mathematics
•
•
•
•
Algebra II
Math III
Geometry
Math II
Algebra I
Math I
Traditional sequence
Integrated sequence
2 algebra courses
1 geometry course
DPS included
1 higher course
SOURCE: Common Core Standards, Mathematics Appendix A, 2010
• 3 integrated courses
• all include number,
algebra, geometry, DPS
• 1 higher course
Before
Which of the following numbers will round to 26?
a)
b)
c)
d)
25.3
25.5
26.7
27.1
15
SOURCE: Virginia SOL released items, grade 4 math, 2010
After
Capacity of different baseball stadiums
San Francisco Giants’ stadium:
Washington Nationals’ stadium:
San Diego Padres’ stadium:
41,915 seats
41,888 seats
42,445 seats
Jeff said, “I get the same number when I round all three numbers of seats
in these stadiums.”
Sara said, “When I round them, I get the same number for two of the
stadiums but a different number for the other stadium.”
Can Jeff and Sara both be correct? Explain how you know.
16
SOURCE: The Mathematics Common Core Toolbox, grade 4
What’s different?
• Both assess rounding
• The second further requires the ability to reason
mathematically, critique the reasoning of others,
and communicate their own reasoning
17
The Common Core
State Standards
21st century
assessments
for CCSS
State CCSS
assessment consortia
• formed to develop common “next generation”
assessments aligned to the CCSS
• supported by $346 million federal grants
• PARCC: Partnership for Assessment of Readiness for
College & Careers headed by Achieve, Inc.
• SMARTER Balanced Assessment Consortium headed by
Washington state department of education
19
Points of collaboration
SMARTER & PARCC
• working to ensure comparability of scores
• developing protocols for Artificial Intelligent scoring
• examining interoperable technology infrastructure
• working toward same deadlines, 2014-15
20
SOURCE: Center for K-12 Assessment & Performance Management at ETS, webinar April 4, 2011
24 states & DC are in the
PARCC consortium
participant
non
participant
21
28 states are in the SMARTER
consortium
participant
non
participant
22
Next Generation Science
Standards
• Collaboration of Achieve, NRC, AAAS, NSTA and 26
lead states
• “Internationally benchmarked”
• Second draft recently released for public review
• Intended to be adopted ‘in whole’
• Carnegie Corp, Noyce Foundation & Dupont sponsors
23
What will be in the standards
Science
• Practices: behaviors necessary to
the work of scientists & engineers
• Cross-cutting concepts: the ‘big
ideas’, eg., patterns, scale, cause
& effect, etc.
• Disciplinary core ideas: physical
sciences; life sciences, earth &
space sciences; and engineering,
technology & applications.
24
SOURCE: Next Generation Science Standards, www.nextgenscience.org
26 lead states – Next
Generation Science Standards
participant
non
participant
25
Other assessment consortia
• Alternative assessments: $67 million to Dynamic
Learning Maps (DLM) and National Center and State
Collaboration (NCSC)
– Assessments for students with “most significant cognitive
impairments”
• Assessments for ELL: $10.5 million to ASSETS,
Assessment Services Supporting ELLs Through
Technology Systems
SOURCE: The K-12 Center at ETS, www.k12center.org
26
The Common Core
State Standards
The
challenges
Technology needs
•
•
•
•
•
33 states offer some level of online testing
Most don’t assess all students
Most are voluntary
Most are summative only
Most schools will need more computers &
more bandwidth
SOURCE: SETDA, Technology Requirements for Large Scale, Computer-Based & Online Assessment, June 2011
28
District needs
•
•
•
•
Professional development for staff
Aligned assessments & curriculum
Aligned instructional materials
Supports for students
29
Implementing Common Core
State Standards:
The Kentucky Experience
David A. Baird, Associate Executive Director
Kentucky School Boards Association
Changes in Kentucky’s System
• Passage of Senate Bill 1 in 2009 propelled Kentucky
into a new era in public education
• Preparing all students for life after high school…
– college and career readiness for all.
• Mutual accountability for K-12 and post secondary
systems
31
32
Kentucky Senate Bill 1 (2009)
 New academic standards
 New assessments
 Program reviews
 Improved professional
development
 New accountability system
 Unified plan for improving
college/career readiness
32
Where Are the Jobs?
 90% of fastest growing jobs require at least
two (2) years of education beyond high
school.
 80% of all jobs require some training beyond
high school. (Degrees or Industry Certificates)
 Nation’s colleges need to increase number of
degrees by 10% per year to meet demand.
Kentucky = 5,200 more graduates per year 33
Kentucky’s Challenge
 High School Graduation Rate = 76%
 38 % of Kentucky’s 2011 high school graduates
were College or Career Ready
 High remediation rate = fewer college degrees
What is your state’s challenge?
34
Remedial Courses = Major Obstacle to
College Degrees
 Added cost with no credits
 Adds time/expense to college education
 Result: more likely to leave w/o diploma
 College freshmen requiring remedial reading
have 17% chance of attaining degree in 8
years
35
KY’s College Ready Criteria
Must meet one of the following requirements to be
considered College Ready:
 ACT (11th Grade)
 English – 18
 Mathematics – 19
 Reading – 20
 COMPASS (12th Grade)
 KYOTE (12th Grade)
36
KY’s College Readiness System
ACT’s College Readiness Benchmarks* are early indicators of likely
college success based on student EXPLORE, PLAN, or ACT scores.
Test
Content Area
English
English
EXPLORE
8th
13
PLAN
10th
ACT
11th
Math
Algebra
17
19
19
Reading
Social Sciences
15
17
20
Science
Biology
20
21
24
15
18
* Reflects the minimum score needed on an ACT subject area test to indicate a 50%
chance of obtaining a “B” or better or a 75% chance of obtaining a “C” or better in the
corresponding credit-bearing college course.
37
KY’s Career Ready Criteria
Must meet one benchmark for academic area and one for
technical area.
 Academic:
a) Armed Services Vocational Aptitude Battery (ASVAB)
b) ACT Work Keys (applied math, locating information and
reading for information)
 Technical:
a) Kentucky Occupational Skills
Standards Assessment (KOSSA)
b) Industry certificates
38
KY’s College/Career
Readiness Strategies
1. Courses/Assessments Alignment with Standards
2. Transitional Interventions
3. Acceleration
o Project Lead the Way
o Advance KY
4. Persistence to Graduation –Collection and Use of Data
5. Academic and Career Advising
6. Career Readiness Definition/Pathways
7. Innovative Routes To Graduation
8. District 180/Turnaround Low Performing Schools
9. New Accountability Model
39
 10 years of research by Iowa Association of School
Boards and NSBA
 Do school boards make a difference in student
achievement?
 What are the specific board roles that impact
student achievement?

Set clear and high expectations

Create the conditions for success

Hold the system accountable

Create the public will to succeed

Learn as a board team


Embrace the new standards!
−
Clearer and more rigorous
−
Focused on specific knowledge and skills
necessary for postsecondary success
Does your board understand the differences
between the new and old standards?

How can the board support these efforts?

Effective professional development
−

Do teachers have sufficient time and support to
learn new standards?
Adequate technology
Monitor district’s progress toward successful
implementation of the new standards

What kind of reports is the board receiving?

How does the superintendent’s evaluation reflect
implementation of the standards?

Establish relationships with key stakeholders

Short term consequences

Long term (mutual) benefits

Engage local media in your efforts

State Level Collaboration

Include relevant topics on board agendas & work
sessions

Use multiple sources of information
⁻
⁻
₋
₋
₋
Center for Public Education
Kentucky Department of Education
Kentucky Educational Television
Prichard Committee – “Ready Kentucky”
Kentucky PTA

Partnerships with state agencies and organizations
(accurate/timely/consistent information)

Whole board training modules

Statewide training opportunities

Facilitation of community discussions
A role for the federal
government
• professional development and technical assistance
through SEAs, regional centers or district consortia
• funds for technology to support new assessments
• research on what works in common core
implementation
If You Want to Learn More
David A. Baird, associate executive director, KSBA
[email protected]
www.ksba.org
Patte Barth, director, NSBA’s Center for Public Education
[email protected]
www.centerforpubliceducation.org
www.data-first.org
Common Core State Standards
www.corestandards.org
Watch this space
Stay up to date about progress in
common core implementation
and policy
www.centerforpubliceducation.org/commoncore
Download videos, presentations
and other data resources
www.data-first.org/learning-center