Transcript East Baton Rouge Parish Schools Thursday, August 16

Common
Core
Investment Priorities
for School Districts
Michael Haggen, Deputy Superintendent
Office of Innovation & Reform
East Baton Rouge Parish Public Schools
July 27, 2013
Key Questions
 How do we leverage resources?
 How do we guarantee sustainability?
 How do we bridge professional development to
ensure long term success and increased
capacity?
2
Things to Consider
 Brief overview of the shifts associated with Common
Core State Standards
 Overview of the Partnership for Assessment of Readiness
for College and Careers
 Overview of the Smarter Balance Assessment
 Building capacity to support ACT
 Online Learning/Blended Learning
3
CCSS
PARCC
Smarter Balance
ACT
Online & Blended
Focus on Teaching Learning
• Resources
– Districts must thoroughly assess current spending to ensure
that existing expenditures support CCSS and make
revisions as needed to increase availability of funding to
support priorities
CCSS
PARCC
Smarter Balance
ACT
Online & Blended
Focus on Teaching Learning
• Sustainability
– Supports should be process driven and not product driven
CCSS
PARCC
Smarter Balance
ACT
Online & Blended
Focus on Teaching Learning
• Increased Capacity
– Focus on professional development training that builds
capacity of staff at all levels, central office and school
based
CCSS
PARCC
Smarter Balance
ACT
Online & Blended
ELA CCSS
Key Shifts in Instruction
Building
Reading and
Regular
knowledge
writing
practice with
through
grounded in
complex text
content-rich evidence from
and its
text
nonfiction and
academic
informational
vocabulary
texts
CCSS
PARCC
Smarter Balance
ACT
Online & Blended
Text-Dependent Questioning
In Here’s My Dollar,
Angel is brave.
Describe a time when
you were brave.
What kind of person
is Angel? What clues
does the author
provide to help you
know Angel?
Angel is daring and brave. She
lets a giraffe take an apple slice
out of her mouth. She also
agrees to speak in front of large
groups of people.
CCSS
PARCC
Smarter Balance
ACT
Online & Blended
MATH CCSS
 Building capacity in teachers to
 Become pedagogy experts
 Empower students to self- monitor
 Shifting instructional focus:
Test Proficiency
• Focusing on teaching
just those concepts
needed to pass the
statewide
assessment
Skills
• Teaching students to
think critically and
analyze information
Content Mastery
• Empowering students
to use the skills learned
to not only understand
the information but to
apply it.
CCSS
PARCC
Smarter Balance
ACT
Online & Blended
Math: Apply the Shifts to Student Mastery
4.OA.A.3 Solve multistep word problems posed with whole numbers and having
whole‐number answers using the four operations, including problems in which
remainders must be interpreted. Represent these problems using equations with a
letter standing for the unknown quantity. Assess the reasonableness of answers using
mental computation and estimation strategies including rounding.
2012-2013 Test
2013-2014 Test
2014-2015 PARCC Test
2012-2013 Sample Item:
Reflecting Neither the
Scope, nor the Depth of
the CCSS
Parents and students
attended Back-to-School
night in the school
auditorium. In the front
of the auditorium, there
are 76 chairs arranged
equally in 4 rows. How
many chairs are in each
row?
4 x _ = 76
A. 12
B. 15
C. 18
D. 19*
A marching band has 75
members. They have as
many rows as possible with
8 band members each. The
rest of the band members
are in the back row. The
number sentence below can
be used to help find the
number of band members
who are in the back row.
75 ÷ 8 =
How many band members
are in the back row?
A. 3 band members*
B. 4 band members
C. 5 band members
D. 9 band members
A teacher has $60 to spend on supplies for her classroom. The
teacher buys as many sets of paper, pencils, and erasers as she
can with $60 and then spends the remaining money on paper.
A set is one package of paper, one package of pencils, and one
package of erasers.
How much money did the teacher spend? Do not include tax.
A. $56
B. $59*
C. $60
D. $63
CCSS
PARCC
Smarter Balance
ACT
Online & Blended
CCSS/NGSS
Key Shifts in Science Instruction
Regular practice
with science and
engineering tasks,
mathematics and
computational
thinking, complex
text, and academic
vocabulary
Reading, writing,
Building knowledge
and academic
through science
discourse grounded
practices
in evidence from
accompanied by
performance-based
content-rich
tasks and
informational texts,
informational text
and opportunities
for oral and written
expression
CCSS
PARCC
Smarter Balance
ACT
Online & Blended
Implications for CCSS
Training
• that is embedded in good teaching and not
driven by preset products
• for the development of rigorous instructional
content
• in the development of common formative
assessments to support classroom instruction
• focuses on increasing the use of evidence
based strategies
CCSS
PARCC
Smarter Balance
ACT
Online & Blended
Priorities for the PARCC Assessment
Are students college and career ready ?
How do students compare across states and internationally?
How are we assessing the complete range of the CCSS,
including those that are difficult to measure?
How are we measuring the complete range of student
performance, including the performance of high and low
performing students?
How do we provide data during the academic year to drive
instruction, tiered interventions and professional development?
How do we measure growth and provide accountability data?
How do we do each of these things in an innovative way?
CCSS
PARCC
Smarter Balance
ACT
Online & Blended
Priorities for the PARCC Assessment
The Goals of PARCC
Create high-quality assessments
Build a pathway to college and career readiness for all students
Support educators in the classroom
Develop 21st century, technology-based assessments
Advance accountability at all levels
CCSS
PARCC
Smarter Balance
ACT
Online & Blended
Refinements to the PARCC Assessment
The PARCC assessment system will be comprised of four
components. Each component will be computerdelivered and will leverage technology to incorporate
innovations.
Two summative assessment components
Performance-Based Assessment (PBA)
End-of-Year Assessment (EOY)
Two formative assessment components
Diagnostic Assessment
Mid-Year Assessment
CCSS
PARCC
Smarter Balance
ACT
Online & Blended
Refinements to the PARCC Assessment
English Language Arts/Literacy and Mathematics, Grades 3-11
Flexible
Diagnostic
Assessment
•Early indicator of
student knowledge
and skills to inform
instruction, supports,
and PD
Summative
assessment for
accountability
Mid-Year Assessment
•Performance-based
•Emphasis on hard-tomeasure standards
•Potentially summative
Formative
assessment
Performance-Based
Assessment (PBA)
• Extended tasks
• Applications of
concepts and skills
Speaking and
Listening
End-of-Year
Assessment
•Innovative, computerbased items
CCSS
PARCC
Smarter Balance
ACT
Online & Blended
Grade 3: Sample PARCC Item
CCSS
PARCC
Smarter Balance
ACT
Online & Blended
Elementary Math: Sample Item
CCSS
PARCC
Smarter Balance
ACT
Online & Blended
Elementary Math: Sample Item
CCSS
PARCC
Smarter Balance
ACT
Online & Blended
Implications for PARCC
Training
• in the development of common formative
assessments that are PARCC like to prepare
students
Support
• in the acquisition of one to one technology
• in the development of PARCC like assessments
for benchmarking
CCSS
PARCC
Smarter Balance
ACT
Online & Blended
 How do we assess a deeper understanding and
higher- order thinking skills?
 How do we report how well students are performing on
rigorous and internationally benchmarked standards
that demonstrate that students are performing on a
pathway that prepares them for college and career
readiness?
21
CCSS
PARCC
Smarter Balance
ACT
Online & Blended
The Purpose of the Consortium
•
•
To develop a comprehensive and innovative
assessment system for 3rd -12th grades in English
language arts and mathematics aligned to the
Common Core State Standards, so that…
…students leave high school prepared for
postsecondary success in college or a career through
increased student learning and improved instructional
delivery
CCSS
PARCC
Smarter Balance
ACT
Online & Blended
A National Consortium of States
• 28 states
representing
44% of K-12
students
• 21 governing,
7 advisory
states
• Washington
state is fiscal
agent
CCSS
PARCC
Smarter Balance
ACT
Online & Blended
A Balanced Assessment System
Common
Core State
Standards
specify
K-12
expectations
for college
and career
readiness
Summative
assessments
Benchmarked to
college and career
readiness
Teachers and
schools have
information and
tools they need
to improve
teaching and
Teacher resources for
learning
Interim assessments
formative
assessment
practices
to improve instruction
Flexible, open, used
for actionable
feedback
All
students
leave
high
school
college
and
career
ready
CCSS
PARCC
Smarter Balance
ACT
Online & Blended
Implications for Smarter Balance
Training
• in the development of common formative
assessments that are aligned to Smarter Balance
to prepare students
Support
• in the acquisition of one to one technology
• in the development of assessments aligned to
Smarter Balance for benchmarking
*Implications are similar for both assessment models
CCSS
PARCC
Smarter Balance
ACT
Online & Blended
ACT English
Editing five short passages
75 questions - 45 minutes – 9 minutes Per passage
Usage - Mechanics Skills
40Q
53%
Punctuation
10Q
13%
Comma
Semicolon
End-stop
Dashes
Hyphens
quotes
Grammar
and Use
Sentence
Structure
12Q
16%
18Q
24%
Tense
Subject-verb agreement
Pronoun use
Adverb vs. adjective
Double negative
Idioms
Possessives
comparisons
Run-on
Comma splice
Fragment
Coord conjunction
Parallelism
Misplaced modifiers
Clauses
Subordination
Split construction
Unintended meaning
Rhetoric Skills
35Q
47%
Strategy
Organization
Style
12Q
16%
11Q
15%
12Q
16%
Appropriate support
Main idea
Audience
Effective:
Opening sentence
Concluding sentence
Paragraph development
Sentence-level structure
Paragraph-level structure
Conciseness
Ambiguity
Low-level usage
Shifting point of view
CCSS
PARCC
Smarter Balance
ACT
Online & Blended
ACT Mathematics
60 questions - 60 minutes
Direct use of math facts
or formulas
32Q
53%
Pre-Algebra
14Q
23%
Word Problems
16Q
27%
Elementary
Algebra
Intermediate
Algebra
10Q
17%
9Q
15%
Geometry
14Q
23%
Inference or decision making
12Q
20%
Coordinate
Geometry
9Q
15%
Trigonometry
4Q
7%
CCSS
PARCC
Smarter Balance
ACT
Online & Blended
ACT Reading
4 Passages – 40 Questions – 35 Minutes
Read 750 words
Prose/Fiction
08:45
10Q
25%
Specific
Detail
Read 750 words
Humanities
08:45
10Q
25%
Read 750 words
Social Science
08:45
10Q
25%
Explicit Questions
14Q
35%
Implicit Questions
26Q
65%
Sequence
Cause/Effect
Comparison
Author’s Voice Generalization
Main Idea
Conclusion
Read 750 words
Natural Science
08:45
10Q
25%
Words in
Context
CCSS
PARCC
Smarter Balance
ACT
Online & Blended
ACT Science Reasoning
7 passages - 40 questions - 35minutes
3 passages
Data Representation
15Q
37%
Understand
7Q
17.5%
Analyze
20Q
50%
Generalize
13Q
32.5%
3
9
3
3 passages
Research Summary
18Q
45%
3
6
9
1 Passage
Conflicting Viewpoint
7Q
18%
1
Identify data points
Identify units/labels
Identify trends
Identify variables
Identify controls
5
Hypothesize
Conclude
Compare
Evaluate
1
Extrapolate
Interpolate
Predict
Generalize
CCSS
PARCC
Smarter Balance
ACT
Online & Blended
Implications for ACT
Training
• that helps teachers to align content specific
instruction to ACT assessed content
• in the development of assessments to guide
classroom instruction to prepare students for
ACT
CCSS
PARCC
Smarter Balance
ACT
Online & Blended
Changes in Instructional Delivery
CCSS
PARCC
Smarter Balance
ACT
Online & Blended
Blended Learning Continuum
MODEL 1
MODEL 2
MODEL 3
MODEL 4
MODEL 5
Fully online
curriculum
with options
for face to
face
instruction
Mostly or fully
online
curriculum with
some time
required in
either the
classroom or
computer lab
Mostly or fully
online
curriculum with
students
meeting daily in
the classroom
or computer lab
Classroom
instruction with
substantial
required online
components
that extend
beyond the
classroom
and/or the
school day
Classroom
instruction that
includes online
resources,
with limited or
no
requirements
for students to
be online
CCSS
PARCC
Smarter Balance
ACT
Online & Blended
Districts are Challenged to Meet Student Demand for
Online Learning
Total %
Strongly
Disagree
Statement
Students are positively engaged by the use of
technology in learning environments.
0%
10%
Students demonstrate improved learning,
performance and/or achievement when technology is 3%
integrated into their curriculum.
Your district meets the online learning demands of all
students.
13%
Your district leadership team wants to deliver
courses virtually to achieve greater curriculum
quality, increased learning opportunities, and 3% 17%
operational efficiencies.
Somewhat
Disagree
25%
Somewhat
Agree
50%
75%
53%
49%
Strongly
Agree
100%
36%
89%
47%
36%
41%
49%
Agreeing
96%
10%
31%
Source: Blackboard/Education Week Survey of Online Learning Preparedness (2010). n=1,962
51%
80%
CCSS
PARCC
Smarter Balance
ACT
Online & Blended
Personalized Pacing and Outside
.
Learning Time
Strongly
Disagree
0%
Somewhat
Disagree
25%
Somewhat
Agree
50%
Total %
Agreeing
Strongly
Agree
75%
100%
Statement
Students are NOT able to take all the courses they
want because of conflicting schedules or lack of
available staff.
13%
100% of your core academic subjects are taught by
"Highly Qualified Teachers" as defined by
4%12%
NCLB/ESEA.
Students need personalized pacing to address
specific achievement gaps or to take advantage of
accelerated learning abilities.
Students need more learning time outside of school.
3%
11%
High school students have access to all the courses
4%12%
they need to complete a regular diploma.
22%
50%
28%
15%
85%
57%
40%
95%
55%
51%
31%
35%
53%
Source: Blackboard/Education Week Survey of Online Learning Preparedness (2010). n=2,001
65%
86%
84%
CCSS
PARCC
Smarter Balance
ACT
Online & Blended
What Are Students Saying?
•38% of students who have not taken an online course
are interested in doing so
•63% of students identify online learning as a must-have component
in their “ultimate school”
•Over 40% of students are currently communicating with their
teachers electronically and over 70% of students are communicating
with friends and family through text, email, and IM
•Over 70% of high school students have access to a computer
and 67% have access to a cell phone
Technology is a daily part of students’ lives and should be
integrated into their school lives.
Project Tomorrow – Speak Up survey 2009
CCSS
PARCC
Smarter Balance
ACT
Online & Blended
Implications for Technology
Support
• for providing one to one computer ratio to
districts
• for developing facility plans to accommodate
a 21st century learning environment
Summary
 How do we leverage resources?
- assess current spending
- revise resources as necessary to increase funding
availability
 How do we guarantee sustainability?
- process driven versus product driven
- observe and address the implications:
* CCSS
* PARCC
*Smarter Balance
*ACT
*Online Blended Learning
 How do we bridge professional development to ensure
long term success and increased capacity?
- capacity building at all levels
37
Questions/Comments