Transcript Slide 1

Common Core State Standards:
An Opportunity for Progress
Presentation Overview
Current
Conditions
Common
Core
Solutions
Moving
Forward
The Value of Education
Are we challenging our students?
Source: College Board’s 2011 “One Year Out” Study.
Are we challenging our students?
Source: http://www.act.org/research/policymakers/pdf/current_standards.pdf
Are our current standards rigorous?
• 2007: “The state of Georgia declared 88% of 8th
graders proficient in reading, even though just 26%
scored at or above the proficiency level on the
NAEP.”
• 2007: “If you believe those who set the Illinois
standards, 82 percent of its 8th graders are
proficient in reading, even though the NAEP says
only 30 percent are.”
Source: <http://educationnext.org/few-states-set-worldclass-standards/>
Are our current standards rigorous?
• 2009: “For example, on the 4th-grade math test in
2009, West Virginia reported that 60.8 percent of
its students had achieved proficiency, but 28.1
percent were proficient on the NAEP.”
• 2009: “Delaware claimed that 77 percent of its
4th-grade students were proficient in math, when
NAEP shows that only 36 percent were.”
Source: <http://educationnext.org/state-standards-rising-in-reading-but-not-in-math/>
Are we preparing our students?
Student achievement is
drastically low. Our nation is at
a moment of crisis when it
comes to preparing our
students for the rigors of
college and the demands of the
increasingly global workplace.
http://www.act.org
Why do we need Common Standards?
Low Levels of Rigor
• Current standards feature large amounts of
knowledge and recall learning targets
• Under-developing critical thinking abilities
• Disadvantaged in college and the workplace
Low-Rigor Standards
Source: http://nces.ed.gov/nationsreportcard/pdf/studies/2011458.pdf
Fordham Institute Grades Standards
• 25 states have moved backwards in the quality of
their standards from 2005 to 2010.
• 21 states’ ELA standards received D or F grades in
terms of rigor and clarity.
• 18 states’ Mathematics standards received D or F
grades.
• The vast majority of states have standards that
scored lower than the Common Core.
Source: http://www.edexcellence.net/publications/the-state-of-state-of-standards-and-the-common-core-in-2010.html
Why do we need Common Standards?
Lack of Clarity
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“Write for a variety of purposes.”
“Respond to variety of literary/informational texts.”
“Competently use money.”
Are these standards clear to teachers, students, and
parents?
Why do we need Common Standards?
Inconsistencies
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Different states set different learning targets
Different districts set different learning targets
Different classrooms learning different topics
We must expect high achievement from all students
in all classrooms
Results of Inconsistencies
• States requiring different content
• Cut scores for proficiency vary by state
• Students being taught and assessed at different
levels of rigor based on location
• Students who move may be far ahead or far behind
• Large groups of students are disadvantaged in the
national and global economies
Why do we need Common Standards?
Barriers to Collaboration
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Educators are not working from the same blueprints
Chilling effect on the sharing of best practices
Curricular materials not applicable to all places
This creates an insular education community where
everyone is doing the same work over and over
again
What is the Common Core?
A set of clear, consistent, internationallybenchmarked K-12 standards in English
Language Arts and Mathematics that will
provide a clear and consistent framework
to prepare our students for college and the
workplace.
CCSSI Video
Important!
Standards are the “What”
Standards are the overall goal we hope our
children achieve.
Curriculum is the “How”
Curriculum is the individual teaching
methodology used in the classroom.
What is the Common Core?
An effort led by the National Governor’s
Association, the Council of Chiefs of State
Schools, ACT, Achieve, College Board, and
many other groups that created standards
voluntarily adopted by states.
How are Common Core Standards better?
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Increased complexity of texts
Focus on foundational math skills and application in
novel real-world situations
A return to depth as opposed to breadth
Increased focus on justifying and presenting results
and methods
Critical reading and writing infused in all curricular
areas
Re-ordering of math content to reflect researchbased path to college and career readiness
Our current standards are low in rigor and do not
emphasize the reasoning skills necessary for college
and career success.
Imagine…
…you own a company with fifty different
stores. If each had its own goals and
objectives and approached them in
different ways, would your company be
able to implement your vision?
Benefits of Common Core
Preparation:
The CCSS will prepare students for
both college and the workplace and
emphasizes higher-order skills instead
of knowledge and recall.
Benefits of Common Core
Competition:
The CCSS are internationallybenchmarked, ensuring that our
students are prepared to be
competitive in the global job market.
Benefits of Common Core
Equity:
The Common Core will foster
consistent expectations not dependent
on state or zip code. We will hold all
students to high academic
expectations.
Benefits of Common Core
Clarity:
The Common Core are focused,
coherent, and clear standards.
Everyone knows what is expected of
our students.
Benefits of Common Core
Collaboration:
CCSSI will be a foundation for teachers,
states, and districts to work together
from the same blueprints. This will
facilitate the sharing of best practices.
Implementation Progress
45 states have voluntarily adopted the
Common Core, as well as the District
of Columbia, the U.S. Virgin Islands,
and the Northern Mariana Islands.
Implementation Progress
States and territories who have not yet
adopted: Alaska*, Texas, Nebraska,
Minnesota*, Virginia, Puerto Rico,
Guam.
Adoption is just the beginning…
The work of implementation will
determine whether or not the
Common Core positively impacts
student achievement in our nation.
Implementation
Staff Development is key to successful
implementation
http://www.ccsso.org/resources/digital_resources/common_cor
e_implementation_video_series.html
Math Standards
https://www.youtube.com/watch?v=GlJ44te7jrw&playnext=1&li
st=PL087DD8418FEDAC32
Resources
4th Grade Classroom Example
https://www.youtube.com/watch?v=o0KPlUvH3
nI
ELA: Working with your child at home
http://www.youtube.com/watch?v=9NnuDKq5q
Gs&feature=relmfu
Implementation: Curriculum
The CCSSO has convened the
publishing community to ensure that
high-quality instructional materials
aligned to the Common Core are being
created.
Frequently Asked Questions
I thought there was local control over
what was taught. Who gave the state
the right to change our curriculum?
Frequently Asked Questions
Is the Common Core State Standards
Initiative the first step of a federal
take-over of our education system?
Frequently Asked Questions
If our schools are performing poorly
now with low-rigor standards, what’s
going to happen when the standards
get tougher??
Frequently Asked Questions
What questions can parents ask now
to ensure that the Common Core gets
properly implemented in their district?
Frequently Asked Questions
What can schools do to keep parents
informed about changes to the
standards?
Parent Guides to Student Success
Assessment Consortia
Arizona, Arkansas, Colorado, District of
Columbia, Florida, Georgia, Illinois,
Indiana, Kentucky, Louisiana,
Maryland, Massachusetts, Mississippi,
New Jersey, New Mexico, New York,
North Dakota, Ohio, Oklahoma,
Pennsylvania, Rhode Island,
Tennessee
California, Colorado, Connecticut,
Delaware, Idaho, Hawaii, Kansas, Iowa,
Kentucky, Maine, Maryland, Michigan,
Missouri, Montana, Nevada, North
Carolina, New Hampshire, New
Mexico, North Carolina, North Dakota,
Ohio, Oregon, Pennsylvania, South
Carolina, South Dakota, Utah,
Vermont, Washington, West Virginia,
Wisconsin, Wyoming
Assessment
Diagnostic and interim assessments
(optional)
Most assessments are traditional pencil
and paper
Results available to schools in two-tofour weeks
Support for both traditional and
integrated math course sequences
Field testing begins 2012, operational by
2014
Diagnostic and interim assessments
(optional)
Assessments are computer-adaptive
Most results are available instantly,
though some items may require human
grading
Reports link directly to professional
development and research-based
strategies for instruction
Field testing begins 2013, operational by
2015
PARCC Assessment Design
The priority purposes of PARCC Assessments
• Determine whether students are college- and
career-ready or on track
• Assess the full range of the Common Core
Standards, including standards that are difficult to
measure
• Measure the full range of student performance,
including the performance high- and lowperforming students
PARCC Assessment Design
• Provide data during the academic year to
inform instruction, interventions and
professional development
• Provide data for accountability, including
measures of growth
• Incorporate innovative approaches
throughout the assessment system
PARCC Assessment Design
Two summative Required assessment
components designed to
• make “college- and career-readiness” and “on-track”
determinations,
• Measure the full range of standards and full
performance continuum, and
• Provide data for accountability uses, including
measures of growth.
PARCC Assessment Design
Two non-summative, optional assessment
components designed to
• Generate timely information for informing
instruction, interventions, and professional
development during the school year.
PARCC Assessment Design
• A third non-summative component in English
language arts/literacy will assess students’
speaking and listening skills
PARCC will also use technology throughout the
design and implementation of the assessment
system.
A mix of constructed response items,
performance-based tasks, and computerenhanced, computer-scored items.
Assessments will be administered via computer,
and a combination of automated scoring and
human scoring will be employed.
http://parcconline.org/parcc-assessment-design
Smarter Balance Assessment Design
• Smarter Balanced is guided by the belief that a
balanced, high-quality assessment system—
including formative, interim, and summative
components—can improve teaching and
learning by providing information and tools
for teachers and schools to help students
succeed.
Smarter Balance Assessment Design
• Smarter Balanced assessments will go beyond
multiple-choice questions and include short
constructed response, extended constructed
response, and performance tasks that allow
students to complete an in-depth project that
demonstrate analytical skills and real-world
problem solving.
Smarter Balance Assessment Design
• Smarter Balanced assessments make use of
computer adaptive technology, which is more
precise and efficient than fixed-form testing.
• Faster results mean that teachers can use the
information from optional interim
assessments throughout the school year to
differentiate instruction and better meet the
unique needs of their students.
http://www.smarterbalanced.org/resources-events/faqs/#2446
PARCC and Smarter Balance are
collaborating to ensure that there is
comparability across the two assessments
at the proficiency cut score for every grade.
Both consortia will jointly engage with
technical and policy advisors to study
cross-consortia comparability.
Frequently Asked Questions
What is a Performance Task?
Performance tasks challenge students to apply their
knowledge and skills to respond to real-world problems.
These activities are meant to measure capacities such as
depth of understanding, research skills, and complex analysis,
which cannot be adequately assessed with selected- or
constructed-response items.
Frequently Asked Questions
What is a summative assessment?
Summative assessment refers to the assessment of the
learning and summarizes the development of learners at a
particular time. After a period of work, e.g. a unit for two
weeks, the learner sits for a test and then the teacher marks
the test and assigns a score. The test aims to summarize
learning up to that point.
Frequently Asked Questions
What is a non-summative assessment?
Non-summative or Formative Assessment is part of the
instructional process. Think of formative assessment as
“practice.” Formative assessment helps teachers determine
next steps during the learning process as the instruction
approaches the summative assessment of student learning.
What questions
do you have?