Transcript Introduction to the Common Core State Standards (CCSS) & New Assessments

Introduction to the
Common Core State Standards (CCSS)
& New Assessments
SLUSD Board of Education Presentation
May 1, 2012
Presentation by Mike Walbridge,
Director of Curriculum and Instruction
Based on information from:
• Tom Adams, CDE Curriculum Frameworks &
Instructional Resources Division
• Carrie Roberts, CDE Professional Learning and
Support Division
• Deborah V.H. Sigman, Dep. Supt; District, School
& Innovation Branch of the California Department
of Education (CDE)
• Christyan Mitchell, Ph.D., SMARTER Balanced
Assessment Consortium PMP
• Dr. Veronica Aguila,President of Aguila &
Associates
2
Contents:
• Overview of Common Core State
Standards (CCSS)
• Common Core ELA
• Common Core Math
• Common Core Assessments
• Statewide Implementation Plans
• SLUSD Transition Plans & Questions
• Appendix
3
Adopted by 45 States plus
DC and U.S. Virgin Islands
Source: http://www.corestandards.org/in-the-states
California and the Common
Core State Standards
Senate Bill 1 from the Fifth
Extraordinary Session (SB X5 1):
– established an Academic Content Standards
Commission (ACSC) to develop standards in
mathematics and English–language arts
– stated that 85 percent of the standards were
to consist of the CCSS with up to 15 percent
additional material
– directed the State Board of Education (SBE)
to adopt or reject recommendations of the
ACSC
– Adopted August 2010
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Common
Core State
Standards
K-12
Mathematics
K-5
English
Language Arts
K-12
ELA/Literacy
6-12
History/
Social Studies
Appendices
A, B, C
Science &
Technical
Subjects
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• College and Career Readiness (CCR) Anchor
Standards are divided into four interrelated
literacy strands.
College & Career Readiness
Anchor Standards
Reading
Writing
Speaking &
Listening
Language
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Balanced Representation of
Literary and Informational Text
2009 NAEP Reading Assessment:
Distribution of literary and informational passages
Grade
Literary
Informational
4
50%
50%
8
45%
55%
12
30%
70%
Source: National Assessment Governing Board. (2008). Reading
framework for the 2009 National Assessment of Educational
Progress, http://www.nagb.org/publications/frameworks/reading2009.doc
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ELA/Literacy “Shifts”
Shift #1
Increase Reading of
Informational Text
Shift #2
Text Complexity
Shift #3
Academic Vocabulary
Shift #4
Text Based Answers
Shift #5
Increased Writing from Sources
Shift #6
Literacy Instruction in all Content
Areas
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ELA California additions
(15% allowed)
• Formal presentations, Grades 1-12
• Penmanship, Grades 2-4
• Career and consumer documents
for writing in Grade 8
• Analysis of text features in
informational text, Grades 6-12
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The Three Priorities
• Students will read sufficiently complex
texts closely
• Students will extract information and
gain knowledge from these texts
• Students will write clear arguments
based on the information they have
read
Common Core Standards
for Mathematics
Two Types of Standards
• Mathematical Practice (recurring
throughout the grades)
• Mathematical Content (different
at each grade level)
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Standards for Mathematical
Practice
Source: http://commoncoretools.files.wordpress.com/2011/03/practices.pdf
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Standards for
Mathematical Content K-8
Organization of Grade Level standards
• Standards • Clusters • Domains
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Math California additions
(15% allowed)
• Calculus and AP Probability and Statistics
• Operations and Algebraic Thinking additions in
Grades 2 through 5
• Measurement and data additions in Grades 2
• Grade 6--the Number System
• 2 Options for Eighth Graders
– Algebra 1
– Eighth Grade CC Math Standards
– K-7 standards augmented to prepare for either
option
• Clearer grade-to-grade organization
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Grade 8 Mathematics
• The CCSS prepare students for
Algebra 1 in grade 8.
• The CCSS also include a set of
challenging grade 8 standards to
prepare students for success in
higher math, including Algebra 1.
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High School Mathematics
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Source: Appendix A of the CCSS for Mathematics at http://www.corestandards.org
Smarter Balanced Assessment
Consortium (SBAC)
• There are two groups of states
developing assessments
1. Smarter Balanced Assessment
Consortium (SBAC)
2. Partnership for Assessment of
Readiness of College and Careers
(PARCC)
• In late 2011 California moved from
PARCC to SBAC
A National Consortium of States
•
•
•
27 states
representing
43% of K-12
students
21 governing,
6 advisory
states
Washington
state is fiscal
agent
The SBAC Goals
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
• The assessments shall be operational across
Consortium states in the 2014-15 school year
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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
learning
Teacher resources for
formative
assessment
practices
to improve instruction
Interim assessments
Flexible, open, used
for actionable
feedback
All students
leave
high school
college
and career
ready
Teacher Involvement
Teachers
Participate In
• Test item development
• Test scoring
• Formative tool
development
• Professional development
cadres
Teachers
Benefit From
• Professional development
• Formative tools and
processes
• Data from summative and
interim assessments
SBAC Balanced System
TOM TORLAKSON
State Superintendent
of Public Instruction
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Key Features: Computer
Adaptive Testing
TOM TORLAKSON
State Superintendent
of Public Instruction
• Comprehensively assesses the breadth
of the Common Core State Standards
while minimizing test length
• Allows increased measurement
precision relative to fixed form
assessments; important for providing
accurate growth estimates
• Testing experience is tailored to student
ability as measured during the test
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Key Features: Tailored,
Online Reporting
TOM TORLAKSON
State Superintendent
of Public Instruction
• Supports access to information about student
progress toward college and career readiness
• Allows for exchange of student performance
history across districts and states
• Uses a Consortium-supported backbone, while
individual states retain jurisdiction over access
and appearance of online reports
• Links teachers to digital clearinghouse of
formative materials
• Graphical display of learning progression
status (interim assessment)
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Test Question Types &
Designs
TOM TORLAKSON
State Superintendent
of Public Instruction
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Sample Items: Technology Enhanced
and Constructed Response
TOM TORLAKSON
State Superintendent
of Public Instruction
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Sample Items (cont.)
TOM TORLAKSON
State Superintendent
of Public Instruction
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Sample Performance Task
TOM TORLAKSON
State Superintendent
of Public Instruction
• Phase 1/Day 1: Directions: Write an imaginary
or real story telling about someone losing a
tooth. Be sure to have a beginning, middle,
and ending.
• Phase 2/Day 2: Students will hear selected
read-aloud text. Directions: Using your notes,
write two to four paragraphs describing and
comparing different tooth traditions. Be sure to
– (1) tell some things that are the same about the
traditions,
– (2) tell some things that are different about the
traditions, and
– (3) explain something interesting that you learned
OR tell about your tooth tradition.
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English
Language
Development
Standards
Supplemental
Instructional
Materials
Review
Professional
Development
Modules
Mathematics
Framework
English
Language Arts
Framework
September/November 2012
November 2012/January 2013
September 2013
November 2013
May 2014
Common Core State Standards:
Implementation
• The State Board of Education (SBE) adopted the
CCSS on 2010
• Last SBE mathematics adoption in 2007
• Last SBE English language arts (ELA) adoption
in 2008
• New assessments scheduled for
2014–2015
• Next likely SBE adoption of materials in 2016
(Mathematics) and 2018 (ELA)
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Implementation Update
• Assembly Bill 124 (Fuentes)
– ELD Standards
• Senate Bill 140 (Lowenthal)
– Supplemental Materials
• Assembly Bill 250 (Brownley)
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Assembly Bill 250 (Brownley)
• Superintendent sponsored
• Begins process for the development and
adoption of curriculum frameworks
aligned to the Common Core State
Standards
• Extends the operative date of the state’s
assessment system by one year
• Creates professional learning modules
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SLUSD Tentative Transition Plans:
• Mar 2011: We put out an Intro &FAQ
• Apr 2011-Mar 2012: We waited for
Sacramento to finalize an implementation
plan & for comprehensive resources to be
ready
• Apr 2012: We are presenting this info to
principals, BCC and school board (May 1)
• May 2012: Send team to CCSS Toolkit
Training of Trainers Sessions #1and #2
through ACOE
• 2012-13 & beyond: Trainers use toolkit to
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present sessions
SLUSD FAQs:
• When are these new standards coming?
• Why are we identifying essential standards if they
are changing?
• What about Frameworks, Materials, Training and
Assessments?
• Why are we making new assessments and getting
trained on materials?
• If the new assessments are quarterly benchmarks
will we have two assessment systems?
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SLUSD Impact in 2012-13:
• Ed Services, and especially C&I, staff will need to
devote increasing amounts of time to the
implementation
• Teacher trainings/task forces will require a
combination of using staff meeting time,
collaboration/PLC time and substitutes for release
time
• We will need to evaluate our current instructional
materials and identify supplementary materials if
necessary
• Funding in 2012-13: Title II funds should be
sufficient
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SLUSD Impact in 2013-14
and beyond:
Continued from 2012-13:
• Ed Services, and especially C&I staff, will need to devote
increasing amounts of time to the implementation
• Teacher trainings/task forces will require a combination of
using staff meeting time, collaboration/PLC time and
substitutes for release time
• Funding in 2013-14 and beyond: Title II funds may need to
be supplemented
Additional Impact:
• We will need to purchase identified supplementary materials
• Funding in 2013-14 and beyond: Lottery funds and the
$200,000 set aside from Tier 3 IMFRP may need to be
supplemented by additional IMFRP funds.
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Comments & Questions
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Appendix
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Organization of the Standards
4 Domains
4 Strands
1997 CA Standards
2010 Common Core
Reading
Reading
(includes vocabulary)
Writing
Writing
Written and Oral
Language
Language Conventions
(includes vocabulary)
Listening and Speaking Speaking and Listening
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42
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• Reading CCR #5: Analyze the structure of texts, including how
specific sentences, paragraphs, and larger portions of the text …
relate to each other and the whole.
• 9-10.RI.5: Analyze in detail how an author’s ideas or claims are
developed and refined by particular sentences, paragraphs, or
larger portions of a text ….
• 6-8.H.5: (History/Social Studies) Describe how a text presents
information (e.g., sequentially, comparatively, causally).
• 4.RI.5: Describe the overall structure (e.g., chronology,
comparison, cause/effect, problem/solution) of events, ideas,
concepts, or information in a text or part of a text.
• K.RI.5: Identify the front cover, back cover, and title page of a
book.
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Math Sample Items (cont.)
TOM TORLAKSON
State Superintendent
of Public Instruction
These are from 7th Grade Math Standards:
• Item a – Geometry - 7.4 - Know the formulas
for the area and circumference of a circle and
use them to solve problems; give an informal
derivation of the relationship between the
circumference and area of a circle.
• Item b - Ratios and Proportional Relationships
- 7.3 -Use proportional relationships to solve
multistep ratio and percent problems.
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ELA Sample Performance
Task (cont.)
TOM TORLAKSON
State Superintendent
of Public Instruction
Standards Assessed with this Task (3rd Grade ELA):
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Writing Standards:
W.3.2. Write informative/explanatory pieces (a-d)
W.3.3. Write narratives (a-d)
W.3.5. With guidance and support from peers and adults, strengthen writing as
needed by revising and editing.
(formative evidence) W.3.6. With guidance and support from adults, use
technology to produce and publish
writing.
Speaking and Listening Standards:
SL.3.2. Identify the main ideas and supporting details of information presented
graphically, visually, orally, or
multimodally.
SL.3.4. Report on a topic or recount stories or experiences with appropriate facts
and descriptive details.
Language Standards:
L.3.1. Observe conventions of grammar and usage.
L.3.2. Observe conventions of capitalization, punctuation, and spelling.
L.3.3. Make effective language choices. a. Use words for effect.
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Source: www.cde.ca.gov -JanSBECCstateplan