introduction to the common core state standards (ccss) & new assessments

Introduction to the Common Core State Standards (CCSS)

& New Assessments

SLUSD Board of Education PresentationMay 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

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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

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Source: http://www.corestandards.org/in-the-states

Adopted by 45 States plus DC and U.S. Virgin Islands

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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• College and Career Readiness (CCR) Anchor Standards are divided into four interrelated literacy strands.

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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/reading-2009.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

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

http://commoncoretools.files.wordpress.com/2011/03/practices.pdf

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 organization16

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

Source: Appendix A of the CCSS for Mathematics at http://www.corestandards.org

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Smarter Balanced Assessment Consortium (SBAC)

• There are two groups of states developing assessments1. 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

TOM TORLAKSONState Superintendent of Public Instruction

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The SBAC Goals

• 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

A Balanced Assessment System

Common Core State Standards

specify K-12

expectations for 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

All students leave

high school college

and career ready

Teachers and schools have

information and tools they need

to improve teaching and

learning

Interim assessments

Flexible, open, used for actionable

feedback

Summative assessments

Benchmarked to college and career

readiness

Teacher resources for formative

assessment practices

to improve instruction

Teacher Involvement

• Test item development• Test scoring• Formative tool

development• Professional development

cadres

• Professional development• Formative tools and

processes• Data from summative and

interim assessments


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SBAC Balanced System


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Key Features: Computer Adaptive Testing

• 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

• 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


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Sample Items: Technology Enhanced and Constructed Response


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Sample Items (cont.)


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Sample Performance Task

• 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.

English Language

Development Standards

Supplemental Instructional

Materials Review

Professional Development

Modules

Mathematics Framework

English Language Arts

Framework

September/November 2012September/November 2012

November 2012/January 2013November 2012/January 2013

September 2013September 2013

November 2013November 2013

May 2014May 2014

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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)

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 present sessions

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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 Domains1997 CA Standards

4 Strands2010 Common Core

Reading(includes vocabulary)

Reading

Writing Writing

Written and Oral Language Conventions

Language(includes vocabulary)

Listening and Speaking Speaking and Listening

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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.)

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.)

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.

Source: www.cde.ca.gov -JanSBECCstateplan

introduction to the common core state standards (ccss) & new assessments

Documents

readcommon core standards

grade organization

optionclearer grade

math california additions

grade cc math standardsk

state board of education

ela california additions

text based answersshift