Next Generation Standards and

Assessment in West Virginia Jan Barth, Special Assignment to State Superintendent

The West Virginia JourneyThe Vision, The Work, The Delivery

Developing New Standards

- Rigor

- Content

- Context

- Skills

- Technology

--

Policy Revisions Began

in 2005

CSO Format: Teach 21

Interactive

• WVDE has 21st century learning skills and

technology tools standards that overlay the

content standards.

– WVDE proposes to maintain the overlay with the

Common Core Standards.

As

21st Century Learning: Learning

Skills and Technology Tools

Learning Skills and Technology

Tools: 21st Century Learning

Provide student/family/educator support

to ensure students master the

Common Core Standards

Adopt Common

Core Standards

and modify /align

state curriculum

Support classroom

decision-making

based on balanced

assessments of the

Common Core

Deliver professional

development based on

school-level needs

around the Common

Core

(classroom level/job-

embedded)

What do we know about the correlation

between the National Common Core

Standards and the 21st Century

Content Standards and Objectives for

WV Schools?

Characteristics of Common Core

Reading/Language Arts

• Three Broad

Areas

– Reading

– Writing

– Speaking &

Listening

(Media Literacy)

• Types of

Writing

• Types of Text

• Grade Spans

– K-3

– 4-5

– 6-8

– 9-12

• K-5

– Numbers &

Operations

– Geometry

– Measurement

• 6-8

– Number &

Operations

– Algebra

– Geometry &

Measurement

– Data &

Probability

• WVDE has 21st century learning skills and

technology tools standards that overlay the

content standards.

– WVDE proposes to maintain the overlay with the

Common Core Standards.

Common Core Mathematics

• The authors provide us with clear

statements of what mathematics should be

learned at each grade level.

• Statements tell the teacher to include

depth of knowledge levels, Bloom’s

Taxonomy and levels of cognitive demand.

Common Core Mathematics

• The math Common Core embraces the

notion of teaching less and learning more.

• The Common Core emphasizes that we can

no longer allow students to just follow a

teacher-directed procedure and memorize.

For ALL students to transcend the Algebra I

level in mathematics, we must ensure

coherent understanding at all grade levels in

core mathematics.

• WVDE content coordinators kept abreast of

edits to the Common Core.

– WV keeps informed through national content

organizations, CCSSO, NASBE, and other national

affiliations

• Since the State Board approved the Common

Core Standards in May 2010, WVDE is

prepared to begin the alignment process with

groups of K-12 teachers, members of Higher

Education faculty, district and RESA staff in

August.

Provide student/family/educator support

to ensure students master the

Common Core Standards

Modify /Align

state curriculum

policy

Support classroom

decision-making

based on balanced

assessments of the

Common Core

Deliver professional

development based on

school-level needs

around the Common

Core

(classroom level/job-

embedded)

Align state resources

Transitioning to International

Rigor: Common Core Standards,

Common Core Assessments and

Common Core Performance

Conduct Alignment Study of WESTEST 2 to

Common Core Standards (use “refresh

clause” if necessary)

Develop Acuity to Common Core

Standards

Continue to develop capacity of teachers to

utilize classroom assessments

Use WESTEST 2/ Acuity

assessments to measure student growth through 2014 in R/LA and

Math

WESTEST 2 and Acuity CTB

contracts expire in 2014. WV will transition to

Common Core Assessments in

2014-15.

Transition to balanced assessment system:

SMARTER Balanced Consortia will develop

performance assessments to learning progressions

• The federal language in SFSF and RTTT grant

applications calls for states to commit to and

create internationally rigorous Proficiency

(Mastery) cut scores on their accountability

assessments.

• There is reason to believe nationally-developed

common cut scores for proficiency and college

readiness will be developed.

National conversations address the verifications of state performance

distribution compared to NAEP performance level distributions.

NAEP 2009 Mathematics Performance Level Distribution by %

WVBelow

BasicBasic Proficient Advanced

At or Above

Proficient

Grade 4 23% 49% 26% 2% 28%

Grade 8 39% 41% 17% 2% 19%

WESTEST 2 2009 Mathematics Performance Level Distribution by %

Novice Partial

Mastery

Mastery Above

Mastery

Distinguished At or Above

Mastery

Grade 4 2% 33% 36% 19% 9% 64%

Grade 8 18% 29% 40% 12% 1% 53%

Current WESTEST 2 performance cut scores for Mastery fall short of

national rigor.

National conversations now address verification of state performance

distribution against TIMSS performance.

International 2009 Mathematics Performance Level Distribution by %

TIMSS Low Intermediate High AdvancedAt or Above

High

Grade 4 23% 41% 21% 5% 26%

Grade 8 29% 31% 13% 2% 15%

WESTEST 2 2009 Mathematics Performance Level Distribution by %

WESTEST 2 Novice Partial

Mastery

Mastery Above

Mastery

Distinguished At or Above

Mastery

Grade 4 2% 33% 36% 19% 9% 64%

Grade 8 18% 29% 40% 12% 1% 53%

Current WESTEST 2 performance cut scores for Mastery fall short of

international rigor.

2009 cut scores show that our

Mastery level compares:

• at the lower levels of Basic

on National Assessment of

Educational Progress

(NAEP).

• at the D+ level on Trends in

Mathematics and Science

Study (TIMSS).

(Phillips, 2009)

Conclusion:

• WV does not currently use cut

scores that are as rigorous as

national or international cut scores

to determine Mastery Level for our

students.

• WV will determine and use for

Mastery transitional cut scores

that are increasingly aligned to

more rigorous national and

international cut scores and use

these cuts through 2014.

Create Transitional Cut Scores in

2010 (to be used thru 2014)

Commit to 40% Mastery level

proficiency cut score per content

area, per grade level. These cuts:

• will place WV Mastery level

at the upper levels of Basic

on NAEP.

• will place WV Mastery level

at C+ on TIMSS.

Conclusions:

The 40% cuts will create

transitional cut scores for Mastery

that align more to

national/international rigor in 2010.

By 2014, a common cut score for

Proficiency will be determined

based on the products/research

from the RTTT grants.

Recommendations:

WV will use the transitional cuts

beginning in 2010 through 2014.

The WVDE submitted the following requests in the WV

Accountability Workbook:

• use of the new proficiency Mastery level cuts to

determine % at mastery targets for 2010 AYP and

• waiver of current AYP Proficiency Model for a Scale

Score Growth Model for 2011 if the data provides

more flexibility.

• A committee of mathematics and English/reading language arts

teachers at the high school and college levels met with the West

Virginia Department of Education (WVDE) staff in September

2007 to determine the College Readiness Standards.

• The Higher Education Policy Commission (HEPC) convened a

group of representatives from West Virginia colleges and

universities to define college readiness skills in English and

mathematics.

• These college readiness skills were compared to the 11th grade

21st century reading and English language arts and mathematics

Content Standards and Objectives (CSOs) provided by the

WVDE.

• The Grade 11 WESTEST 2 reading/language arts and mathematics results will identify college readiness by a defined cut score which will be determined by the WVDE and the Higher Education Policy Commission. The student cut score will not be used to determine college admissions.

• Students who perform at or above these cut scores will be deemed ready to enroll and succeed in college-credit-bearing freshman level mathematics and English courses.

• Students who perform below the mathematics cut score will be placed in a college transition course for mathematics.

• West Virginia Board of Education Policy 2510: Assuring the Quality of Education: Regulations for Education Programs requires students in the professional pathway and college bound students in the skilled pathway, who do not meet the state assessment college readiness benchmark in mathematics, to take the appropriate college transition course during their senior year.

• State Plan provides opportunities to measure

– Student attainment of challenging career and

technical skill proficiencies aligned to industry

recognized standards

– Student attainment of industry recognized

credential

– Student attainment of academic proficiencies

• WVDE has developed measures in all areas of concentration– 101 CTE concentrations defined

– 4 core classes defined for each concentration• e.g., Pre-Engineering Concentration consists of Introduction to

Engineering Design, Principles of Engineering, Digital Electronics and Civil Engineering and Architecture

– End-of-Concentration performance-based assessment for each concentration

– Each assessment has three performance tasks that include an oral and written component

– Each assessment is industry certified and scorers are recruited from industry and post secondary

http://careertech.k12.wv.us/

• Measures of academic proficiency

– Profile of CTE completers compared to WESTEST 2 results for 11th grade students in WV to assure academic achievement is comparable

– All CTE completers also assessed via ACT WorkKeys

• Locating Information; Reading for Information; and Applied Mathematics

• Students who meet WorkKeys benchmarks receive WV workforce readiness credential that is endorsed by WV Workforce Investment Council

• Impact of Performance Indicators

– Each school is required to develop a plan of

improvement for any concentration that does

not meet one or more of the Core Indicators

– Improvement Plan is monitored by WVDE

– Failure to make substantial improvement

leads to program audit by WVDE and/or loss

of funding for the concentration