transitioning to the common core state standards california pta february 26, 2013

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CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction Transitioning to the Common Core State Standards California PTA February 26, 2013 Nancy Brownell, Senior Fellow Jessica Valdez, Administrator California Department of

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Transitioning to the Common Core State Standards California PTA February 26, 2013 Nancy Brownell, Senior Fellow Jessica Valdez, Administrator California Department of Education. California and the Common Core State Standards. - PowerPoint PPT Presentation

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Page 1: Transitioning to the  Common Core State Standards California PTA February 26, 2013

CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent of Public Instruction

Transitioning to the Common Core State Standards

California PTAFebruary 26, 2013

Nancy Brownell, Senior FellowJessica Valdez, Administrator

California Department of Education

Page 2: Transitioning to the  Common Core State Standards California PTA February 26, 2013

TOM TORLAKSONState Superintendent of Public Instruction

California and the Common Core State Standards

The Common Core State Standards Initiative is a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). The standards were developed in collaboration with teachers, school administrators, and experts, to provide a clear and consistent framework to prepare our children for college and the workforce.

Page 3: Transitioning to the  Common Core State Standards California PTA February 26, 2013

TOM TORLAKSONState Superintendent of Public Instruction

The Common Core State Standards

Benefits:•Are aligned with college and work expectations;•Are clear, understandable and consistent;•Include rigorous content and application of knowledge through high-order skills;•Build upon strengths and lessons of current state standards;

Page 4: Transitioning to the  Common Core State Standards California PTA February 26, 2013

TOM TORLAKSONState Superintendent of Public Instruction

The Common Core State Standards

Benefits:•Internationally benchmarked•Evidence and research-based•Consistent expectations – no matter where you live•Opportunity for shared resources and reduced costs

Page 5: Transitioning to the  Common Core State Standards California PTA February 26, 2013

TOM TORLAKSONState Superintendent of Public Instruction

The Common Core State Standards

• Feedback and review from national organizations, including:

Page 6: Transitioning to the  Common Core State Standards California PTA February 26, 2013

TOM TORLAKSONState Superintendent of Public Instruction

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

TOM TORLAKSONState Superintendent of Public Instruction

Page 7: Transitioning to the  Common Core State Standards California PTA February 26, 2013

TOM TORLAKSONState Superintendent of Public Instruction

Common Core Standards for English Language Arts & Literacy in History/Social Studies,

Science, and Technical Subjects

• The CCSS for English-Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects are organized around the College and Career Readiness (CCR) Standards for Reading, Writing, and Speaking and Listening.

• Each strand is headed by a set of CCR Anchor Standards that is identical across all grades and content areas.

• The anchor standards lend coherence to the document both across the content areas and across the grades.

Page 8: Transitioning to the  Common Core State Standards California PTA February 26, 2013

TOM TORLAKSONState Superintendent of Public Instruction

Balanced Representation of Literary and Informational Text

• Kindergarten through grade 5 10 Reading standards for literature 10 Reading standards for informational text Writing standards that explicitly call for opinion pieces,

narratives, and informative/explanatory texts

• Grades 6–12 10 Reading standards for literature 10 Reading standards for informational text Writing standards that explicitly call for arguments, narratives,

and informative/explanatory texts An additional set of standards for reading and writing in

history/social studies, science and technical subjects

Page 9: Transitioning to the  Common Core State Standards California PTA February 26, 2013

TOM TORLAKSONState Superintendent of Public Instruction

Informational Text• Includes the subgenres of exposition,

argument, and functional text in the form of personal essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical, scientific, technical, or economic accounts (including digital sources) written for a broad audience

Source: page 33 of the CCSS for ELA and Literacy in History/Social Studies, Science, and Technical Subjects

Page 10: Transitioning to the  Common Core State Standards California PTA February 26, 2013

TOM TORLAKSONState Superintendent of Public Instruction

Literacy in History/Social Studies, Science, and Technical Subjects: Grades 6–12

• Set the expectation that students will read and write in non-ELA classrooms and develop informational/technical writing skills

• Provide an acknowledgement of unique text structures found in informational text

• Maintain the focus on discipline-specific vocabulary, critical analysis, and evidence across the curriculum

Page 11: Transitioning to the  Common Core State Standards California PTA February 26, 2013

TOM TORLAKSONState Superintendent of Public Instruction

Technical Subjects

Technical subjects – A course devoted to a practical study, such as engineering, technology, design, business, or other workforce-related subject; a technical aspect of a wider field of study, such as art or music

Source: Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects: Appendix A

Page 12: Transitioning to the  Common Core State Standards California PTA February 26, 2013

TOM TORLAKSONState Superintendent of Public Instruction

Critical Analysis/Use of Evidence

• Describe how reasons support specific points the author makes in a text. (2.RI.8)

• Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. (8.SL.3)

• Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases. (11-12.WHST.1.b)

Page 13: Transitioning to the  Common Core State Standards California PTA February 26, 2013

TOM TORLAKSONState Superintendent of Public Instruction

Focus on Text Complexity

• By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently. (5.RL.10)

• Initiate and participate effectively in a range of collaborative discussions (one-on one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

(11-12.SL.1)

Page 14: Transitioning to the  Common Core State Standards California PTA February 26, 2013

TOM TORLAKSONState Superintendent of Public Instruction

Increased Student Collaboration

• With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. (3.W.6)

• Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (9-10.SL.1)

Page 15: Transitioning to the  Common Core State Standards California PTA February 26, 2013

TOM TORLAKSONState Superintendent of Public Instruction

Vocabulary Acquisition and Use• Use words and phrases acquired through

conversations, reading and being read to, and responding to texts. (K.L.6)

• Use precise language and domain-specific vocabulary to inform about or explain the topic. (7.W.2.d)

• Determine the meaning of word and phrase as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). (9-10.RL.4)

Page 16: Transitioning to the  Common Core State Standards California PTA February 26, 2013

TOM TORLAKSONState Superintendent of Public Instruction

Increased Use of Multimedia and Technology

• Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas and themes. (4.SL.5)

• Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). (7.RL.7)

• Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (11-12.RST.7)

Page 17: Transitioning to the  Common Core State Standards California PTA February 26, 2013

TOM TORLAKSONState Superintendent of Public Instruction

Transitioning to the CCSS

• Building knowledge through content-rich nonfiction

• Reading, writing and speaking grounded in evidence from text, both literary and informational

• Regular practice with complex text and its academic language

Source: http://www.achievethecore.org/steal-these-tools

Page 18: Transitioning to the  Common Core State Standards California PTA February 26, 2013

TOM TORLAKSONState Superintendent of Public Instruction

Mathematical Proficiency as defined by the California Framework (2006)

Page 19: Transitioning to the  Common Core State Standards California PTA February 26, 2013

TOM TORLAKSONState Superintendent of Public Instruction

Common Core Standards for Mathematics

The standards for mathematics:

• Are focused, coherent, and rigorous

• Aim for clarity and specificity

• Stress conceptual understanding of key ideas

• Balance mathematical understanding and procedural skill

• Are internationally benchmarked

Page 20: Transitioning to the  Common Core State Standards California PTA February 26, 2013

TOM TORLAKSONState Superintendent of Public Instruction

Two Types ofInterrelated Standards

• Mathematical Practices (the same at every grade level)

• Mathematical Content (different at each grade level)

Page 21: Transitioning to the  Common Core State Standards California PTA February 26, 2013

TOM TORLAKSONState Superintendent of Public Instruction

Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Describe ways students engage with the subject matter throughout the elementary, middle and high school years

Page 22: Transitioning to the  Common Core State Standards California PTA February 26, 2013

TOM TORLAKSONState Superintendent of Public Instruction

CCSS Domains K–5

Domain K 1 2 3 4 5

Counting and Cardinality (CC) Operations and Algebraic Thinking (OA) Number and Operations in Base Ten (NBT)

Measurement and Data (MD)

Geometry (G) Number and Operations – Fractions (NF)

Page 23: Transitioning to the  Common Core State Standards California PTA February 26, 2013

TOM TORLAKSONState Superintendent of Public Instruction

CCSS Domains 6–8

Domain 6 7 8

Ratios and Proportional Relationships (RP)

The Number System (NS)

Expressions and Equations (EE) Geometry (G) Statistics and Probability (SP)

Functions (F)

Page 24: Transitioning to the  Common Core State Standards California PTA February 26, 2013

TOM TORLAKSONState Superintendent of Public Instruction

High School MathematicsThe CCSS high school standards are organized in 6 conceptual

categories: Number and Quantity Algebra Functions Modeling (*) Geometry Statistics and Probability

California additions: Advanced Placement Probability and Statistics Calculus

Modeling standards are indicated by a (*) symbol.Standards necessary to prepare for advanced courses in mathematics are indicated by a (+) symbol.

Page 25: Transitioning to the  Common Core State Standards California PTA February 26, 2013

TOM TORLAKSONState Superintendent of Public Instruction

Model Course Pathways for Mathematics

Pathway ATraditional in U.S.

Geometry

Algebra I

Courses in higher level mathematics: Precalculus, Calculus (upon completion of Precalculus), Advanced Statistics, Discrete Mathematics, Advanced Quantitative

Reasoning, or other courses to be designed at a later date, such as additional career technical courses.

Pathway BInternational Integrated approach

(typical outside of U.S.)

.

Mathematics II

Mathematics I

Algebra II Mathematics III

Page 26: Transitioning to the  Common Core State Standards California PTA February 26, 2013

TOM TORLAKSONState Superintendent of Public Instruction

Transitioning to the CCSS

1. Focus strongly where the standards focus

2. Coherence: Think across grades, and link to major topics within grades

3. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application

Source: http://www.achievethecore.org/

Page 27: Transitioning to the  Common Core State Standards California PTA February 26, 2013

TOM TORLAKSONState Superintendent of Public Instruction

Page 28: Transitioning to the  Common Core State Standards California PTA February 26, 2013

TOM TORLAKSONState Superintendent of Public Instruction

CDE CCSS Web page

http://www.cde.ca.gov/re/cc

•Subscribe:[email protected]@mlist.cde.ca.gov

•Contact us: [email protected]

Page 29: Transitioning to the  Common Core State Standards California PTA February 26, 2013

TOM TORLAKSONState Superintendent of Public Instruction

Questions?Nancy Brownell

Senior Fellow

California Department of Education

California State Board of Education

[email protected]

916-319-0693

Page 30: Transitioning to the  Common Core State Standards California PTA February 26, 2013

Smarter Balanced Assessment System

Common Core State Standards

specify K-12

expectations for college and

career readiness

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

practicesto improve instruction

Page 31: Transitioning to the  Common Core State Standards California PTA February 26, 2013

TOM TORLAKSONState Superintendent of Public Instruction

Smarter Balanced Assessment Consortium Basics• 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

• Computer based and computer adaptive

• The assessments are scheduled to be operational in the 2014-15 school year

Page 32: Transitioning to the  Common Core State Standards California PTA February 26, 2013

TOM TORLAKSONState Superintendent of Public Instruction

24 states educating approximately 20 million public K-12 students

Smarter Balanced Member States

Page 33: Transitioning to the  Common Core State Standards California PTA February 26, 2013

TOM TORLAKSONState Superintendent of Public Instruction

State Governance and Participation

• Consortium led by state K-12 and higher education representatives. All major decisions subject to state vote.

• Two California representatives on Smarter Balanced Executive Committee (Co-chair Deb Sigman, Higher Education Representative Beverly Young)

• Over 80 staff from member states and higher education institutions across the nation are involved in workgroups helping to design the system.

• Expert advice from an array of standing advisory panels.

Page 34: Transitioning to the  Common Core State Standards California PTA February 26, 2013

TOM TORLAKSONState Superintendent of Public Instruction

Smarter Balanced Work Groups and California Members

1. Item Development/Performance Tasks – Linda Hooper2. Validation and Psychometrics/Test Design – Jamie Contreras3.Test Administration/Student Access – Shobhana Rishi4.Formative Assessment Practices and Professional Learning/Transition to CCSS – Laura Watson5.Technology Approach/Reporting – Rodney Okamoto (Co-chair)

Page 35: Transitioning to the  Common Core State Standards California PTA February 26, 2013

TOM TORLAKSONState Superintendent of Public Instruction

Smarter Balanced Milestones

2010-11 2011-12 2012-13 2013-14 2014-15

SBE adopted Common Core

State StandardsAugust 2010

California joined Smarter

Balanced Assessment ConsortiumJune 2011

Assessment reauthorization

outreach effort to develop

recommendations

STAR Program sunsets

July 1, 2014

Smarter Balanced

assessments implemented

Spring 2014Field testing of

Summative Assessments

Spring 2013Pilot testing of

Summative Assessments

Technology Readiness Tool

LaunchedMarch 2012

Technology Strategy

Framework and System

Requirements Specifications

ReleasedDecember 2012

Preliminary test blueprints approved

November 2012

SSPI’s Report with recommendations

delivered to the Legislature

January 2013

Page 36: Transitioning to the  Common Core State Standards California PTA February 26, 2013

TOM TORLAKSONState Superintendent of Public Instruction

Preliminary Test Blueprints• Approved by governing states in November 2012

• Include critical information about the number of items, score points, and depth of knowledge for items associated with each assessment target

• Guide the development of items and performance tasks, the pilot and field tests, score reporting, standard setting, and ongoing research

• Are considered preliminary until after review of the data gathered from the pilot and field tests

• Links to blueprints available on the Smarter Balanced Web page at http://www.smarterbalanced.org/smarter-balanced-assessments/

Page 37: Transitioning to the  Common Core State Standards California PTA February 26, 2013

TOM TORLAKSONState Superintendent of Public Instruction

Revised Draft Initial Achievement Level Descriptors (ALDs)

• Initial draft ALDs were released for public comment November 27, 2012, through January 15, 2013 and February 4 through 20.

• The revised draft ALD documents, online survey for providing feedback, and recording of Webinar highlighting the revisions are available at http://www.smarterbalanced.org/achievementlevel-descriptors-and-college-readiness.

• Governing states are expected to adopt the initial ALDs in Spring 2013.

Page 38: Transitioning to the  Common Core State Standards California PTA February 26, 2013

TOM TORLAKSONState Superintendent of Public Instruction

Technology Readiness Tool• Generates device and network “readiness

reports” at the school level.

• Reports show a general level of readiness:– 0% - 25% (red)– 26% - 50% (orange)– 51% - 75% (yellow)– 76% - 100% (green)

Page 39: Transitioning to the  Common Core State Standards California PTA February 26, 2013

TOM TORLAKSONState Superintendent of Public Instruction

• Two samples for school participation:

1) Scientific 2) Volunteer

• There will be no scores or individual student data associated with either sample.

• The pilot test is untimed but depending on the grade, content area, and types of items administered, test times are expected to range from 2 to 3 hours.

Smarter BalancedSpring 2013 Pilot Test

Page 40: Transitioning to the  Common Core State Standards California PTA February 26, 2013

TOM TORLAKSONState Superintendent of Public Instruction

Spring 2013 Pilot Test —Scientific Sample

• Test window: February 20–May 24, 2013• Nearly 1,200 California schools have confirmed

participation!• CDE is assisting participating schools by submitting

required student data.• Search for selected CA schools by county and district and

view participation status on the CDE Smarter Balanced Web page at http://www.cde.ca.gov/ta/tg/sa/smarterbalanced.asp. Select the “Spring 2013 Pilot Test” hyperlink.

• Deadline for registering to participate is February 28, 2013

Page 41: Transitioning to the  Common Core State Standards California PTA February 26, 2013

TOM TORLAKSONState Superintendent of Public Instruction

Spring 2013 Pilot Test —Volunteer Sample

• Open to all schools in member states

• Test window: April 9 through May 10, 2013

• Nearly 1,800 California schools have registered!

• Participation in volunteer pilot available any time during the testing window

• Schools volunteer by completing the volunteer survey at: https://www.surveymonkey.com/s/SmarterBalancedPilot

• Deadline for registering to participate is March 27, 2013

Page 42: Transitioning to the  Common Core State Standards California PTA February 26, 2013

TOM TORLAKSONState Superintendent of Public Instruction

Upcoming Opportunity for Teacher Involvement

• Smarter Balanced digital library of formative assessment tools and practices

• State Network of Educators to be formed to review proposed tools and practices for inclusion in the digital library

• Recruitment of State Network of Educators expected to begin in Spring 2013

Page 43: Transitioning to the  Common Core State Standards California PTA February 26, 2013

TOM TORLAKSONState Superintendent of Public Instruction

Legislative Update

State•Assembly Bill 484 (Bonilla)•Senate Bill 247 (Liu)

Federal•Education technology bill (Miller)

Page 44: Transitioning to the  Common Core State Standards California PTA February 26, 2013

TOM TORLAKSONState Superintendent of Public Instruction

For Further Smarter Balanced Information

Join the CDE Smarter Balanced listserv by sending a blank e-mail to:

[email protected]

Contact the CDE Transition [email protected]

916-445-8517

Visit the Smarter Balanced Assessment Consortium Web Site

http://www.smarterbalanced.org/

Visit the CDE Smarter Balanced Web Page http://www.cde.ca.gov/sbac/