transitioning to the future: common core state standards, new assessments and esea reauthorization

CALIFORNIA DEPARTMENT OF EDUCATIONJack O’Connell, State Superintendent of Public Instruction

California Educational Research Association

November 18, 2010

Deborah V.H. SigmanDeputy State Superintendent

Curriculum, Learning and Accountability Branch

Transitioning to the Future: Common Core State Standards, New

Assessments and ESEA Reauthorization

JACK O’CONNELLState Superintendent of Public Instruction

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Changing Landscape• New State Superintendent of Public

Instruction• New Governor• New Legislature• Office of the Secretary of Education• Potential changes in State Board of

Education• California Office to Reform Education

(CORE)– Role of local educational agencies

• Role of the U.S. Department of Education


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California and the Common Core State Standards

• August 2010 – State Board of Education (SBE) adopted:– Common Core State Standards for

English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

– Common Core State Standards for Mathematics

• CCSS and specific additional standards


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Common Core Resources

• CDE Web page: http://www.cde.ca.gov/ci/cc/– Informational flyers

• Overview• ELA• Math• Algebra I

– Presentations– Frequently asked questions


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Common Core Next Steps

• Frameworks and instructional materials • Professional development • Assessments

The California Department of Education presented implementation timelines to a joint meeting between SBE and the Commission on Teacher Credentialing in November, 2010.


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Common Core Implementation

• Timelines dependent on actions by the Legislature to authorize and fund implementation-related activities

• Current law restricts the SBE from taking actions on curriculum frameworks and instructional materials until July 2013

• Without Race to the Top funding, activities will need to be supported by Legislature

• Professional development focused on the CCSS is needed

• New assessments based on the CCSS are needed


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Implementation Timeline 1

• Assumes legislation to lift suspension under Education Code Section 60200.7

• Assumes the Curriculum Commission is funded for 2011 and subsequent years


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Implementation Timeline 1Milestone Math ELA

Curriculum Commission approves plan, timeline and criteria committee application

completed 1/2012

Field review of framework

9/2012 9/2013

SBE action on framework

5/2013 5/2014

Materials submission 3/2014 3/2016 Common core assessments

2014-15 2014-15

SBE approves materials 11/2014 11/2016


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• Assumes no legislative action to lift suspension under EC Section 60200.7

• Assumes the activities of the Curriculum Commission are funded


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Milestone Math ELA Curriculum Commission approves plan, timeline and criteria committee application

completed 1/2015

Common core assessments

2014-15 2014-15

Field review of framework

9/2014 9/2016

SBE action on framework

5/2015 5/2017

Materials submission 3/2017 3/2017 SBE approves materials 11/2017 11/2019


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Race to the Top Assessment Program Competition

• Reading/language arts in grades 3–8 and at least once in grades 10–12

• Mathematics in grades 3–8 and at least once in grades 10–12

• Science at least once during each of three specified grade spans: grades 3–5, 6–9, and 10–12


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Two Consortia Awarded Funds

• Smarter Balanced Assessment Consortium (SBAC)– On September 2, 2010, SBAC awarded 160 million

• Partnership for Assessment of Readiness for College and Career (PARCC)– On September 2, 2010, PARCC awarded 170

million

• An additional 15.9 million awarded to each consortium for the purpose to help all participating states with the transition to common core and common assessments


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RTTT Assessment Requirements for Comprehensive Systems

Requirements within the RTTT Assessment Program:

• Build upon shared standards for college- and career-readiness;

• Measure individual growth as well as proficiency;

• Measure the extent to which each student is on track, at each grade level tested, toward college or career readiness by the time of high school completion and;

• Provide information that is useful in informing:

– Teaching, learning, and program improvement;

– Determinations of school effectiveness;

– Determinations of principal and teacher effectiveness for use in evaluations and the provision of support to teachers and principals; and

– Determinations of individual student college and career readiness, such as determinations made for high school exit decisions, college course placement to credit-bearing classes, or college entrance

(US Department of Education, 2009)

Apr 19, 2023


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SMARTER Balanced Assessment Consortium

• Consortium of 30 states

– California is currently not participating with this consortium

• Washington is fiscal agent

• WestEd is Project Manager

• Assess grades 3 through 8 and grade 11


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SBAC States

Governing• Connecticut• Hawaii• Idaho• Kansas• Maine• Michigan• Missouri• Montana• North Carolina• New Mexico• Nevada• Oregon• Utah• Vermont• Washington• Wisconsin• West Virginia

Advisory• Alabama• Colorado• Delaware• Iowa• Kentucky• North Dakota• New Hampshire• New Jersey• Ohio• Oklahoma• Pennsylvania• South Carolina• South Dakota


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SBAC Theory of Action

All students leave high school college and career ready

Adaptive summative assessments

benchmarked to college & career readiness

Common Core State Standards

specify K-12 expectations for college and career readiness

Teachers can access formative tools and

practices to improve

instruction

Interim assessments that are flexible and

open


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SBAC Summative Assessments

Using online computer adaptive technologies:• Efficiently provide accurate measurement of all students,

across the spectrum of knowledge and skills, with shorter tests

• Incorporate adaptive precision into performance tasks and events

• Will assess full range of CCSS in English language arts and mathematics; will include a variety of item types

• Describe both current achievement and growth across time, showing progress toward college- and career-readiness

• Scores can be reliably used for state-to-state comparability, with standards set against research-based benchmarks


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Optional interim assessments

• Are aligned to and reported on the same scale as the summative assessments

• Help identify specific needs of each student, so teachers can provide appropriate, targeted instructional assistance

• Incorporate significant involvement of teachers in item and task design and scoring

• Are non-secure and fully accessible for use in instruction and professional development activities

• Provide students and teachers with clear examples of the expected performance on common standards.

SBAC Interim Assessments


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Optional web-based formative assessment resources

• Online resources on assessment literacy, aligning assessments to CCSS, and formative assessment guides

• Training for local development of item and tasks and design and use of scoring guides

• Support of best practices through online learning modules

SBAC Formative Tools and Practices


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Partnership for the Assessment of Readiness for College and

Careers (PARCC)• Consortium of 26 states

– California is currently a participating state

– Governor, State Superintendent of Public Instruction and State Board of Education President required to sign MOU

• Florida is fiscal agent

• ACHIEVE is Project Manager

• Assess grades 3 through 8 and once in grades 10-12

• Possible high school end-of-course


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PARCC States

Governing• Arizona • Arkansas • District of Columbia • Florida • Illinois • Indiana • Louisiana • Maryland • Massachusetts • New York • Rhode Island • Tennessee

Participating• Alabama • California • Colorado • Delaware • Georgia • Kentucky • Mississippi • New Hampshire • New Jersey • North Dakota • Ohio • Oklahoma • Pennsylvania • South Carolina


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PARCC Theory of Action

• More Meaningful Standards: The Partnership’s assessment system will be anchored in the Common Core State Standards which are consistent across states, clear to the public, and provide an on-ramp to college and careers.

• Higher Quality Tests: PARCC assessments will include sophisticated items and performance tasks to measure critical thinking, strategic problem solving, research and writing.

• Through-Course Testing: Students will take parts of the assessment at key times during the school year, closer to when they learn the material.

• Maximize Technology: PARCC assessments in most grades will be computer based.

• Cross-State Comparability: States in PARCC will adopt common assessments and common performance standards.


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PARCC Intended Purposes

• Report achievement results based on a clear definition of college and career readiness, so students will know if they are on track early enough to make adjustments.

• Compare results against a common high standard because readiness shouldn’t differ across states or income levels.

• Help make accountability policies better drivers of improvement by basing them on more sophisticated and meaningful assessments.

• Promote good instruction by providing teachers useful, meaningful and timely information, which will help them adjust instruction, individualize interventions, and fine-tune lessons throughout the school year.


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PARCC Distributed Summative Assessment System

Overall assessment system will include a mix of constructed response items, performance tasks, and computer-enhanced, computer-scored items

ELA/literacy

• 3 “through-course” components

– administered after 25%, 50%, and 75% of instruction

• Speaking & listening components– administered after 75% of instruction (not part of summative score)

• End-of-year component– administered after 90% of instruction

Mathematics

• 3 “through-course” components– administered after 25%, 50%, and 75% of instruction

• End-of-year component– administered after 90% of instruction


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Distributed Assessment Advantages

• Through-course approach will focus instruction throughout the year and nearer to the assessment

• The sum of the components address the full range of the common core

• Allows for multiple measures across the full range of performance

• Allows for in-depth assessment of writing and mathematics problem-solving

• Both through-course and end-of-year components provide data that teachers can use to adjust instruction


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PARCC Formative Tools

• Partnership Resource Center (PRC): an online, digital resource that includes two supports –

• Released items with item data, student work, rubrics.

• Model curriculum frameworks.

• Text Complexity Diagnostic Tool: a computer-adaptive tool to identify students’ proximate zone of development and supply suggestions for appropriate texts for students to read.

• K-2 Assessments in ELA/Literacy and Mathematics.

Consortium Implementation Milestones

2010 – 2012

2013

2012

2013

January 2015

August 2015

Development of formative tools, processes, practices, and professional development begins

Review of screened state-owned item and development of new summative and interim items

Interim item pool becomes available for use Field testing

Operational summative assessments available

Adoption of common achievement standards

2010-2011

2011-2012

2011 - 2012

2012-2014

2014-2015

Summer 2015

Development and approval by member states of common policies and procedures

Initial item and task development, piloting of components

Development of professional development resources and online platform

Field testing

New summative assessments in use

Setting of common achievement standards

SBAC PARCC


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California Context

Readiness for Computer-Based Testing• California’s assessment vendor conducted a survey and in-

person site visits • Conclusions:

– Feasible but expensive– Need multi-year rollout– District/school environment difficult for administering fair, standard

& secure test– Budget commitment

• Education Week– CA ranked lowest quintile in overall technology leadership among

states– Average of 3.8 students to one computer in U.S.– Average of 5 students to one computer in CA


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ESEA Reauthorization Blueprint

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ESEA Reauthorization

• “[Republicans] are wary of too much power coming out of the federal government. The longstanding Republican position is to hold back the federal government. There isn’t universal agreement on how to fix it.”

• It was irresponsible of Congress to give [Duncan] $5B with no strings attached. [RTT] did some pretty bold things and some were in line with the Republican agenda like expanding charter schools. Other parts can be problematic.

http://dropoutnation.net/category/eight-questions/

John Kline, R-MN

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ESEA Reauthorization• Sen. Alexander upon introducing the

State Student Achievement Contract Act in 2007:

“In other words, instead of saying: ‘Do it exactly this way’ to the States, the federal government would be saying: ‘Give us results, and we will give you more flexibility.’”

– S.2312 – A bill to amend the Elementary and Secondary Education Act of 1965 to provide for State student achievement contracts. http://www.opencongress.org/bill/110-s2312/show

Lamar Alexander, R-TN

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ESEA Reauthorization

• Schools identified for improvement– More accountability with fewer schools– Recognize school realities – one size does not fit all– Lessons learned from NCLB– Sustainability & consistency– Focus on lowest performing– Biggest achievement gaps– Look at levels and rates of growth– Discussion on intervention models

• Additional models • Look at research• More flexibility


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Reflections

• Our role

• Our expertise

• Our responsibility

• Our commitment


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Resources• Full text of the Common Core California Standards:

http://www.scoe.net/castandards/index.html (Outside Source)

• Information about the common core: http://www.corestandards.org/ (Outside Source)

• Information about the common core including implementation timelines: http://www.cde.ca.gov/ci/cc/

• PARCC information: http://www.fldoe.org/parcc/ (Outside Source)

• SBAC information: www.k12.wa.us/SMARTER (Outside Source)

• Center for K-12 and Performance Management at ETS: http://www.k12center.org/publications.html (Outside Source)

• ESEA reauthorization: http://www2.ed.gov/policy/elsec/leg/blueprint/blueprint.pdf (Outside Source)

transitioning to the future: common core state standards, new assessments and esea reauthorization

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