Common Core Standards and Assessments

Patte BarthCenter for Public Education

David BairdKentucky School Boards Assn

NSBA’s FRN ConferenceJanuary 28, 2013

• a national overview of the CCSS

• first out the gate – CCSS in Kentucky

• q&a

Agenda

3

The Common Core Standards are intended to be:

• Aligned with college and work expectations• Focused and coherent• Include rigorous content and application of knowledge

through high-order skills• Build upon strengths and lessons of current state

standards• Internationally benchmarked so that all students are

prepared to succeed in our global economy and society• Based on evidence and research• State led – coordinated by NGA Center and CCSSO

SOURCE: Common Core State Standards, www.corestandards.org

The Common Core Standards process:

• CCSSO and NGA’s Center for Best Practices

• Advisory group: Achieve, Inc.; ACT, Inc.; College

Board, NASBE, and SHEEO

• Two rounds of public review

• Final documents released June 2010

• No federal dollars for development; foundation support

46 states & DC have adopted the CCSS

adoptednot adopted

5

NSBA & CCSS

• supports NGA/CCSSO state-led process

• supports federal funding for research and/or help to states for developing assessments

• supports nationally available tests that states may adopt voluntarily

• opposes federal mandates or coercion, eg. a condition for receiving Title 1 funds

What’s in the standards – English language arts

Reading• Balance of literature and informational texts• Text complexityWriting• Emphasis on argument/informative• Writing about sourcesSpeaking and Listening• Inclusion of formal and informal talkLanguage• Stress on general academic and domain-specific

vocabulary

SOURCE: Common Core Standards, June 2010

What’s different?English language arts

Standards for reading and writing in history/

social studies, science, and technical subjects• Complement rather than replace content standards

in those subjects• Responsibility of teachers in those subjects

Emphasis on research and using evidence

Attention to text complexity

SOURCE: Common Core Standards, June 2010

9

What’s different?Why There Should Be a Longer School Day Schools should have a longer school day for students. First, students could learn more about different subjects if the school day were longer. Also, students could get extra help from teachers. More hours in class each day would also mean more vacations scattered throughout the year!

Now look at the following daily schedule for a school that has switched to a longer school day. 

8:00 Morning Announcements8:20 Reading Language Arts9:30 Foreign Language10:30 Morning Recess10:45 Mathematics11:45 Lunch12:45 History1:45 Art or Music2:15 Afternoon Recess2:45 Science 3:30 Homework Preparation3:45 After-School Tutoring or Sports Revise the paragraph by adding details from the daily schedule that help support the reasons for having a longer school day.

SOURCE: SMARTER Balanced sample item, grade 4 writing, retrieved January 2013

10

What’s different?

SOURCE: SMARTER Balanced sample item, retrieved January 2013

Score points The response:

2

• provides appropriate and predominately specific details or evidence• uses appropriate word choices for the intended audience and purpose

1

•provides mostly general details and evidence, but may include extraneous or loosely related details•has a limited and predictable vocabulary that may not be consistently appropriate for the intended audience and purpose

0

•includes few supporting details that may be vague, repetitive, or incorrect or that may interfere with the meaning of the text•has an inappropriate vocabulary for the intended audience and purpose

Balance of texts

grade levelpercent of time on

literary readingpercent of time on

reading for information

elementary 50% 50%

middle school 45% 55%

high school 30% 70%

NAEP 2009 reading framework, recommended by common core standards, 2012

Balance of writing modes

grade levelwriting to persuade

writing to explain

writing to convey

experience

elementary 30% 35% 35%

middle school 35% 35% 30%

high school 40% 40% 20%

NAEP 2009 writing framework, recommended by common core standards, 2012

What’s in the standards –Mathematics

• Number & quantity• Algebra - algebraic thinking K-5

• Functions• Modeling - high school

• Geometry• Statistics & probability• Emphasis on Mathematical practice

SOURCE: Common Core Standards, June 2010

Pathways through high school mathematics

Traditional sequence Integrated sequence

• 2 algebra courses• 1 geometry course• DPS included• 1 higher course

• 3 integrated courses• all include number, algebra, geometry, DPS• 1 higher course

SOURCE: Common Core Standards, Mathematics Appendix A, 2010

Algebra II

Geometry

Algebra I

Math III

Math II

Math I

pre-calculus, calculus, advanced statistics, discrete math,

advanced quantitative reasoning, specific technical

POS

15

Before

Which of the following numbers will round to 26?

a) 25.3

b) 25.5

c) 26.7

d) 27.1

SOURCE: Virginia SOL released items, grade 4 math, 2010

16

After

Jeff said, “I get the same number when I round all three numbers of seats in these stadiums.”

 

Sara said, “When I round them, I get the same number for two of the stadiums but a different number for the other stadium.”

 

Can Jeff and Sara both be correct? Explain how you know.

SOURCE: The Mathematics Common Core Toolbox, grade 4

Capacity of different baseball stadiums

  San Francisco Giants’ stadium: 41,915 seatsWashington Nationals’ stadium: 41,888 seatsSan Diego Padres’ stadium: 42,445 seats

17

What’s different?

• Both assess rounding

• The second further requires the ability to reason mathematically, critique the reasoning of others, and communicate their own reasoning

The Common Core State Standards

21st century assessments for CCSS

State CCSSassessment consortia

• formed to develop common “next generation”

assessments aligned to the CCSS

• supported by $346 million federal grants

• PARCC: Partnership for Assessment of Readiness for

College & Careers headed by Achieve, Inc.

• SMARTER Balanced Assessment Consortium headed by

Washington state department of education

19

Points of collaborationSMARTER & PARCC

• working to ensure comparability of scores

• developing protocols for Artificial Intelligent scoring

• examining interoperable technology infrastructure

• working toward same deadlines, 2014-15

20SOURCE: Center for K-12 Assessment & Performance Management at ETS, webinar April 4, 2011

24 states & DC are in the PARCC consortium

participantnon participant

21

28 states are in the SMARTER consortium

participantnon participant

22

Next Generation Science Standards

• Collaboration of Achieve, NRC, AAAS, NSTA and 26 lead states

• “Internationally benchmarked”

• Second draft recently released for public review

• Intended to be adopted ‘in whole’

• Carnegie Corp, Noyce Foundation & Dupont sponsors

23

What will be in the standards

Science• Practices: behaviors necessary

to the work of scientists & engineers

• Cross-cutting concepts: the ‘big ideas’, eg., patterns, scale, cause & effect, etc.

• Disciplinary core ideas: physical sciences; life sciences, earth & space sciences; and engineering, technology & applications. 24

SOURCE: Next Generation Science Standards, www.nextgenscience.org

26 lead states – Next Generation Science Standards

participantnon participant

25

Other assessment consortia

• Alternative assessments: $67 million to Dynamic Learning Maps (DLM) and National Center and State Collaboration (NCSC)– Assessments for students with “most significant cognitive

impairments”

• Assessments for ELL: $10.5 million to ASSETS, Assessment Services Supporting ELLs Through Technology Systems

26SOURCE: The K-12 Center at ETS, www.k12center.org

The Common Core State Standards

The challenges

Technology needs

• 33 states offer some level of online testing• Most don’t assess all students• Most are voluntary• Most are summative only• Most schools will need more computers &

more bandwidth

28SOURCE: SETDA, Technology Requirements for Large Scale, Computer-Based & Online Assessment, June 2011

District needs

• Professional development for staff• Aligned assessments & curriculum• Aligned instructional materials• Supports for students

29

Implementing Common Core State Standards: The Kentucky Experience

David A. Baird, Associate Executive DirectorKentucky School Boards Association

• Passage of Senate Bill 1 in 2009 propelled Kentucky into a new era in public education

• Preparing all students for life after high school… – college and career readiness for all.

• Mutual accountability for K-12 and post secondary systems

Changes in Kentucky’s System

31

New academic standards New assessments Program reviews Improved professional

development New accountability system Unified plan for improving

college/career readiness

32

32

Kentucky Senate Bill 1 (2009)

90% of fastest growing jobs require at least two (2) years of education beyond high school.

80% of all jobs require some training beyond high school. (Degrees or Industry Certificates)

Nation’s colleges need to increase number of degrees by 10% per year to meet demand.

Kentucky = 5,200 more graduates per year

Where Are the Jobs?

33

High School Graduation Rate = 76%

38 % of Kentucky’s 2011 high school graduates were College or Career Ready

High remediation rate = fewer college degrees

Kentucky’s Challenge

34

What is your state’s challenge?

Added cost with no credits

Adds time/expense to college education

Result: more likely to leave w/o diploma

College freshmen requiring remedial reading have 17% chance of attaining degree in 8 years

Remedial Courses = Major Obstacle to College Degrees

35

36

KY’s College Ready Criteria

ACT (11th Grade)

English – 18

Mathematics – 19

Reading – 20

COMPASS (12th Grade)

KYOTE (12th Grade)

Must meet one of the following requirements to be considered College Ready:

37

KY’s College Readiness System ACT’s College Readiness Benchmarks* are early indicators of likely college success based on student EXPLORE, PLAN, or ACT scores.

Test Content Area EXPLORE8th

PLAN10th

ACT11th

English English 13 15 18

Math Algebra 17 19 19

Reading Social Sciences 15 17 20

Science Biology 20 21 24

* Reflects the minimum score needed on an ACT subject area test to indicate a 50% chance of obtaining a “B” or better or a 75% chance of obtaining a “C” or better in the corresponding credit-bearing college course.

38

Academic:a) Armed Services Vocational Aptitude Battery (ASVAB)b) ACT Work Keys (applied math, locating information and

reading for information)

Technical:a) Kentucky Occupational Skills

Standards Assessment (KOSSA)b) Industry certificates

KY’s Career Ready CriteriaMust meet one benchmark for academic area and one for technical area.

1. Courses/Assessments Alignment with Standards

2. Transitional Interventions

3. Accelerationo Project Lead the Wayo Advance KY

4. Persistence to Graduation –- Collection and Use of Data

5. Academic and Career Advising

6. Career Readiness Definition/Pathways

7. Innovative Routes To Graduation

8. District 180/Turnaround Low Performing Schools

9. New Accountability Model

KY’s College/Career Readiness Strategies

39

10 years of research by Iowa Association of School Boards and NSBA

Do school boards make a difference in student achievement?

What are the specific board roles that impact student achievement?

The Lighthouse Study

Set clear and high expectations Create the conditions for success Hold the system accountable Create the public will to succeed Learn as a board team

Leadership Roles ofEffective Boards

Embrace the new standards!

− Clearer and more rigorous− Focused on specific knowledge and skills

necessary for postsecondary success Does your board understand the differences

between the new and old standards?

Set Clear and High Expectations

How can the board support these efforts? Effective professional development

− Do teachers have sufficient time and support to learn new standards?

Adequate technology

Create Conditionsfor Success

Monitor district’s progress toward successful implementation of the new standards

What kind of reports is the board receiving?

How does the superintendent’s evaluation reflect implementation of the standards?

Establish relationships with key stakeholders

Hold the System Accountable

Short term consequences Long term (mutual) benefits Engage local media in your efforts

Create the PublicWill to Succeed

State Level Collaboration Include relevant topics on board agendas & work

sessions Use multiple sources of information

⁻ Center for Public Education⁻ Kentucky Department of Education₋ Kentucky Educational Television₋ Prichard Committee – “Ready Kentucky”₋ Kentucky PTA

Learn as a Board Team

Partnerships with state agencies and organizations (accurate/timely/consistent information)

Whole board training modules

Statewide training opportunities

Facilitation of community discussions

KSBA’s Support of Board Leadership

• professional development and technical assistance through SEAs, regional centers or district consortia

• funds for technology to support new assessments

• research on what works in common core implementation

A role for the federal government

David A. Baird, associate executive director, KSBA

david.baird@ksba.org

www.ksba.org

Patte Barth, director, NSBA’s Center for Public Education

pbarth@nsba.org

www.centerforpubliceducation.org

www.data-first.org

Common Core State Standards

www.corestandards.org

If You Want to Learn More

Watch this space

www.data-first.org/learning-center

Stay up to date about progress in common core implementation

and policy

Download videos, presentations and other data resources

www.centerforpubliceducation.org/commoncore