Ccss smarter balanced_assessments

TODAY’S PRESENTATION:

COMMON CORE STATE STANDARDS

Welcome Back Teachers!

DANETTE MORRELL

The Welcome

Please Note:

On your handouts, you should have:

Group ColorLetter A or B Classroom Number (for the PM session)

Please sit with your group (by color)

Please sit with your group/facilitator

Black Sheri HartBright Yellow Danette MorrellBlue Mike SternerGreen Tracie BaughnPink Adrienne RodriguezRed Patti MendezGray Fernando O’CampoBrown Craig LyonOrange Patty Quijada

The Norms

Be present to the information by:

Turning off or silencing all electronic devices

Limiting side-bar conversationsBeing proactive and participating in all

activitiesBeing on-time

YOU GO FIRST!

Change is Good…

SHERI HART

A New Vision

WHY?

Sir Ken Robinson

1. THINK ABOUT THE VIDEO2. WRITE YOUR THOUGHTS ON THE

HANDOUT3. DISCUSS WITH A PARTNER FROM YOUR

COLOR GROUP4. REPORT TO THE GROUP

T-P-S

AN OVERVIEW

HAYDEE RODRIGUEZ

SLIDES ADAPTED FROM NATIONAL ASSOCIATION OF SECONDARY SCHOOL PRINCIPALS (NASSP) AND COLLEGE

BOARD PRESENTATION

Common Core State Standards Smarter Balanced Assessments

What is the Common Core?11

A state-led effort to develop a common set of standards in English language arts and math that:• Align college and workplace expectations• Are rigorous and evidence-based

The CCSS have been adopted by 46 statesThe CCSS will affect all public schools in adopted states

• Implementation beginning now• New state assessments in 2014-15

A parallel effort is underway to develop Next Generation Science Standards that will be released by December 2012

11

Why Common Core State Standards?Issue #1: Inconsistent State Standards

12

12

Remediation rates and costs are staggering• As much as 40% of all students entering 4-year colleges need remediation in one or more courses• As much as 63% in 2-year colleges

Degree attainment rates are disappointing•Fewer than 42% of adults aged 25-34 hold college degrees

Source: The College Completion Agenda 2010 Progress Report, The College Board 13

Why Common Core State Standards?Issue #2: Low College Completion Rates

13

Why Common Core State Standards?Issue #3: More Students Need a More Rigorous

Curriculum

14

Adelman et al. (2003) 15% of students in the top quintile in academic rigor required

remediation 57% of students in the bottom quintile in academic rigor required

remediation Adelman (2006)

83% of students whose highest math class was calculus graduated within 8 years

40% of students whose highest math class was Algebra II graduated within 8 years

Features of the Common Core State Standards English Language Arts

15

Balance between informational text and literature

Comprehending complex textsWriting in response to textsConducting and reporting on researchLanguage and grammar skillsSpeaking and listeningCross-content literacy

15

Cross-content Literacy

Literacy Standards for: History/Social StudiesScienceTechnical Subjects

We are all literacy teachers!

Features of the Common Core State Standards – Math17

Emphasis on mathematical practicesAttention to focus and coherenceIncreased focus on algebra in middle gradesProblem solving and reasoningMathematical modelingStandards for STEM readiness

17

Common Core: A Fast Timeline

18

Dec. 2011

46 States Have Adopted CCSS

2014 - 2015

Participating States Administer New CCSS Assessments

Implementation is NOW!

What comes next after adoption?

19

Understanding Current Alignment20

Alignment is one of the first steps for states and districts towards implementing the Common

Core.

20

Changes in Curriculum and Instruction

21

The Common Core will require significant curricular and instructional shifts that will

impact all classrooms.

21

Professional Development22

To effectively implement and embrace the Common Core, rich professional development

will be required.

22

Common Assessments-Two consortia

23

The assessment systems will:

Provide a common measure of college and career readiness

Be computer-based and include innovative item types

Measure higher order skills and application of knowledge through multiple assessment formats

Include formative assessments and performance tasks

Provide timely data to educators and parents

Ensure comparable expectations regardless of where students live

Smarter Balanced Assessment Consortium (SBAC) for California

FROM SUSAN PIMENTEL

Design and Organization of the Standards

Design and Organization

College and Career Readiness (CCR) Anchor Standards provide focus and coherence

Design and Organization

K−12 standards

Grade-specific end-of-year expectations

Cumulative progression of skills and understandings

One-to-one correspondence with CCR standards

BEGINNING WITH THE END IN MIND

MARILYN BURT

Common Core State Standards

GRADE 08 Question

Read the Grade 08 Sample QuestionAfter you read the question:

THINK about the question posed on the handoutWRITE your answer to the questionDISCUSS with a partner from your color groupREPORT to your group

Scoring Notes

Response should specify that several testing types are necessary to ensure the water is safe for humans and other organisms.

Tests need to take place frequently because the water quality can improve or worsen in a short amount of time.

Support from the text may include but is not limited to: Scientists must measure the temperature of water, pH level, the amount of bacteria in the water, its toxicity etc…

Your thoughts…

What do our students need to know and be able to do to be successful on this type of assessment question?

At what level of Bloom’s Taxonomy is this question written?

In order to succeed, OUR Students Must READ:

RhetoricallyCriticallyAnalyticallyClosely

A MINI LESSON

Rhetorical, Critical, Analytical, and Close READING

What is rhetoric?

THE ART OF USING LANGUAGE IN A WAY THAT IS EFFECTIVE OR THAT INFLUENCES PEOPLE

Reading Rhetorically

What is the writer’s purpose(s)?What does the writer say?How does the writer say it?

Why read rhetorically?

A writer’s goal is usually to change a reader’s understanding of a topic in some way

A writer will try to persuade the reader directly and indirectly, by selecting and arranging evidence, choosing examples, including or omitting material, selecting words or images

What is an ARGUMENT?

A claim an author makes on how things should be

Supported by evidenceEvidence can be research, statistics,

examples, personal experience , stories, quotations

Listen to a Text

With the grainTry to understand the author’s ideas,

views, and intentionsTry to understand and consider the ideas

fairly and accurately before rushing to judgment

•What is the topic?

•What is the author’s opinion, viewpoint, ideas about this topic?

Question the Text

Against the grainTry to read analytically and skeptically Try to interrogate the claims and evidenceMake sound judgments and thoughtful

responses

The text is not always RIGHT, FACTUAL, or TRUE

More on Close Reading Later…

TO BEGIN LEARNING THE SPECIFIC TERMS ASSOCIATED WITH THE

CCSS…

A GLOSSARY OF TERMS

GLOSSARY ACTIVITIES

STEP ONE: INFO GAP

Find a partner within your color group that has the information you do not have in your glossary and fill in the blanks

Note if you are a Partner “A” or “B”

When finished, move to steps two and three

STEP TWO: LINE UPS STEP THREE: LINE UPS

Line up in your groups 10 people in each row

facing each other (“A”s on one side and “B”s on the other)

“A”s read the 1st word and “B”s read the definition

“As” read one of the questions ( on bottom of forms)

“B”s give their answers

“A”s move to the end of the line (you will now have a new partner)

“B”s read the 2nd word and “A”s read the definition

“B”s read one question, “A”s give their answers

Repeat for all glossary terms

Practicing Academic Language

Line Ups-Step Three Questions

1.What do you know about this term already?

2.How will this term (concept) apply to your teaching?

3.What more do you need to know about this term (concept)?

PLEASE TAKE A 15 MINUTE BREAK AND RETURN PROMPTLY AT 10:10 AM

Break Time!

MATHCUHS ALGEBRA I PLC


Mathematics Assessment Question

Read the HS Math Sample QuestionAfter you read the question:

THINK about the question posed on the handout

WRITE your answer to the questionDISCUSS with a partner from your color

groupREPORT to your group

Your thoughts…

What do our students need to know and be able to do to be successful on this type of assessment question?


Common Core Standards Overview:Toward Greater Focus and Coherence

Avoid the problem of “mile wide

and an inch deep”

Aim for clarity and specificity

© 2011 California County Superintendents Educational Services Association • Mathematics General Overview

Recognize that “fewer standards”

are no substitute

for focused standards

Coherence Design

Topics and performances are logical over time

Based on learning progressions research on how students learn

Reflect hierarchical nature of the content

Evolve from particulars to deeper structures



Define what students should understand and be able to do in their study of mathematics

Is the ability to justify appropriate to student’s math maturity

Understanding and procedural skill are equally important and can be assessed using tasks of sufficient richness

Are internationally benchmarked

Reflect rigor, focus and coherence of standards in top-performing countries



Do:

Set grade-level standards K-8

Identify standards for Algebra 1

Provide conceptual cluster standards in high school

Provide clear signposts along the way toward the goal of college and career readiness for all students


Common Core Standards

Do not:

Define intervention methods or materials

Define the full range of supports for English learners, students with special needs and students who are well above or below grade level expectations

Dictate curriculum or teaching methods


Common Core Standards for Mathematics:

Two Types Mathematical Practice (recurring throughout the grades)

Mathematical Content (different at each grade level)

Standards for Mathematical Practice… “ …describe ways in which developing student

practitioners of the discipline of mathematics increasingly ought to engage with the subject matter as they grow in mathematical maturity and expertise throughout the elementary, middle and high schools years.”


Standards for Mathematical PracticeMathematically proficient students:

1. Make sense of problems and persevere in solving them…start by explaining to themselves the meaning of a problem and looking for entry points to its solution

2. Reason abstractly and quantitatively…make sense of quantities and their relationships to problem situations

3. Construct viable arguments and critique the reasoning of others…understand and use stated assumptions, definitions, and previously established results in constructing arguments

4. Model with mathematics…can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace


Standards for Mathematical PracticeMathematically proficient students:

5. Use appropriate tools strategically…consider the available tools when solving a mathematical problem

6. Attend to precision

…calculate accurately and efficiently

7. Look for and make use of structure…look closely to discern a pattern or structure

8. Look for and express regularity in repeated reasoning…notice if calculations are repeated, and look for both general methods and for shortcuts


California Grade 8 Options

Goal for 8th grade students is Algebra 1

Not all students have the necessary prerequisite skills for Algebra 1

Two sets of standards for grade 8 Each set will prepare students for college and career

Standards for Algebra 1

Taken from 8th grade Common Core, high school Algebra content cluster and CA Algebra standards

8th grade Common Core

Goal of grade 8 Common Core is to finalize preparation for students in high school

K-7 standards as augmented prepare students for either set of standards


Mathematics Standards for High School

Number and QuantityAlgebraFunctions

Modeling GeometryStatistics and

Probability


Arranged by conceptual cluster (NOT by course):

Mathematics Standards for High School

Specify the math that all students should study to be college and career ready

Identify additional math standards that students should learn in order to take advanced courses such as calculus, advanced statistics, or discrete mathematics. These are indicated by (+).

Include the addition of two courses from California:

Calculus

Advanced Placement Statistics and Probability

Development of suggested course descriptions will be done by CDE as part of their long-range implementation plan

Traditional vs. Integrated


Some comparison examples






What Now?

Stay the Course!

More similarities than differences in the standards

Implement a truly balanced math program as this will support the mathematical practices

Continue to use quality assessments to inform and drive effective instruction

Provide opportunities for teachers to collaborate and plan


TRAVIS FUSI AND PATTY QUIJADA

English Language Arts and Literacy

ELA Grade 11 Assessment Question

Read the Grade 11 Sample QuestionAfter you read the question:

THINK about the question posed on the handout

WRITE your answer to the questionDISCUSS with a partner from your color

groupREPORT to your group

Your thoughts…

What do our students need to know and be able to do

be successful on this type of assessment question?


ELA Content Clusters- 9/10, 11/12

1. Reading Standards for Lit (9)

2. Reading Standards for Info. Texts (10)

3. Writing Standards (10)

4. Speaking and Listening Standards (6)

5. Language Standards (6) 41 Standards Total at 9/10 41 Standards Total at 11/12

Articulation and Rigor

Both vertical and horizontal articulation are built into the Common Core Standards.

Rigor will increase at each grade level in all mainstream classes. CCSS has worked with College Board to achieve this.

Shifts From the Current Standards

Language standards focus on three-tiered approach to vocabulary development- everyday language, academic language, content specific vocabulary.

Knowledge of language, including word choice and word derivations, is of emphasis.

Language skills are progressive over grades 3-12.


Information and Literary Texts will focus on close reading and increased text complexity with literary texts decreasing in use from 50/50 in earlier grades to 70/30 in high school.

Students will be required to support their assessment answers with text

Close and re-reading activities will increase.


This is an integrated program that promotes cross-content literacy- It is no longer the job of just the English Department to teach reading and literacy. Each content area will be doing this with their own materials.

LITERACY STANDARDS

Literacy in History/Social Studies, Science, and Technical Subjects

TEXT COMPLEXITY

CLOSE READING

AND MORE…

Important things to know from the Literacy Standards:

READING Challenges

Among the highest priorities of the CCSS is a requirement that students be able to demonstrate their independent capacity to read at the appropriate level of complexity and depth.

Many students will need careful instruction-including effective scaffolding-to enable them to read at the level of text complexity required by the CCSS.

Nicole Franks, Senior Content Developer-Pearson Ed

www.commoncore.pearsoned.com

WHY IS IT SO IMPORTANT, AND HOW DO WE KNOW THAT WHAT

WE ASK OUR STUDENTS TO READ IS “COMPLEX”?

FROM WORK BY SUSAN PIMENTEL,

Text Complexity…

The Crisis of Text Complexity

Gap between college and high school texts is huge:o HS textbooks have declined in all subject areas over several

decades

o Average length of sentences in K-8 textbooks have declined from 20 to 14 words

o Vocabulary demands have declined, e.g., 8th grade textbooks= former 5th grade texts; 12th grade anthologies=former 7th grade

How much should we worry about this?

ACT Study Tells Us To Worry A Lot

Not the type or level of Question…

…But the degree of Text Complexity that students could handle that predicts their success!

Recap of ACT Findings

Question type (main idea, word meanings, details) is NOT the chief differentiator between students scoring above and below the benchmark.

Question level (higher order vs. lower order; literal vs. inferential) is NOT the chief differentiator between students either.

What students could read, in terms of its complexity--rather than what they could do with what they read--is greatest predictor of success.

Likelihood of success under 50-50 unless students answer at least 40 percent of complex text questions correctly.

The Common Core Standards’ Three-Part Model of Text Complexity

The Common Core Standards’ Three-Part Model of Text Complexity

1. Qualitative dimensions (aspects of text best measured by attentive human readers),

2. Quantitative dimensions (aspects of text such as word length/frequency, sentence length, cohesion best measured by computer algorithms) and

3. Reader and task considerations (variables such as the reader’s cognitive capabilities, motivation, reading purpose, and the knowledge and experiences unique to each reader).

ALIASCRITICAL READING

ANALYTICAL READINGRHETORICAL READING

CLOSE READING

Close Reading Defined…

Engaging with a text directlyExamining its meaning thoroughly and methodicallyUsing texts of grade-level appropriateness and

complexityFocusing student reading on the particular words,

phrases, sentences and paragraphs of the author’s work

Read and re-read deliberately

Close Reading and the CCSS

Four steps of analysis are reflected in four types ofreading and discussion:

1. What a text says –(CCSS – Anchor Reading #1)

Restatement

2. What a text does –(CCSS – Anchor Reading #3, 4, and 5)

Description

3. What a text means –(CCSS – Anchor Reading #2, 6,and 8)

Interpretation

4. So what does it mean to me? –(CCSS – Anchor Reading #7 and 9)

Application

All Four Questions: (CCSS – Anchor Reading #10)

Close Reading

The Four Corners of Text – ALL Content ALL the Time…

Read #1 What does the textsay?

What a text says –RESTATEMENT

How does it say it?

What a text does –DESCRIPTION

Read #2 What does it mean?

What a text means –INTERPRETATION

So what does it meanto me?

So what? –APPLICATION

BETSY LANE

ASSESSMENTS

SMARTER BALANCED ASSESSMENT CONSORTIUM (SBAC) VS. PARTNERSHIP FOR ASSESSMENT OF READINESS FOR COLLEGE AND CAREERS (PARCC)ADAPTED FROM SDCOE PRESENTATION

Assessments

Partnership for the Assessment of Readiness for College and Careers (PARCC)

26 states / 31 million students 12 governing states Florida is fiscal agent ACHIEVE is Project Manager

Assessment at Grades 3 through 8 and once in Grades 10-12 End-of-year comprehensive assessment During the year “through course” focused assessments

SMARTER Balanced Assessment Consortium (SBAC) (California’s Option)

31 states / 21 million students 17 governing states Washington is fiscal agent WestEd is Project Manager

Assessment at Grades 3 through 8 and Grade 11 Summative end-of-year assessments Optional interim assessments Optional web-based formative assessment resources

California’s Choice

CA originally agreed to belong to PARCC

PARCC states agreed to “Value added” model meaning that assessment results will be a factor in the evaluation of teacher and leadership effectiveness

CA opted out of PARCC and into SBAC for this reason

SBAC Theory of Action

Common Common Core State Core State Standards Standards

specify K-12 specify K-12 expectations expectations for college & for college &

career career readiness readiness

Adaptive summative assessments

benchmarked to college & career readinessTeachers

can access formative tools and

practices to improve

instruction

Interim assessments that are flexible and

open

All students All students leave high school leave high school

college and college and career readycareer ready

PERFORMANCE TASKS

END OF YEARADAPTIVE

ASSESSMENT

• A computer adaptive assessment given during final weeks of the school year*

• Multiple item types, scored by computer

SBAC: Summative Assessment

• One reading task, one writing task and 2 math tasks per year

• Measure the ability to integrate knowledge and skills, as required in CCSS

• Computer-delivered, during final 12 weeks of the school year*

• Scored within 2 weeks

Student scores from the performance tasks and end-of-year adaptive assessment will be combined for each student’s annual score for accountability.

+

SBAC Assessment System Components

Computer Adaptive Summative Assessments (paper and pencil versions optional through 2016-17)

Optional Computer Adaptive Interim Assessments

Optional Formative Processes and Tools

Optional assessments should be a state-level cost, but will likely come at the district’s expense

Benefits of Adaptive Testing

Faster ResultsShorter Test LengthIncreased PrecisionTailored to Suit AbilityGreater SecurityMature Technology

Six Item Types

Selected ResponseConstructed ResponseExtended ResponsePerformance TasksTechnology-enabledTechnology-enhanced

STAR Testing

CDE looking at each STAR assessment to complete an inventory of how the exams align to CCSS

CDE attempting to determine the future of the STAR tests given the switch to SBAC in 2014-15

CAHSEE

CA state still has CAHSEE law in placeIf CAHSEE survives, it will have to be changed as it

measures the 1998 standardsAs of 14-15, it will no longer be used for AYP/API (11th

grade assessment will be)11th grade assessment could be used as the state’s exit

examLegislative activity could expand a new “CHASEE” to

other subject areas

FAQs (and As)

No assessments planned below 3rd gradeOptional Interim Assessments are designed to

provide “actionable” information about student progress throughout the year

Optional Interim Assessments will include the same types of items and performance tasks as the summative assessments

Timing and frequency of interim assessments will be locally determined

FAQs (and As) continued

SBAC is developing up to 6 performance tasks for grades 9 and 10 for both ELA and mathematics

11th grade assessment will be recognized by colleges and universities as a valid measure of college readiness

We can do this!

CCSS is to Nissan as

CA State Standards are to dune buggy

REMEMBER:

SHIFT HAPPENS!

After Lunch: Meet back here…

Deconstructing the Literacy Standards

Documents

Ccss smarter balanced_assessments