Introduction to

Common Core State

Standards & Smarter Balanced

Assessment Consortium

Regional School District 17 Sheila Ward & Bryan Kerachsky

K-12 Curriculum Coordinators

Status of State Adoption of Common Core

Adopted

Not Yet Adopted

PartiallyAdopted

The Big Picture - Curriculum

INSTRUCTION

“How”

Methods

Activities

Resources

STANDARDS

“What”

Content

Skills

ASSESSMENT

“Measure”

Local

State

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Curriculum vs. Standards

State & National Assessments Effective Teaching

Strategies with

Progress Monitoring

Checks

Enrichment, Remediation, Intervention Prior to Next Instructional

Unit Common Formative Pre-Assessment

& Data Team Process

Units of Study Based on

“Unwrapped” Priority Common Core State Standards

Scope, Sequence and Pacing of Curricular Units

Priority CCSS and Supporting Standards

Common Core State Standards

RSD 17 Transition Plan CT Core Standards

2011-2012: Building Awareness 2012-2015: Alignment of curriculum, instruction, and assessment to CCSS

2012-2013 ‒ Grades K-4 CCSS Implementation ‒ Participation in the SBAC Pilot (Grades 3, 4, 5, 8, 9)

2013-2014 ‒ Grades 5-10 CCSS Implementation ‒ Participation in SBAC Field Test (Grades 3-11)

2014-2015 ‒ K-12 Full CCSS Implementation & Ongoing Refinement ‒ Operational SBAC testing (Grades 3-8, 11)

Smarter Balanced

Assessment Consortium States

https://www.osep-meeting.org

Optional Interim assessment system — no stakes

Summative assessment for accountability

Last 12 weeks of year**

DIGITAL LIBRARY of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools.

Scope, sequence, number, and timing of interim assessments locally determined

PERFORMANCE TASKS

•ELA / Literacy • Math

Re-take option available

The Smarter Balanced Assessment System

* Summative and interim assessments for grades 3 – 8 and 11, with additional supporting assessments for grades 9 and 10.

** Time windows may be adjusted based on results from the research agenda and final implementation decisions.

English Language Arts/Literacy and Mathematics, Grades 3 – 8 and High School*

Computer Adaptive Assessment and Performance Tasks

INTERIM ASSESSMENT

Computer Adaptive Assessment and Performance Tasks

INTERIM ASSESSMENT

COMPUTER ADAPTIVE

ASSESSMENT

ELA/Literacy & Math

Comprehensive Assessment System

RSD 17’s Participation in the

2014 Smarter Balanced Field Test

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Teacher/Students • Format

• Exposure

• Practice

Technology/Logistics • Scheduling of Tests

• Test the Network

• Learning Curve for the district

Curriculum, Instruction & Assessment • CMT/CAPT (except Science)

• Not tied to learning standards (What we teach/Way we teach)

SBAC Summative Assessment

Computer Adaptive • Assesses the full range of

Common Core in English language arts and mathematics for students in grades 3-8, 11 (interim assessments can be used in grades 9 & 10)

• Measures current student achievement and growth across time, showing progress toward college and career readiness

• Includes a variety of response types

Performance Tasks

• Extended tasks demonstrate real-world writing and analytical skills (ELA & Math).

• May include online research and group discussions.

• Require 1-2 class periods to complete.

• Included in interim and summative assessments.

• Applicable in all grades being assessed.

• Evaluated by using consistent scoring rubrics.

Using Computer Adaptive Technology for Summative & Interim Assessments

Increased Precision Provides accurate measurements of student growth over time.

Tailored for Each Student

Item difficulty based on student response.

Increased Security Larger item banks mean that not all students receive the same questions.

Shorter Test Length Fewer questions compared to fixed form tests.

Faster Results Turnaround time is significantly reduced.

Mature Technology GMAT, GRE, COMPASS (ACT), Measures of Academic Progress (MAP)

16 www.smarterbalanced.org

Embedded • Breaks

• Calculator

• Digital Notepad

• English Dictionary

• English Glossary

• Expanded Passages

• Global Notes

• Highlighter

• Keyboard Navigation

• Mark for Review

• Math Tools

• Spell-Check

• Strikethrough

• Writing Tools

• Zoom

Non-Embedded • Breaks

• English Dictionary

• Scratch Paper

• Thesaurus

Designated Supports Available to ANY student with a

need determined by educators

Embedded**

• Color Contrast • Masking

• Text-to-Speech -NOT

ELA Passages *Translated Test

Directions-Math

• *Translations-Math (Glossary)*

• *Translations-Math

(Stacked)*

• Turn off any universal

accessibility tool

Non-Embedded

• *Bilingual Dictionary

• Color Contrast

• Color Overlay

• Magnification

• Read Aloud- NOT

ELA Passages

• Separate Setting

• Translation-Math

(Glossary)

*EL-ONLY

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Universal Accessibility Tools: Available to ALL Students

Documented Accommodations

Available to students with IEP or 504 Plan

Embedded**

• American Sign

Language

• Braille

• Closed Captioning

• Text-to-Speech (ELA)

Non-Embedded

• Abacus

• Alternate Response Options

• Calculator

• Multiplication Table

• # Print on Demand

• # Read Aloud- ELA passages

• # Scribe

• Speech-to-Text

# Requires Petition for Approval of Special

Documented Accommodations

Accessibility to All Students

Claims for Mathematics Summative Assessment

Claim #1 – Concepts & Procedures

“Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.”

Claim #2 – Problem Solving

“Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.”

Claim #3 – Communicating Reasoning

“Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.”

Claim #4 – Modeling and Data Analysis

“Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.”

www.smarterbalanced.org

Smarter Balanced Response Types

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Selected Response

Constructed Response

• MC with 1 correct response • MC with multiple correct

responses • Two-part multiple-choice • Matching Tables • Yes/No or True/False Tables • Fill-in Tables • Select or order text or graphics • Complex drag and drop • Graphing • Equation or numeric response • Short Text • Long Essay

Drag & Drop / Line Tool

Multiple Correct Response

Matching Table

Fill-in Table Grade 8

In the table shown, enter the two missing values for y to create a relation that is not a linear function.

Slide 34

x y

1 5

2

3 10

4

Equation/Numeric Grade 3

Equation/Numeric Grade 8

Hot Spot

Hot Spot

Multiple Parts with Drag and

Drop

Short Text

Claims for ELA/Literacy Summative Assessment

Claim #1 – Reading “Students can read closely and analytically to comprehend a range of increasingly complex literary and information texts.”

Claim #2 – Writing “Students can produce effective and well-grounded writing for a range of purposes.”

Claim #3 – Listening “Students can employ effective listening skills for a range of purposes and audiences.”

Claim #4 – Research/Inquiry “Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.”

www.smarterbalanced.org

Grade 5 Sample Brief Write Item A student is writing a narrative story about a mystery for English class. She

has shown her draft to the teacher, who suggests that she continue writing,

and include details in the narrative. Read these sentences from the story.

Then, read the directions that follow.

“I lost another pencil!” Henry moaned after recess.

“My ruler is gone,” Jill whispered. “I wonder where they went.”

The next day, Henry and Jill decided to come in early from recess to help

the teacher set up for a class project. As they entered the classroom, Jill

noticed that the animal cage was open and Gibbers, the class gerbil, was

missing! Write at least two paragraphs to finish the story. Use narrative strategies

such as dialogue and description as you complete the story.

Type your answer in the space provided.

Revision: Grade 11 Sample Item

Jazmine is writing an argumentative article about year-round school for her school newspaper.

Read the draft of her article and the directions that follow.

Many school districts have switched their traditional calendars to year-round calendars.

Administrators and school board members assert that year-round school programs offer

students more opportunities, increase test scores, and benefit personnel across the district.

However, not only do year-round school programs cost more than traditional school

programs, they also do not improve academic results. First, year-round programs increase

the money spent on busing, staff, and heating and cooling. In addition, some studies show

that students achieve about the same amount whether they attend school year-round or

not. Other studies show that students need about the same amount of time in any program

to review topics such as math. More time needs to be spent on social studies education.

Finally, the school board should weigh the cost of running year-round programs against the

benefits of spending money on programs that have proven track records for improving

academic success. Some parents want their children to go to school all year, but for the

wrong reasons.

Click on the sentences that do not belong in Jazmine’s article because they weaken the focus.

Revision: Grade 11

Sample Scoring Rubric

For this item, a full-credit response:

Student selects “Other studies show that students need about the same amount of time in any program to review topics such as math.”

AND

Student selects “More time needs to be spent on social studies education.”

Language and Vocabulary Use:

Grade 6 Sample Item

Grade 7 Target 3 Sample Item

www.achievethecore.org

Paired-Text: Solar Energy (Stimulus 1)

Paired-Text: Solar Energy (Stimulus 2)

www.achievethecore.org

Solar Energy Sample Item 62988

www.achievethecore.org

Solar Energy Sample Item 62988: Key

Where can I learn more? Region 17

http://www.rsd17.org/parents4.shtml

CT State Department of Education

http://ctcorestandards.org/

Common Core State Standards

www.corestandards.org

Smarter Balanced Assessment Consortium

www.smarterbalanced.org

National PTA Parents’ Guide to Student Success

www.pta.org/4446.htm

Council of Great City Schools Parent Roadmaps

www.cgcs.org/Page/244

Practice and Training Tests

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https://sbacpt.tds.airast.org/student/

Question and Answer Forum