What This Means for Us Carol L. Jenkins Senior Director for Testing June 24, 2011 Carol L. Jenkins Senior Director for Testing June 24, 2011 Evaluation

Common Core State Standards

What This Means for Us

Carol L. JenkinsSenior Director for Testing

June 24, 2011

Evaluation and ResearchTesting Office

Once upon a time in 2008….

DPI gave birth to a bouncing baby project they named

ACRE Accountability and Curriculum Reform

Effort

Let’s start at the very beginning

North Carolina’s comprehensive initiative to redefine…

◦Standard Course of Study◦Student Assessment Progress◦School Accountability Model

So what is ACRE?

ACRE Accountability and Curriculum Revision Effort

A Simple Vision

Essential Standards

Assessments

Accountability

Courtesy of NCDPI

Between 2008-2013

The ACRE initiative would

Identify most critical knowledge and skills students need to learn

Create new tests for grades 3-8 and High School with◦ More open ended questions◦ More technology◦ More real world applications

Between 2008-2013

The ACRE initiative would also

Provide a new model for measuring school success ◦ Would give parents and educators more relevant

information about how well schools are preparing students for college, work, and adulthood

Then along came…


A consortia of states working to develop shared K-12 standards in Mathematics and English Language Arts

What is it?

Beginning in the spring of 2009, Governors and state commissioners of education from 48 states, 2 territories and the District of Columbia committed to developing a common core of state K-12 English-language arts (ELA) and mathematics standards.

The Common Core State Standards Initiative (CCSSI) is a state-led effort coordinated by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO). www.corestandards.org

Courtesy of SBAC

The Common Core State Standards Initiative

http://www.corestandards.org/

K-12 learning progressions developed leading to college and career readiness in high school

Multiple rounds of feedback from states, teachers, researchers, higher education, and the general public

June 2, 2010: Final Common Core State Standards (CCSS) was released

Courtesy of SBAC


Timeline Overview

June 2, 2010Final Common Core Standards Released

2009

Common Core State Standards Initiative Created

2008

ACRE Implemented

Timeline Overview

June 3, 2010

North Carolina Adopts Common Core

Standards

All new standards are benchmarked against the best in national and international academic expectations.

What does this mean for NC?

ACRE assimilates Common Core State Standards into its ongoing plan

We’re already well on the way

And now we’re part of a national consortia to benchmark our standards

What’s the impact on ACRE?

The DPI Timeline….

The DPI Timeline

The US Department of Education’s Race-to-the-Top competition awarded extra points to a state’s application if the state provided evidence of adopting, or moving toward adoption of “a” common core of standards

When adopting the standards, states may not remove standards, but may add to them as long as the added state-specific standards comprise no more than 15% of the total

Courtesy of SBAC

Then came Race to the Top

Timeline Overview

August 24, 2010

North Carolina Awarded Race to the

Top

You now have…

ACRE

Common Core

Race to the Top

Common Core and the Consortia

As of June 22, 2011, 46 states (including DC) have adopted the Common Core State Standards

The states that have not yet adopted the standards: Alaska, Nebraska, Texas, and Virginia

Courtesy of SBAC

Current status of state adoptions of Common Core State Standards

46 States Have Adopted the Common Core State Standards

Courtesy of SBAC

MT and ND Have Joined

All in agreement to create nationally benchmarked curriculum in Math and ELA

But… how do you assess them?

Now what?

$350 million of RttT funds was set aside for awards to consortia of states to design and develop common K-12 assessment systems

September, 2010 – USDoE awarded grants to◦ PARCC – Partnership for Assessment of Readiness

for College and Careers◦ SBAC – Smarter Balanced Assessment Consortium

They have 4 years to develop assessments to be administered during the 2014-15 school year

Race to the Top Competition for Assessment Development

Courtesy of SBAC

Also in September, 2010 – NC joined SBAC

NC is a governing state As a governing state, NC has decision

making participation◦ Greater leadership obligation◦ Formal voting status

http://www.k12.wa.us/SMARTER/default.aspx

North Carolina’s status

Governing vs. Advisory States

Governing Status Advisory Status

You can only be a member of one consortium

You have voting rights You have greater

decision making ability

Greater leadership responsibility

34 states

You can be a member of both consortia

You have no voting rights

Less of a leadership role

8 states

30 SBAC States as of June 7,2011

Courtesy of SBAC

24 PARCC States as of June 14, 2011

Courtesy of PARCC

Governing State Advisory State

CA No Longer Part of PARCC

Comparison of Both Consortia

PARCC SBAC

Paper/pencil option for grades 3-5

6-12 will be on-line (but not computer adaptive)

Will have writing test as part of assessment

No paper/pencil option, but will have p/p for 3 years to allow for transition, infrastructure, and student familiarity with computers

No writing test

Will be computer adaptive

Comparison of Both Consortia

PARCC SBAC

Through course design By 12 weeks should

know material and will be tested on it

Grade stays with student

Quarterly assessments add up to summative score

Issue: What happens with remediation?

No expectation by a certain point

Whenever want to assess student will be able to measure the material the student knows

Interim assessments are for informational purposes

Are non-secure; open to teachers

Summative at the end of the year (last 12 weeks)

Through-courseASSESSMENT4

• Speaking• Listening

25%

Through-courseASSESSMENT 1• ELA• Math

50%


90%

END OF YEARCOMPREHENSIVE

ASSESSMENT

75%


PARTNERSHIP RESOURCE CENTER: Digital library of released items, formative assessments, model curriculum frameworks, curriculum resources, student and educator tutorials and practice tests, scoring training modules, and professional development materials

Summative assessment for accountability

Required, but not used tor accountability

21-Jun-11

English Language Arts and Mathematics, Grades 3 - 11

The PARCC Design

Courtesy of SBAC

Optional Interim assessment system —no stakes

Summative assessment for accountability

Last 12 weeks of year*

DIGITAL CLEARINGHOUSE 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

2 PERFORMANCETASKS Each:

• Reading/Writing• Math

COMPUTERADAPTIVE TESTS w/

Re-take Option

The SMARTER Balanced Design

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

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

Computer Adaptive Tests and Performance Tasks

INTERIM ASSESSMENT

Computer Adaptive Tests and Performance Tasks

INTERIM ASSESSMENT

(Source: ETS K-12 Center for Assessment and Performance Management)Courtesy of SBAC

29Apr. 8, 2011

The SMARTER Balanced Theory of Action

All students leave high school college and career ready

Adaptive summative assessments

benchmarked to college & career readiness


specify K -12 expectations for college and career readiness

99Apr. 8, 2011

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 • The option of giving the summative tests twice a year.

10Apr. 8, 2011


All students leave high school

college and career ready


benchmarked to college & career

readiness


specify K-12 expectations for college and career readiness

Interim assessments that are flexible and

open

1111Apr. 8, 2011

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.

33Apr. 8, 2011


All students leave high school college and career ready


benchmarked to college & career readiness


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

1313Apr. 8, 2011

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 • Comprehensive information portal, providing:

educator access to information about student progress toward college- and career-readiness

exchange of student performance history across districts and states

27Apr. 8, 2011


All students leave high

school college and career

ready

Summative adaptive assessments are benchmarked to

college and career readiness

Technology supports

innovative and comprehensive

assessments

Technology provides increased access to learning

State policies and practices

support increased

expectations


specify K-12 expectations for

college and career readiness

Clear communication of

expectations to stakeholders

Professional capacity-building

PD and other supports for teachers to

instruct on the CCSS

Teachers design and

score assessment

items and tasks

Interim assessmentsare used as

progress checks

Teachers use formative tools and practices

to improve instruction

Courtesy of NCDPI

DPI’s Computer Adaptive Testing Timeline 2012/2013All EOCs available onlineFollowing assessments specifically developed for online environment:◦EOG Science Grades 5 and 8◦NCExtend 2 Science Grades 5 and 8◦NCExtend2 Math and ELA Grades 3-8◦EOC – English II, Algebra I, and Biology◦NCExtend2 – English II, Algebra I, and

Biology

All EOCs and EOGs will be developed specifically for online environment

Limited use of alternate paper/pencil version

DPI’s Computer Adaptive Testing Timeline 2014/2015

Documents

What This Means for Us Carol L. Jenkins Senior Director for Testing June 24, 2011 Carol L. Jenkins Senior Director for Testing June 24, 2011 Evaluation