CCSS 2014 Annual Conference

Getting Ready for the

Common Core Assessments

Patte Barth

Director, NSBA’s Center for Public Education

NSBA Annual Conference ♦ New Orleans ♦ April 6 2014

Are CCSS good targets?

Should we use common, national

standards?

Are there enough resources & time to implement ?

Use CCSS to inform new state or local standards

Keep your state standards

Congratulations! Get to work &

advocate

no yes

yes

yes

no

no

A CCSS

decision tree

WHAT’S DIFFERENT?

The majority of states have adopted the Common Core

The Common Core Standards are

intended to be:

• Aligned with college and work expectations for ELA and math

• 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

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

Before CCSS

Which of the following numbers will round to 26?

a) 25.3

b) 25.5

c) 26.7

d) 27.1

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

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

After CCSS

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.

6

SOURCE: The Mathematics Common Core Toolbox, grade 4

Capacity of different baseball stadiums

San Francisco Giants’ stadium: 41,915 seats

Washington Nationals’ stadium: 41,888 seats

San Diego Padres’ stadium: 42,445 seats


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

• Language will be key in math as well as ELA

7

Before CCSS

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

SOURCE: Minnesota grade 3 released item, 2013

Cory has 2 red crayons and 1 blue crayon. What

fraction of Cory’s crayons is red?

a.) 1/3

b.) 1/2

c.) 2/3

d.) 3/2

After CCSS

9 SOURCE: The Mathematics Common Core Toolbox, grade 4


Mariana’s Fractions (grade 3) Part A

Mariana is learning about fractions. Show how she can divide this hexagon into 6 equal pieces.

Write a fraction that shows how much of the hexagon each piece represents.

After CCSS



Mariana’s Fractions (grade 3) Part B

Now show Mariana how to partition this number line into sixths. You can drag and move the

marker anywhere on the number line as many times as you like.

After CCSS



Mariana’s Fractions (grade 3) Part C

Mariana thinks that 5/6 is greater than 1. Her thinking is incorrect.

Place the fraction 5/6 on the number line.

Explain how you decided where 5/6 is located.

After CCSS



Mariana’s Fractions (grade 3) Part D

Mariana thinks that 3/4 is greater than 3/6. Do you agree or disagree with Mariana? Use the

number line and words to explain your answer.

After CCSS



Mariana’s Fractions (grade 3) Part E

What’s different?

• Both assess fractions

• The second is multi-step and is scaffolded, meaning each

step helps students get to the next step

• The second also requires the ability to reason

mathematically and communicate their own reasoning

14

grade level percent of time on

literary reading

percent 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

What’s different in ELA:

Balance of texts

Other ELA differences

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

Why emphasize reading for

information? literary experience/

reflect & evaluate

acquire & use

information

US 4th grade ranking

PIRLS, 2010 2nd 5th

US 15-year-olds ranking

PISA, 2009 6th 14th

US adults 16-65 ranking

PIACC, 2013 13th overall

Rankings based on statistically significant differences in scores between US and other countries.

US students do well internationally in reading literature but fall behind in

reading for information – a necessary skill for work and citizenship

Sample texts, grade 6-8

SOURCE: Common core state standards, ELA, Appendix B, www.corestandards.org

http://www.commoncore.org/

CCSS IN THE STATES

In the last two years, CCSS have come under political fire

adopted

not

adopted

46 states & DC adopted the CCSS

20

ELA only

adopted

not

adopted

Several are having second thoughts

21

ELA only

pulled out

bills pending

bills failed

What ‘adoption’ means for

states • must adopt 100% of CCSS K-12 standards

• CCSS should not represent more than 85% of curriculum

• must begin assessments on CCSS within three years

• no requirements for public accountability

• no mechanism for enforcement by NGA/CCSSO

22 SOURCE: NGA, CCSSO

Next Generation Science

Standards

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

states

• ‘Internationally benchmarked’

• Intended to be adopted ‘in whole’

• Carnegie Corp, Noyce Foundation & Dupont sponsors

• To date, seven states have adopted: California, Delaware,

Kansas, Kentucky, Maryland, Rhode Island and Vermont.

• Illinois and Oregon are expected to adopt soon.

23

A state-led effort

• CCSSO and NGA’s Center for Best Practices with an

advisory group: Achieve, Inc.; ACT, Inc.; College Board,

NASBE, and SHEEO

• No federal dollars for development; foundation support,

notably from the Gates Foundation

• US Dept of Ed provided incentives for adoption of “college-

career ready” standards through RTTT competition and

NCLB waivers

24

CCSS Proponents

Promote a college- and career-ready agenda for all students;

support CCSS’s emphasis on knowledge and its applications; see

the value in common standards across the country.

• Business: US Chamber of Commerce, Business Roundtable

• Governors of both parties: eg., Jeb Bush (R-Fla.), Chris

Christie (R-NJ), Steve Beshear (D-Ky.), Andrew Cuomo (D-

NY)

• Education associations: both teachers’ unions, the PTA

Pushback

• Tea Party/libertarian groups: oppose the idea of common standards maintaining that they should be a local decision • Pioneer Institute, Heartland, Cato, American Principles Project, Family

Research Council, Home School Legal Defense Fund

• Progressive educators: oppose what they see as a corporate influence and fear it will impose more test-driven accountability • FairTest, Diane Ravitch, United Opt Out National

NSBA’s position

• supports state-led process to define common standards

• 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

27

State CCSS

assessment 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.

• SBAC: SMARTER Balanced Assessment Consortium headed

by Washington state department of education

28

State consortia assessments

• intended to assess higher order thinking at grades 3-8 and high

school

• measure growth and proficiency

• computer-administered online to provide rapid feedback

• both summative assessments for accountability, and

formative assessments to monitor students’ progress

• aligned resources, ie., model lessons, diagnostic tools,

professional development

29

SBAC

Assessment consortia states

30

PARCC

neither

CCSS assessments might be a

wash in terms of cost

$27 current per pupil cost for state

assessments (Brookings Institute)

$22.50 – estimated per pupil for

$29.50 CCSS assessment (PARCC - SMARTER)

SOURCES: Brookings Institute, 2012; PARCC, 2012; Education Week, December 7, 2012

WHAT THE PUBLIC THINKS

CCSS pushback notwithstanding, polls tell a more complicated story

Voters are still largely unaware

of CCSS

16

39

A lot/some Not too much/nothing

How much have you seen, read or heard about CCSS?

37

63

SOURCE: Achieve, Inc. , Nov 2013 data

Those who are aware of CCSS

have divided opinions

37 40

favorable unfavorable

Has what you heard … given you a favorable or

unfavorable impression?


After hearing a description,

opinions change …

36

13

favor oppose

[after description] do you favor or oppose CCSS? 69

23

strongly strongly


Teachers are largely favorable

about the standards

8 1

35

22

57

77

CCSS effect for most

students

CCSS effect for most

students' ability to

think critically

positive

not much/don't know

negative

SOURCE: Harrison Group for Scholastic/Gates Fdn, July 2013

Other teacher polls show

similar results

• 76% agreed that CCSS will improve their instruction (EdWeek,

2012)

• 75% approved of their state’s decision to adopt them (AFT,

March 2013)

• 26% of teachers “wholeheartedly” favor CCSS; 50% favor

“with some reservations”; only 11% opposed (NEA, Sept 2013)

Teachers are worried that tests will

begin before they’re ready

51

12

very/fairly worried little/not worried

74

25

very not

SOURCE: AFT, Inc., July 2013data

How worried are you that the new assessments will

begin … before instructional practice is fully aligned?

A majority report that their district

is prepared to implement CCSS

26

10

very/fairly prepared somewhat/not

57

39

very not


How well prepared is your district to successfully

implement the CCSS?

Few teachers think district has

done enough to provide …

• Planning time for understanding standards (21%)

• Opportunities to observe colleagues (22%)

• Provide model, aligned lesson plans (27%)

• Ensure curricular materials are aligned (31%)

• Communicate with parents on standards (29%)


… a voice from the field

There is a lot about the common core standards that educators like. The standards are

written in a way that emphasizes conceptual understandings rather than skill based work

which in my opinion is what real learning is all about. It also makes sense for children to

have the same goals all over the country. But I take issue with three things: 1.

Developmental appropriateness, 2. Implementation, and 3. Measurement ….

I am realistic. I understand that there will always be tests. However, what I witnessed

this year in terms of testing made me come home and cry for two weeks straight. The

tests this year required eight year olds to sit still for 1.5 hours for three days in a row for

two weeks in a row. They were tested in March at an "end of year" reading level and

students who don't pass will not be allowed to move on to the next grade level … I've

never been happy with the tests but these were really unfair.

SOURCE: a NYC special education and ELL teacher, 2013

Calls for a moratorium on

CCSS accountability

• NEA and AFT called for 1-2 year moratorium on common

core accountability

• NSBA joined AASA, NAESP and NASSP in statement calling

for more time for CCSS implementation

• US Department of Education willing to waive “double-

testing” with transition to CCSS; California granted waiver

GETTING READY

While the politics play out, districts are having to move forward

What challenges do school

districts face?

• Timeline: 1st assessments to be administered 2014-15

• Technology: more computers, greater bandwidth

• Professional development: time is money

• New curriculum & materials: CCSS aligned

• Extra supports for students: crucial for ELL & special needs students

• Managing expectations: CCSS are higher for most of you; expect your initial scores to be lower

44

Lessons from Kentucky: 1st year CCSS scores showed decline in proficiency

rates, but the public had been prepared beforehand

76 73 70 65

48 40

47 41

48 44

51

41

elementary-reading elementary-math middle school-

reading

middle school-math

KCCT 2010-11 K-PREP 2011-12 K-PREP 2012-13

SOURCE: Education Week, Scores drop on KY’s common core-aligned tests, November 19, 2012; KY Dept of Ed, 2013

What Kentucky did

• Communicated need for higher standards & getting

public support

• Collaborations among many stakeholders, including

KSBA

• Aligned courses & curriculum

• Professional development for school boards as well

as teachers and principals

46

What school boards should do

Advice from Kentucky School Boards Association:

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

47

SOURCE: Kentucky School Boards Association, 2012

Good communication is

essential

• Be informed and able to separate fact from rumor

• Support your teachers; let their work carry the message to

parents

• Use your data to inform your policies and to engage the

community

• Engage with your state association about your experiences

• Be an advocate

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

http://www.data-first.org/learning-center





http://www.centerforpubliceducation.org/commoncore