CCSS Annual 2012 Presentation

Getting ready for the

Common Core

Patte BarthCenter for Public Education

NSBA Annual ConferenceApril 21, 2012

• what are the CCSS?

• what are the challenges?

• how are states preparing?

• what can districts do?

• q&a

Agenda

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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

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CCSS vs NCLBCommon Core State Standards No Child Left Behind

INFLEXIBLE on CONTENTstates must adopt 100% of CCSS K-12 standards

INFLEXIBLE on ASSESSMENTmust begin assessments on CCSS within three years

FLEXIBLE on ACCOUNTABILITYno requirements for public accountability

FLEXIBLE on CONTENT states define their own standards

INFLEXIBLE on ASSESSMENTmust assess state standards yearly 3-8 and once in high school

INFLEXIBLE on ACCOUNTABILITYnumerous provisions

NSBA & CCSS

• supports NGA/CCSSO state-led process

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

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

• opposes a national test

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

Alignment with college and career readiness

expectations


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What’s different?The Road Not Taken

by Robert Frost

Two roads diverged in a yellow wood,And sorry I could not travel bothAnd be one traveler, long I stoodAnd looked down one as far as I couldTo where it bent in the undergrowth; Then took the other, as just as fair,And having perhaps the better claim,Because it was grassy and wanted wear:Though as for that the passing thereHad worn them really about the same. And both that morning equally layIn leaves no step had trodden black.Oh, I kept the first for another day!Yet knowing how way leads on to way,I doubted if I should ever come back. I shall be telling this with a sighSomewhere ages and ages hence:Two roads diverged in a wood, and I --I took the one less traveled by,And that has made all the difference.

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What’s different?

Explain how the speaker in “Grandmother” feels

about Grandmother Asdzan Alts’ iisi. In your

response, use details and examples from the poem

to support your answer. Write your answer on your

answer document.

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What’s different?The Road Not Taken

by Robert Frost

Two roads diverged in a yellow wood,And sorry I could not travel bothAnd be one traveler, long I stoodAnd looked down one as far as I couldTo where it bent in the undergrowth; Then took the other, as just as fair,And having perhaps the better claim,Because it was grassy and wanted wear:Though as for that the passing thereHad worn them really about the same. And both that morning equally layIn leaves no step had trodden black.Oh, I kept the first for another day!Yet knowing how way leads on to way,I doubted if I should ever come back. I shall be telling this with a sighSomewhere ages and ages hence:Two roads diverged in a wood, and I --I took the one less traveled by,And that has made all the difference.

Students analyze how the opening stanza of Robert Frost’s “The Road Not taken” structures the rhythm and meter for the poem and how the themes introduced by the speaker develop over the course of the text.

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What’s different?

Students analyze how the opening stanza of Robert Frost’s “The Road Not taken” structures the rhythm and meter for the poem and how the themes introduced by the speaker develop over the course of the text.

Explain how the speaker in “Grandmother” feels

about Grandmother Asdzan Alts’ iisi. In your

response, use details and examples from the poem

to support your answer. Write your answer on your

answer document.

Both assess reading comprehension Both ask students to use evidence from text

1st item focuses on reader response

2nd item asks for analysis, knowledge of poetic devices and theme

What’s in the standards –Mathematics

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

• Functions• Modeling - high school

• Geometry• Statistics & probability• Emphasis on Mathematical practice


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

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What’s different?

There are a total of y students in Mr. Smith’s classroom. Which of the following represents the number of students in the classroom when 3 students are absent?

A. y + 3B. y - 3C. y x 3D. y ÷ 3

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

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What’s different?

Write an expression that records the calculations described below, but do not evaluate.

Add 2 and 4 and multiply the sum by 3. Next, add 5 to that product and then double the result.

2(5+3)(2+4))

or (5+3(2+4))2 or 2(3(2+4)+5) or (3(2+4)+5)2 or 2((2+4)3+5) or ((2+4)3+5)2 or (5+3(2+4))+(5+3(2+4))

SOURCE: Illustrative mathematics, retrieved April 16, 2012

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What’s different?

• Both assess translating words into number sentences

• The first requires one step to solve the problem

• The second requires several steps

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

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What’s in common?

• 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

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How do PARCC/SMARTER differ?

• PARCC is computer-delivered; SMARTER will be

“computer adaptive”

• SMARTER is developing comprehensive high school

assessment; PARCC is developing EOC high school

assessments, including for two math pathways

• SMARTER is budgeted to translate assessments into 5

languages, one of which will be Spanish

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Points of collaborationSMARTER & PARCC

• working to ensure comparability of scores

• developing protocols for Artificial Intelligent scoring

• examining interoperable technology infrastructure

• working toward same deadlines

23SOURCE: Center for K-12 Assessment & Performance Management at ETS, webinar April 4, 2011

24 states & DC are in the PARCC consortium

participantnon participant

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28 states are in the SMARTER consortium


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46 states & DC are involved

involvednot involved

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Next Generation Science Standards

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

• “Internationally benchmarked”

• First draft to be released in 2012; 2 public reviews

• Intended to be adopted ‘in whole’

• Carnegie Corp, Noyce Foundation & Dupont sponsors

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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. 28

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

26 lead states – Next Generation Science Standards


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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 Els Through Technology Systems

30SOURCE: The K-12 Center at ETS, www.k12center.org

http://www.k12center.org/


The challenges

ACT’s ‘first look’ at the common core standards

English language arts

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Percent of 2009 11th graders scoring at college-career ready benchmark

SOURCE: ACT, Inc., A First Look at the Common Core and College and Career Readiness, December 2010

ACT’s ‘first look’Achievement gap - ELA

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ACT’s ‘first look’ at the common core standaards – Mathematics



NAEP performance v. common core standards – Mathematics

Percent of 2009 8th graders answering NAEP/common core items correctly

SOURCE: Brown Center on Education Policy, How well are American students learning? January, 2011

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

36SOURCE: 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

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How states are preparing

State survey

• Most states say CCSS are more rigorous than their current standards

• Most states say full implementation will take at least until 2013 or beyond

• All are developing professional development materials & guides for districts

SOURCE: Year 2 of implementing common core state standards: States’ progress and challenges, Center on Education Policy, January 2012

State survey (con’t)

• Most states have established partnerships between state education agency and higher ed

• Half are aligning undergraduate admissions policies with CCSS

SOURCE: Year 2 of implementing common core state standards: States’ progress and challenges, Center on Education Policy, January 2012

State timelines for implementation

Change related to CCSS

# of states making change

2012 or earlier

2013 or later

Changing state assessments 36 6 27

Requiring districts to implement CCSS 31 7 23

Creating/revising evaluation systems to hold educators accountable for students’ CCSS mastery

30 9 19

Changing curriculum guides or materials 33 14 18

Adopting special initiatives to ensure CCSS are fully implemented in state’s lowest performing schools

25 11 11

Revising educator certification policies and requirements to align with CCSS

18 5 10

Changing professional development programs 33 21 9

SOURCE: States’ progress and challenges in implementing common core state standards, Center on Education Policy, January 2011

School district challenges

• Almost 3/5 of districts in CCSS states view CCSS as more rigorous

• 2/3 are developing plans and timelines

• 3/4 view adequate funding as a major challenge

• 2/3 say they are getting inadequate guidance from state

• Few see teacher/principal resistance as a major challenge although 3/5 see it as a minor one

SOURCE: Common Core State Standards: Progress and Challenges in School Districts’ Implementation, Center on Education Policy, September 2011

What the public thinks

• 2/3 of voters say it’s better for all states to have the

same standards and tests

• 3/5 have heard ‘nothing’ about the CCSS

• Of those who have heard of CCSS, 1/3 are favorable

and 1/3 are unfavorable

• 3/5 of teachers have a favorable opinion

SOURCE: Achieve, Inc., Strong Support, Low Awareness, October 2011

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Don’t wait for the state

• Get involved with what’s happening at your SEA

• Set aside time for school board to review CCSS and their implications

• Form teacher/administrator/parent study groups to analyze CCSS against current practices

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Don’t wait for the state

• Partner with local colleges & universities– Professional development– Curriculum alignment– Information sharing– Share placement tests

• Survey local businesses

• Reach out to the community

Watch this space

www.centerforpubliceducation.org or contact

Patte Barth, [email protected]

http://www.centerforpubliceducation.org/

Center for Public Education Objective, easy to understand

research Up to date analysis School success stories www.centerforpubliceducation.org

Data First Data Center with national & state data Learning Center with downloadable

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Resources & tools

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