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Introduction to the Common Core State Standards (CCSS)

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Introduction to the Common Core State Standards (CCSS) & New Assessments SLUSD Board of Education Presentation May 1, 2012 Presentation by Mike Walbridge, – PowerPoint PPT presentation

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Title: Introduction to the Common Core State Standards (CCSS)


1
Introduction to the Common Core State Standards
(CCSS) New Assessments
SLUSD Board of Education Presentation May 1,
2012 Presentation by Mike Walbridge, Director of
Curriculum and Instruction
2
Based on information from
  • Tom Adams, CDE Curriculum Frameworks
    Instructional Resources Division
  • Carrie Roberts, CDE Professional Learning and
    Support Division
  • Deborah V.H. Sigman, Dep. Supt District, School
    Innovation Branch of the California Department
    of Education (CDE)
  • Christyan Mitchell, Ph.D., SMARTER Balanced
    Assessment Consortium PMP
  • Dr. Veronica Aguila,President of Aguila
    Associates


2
3
Contents
  • Overview of Common Core State Standards (CCSS)
  • Common Core ELA
  • Common Core Math
  • Common Core Assessments
  • Statewide Implementation Plans
  • SLUSD Transition Plans Questions
  • Appendix


3
4
Adopted by 45 States plus DC and U.S. Virgin
Islands
Source http//www.corestandards.org/in-the-states
5
California and the Common Core State Standards
  • Senate Bill 1 from the Fifth Extraordinary
    Session (SB X5 1)
  • established an Academic Content Standards
    Commission (ACSC) to develop standards in
    mathematics and Englishlanguage arts
  • stated that 85 percent of the standards were to
    consist of the CCSS with up to 15 percent
    additional material
  • directed the State Board of Education (SBE) to
    adopt or reject recommendations of the ACSC
  • Adopted August 2010


5
6
CCSS The big picture
6
7
CCR ELA/Literacy strands
  • College and Career Readiness (CCR) Anchor
    Standards are divided into four interrelated
    literacy strands.

7
8
Balanced Representation of Literary and
Informational Text
  • 2009 NAEP Reading Assessment
  • Distribution of literary and informational
    passages

Grade Literary Informational
4 50 50
8 45 55
12 30 70
Source National Assessment Governing Board.
(2008). Reading framework for the 2009 National
Assessment of Educational Progress,
http//www.nagb.org/publications/frameworks/readin
g-2009.doc
8
9
ELA/Literacy Shifts ELA/Literacy Shifts
Shift 1 Increase Reading of Informational Text
Shift 2 Text Complexity
Shift 3 Academic Vocabulary
Shift 4 Text Based Answers
Shift 5 Increased Writing from Sources
Shift 6 Literacy Instruction in all Content Areas
10
K-5 Foundational Skills
10
11
ELA California additions (15 allowed)
  • Formal presentations, Grades 1-12
  • Penmanship, Grades 2-4
  • Career and consumer documents for writing in
    Grade 8
  • Analysis of text features in informational text,
    Grades 6-12

11
12
The Three Priorities
  • Students will read sufficiently complex texts
    closely
  • Students will extract information and gain
    knowledge from these texts
  • Students will write clear arguments based on the
    information they have read

13
Common Core Standards for Mathematics
  • Two Types of Standards
  • Mathematical Practice (recurring throughout the
    grades)
  • Mathematical Content (different at each grade
    level)

13
14
Standards for Mathematical Practice
14
Source http//commoncoretools.files.wordpress.com
/2011/03/practices.pdf
15
Standards for Mathematical Content K-8
  • Organization of Grade Level standards

Standards Clusters Domains
15
16
Math California additions (15 allowed)
  • Calculus and AP Probability and Statistics
  • Operations and Algebraic Thinking additions in
    Grades 2 through 5
  • Measurement and data additions in Grades 2
  • Grade 6--the Number System
  • 2 Options for Eighth Graders
  • Algebra 1
  • Eighth Grade CC Math Standards
  • K-7 standards augmented to prepare for either
    option
  • Clearer grade-to-grade organization

16
17
Grade 8 Mathematics
  • The CCSS prepare students for Algebra 1 in grade
    8.
  • The CCSS also include a set of challenging grade
    8 standards to prepare students for success in
    higher math, including Algebra 1.

17
18
High School Mathematics
18
Source Appendix A of the CCSS for Mathematics at
http//www.corestandards.org
19
Smarter Balanced Assessment Consortium (SBAC)
  • There are two groups of states developing
    assessments
  • Smarter Balanced Assessment Consortium (SBAC)
  • Partnership for Assessment of Readiness of
    College and Careers (PARCC)
  • In late 2011 California moved from PARCC to SBAC

20
A National Consortium of States
  • 27 states representing 43 of K-12 students
  • 21 governing, 6 advisory states
  • Washington state is fiscal agent

21
The SBAC Goals
  • To develop a set of comprehensive and innovative
    assessments for grades 3-8 and 11 in English
    language arts and mathematics aligned to the
    Common Core State Standards
  • Students leave high school prepared for
    postsecondary success in college or a career
    through increased student learning and improved
    teaching
  • The assessments shall be operational across
    Consortium states in the 2014-15 school year

21
22
A Balanced Assessment System
Summative assessments Benchmarked to college and
career readiness
Teachers and schools have information and tools
they need to improve teaching and learning
Common Core State Standards specify K-12
expectations for college and career readiness
All students leave high school college and
career ready
Teacher resources for formative assessment
practices to improve instruction
Interim assessments Flexible, open, used for
actionable feedback
23
Teacher Involvement
24
SBAC Balanced System
25
Key Features Computer Adaptive Testing
  • Comprehensively assesses the breadth of the
    Common Core State Standards while minimizing test
    length
  • Allows increased measurement precision relative
    to fixed form assessments important for
    providing accurate growth estimates
  • Testing experience is tailored to student ability
    as measured during the test

26
Key Features Tailored, Online Reporting
  • Supports access to information about student
    progress toward college and career readiness
  • Allows for exchange of student performance
    history across districts and states
  • Uses a Consortium-supported backbone, while
    individual states retain jurisdiction over access
    and appearance of online reports
  • Links teachers to digital clearinghouse of
    formative materials
  • Graphical display of learning progression status
    (interim assessment)

27
Test Question Types Designs
28
Sample Items Technology Enhanced and Constructed
Response
29
Sample Items (cont.)
30
Sample Performance Task
  • Phase 1/Day 1 Directions Write an imaginary or
    real story telling about someone losing a tooth.
    Be sure to have a beginning, middle, and ending.
  • Phase 2/Day 2 Students will hear selected
    read-aloud text. Directions Using your notes,
    write two to four paragraphs describing and
    comparing different tooth traditions. Be sure to
  • (1) tell some things that are the same about the
    traditions,
  • (2) tell some things that are different about the
    traditions, and
  • (3) explain something interesting that you
    learned OR tell about your tooth tradition.

31
English Language Development
Standards Supplemental Instructional Materials
Review Professional Development
Modules Mathematics Framework English
Language Arts Framework
September/November 2012
November 2012/January 2013
September 2013
November 2013
May 2014
32
Common Core State Standards Implementation
  • The State Board of Education (SBE) adopted the
    CCSS on 2010
  • Last SBE mathematics adoption in 2007
  • Last SBE English language arts (ELA) adoption in
    2008
  • New assessments scheduled for
  • 20142015
  • Next likely SBE adoption of materials in 2016
    (Mathematics) and 2018 (ELA)

33
Implementation Update
  • Assembly Bill 124 (Fuentes)
  • ELD Standards
  • Senate Bill 140 (Lowenthal)
  • Supplemental Materials
  • Assembly Bill 250 (Brownley)

33
34
Assembly Bill 250 (Brownley)
  • Superintendent sponsored
  • Begins process for the development and adoption
    of curriculum frameworks aligned to the Common
    Core State Standards
  • Extends the operative date of the states
    assessment system by one year
  • Creates professional learning modules

34
35
SLUSD Tentative Transition Plans
  • Mar 2011 We put out an Intro FAQ
  • Apr 2011-Mar 2012 We waited for Sacramento to
    finalize an implementation plan for
    comprehensive resources to be ready
  • Apr 2012 We are presenting this info to
    principals, BCC and school board (May 1)
  • May 2012 Send team to CCSS Toolkit Training of
    Trainers Sessions 1and 2 through ACOE
  • 2012-13 beyond Trainers use toolkit to present
    sessions


35
36
SLUSD FAQs
  • When are these new standards coming?
  • Why are we identifying essential standards if
    they are changing?
  • What about Frameworks, Materials, Training and
    Assessments?
  • Why are we making new assessments and getting
    trained on materials?
  • If the new assessments are quarterly benchmarks
    will we have two assessment systems?


36
37
SLUSD Impact in 2012-13
  • Ed Services, and especially CI, staff will need
    to devote increasing amounts of time to the
    implementation
  • Teacher trainings/task forces will require a
    combination of using staff meeting time,
    collaboration/PLC time and substitutes for
    release time
  • We will need to evaluate our current
    instructional materials and identify
    supplementary materials if necessary
  • Funding in 2012-13 Title II funds should be
    sufficient


37
38
SLUSD Impact in 2013-14 and beyond
  • Continued from 2012-13
  • Ed Services, and especially CI staff, will need
    to devote increasing amounts of time to the
    implementation
  • Teacher trainings/task forces will require a
    combination of using staff meeting time,
    collaboration/PLC time and substitutes for
    release time
  • Funding in 2013-14 and beyond Title II funds may
    need to be supplemented
  • Additional Impact
  • We will need to purchase identified supplementary
    materials
  • Funding in 2013-14 and beyond Lottery funds and
    the 200,000 set aside from Tier 3 IMFRP may need
    to be supplemented by additional IMFRP funds.


38
39
Comments Questions


39
40
Appendix
40
41
Organization of the Standards
4 Domains 1997 CA Standards 4 Strands 2010 Common Core
Reading (includes vocabulary) Reading
Writing Writing
Written and Oral Language Conventions Language (includes vocabulary)
Listening and Speaking Speaking and Listening
41
42
ELA/Literacy CCSS Strands
42
43
CCRs provide a parallel backboneReading strand
example
43
44
Example of back mapping design
  • Reading CCR 5 Analyze the structure of texts,
    including how specific sentences, paragraphs, and
    larger portions of the text relate to each
    other and the whole.
  • 9-10.RI.5 Analyze in detail how an authors
    ideas or claims are developed and refined by
    particular sentences, paragraphs, or larger
    portions of a text .
  • 6-8.H.5 (History/Social Studies) Describe how a
    text presents information (e.g., sequentially,
    comparatively, causally).
  • 4.RI.5 Describe the overall structure (e.g.,
    chronology, comparison, cause/effect,
    problem/solution) of events, ideas, concepts, or
    information in a text or part of a text.
  • K.RI.5 Identify the front cover, back cover, and
    title page of a book.

44
45
Math Sample Items (cont.)
  • These are from 7th Grade Math Standards
  • Item a Geometry - 7.4 - Know the formulas for
    the area and circumference of a circle and use
    them to solve problems give an informal
    derivation of the relationship between the
    circumference and area of a circle.
  • Item b - Ratios and Proportional Relationships -
    7.3 -Use proportional relationships to solve
    multistep ratio and percent problems.

46
ELA Sample Performance Task (cont.)
  • Standards Assessed with this Task (3rd Grade
    ELA)
  • Writing Standards
  • W.3.2. Write informative/explanatory pieces (a-d)
  • W.3.3. Write narratives (a-d)
  • W.3.5. With guidance and support from peers and
    adults, strengthen writing as needed by revising
    and editing.
  • (formative evidence) W.3.6. With guidance and
    support from adults, use technology to produce
    and publish
  • writing.
  • Speaking and Listening Standards
  • SL.3.2. Identify the main ideas and supporting
    details of information presented graphically,
    visually, orally, or
  • multimodally.
  • SL.3.4. Report on a topic or recount stories or
    experiences with appropriate facts and
    descriptive details.
  • Language Standards
  • L.3.1. Observe conventions of grammar and usage.
  • L.3.2. Observe conventions of capitalization,
    punctuation, and spelling.
  • L.3.3. Make effective language choices. a. Use
    words for effect.

47
Source www.cde.ca.gov -JanSBECCstateplan
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