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Common Core State Standards and Assessment Initiative Informational Webinar October 28, 2010

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Title: Common Core State Standards and Assessment Initiative Informational Webinar October 28, 2010


1
Common Core State Standards and Assessment
Initiative Informational Webinar October 28, 2010
  • Presented by
  • Jessica Vavrus, Asst. Superintendent, Teaching
    and Learning
  • Michael Middleton, Director of Business and
    Operations, Assessment and Student Information

2
Our time today
  • Share overviews of the Common Core State
    Standards Initiative and SMARTER Balanced
    Assessment Consortium
  • Share overview and comparison of the English
    language arts and mathematics standards
  • Opportunities for engagement and input
  • Next steps

3
Washington States Basic Education Act (RCW
28A.150.210 -- revised in 2007)
to provide students with the opportunity to
become responsible and respectful global
citizens, to contribute to their own economic
well-being and that of their families and
communities, to explore and understand different
perspectives, and to enjoy productive and
satisfying lives. - Basic Education Act
(Goal)
4
Washington State Student Learning Goals
  1. Read with comprehension, write effectively, and
    communicate successfully in a variety of ways and
    settings and with a variety of audiences
  2. Know and apply the core concepts and principles
    of mathematics social, physical, and life
    sciences civics and history, including different
    cultures and participation in representative
    government geography arts and health and
    fitness
  3. Think analytically, logically, and creatively,
    and to integrate different experiences and
    knowledge to form reasoned judgments and solve
    problems and
  4. Understand the importance of work and finance and
    how performance, effort, and decisions directly
    affect future career and educational
    opportunities.

5
The Common Core State Standards Initiative -
Background
  • 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.
  • States agreed to participate in the development
    process, provide input on drafts, and consider
    eventual adoption.
  • Signing MOA did not require commitment to adopt.
  • 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)
    with assistance from Project Achieve, ACT and the
    College Board (SAT).

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
6
Current and Future Focus for Common State
Standards
  • Current (led by CCSSO and NGA)
  • K-12 English Language Arts Common Core State
    Standards
  • K-12 Mathematics Common Core State Standards
  • Future (currently led by various national
    associations)
  • Next Generation Science Standards(draft by Fall
    2011)
  • (Framework currently under development)
  • English Language Development Standards (within 1
    year)
  • Social Studies (within 2 years)
  • Arts (development may begin in January 2011)

7
Why Common Core State Standards?
  • Preparation The standards articulate college-
    and career-readiness. They will help ensure
    students acquire the knowledge and skills they
    need to succeed in post-secondary education and
    training.
  • Competition The standards are internationally
    benchmarked. Common standards will help ensure
    our students are globally competitive.
  • Clarity The standards are focused, coherent, and
    clear. Clearer standards help students (and
    parents and teachers) understand what is expected
    of them.

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
Adapted from Understanding the Common Core,
Achieve, June 2010
8
Why Common Core State Standards?, cont.
  • Equity Expectations are consistent for all and
    not dependent on a students state of residence.
  • States have time to consider what state-specific
    additions to the standards might look like
  • Collaboration The standards create a foundation
    to work collaboratively across states and
    districts, pooling resources and expertise, to
    create curricular tools including textbooks,
    professional development, common assessments and
    other materials.
  • Opportunities for ALIGNED and CONNECTED SYSTEMS
  • Common standards is a common thread among
    current and evolving national initiatives and
    opportunities
  • Standards Instruction Assessment

9
Common Core State Standards Design
  • Building on the strength of current standards
    across many states, the CCSS are designed to be
  • Focused, coherent, clear and rigorous
  • Internationally benchmarked
  • Anchored in college and career readiness
  • Evidence and research based

Ready for first-year credit-bearing,
postsecondary coursework in mathematics and
English without the need for remediation.
10
Intentional Design Limitations
  • What the Standards do NOT define
  • How teachers should teach
  • All that can or should be taught
  • The nature of advanced work beyond the core
  • The interventions needed for students well below
    grade level
  • The full range of support for English language
    learners and students with special needs
  • Everything needed to be college and career ready
  • Citation www.corestandards.org/

11
Nationwide Feedback and Review for ELA and
Mathematics Standards
  • External and State Feedback teams included
  • K-12 teachers
  • Higher ed. faculty
  • State curriculum and assessments experts
  • Researchers
  • National organizations (including, but not
    limited, to)

American Council on Education (ACE) American Federation of Teachers (AFT) Campaign for High School Equity (CHSE) Conference Board of the Mathematical Sciences (CBMS) Modern Language Association (MLA) National Council of Teachers of English (NCTE) National Writing Project (NWP) National Council of Teachers of Mathematics (NCTM) National Education Association (NEA)
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
Adapted from Understanding the Common Core,
Achieve, June 2010
12
National Process and Timeline
  • K-12 Common Standards
  • Core writing teams in English Language Arts and
    Mathematics (See www.corestandards.org for list
    of team members) drafted standards
  • External and state feedback teams provided
    on-going feedback to writing teams throughout the
    process
  • Draft K-12 standards were released for public
    comment on March 10, 2010 9,600 comments
    received nationwide ( 900 from WA)
  • Validation Committee of leading experts reviewed
    standards

13
Common Core Standards Adoption by
State http//www.ascd.org/public-policy/common-cor
e-standards.aspx
  • Final standards were released June 2, 2010
  • As of October 18, 2010, 37 states have formally
    adopted the common core state standards.
  • Green states have formally adopted the Common
    Core State Standards.
  • Blue states have provisionally approved the
    standards pending a subsequent and significant
    decision to formally adopt them.
  •  

14
The Washington Context for Considering Adoption
of CCSS
  • Involvement since November 2009
  • Review and input on drafts of English language
    arts and mathematics standards
  • Our 2010 legislative directive (E2SSB 6696,
    Section 601)
  • Provisional adoption by the Superintendent by
    Aug. 2, 2010
  • Detailed report due to Legislature in Jan. 2011
  • To include detailed comparison, timeline and
    costs, recommendations for possible additions
  • Formal adoption and implementation will begin
    following 2011 session unless otherwise directed
    by the Legislature
  • WA participation in SMARTER Balanced Assessment
    Consortium

15
What about assessment? The Challenge and the Goal
  • How do we get from here...

...to here?
Common Core State Standards specify K-12
expectations for college and career readiness
All students leave high school college and career
ready
...and, how does an assessment system contribute
to this effort?
16
SMARTER Balanced Assessment Consortium --
Background
  • US Department of Education has awarded grants to
    two multi-state consortia for the Race-to-the-Top
    Assessment Program
  • SMARTER Balanced (WA is one of 31 states
    involved)
  • PARCC
  • 160 million 4-year development grant, starting
    October 1, 2010
  • 15.8 million supplemental award for
    implementation
  • Future work
  • Support for special education students (1
    assessment consortium) assessments to be based
    on current Common Core State Standards

17
The Purpose of the Consortium
  • To develop a set of comprehensive and innovative
    assessments for grades 3-8 and high school in
    English language arts and mathematics aligned to
    the Common Core State Standards.
  • The assessments shall be operational across
    Consortium states in the 2014-15 school year.
  • With the goal.To ensure that all students leave
    high school prepared for postsecondary success in
    college or a career through increased student
    learning and improved teaching.
  • Note
  • States must have formally adopted the Common Core
    State Standards by January 2012 in order to
    remain in the Consortium.

18
SMARTER Balanced Assessment Consortium -- Member
States --
19
A 31-State Consortium
17 Governing States 14 Advisory States
CT, HI, ID, KS, ME, MI, MO, MT, NC, NM, NV, OR, UT, VT, WA, WI, WV AL, CO, DE, GA, IA, KY, ND, NH, NJ, OH, OK, PA, SC, SD
Total Number of States 31 Total Number of States 31
Fiscal Agent Washington State
20
The SMARTER Balanced Assessment Consortium A
theory of action
  • A model of verifiable accomplishments/milestones,
    leading to the desired outcome
  • Accomplishments/milestones are inter-dependent
  • The theory of action is closely linked to the
    validation argument for the assessment system

21
The SMARTER Balanced Theory of Action
Technology supports innovative comprehensive
assessments
Summative adaptive assessments are benchmarked to
college career readiness
Technology provides increased access to learning
State policies and practices support increased
expectations
Clear communication of expectations to
stakeholders
Teachers use formative tools and practices to
improve instruction
All students leave high school college and career
ready
Common Core State Standards specify K-12
expectations for college and career readiness
Professional capacity-building PD and other
supports for teachers to instruct on the CCSS
Teachers design and score assessment items tasks
Interim/Benchmark assessments are used as
progress checks
22
The SMARTER Balanced Theory of Action
Technology supports innovative comprehensive
assessments
Summative adaptive assessments are benchmarked to
college career readiness
Technology provides increased access to learning
State policies and practices support increased
expectations
Clear communication of expectations to
stakeholders
All students leave high school college and career
ready
Common Core State Standards specify K-12
expectations for college and career readiness
Professional capacity-building PD and other
supports for teachers to instruct on the CCSS
Teachers design and score assessment items tasks
Interim/Benchmark assessments are used as
progress checks
23
System Highlights
  • Summative assessments using online computer
    adaptive technologies
  • Efficiently provide accurate measurement of all
    students, across the spectrum of knowledge and
    skills
  • Incorporate adaptive precision into performance
    tasks and events
  • Will assess full range of CCSS in English
    language arts and mathematics
  • 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.

24
System Highlights
  • Optional interim/benchmark and formative
    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.

25
System Highlights
  • Online, tailored reporting system
  • Supports educator 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
    permissions and front-end look of online
    reports.

26
System Highlights
  • Benefits and efficiencies from economies of
    scale due to a multi-state consortium
  • Cost savings SMARTER English language
    arts/mathematics estimated at 21 per student
    (below current for almost all SBAC states)
  • Interim/benchmark formative an additional 7
    per student
  • Shared interoperable open source software
    platforms Item generation, item banking, and
    adaptive testing no longer exclusive property of
    vendors
  • Common, agreed-upon protocols for accommodations
    for students with disabilities and ELL students.

27
To find out more...
  • ...the SMARTER Balanced Assessment Consortium can
    be found online at
  • www.k12.wa.us/SMARTER

28
Discussion 1 Questions to consider
  • What are the benefits and challenges these
    initiatives bring to WA school districts?
  • What key information and/or messages do your
    districts need regarding these initiatives? When?
  • Common Core State Standards Initiative
  • SMARTER Balanced Assessment Consortium
  • What other questions do you have?

29
Looking at the Common Core State Standards
30
What do the Standards look like?
  • Relevant to the real world prepare students for
    careers and college
  • Articulate expectations
  • what students should know, be able to do
  • grade by grade
  • preparation for next steps following high school

31
Common Core Standards for English Language Arts
  • College and Career Readiness (CCR) Standards
  • Overarching standards for each strand that are
    further defined by grade-specific standards
  • Grade-Level Standards in English Language Arts
  • K-8, grade-by-grade
  • 9-10 and 11-12 grade bands for high school
  • Four strands Reading, Writing, Speaking and
    Listening, and Language
  • Standards for Literacy in History/Social Studies,
    Science, and Technical Subjects
  • Standards are embedded at grades K-5
  • Content-specific literacy standards are provided
    for grades 6-8, 9-10, and 11-12
  • Media and Technology are integrated throughout
    the standards.

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
32
Design and Organization
  • Three main sections
  • K-5 (cross-disciplinary)
  • 6-12 English Language Arts
  • 6-12 Literacy in History/Social Studies, Science,
    and Technical Subjects (Shared responsibility for
    students literacy development)
  • Three appendices
  • Appendix A Research and evidence glossary of
    key terms, overview of each strand
  • Appendix B Reading text exemplars sample
    performance tasks
  • Appendix C Annotated student writing samples

33
Key Highlights
  • Reading
  • Balance of literature and informational texts
  • Text complexity
  • Writing
  • Emphasis on writing argumentative,
    informative/explanatory, and narrative texts
  • Emphasis on research
  • Speaking and Listening
  • Inclusion of formal and informal talk
  • Language
  • Value of general academic and domain-specific
    vocabulary
  • Emphasis on the conventions of English and the
    effective use of language

34
  • Current WA Standards (GLEs) Grades K-10
  • Common Core ELA Standards Grades K-12

35
What does it look like? Examples from Reading
and Writing
Common Core Standards Washington Standards
cc.r.1 (Kindergarten standard) With prompting and support, ask and answer questions about details and events in a text. WA.R.GLE 2.1.1 (Kindergarten standard) Ask and answer question before, during, and after read aloud and/or shared reading

cc.w.5 (First grade standard) With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed WA.W.GLE.1.3.1 (First grade standard) WA asks students to demonstrate understanding that writing can be changed through discussion and self-reflection

cc.w.4 (Third grade standard) With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. WA.W.GLE.2.2.1 (Third grade standard) Demonstrates understanding of different purposes for writing.
36
Common Core Standards for Mathematics
  • Grade-Level Standards
  • K-8 grade-by-grade standards organized by domain
  • 9-12 high school standards organized by
    conceptual categories (Number Quantity,
    Algebra, Functions, Modeling, Geometry,
    Statistics Probability)
  • Course progressions included in Appendices
  • Some standards go beyond career and college
    readiness level (e.g., STEM concepts, denoted by
    ) are a thread throughout but go beyond what
    all students will need to know and at high school
    may lead to a 4th year of math
  • Standards for Mathematical Practice
  • Describe mathematical habits of mind
  • Standards for mathematical proficiency
    reasoning, problem solving, modeling, decision
    making, and engagement
  • Carry across grade levels and connect with
    content standards in each grade

37
Design and Organization
Grade Level Overviews (Example)
38
What does it look like? Examples from Mathematics
Common Core Standards Washington Standards
1.OA.5 (first grade standard) Add and subtract within 20.  Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). WA.1.2.f   (first grade standard) Apply and explain strategies to compute addition facts and related subtraction facts for sums to 10.

K.CC.5 (Kindergarten) Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration given a number from 1-20, count out that many objects.   K.CC.4b Understand that the last number said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. WA.K.1.E (Kindergarten) Count objects in a set of up to 20, and count out a specific number of up to 20 objects from a larger set.
39
Common Core State Standards Compared with
Washington Standards
40
Common Core Compared with WA Standards
  • Two state-level comparisons
  • External Analysis Hanover Research (done)
  • Snapshot of how well WA standards match to the
    CCS
  • Washington-led Comparison (nearly complete)
  • Snapshot of how well CCS match to WA standards
  • So that
  • WA educators can have a clear understanding of
    CCS in relation to current standards
  • We can consider adding up to 15 to the
    standards
  • Both available online
  • http//www.k12.wa.us/Corestandards/default.aspx

41

Hanover ELA Analysis
Common Core and Washington State Standards (K-10) Alignment Breakdown by Number and Percentage Common Core and Washington State Standards (K-10) Alignment Breakdown by Number and Percentage Common Core and Washington State Standards (K-10) Alignment Breakdown by Number and Percentage Common Core and Washington State Standards (K-10) Alignment Breakdown by Number and Percentage Common Core and Washington State Standards (K-10) Alignment Breakdown by Number and Percentage Common Core and Washington State Standards (K-10) Alignment Breakdown by Number and Percentage
CC Subcategory Total CC K-10 ELA Standards Simple and Composite WA Match Partial and Composite partial WA Match Total of WA GLEs that Align to Some Extent No Match
Reading Literature 90 35 (38.9) 38 (42.2) 73 (81.1) 17 (18.9)
Reading Informational Text 99 35 (35.4) 44 (44.4) 79 (79.8) 20 (20.2)
Reading Foundational Skills 16 4 (25.0) 10 (62.5) 14 (87.5) 2 (12.5)
Subtotal All Reading 205 74 (36.1) 92 (44.9) 166 (81.0) 39 (19.0)
Writing 90 31 (34.4) 46 (51.1) 77 (85.6) 13 (14.4)
Speaking and Listening 60 29 (48.3) 23 (38.3) 52 (86.7) 8 (13.3)
Language 58 22 (37.9) 33 (56.9) 55 (94.8) 3 (5.2)
Total All Subcategories 413 156 (37.8) 194 (47.0) 350 (84.7) 63 (15.3)
42
Hanover Mathematics Analysis
Grade Level Total of CCSS Simple and Composite WA Match Partial and Partial Composite WA Match Total Percent Matched to Some Extent No Match Percent Late, Partially Late, or Unmatched Percent Early, Partially Early, or On Schedule
Kindergarten 25 18 7 100 0 44 56
1st 21 17 3 95 1 29 71
2nd 26 18 6 92 2 16 84
3rd 35 23 8 89 4 49 51
4th 35 23 8 89 4 60 40
5th 36 20 10 83 6 56 44
K-5 Band 178 119 42 90 17 44 56
6th 43 28 10 88 5 53 47
7th 44 26 12 86 6 43 57
8th 33 25 4 88 4 45 55
6-8 Band 120 79 26 88 15 48 52
9-12 STEM 55 7 12 35 36 65 35
9-12 All 189 76 45 64 68 36 64
9-12 No STEM 134 69 33 76 32 24 76
TOTAL (No STEM) 432 267 101 85 64 39 61
- Another lookOf 558 unique PEs, 71 standards
that were classified as true non-matches, 87.3
of Washington Performance Expectations can be
matched to the Common Core. Only 12.7 of
eligible WPEs could not be closely aligned to
common core standards.
43
What does adding to the standards mean?
  • Up to states to define
  • Is there key content that is present in existing
    state standards that does not exist in the Common
    Core?
  • Is the missing content required by state
    laws/regulations to include in the standards? Are
    there other compelling reasons to add content?
  • What are the implications of adding content?
  • How will this affect assessment?
  • How much will this affect commonality with other
    states?
  • Does it dilute the standards?
  • Impact on the classroom?
  • Common-sense guideline to meet specific state
    needs
  • Key factor in CCS development clear and
    focused standards
  • Literal interpretation by states would undermine
    the purpose of the initiative

44
Implications and Next Steps for Washington
45
What does this mean for Washingtons existing
Learning Standards?
  • Washingtons current Learning Standards in all
    subjects should continue to be implemented in
    classrooms.
  • Current state assessments will align with these
    standards through the 2013-14 school year.
  • If the Common Core State English language arts
    and mathematics standards are formally adopted in
    WA,
  • They would be phased in over 2 years to replace
    WAs current reading, writing, and mathematics
    standards by the 2014-15 year.

46
Washingtons Timeline Next Steps
  • July 2010
  • Provisional adoption announced July 19th
  • August December 2010
  • Complete and share comparisons between WA
    standards and Common Core
  • External educator and stakeholder input /
    involvement
  • Complete legislative report (due January 2011)
  • Formation of SMARTER Balanced Assessment
    Consortium workplans, workgroups, identify points
    of engagement for states

47
Washingtons Timeline, cont.
  • January April 2011
  • 2011 Legislative Session underway
  • Formal adoption and implementation will begin
    following 2011 session unless otherwise directed
    by the Legislature
  • Continue collaboration within SMARTER Balanced
    Assessment consortium
  • April 2011 and beyond (assuming formal
    adoption)
  • Develop Resources, Train Staff, Phase-in and
    Implement Common Core Standards
  • Develop comprehensive assessment system with full
    implementation in 2014-15 school year.

48
Draft Implementation Timeline Summer 2010 to the
2014-2015 School Year
Summer 2010 ? Summer 2011 School Year 2011-2012 School Year 2012-2013 School Year 2013-2014 School Year 2014-2015

Phase 1 Adopt, Align Plan 1. Provisional
adoption (E2SSB 6696) 2. Gather input
on strategy for implementation
Phase 2 Build Capacity Communicate, Develop
Process, Resources for Transition
Implementation
Phase 3 Transition to Common Core Standards
Phase 4 Implementation 1. Spring 2014pilot the
assessment system 2. September 2014-June
2015full implementation with state-wide
assessment system.
This is the time to consider and plan for
transitioning, while continuing to implement our
current standards. It is not the time to stop
strong, standards-based instruction
49
Discussion 2 Questions to consider
  • 1. In your role, what would you need during each
    Phase to support the transition to the common
    core standards?
  • Support / Communication materials
  • Professional Development (resources, materials,
    structures)
  • What are some specific examples of costs for
    school districts?
  • Other?
  • 2. What delivery structure/approach
  • would best support your district in
  • transitioning to the common core
  • standards?
  • 3. What other questions do you have?

50
How can I learn more and/or provide input?
  • Complete the online survey about whether or not
    WA should add to the Common Core Standards
  • Link to survey available at www.k12.wa.us/corestan
    dards/ through NOVEMBER 10th
  • View WEBINARS Today
  • Sept. 28th webinar is currently recorded and
    available at http//www.k12.wa.us/Corestandards/d
    efault.aspx
  • 5 Public Forums Held (Yakima, Spokane, Tacoma,
    Vancouver, Shoreline)
  • NOTE OSPI will compile all input and include
    with recommendations in the report to the
    Legislature due in January 2011.

51
Resources
  • Washington States Core Standards Informational
    Web Site
  • www.k12.wa.us/corestandards/
  • Email corestandards_at_k12.wa.us
  • CCSSO/NGA Common Core Standards Initiative Web
    Site
  • www.corestandards.org/
  • www.corestandards.org/Standards/index.htm
  • Achieve resources
  • http//www.achieve.org/achievingcommoncore_impleme
    ntation

52
Final Notes The promise of the Common Core
State Standards
  • These Standards are not intended to be new names
    for old ways of doing business.
  • They are a call to take the next step. It is time
    for states to work together to build on lessons
    learned from two decades of standards based
    reforms.
  • It is time to recognize that standards are not
    just promises to our children, but promises we
    intend to keep.
  • Citation www.corestandards.org/

53
Thank you. Email corestandards_at_k12.wa.us
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