Introduction to the Common Core State Standards (CCSS) & New Assessments

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 English–language 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 Source: National Assessment Governing Board. (2008). Reading framework for the 2009 National Assessment of Educational Progress, http://www.nagb.org/publications/frameworks/reading-2009.doc 8

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 innovativeassessments 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. Professional development • Formative tools and processes • Data from summative and interim assessments • Test item development • Test scoring • Formative tool development • Professional development cadres Teacher Involvement Teachers Participate In Teachers Benefit From

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 2014–2015 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 state’s 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 C&I, 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 C&I 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 41

42. ELA/Literacy CCSS Strands 42

43. CCRs provide a parallel “backbone”Reading 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 author’s 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 7thGrade 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