2012-13 webinar series part ii: common core standards and assessments overview for school directors...
TRANSCRIPT
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2012-13 Webinar SeriesPart II:
Common Core Standards and Assessments
Overview for School Directors and Leaders
Dec. 12, 2012
Materials Posted Online: PowerPoint Presentation Handout 1: CCSS-SBAC Hot
Topics Handout 2: Game Planning for
the Common Core Blog Handout 3: WA CCSS
Implementation
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Before we begin…About You
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We’d like to know a little about who is out there.
Time for a poll.
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Our time today
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1. Shared Learning Common Core State Standards – English language
arts and Mathematics Washington’s approach toward implementation Smarter Balanced Assessment System and
Washington Transitions
2. Discussion with Jonelle Adams, WSSDA Executive Director
Opportunities and potential roles for School Directors
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What are the Common Core State Standards?
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Define knowledge and skills students should have in the areas of English Language Arts and
Mathematics throughout their K-12 education careers so that they will graduate high school able
to succeed in careers and college.
The English language arts and mathematics standards: Align to expectations for career and college readiness Are based on evidence Are honest about time
They do not: Dictate how teachers teach Dictate what instructional / curricular materials should be used
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545 states, DoDEA, and D.C. have fully adopted the Common Core and Minnesota has adopted only the ELA standards.
Common Core State Standards AdoptionCommon Core State Standards Adoption
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“These standards are not intended to be new names for old ways of doing business.”
CCSSM, page 5
“Common Core State Standards call for “game changing” shifts in not only what students are expected to know and do, but also major shifts in how teachers design and facilitate instruction, and how principals support teachers to make the shifts.”
- Learning Forward, 2012
Handout 2: Game
Planning for the
Common Core Blog
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Washington’s Context Superintendent Dorn’s Priorities
McCleary Case – Basic Ed Funding Implications
Implementation of state statutes and initiatives that impact professional learning systems at all levels
Approved ESEA Flexibility Request and new accountability systems (CCSS and TPEP)
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Our State Learning Goals are the Foundation (HB 1209+)
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 technology literacy and fluency as well as 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. Updated in 2011: SSB 5392)
1. Read with comprehension, write
effectively, and communicate successfully in a variety of ways and settings and with a variety of audiences;
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Why Common Core State Standards for Washington?
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C: Clarity. The standards are focused on what’s most important. They are coherent and clear. They are honest about time.
C: Collaboration. States can pool resources and expertise to implement the standards.
S: Student success. The standards are benchmarked to high national and international standards. Students will develop the knowledge and skills they need to be successful.
S: Same. Expectations are the same for students across most states, so they don’t lose ground when they move from one state to another.9
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Washington’s Reading (2005), Writing (2005)
and Math (2008) Standards
Common Core State Standards for
English Language Arts and
Mathematics
Adopted July, 2011Assessed 2014-15
Washington’s K-12 Learning Standards Landscape(CCSS-M, CCSS-ELA, EALRS, GLEs, PEs,)
Washington’s Science Standards
(2009)
Current Standards Continue as WA
Considers the Next Generation Science Standards (NGSS)
NGSS Final Spring 2013 Adoption may occur in
Jan/Feb 2014.Assessment of NGSS
2016-17, more likely 2017-18.
Learning Standards/Guidelines
in:Social Studies
The ArtsHealth and FitnessWorld Languages
Ed TechEarly Learning and
Development, B-Gr.3
Current Standards Continue
Intentional connections will be made across subjects focused on
building literacy skills across content areas
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DEVELOPMENT
Draft K-12 English
Language Arts and Mathematics
StandardsReleased for State Input
Summer 2009
WA INVOLVEMENT:Input on working
drafts (CCSS Workgroup, 100+
educators)
REVISIONSPublic Review
Revision Process
Fall 2009 / Winter/Spring
2010
WA INVOLVEMENT:
- Workgroup input
- Statewide survey for input- Comments on
Final Drafts
ADOPTIONStates have discretion to
voluntarily adopt CCSS
Finalized June 2010
WA STATUS:- 2010
Provisional Adoption
- Statewide Outreach &
Input.- June 2011 Bias and Sensitivity
Review- July 2011
Formal Adoption
TRANSITION AND
IMPLEMENTATIONState
Collaboration and Sharing
WA STATUS:- Phase-in support
resources and structures
starting in 2011-12 school year
APPLICATION
• Aligned instructional materials and resources
• Aligned Assessment Systems
• Statewide assessment in 2014-15
Washington’s CCSS Involvement – Summer 2009 to Present
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For more details and resources visit Washington’s CCSS Web site: http://k12.wa.us/Corestandards/default.aspx
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CCSS and NGSSWashington’s Implementation Timeline & Activities
2011-12 2012-13 2013-14 2014-15 2015-16 2016-17
Phase 1: CCSS and NGSSExploration and Adoption
Phase 2: Build Awareness & Begin Building Statewide Capacity
Phase 3: Build Statewide Capacity and Classroom Transitions
Phase 4: Statewide Application and Assessment
Ongoing: Statewide Coordination and Collaboration to Support
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ESEA Flexibility
CAREER AND COLLEGE READY LEARNING EXPECTATIONS FOR K-12
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All students
leave high
school college
and career ready
Vision
Purpose Core Values
Every Washington Student and Educator
Our Purpose: To develop a statewide system with resources that support partners at all levels in
their preparation of educators and students to implement the CCSS.
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Our guiding beliefs and approach for CCSS Implementation in WA
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2-Prongs:1. The What: Content Shifts (for students and
educators) Belief that past standards implementation efforts have
provided a strong foundation on which to build for CCSS; HOWEVER there are shifts that need to be attended to in the content.
2. The How: System “Remodeling” Belief that successful CCSS implementation will not take place
top down or bottom up – it must be “both, and…” Professional learning systems are critical
A Vision for the Common Core14
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A Vision for the Common Core
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INSERT QUICK TIME FILE HERE (link from previous page)
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CCSS ELA and Mathematics
What are they are why are they important?
The What:
CCSS Content Shifts
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Shifts in ELA1. Building knowledge through content-rich nonfiction
and informational texts in addition to literature2. Reading and writing grounded in evidence from the
text3. Regular practice with complex text and its academic
vocabularyThese apply to content area (social studies, science, and technical subject) teachers as well as to English teachers.
Shifts in Mathematics1. Focus: 2-3 topics focused on deeply in each grade 2. Coherence: Concepts logically connected from one grade
to the next and linked to other major topics within the grade
3. Rigor: Fluency with arithmetic, application of knowledge to real world situations, and deep understanding of mathematical concepts
The “What”:ELA and Math Content Shifts
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WA 3-Year Transition Plans and Standards Comparisons
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K 1 2 3 4 5 6 7 8 9-10 11-12Foundational Skills: Print Concepts & Phonological Awareness
Foundational Skills: Phonics & Word Recognition, Fluency
Reading Literature & Informational text, including literary nonfiction:
Balance K-5 = 50% literature* & 50%* informational text
Reading Literature – stories, drama, poetry:Balance grade 6-8 = 45%*Balance gr. 9-12 = 30%*
Reading informational, including literary nonfiction:Balance 6-8 = 55%*
Balance gr. 9-12 = 70%*Literacy (Reading) in History/Social Studies, Science, and Other Technical
SubjectsWriting Standards:
Balance of Text Types: grades 4 – opinion = 30%; information = 35%; narrative = 35%
Literacy (Writing) in History/Social Studies, Science, and Other Technical Subjects:
Grade 8 – argument = 35%; information = 35%; narrative = 30%Grade 12 – argument = 40%; information = 40%; narrative = 20%
Speaking & Listening Standards
Language Standards, including vocabulary acquisition and use
English Language Arts Major Shifts 1. Building knowledge through content-rich nonfiction.2. Reading, writing, and speaking grounded in evidence from
text, both literary and informational.3. Regular practice with complex text and its academic
language
Washington’s 3-Year Transition
Plans for Mathematics and
English Language Arts
• Articulate foci of state-developed
and delivered professional learning
supports each year.
• Attend to:
• Comparisons of current WA
standards with CCSS (structural
and content)
• Current MSP/HSPE test maps
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The How:
System
“Remodeling”
~ KY Professional Learning Task Force Report, 2012
“Professional learning is an individual and collective responsibility that fosters shared accountability
among the entire education workforce for student achievement.”
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1. What do all students need to know and be able to do as a result of the CCSS?
2. What do the adults in the system need to know and be able to do to support all students?
3. How do we design a
professional learning system
to support them?
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The Key? Connected Professional Learning Opportunities & Partners Across WA
Including:• School Districts • Higher Education• Education and Educator Content
Associations• Third Party Providers / Vendors
Washington
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CCSS Statewide Support System (Handout 3)
Opportunities and Resources
CCSS Awareness and Professional Learning Opportunities and Materials (http://www.k12.wa.us/CoreStandards/Resources.aspx)
OSPI CCSS Webinar SeriesPD Offered through all 9 ESDsCCSS District Implementation Network CollaborationsInstructional Materials Quality Considerations & Supports
Assessment System ResourcesSmarter Balanced Released Sample Items / Perf. TasksDynamic Learning Map Assessment Literacy Supports
Teacher-Leader Capacity Building OpportunitiesMath and ELA “Fellows” build capacity around common learning (Spring 2013)
Statewide CCSS CollaborationsEducator Membership AssociationsPublisher Representatives
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Where to Start…FIRST: Phase 1 – CCSS Exploration and Awareness
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Among… District leaders, Boards, and leadership teams Building leaders and building teams Key community stakeholders
Immerse in … The WHY - The background and vision of the CCSS The WHAT - The major CCSS shifts in ELA and Math The HOW –
Our state’s approach toward supporting implementation Emerging resources and support systems
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NEXT: Consider Phase 2 within your District / Community Context
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Start the transition by Setting the Course! Identify a core group of leaders (across roles,
grades, and subjects) as a lead CCSS implementation team Establish a shared vision and plan that will guide
CCSS implementation with all students and educators – what will it mean for your district/community?
What will your district, buildings, and teachers need to do differently as a result of the CCSS?
What is your role as a Director to create the conditions that will facilitate the transition and support to all educators?
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Building Educator Capacity is KEY
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“Current teachers must receive extensive professional development on the Common Core standards, curricular materials, and strategies on teaching that now require students to delve
deeper and develop critical thinking and analytical skills that previous standards did not
adequately address…”
~ National Association of State Boards of Education (2011)
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To Discuss and Consider
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What is your role in supporting your district’s transition to the CCSS?
1. What opportunities and challenges and do you anticipate with your district’s transition to the CCSS?
2. How can school directors create the conditions for this transition?
Vision-setting? Resource direction / mobilization? Instructional materials? Professional learning structures and time? Cross-program/educator professional learning?
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What about the Assessment System?
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New Assessments
• More rigorous tests measuring student progress toward “college and career readiness”
• Have common, comparable scores across member states, and across consortia
• Provide achievement and growth information to help make better educational decisions and professional development opportunities
• Assess all students, except those with “significant cognitive disabilities”
• Administer online, with timely results• Use multiple measures
Source: Federal Register / Vol. 75, No. 68 / Friday, April 9, 2010 pp. 18171-85
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SMARTER Balanced:A National Consortium of States
27 states representing 43% of K-12 students
21 governing, 6 advisory states
Washington state is fiscal agent
WestEd provides project management services CCSS 2012-13 Webinar Series - Part II
Systems
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Smarter Balanced Assessment SystemComponents
Common Core State Standards specify
K-12 expectatio
ns for college and
career readiness
All students
leave high
school college
and career ready
Teachers and schools have information and tools
they need to improve
teaching and learning
Interim assessments Flexible, open,
used for actionable feedback
Summative assessments
Benchmarked to college and career
readiness
Teacher resources for
formative assessment
practicesto improve instruction
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Summative Assessments for Accountability in English Language
Arts/Literacy and Math• Built on solid technology• Coverage of full breadth/depth of Common Core• Precise assessment of all students
Computer Adaptive Testing (CAT) Portion
• Deeper learning with thematic and scenario-based tasks• Real-world problems aligned to Common Core• PT scores combined with CAT for overall score
Performance Task (PT) Portion
• K-12, higher ed, business, and policymakers part of decision-making
• Broad review of “Achievement Level Descriptors”• Field testing includes PISA, TIMSS, NAEP items• Longitudinal data systems used for triangulation
Setting Performance Standards
(Cut Scores)
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A Balanced Assessment System
School Year Last 12 weeks of the year*
DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools.
English Language Arts/Literacy and Mathematics, Grades 3-8 and High School
Computer Adaptive
Assessment andPerformance
Tasks
Computer Adaptive
Assessment andPerformance
TasksScope, sequence, number and timing of interim assessments locally determined
*Time windows may be adjusted based on results from the research agenda and final implementation decisions.
PERFORMANCE TASKS
• ELA/Literacy• Mathematics
Re-take option
COMPUTER ADAPTIVE
TESTS
• ELA/Literacy• Mathematics
Optional Interim
Assessment
Optional Interim
Assessment
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Sample Items and Performance TasksSmarter Balanced Website
• http://www.smarterbalanced.org/sample-items-and-performance-tasks/
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Purpose of Sample Items and Performance Tasks
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Demonstrate rigor and complexity of ELA/literacy and mathematics questions
Showcase variety of item types: Selected response Constructed response Technology enhanced Performance tasks
Help teachers continue planning shifts in instruction related to Common Core State Standards (CCSS)
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Washington’s Involvement
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OSPI staff involved in workgroups 2010-2014
Higher Ed representation on key SBAC committees
Teachers involved in item writing Summer/Fall 2012
47 districts invited to conduct Small Scale Trials in October/November 2012
Sample Released Items – October 201235
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Smarter Balanced Timeline
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2012–13 2013–14 2014–15
• Sample items
• Small scale trials
*47 districts in Fall
• Pilot testing *Need 22% *Open to all
• Digital library resources emerging
• Comprehensive Field test
• Operational
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Testing System TransitionCurrent Testing System Reading and Math: Grades 3–8 and 10 Writing: Grades 4, 7, 10 Science: Grades 5, 8, 10
SMARTER Balanced (SBAC) / Common Core State Standards (CCSS) Testing System English/Language Arts and Math: Grade 3–8 and 11* Science exams are required under ESEA but are not
included in SBAC*11th grade to measure college- and career-readiness. We are working with higher ed to explore the possible use of these measures as an alternative for college placement (or entrance).
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Current StatewideSummative (Student) Assessments
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Reading Mathematics
Science Writing
Grade 3 MSP MSP
Grade 4 MSP MSP MSP
Grade 5 MSP MSP MSP
Grade 6 MSP MSP
Grade 7 MSP MSP MSP
Grade 8 MSP MSP MSP
High School HSPE EOC EOC HSPE
MSP= Measurements of Student Progress; HSPE = High School Proficiency Exams; EOC= End of Course exams
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Washington’s Context…Likely Summative Assessments in 2014–15
CCSS 2012-13 Webinar Series - Part II Systems
English/LA Mathematics Science
Grade 3 SBAC SBAC
Grade 4 SBAC SBAC
Grade 5 SBAC SBAC MSP
Grade 6 SBAC SBAC
Grade 7 SBAC SBAC
Grade 8 SBAC SBAC MSP
Grades 10 E/LA using SBAC items
EOCs using SBAC items
EOC
Grade 11 SBAC SBAC
SBAC=SMARTER Balanced Assessment ConsortiumEOCs= End of Course exams
* SBAC is vertically scaled; MSP/HSPE are not.
*
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Current Testing Requirements for High School Graduation by Class
CCSS 2012-13 Webinar Series - Part II Systems
ReadingHSPE
WritingHSPE
AlgebraEOC
GeometryEOC
BiologyEOC
Class of 2013 and 2014
X X X (Either Algebra or
Geometry)
Class of 2015 and Beyond
X X X X X
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What About Graduation Requirements?
* %s of 2012 (reading) , 2013 (math), and 2015 (Biology) who met standard on exit exams or Certificate of Academic Achievement options ** Some Washington students are included in the national sample but no state level is available
Test HSPE/EOC* 12th Grade 2009 NAEP (National
Sample)**
SBAC/NGSS
Reading
94% 23% ?? SBAC
Math 78% 36% ?? SBAC
Science
61% 20% ?? NGSS
Smarter Balanced tests measure college and career readiness. Should this be criteria for graduation?
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Note: 10th grade exams measure high school proficiency with passage required for graduation; 11th grade exams measure career and college-ready standards.* 10th grade math exams could be separate Algebra and Geometry EOC exams.
Grade
Subject Tested
2012–13 and 2013–14
Measure current Reading, Writing, Algebra, Geometry ,
and Biology Standards
2014–15 and BeyondMeasure Common
Core State Standards and current
Biology Standards
10 Reading HSPE
10 Writing HSPE
10 E/LA SBAC
10 Algebra EOC
10 Geometry EOC
10 Math SBAC
10 Biology EOC EOC
11 E/LA SBAC
11 Math SBAC
Using SBAC for High School Graduation Tests
*
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High School Testing: Policy Considerations
How much is appropriate? Currently five at 10th grade: Algebra, Geometry, Reading,
Writing, Biology 2014–15 Add two (SMARTER Balanced likely choice):
11th grade ELA 11th grade math
How many should be passed for graduation? Class of 2015 (2012–13 sophomores) must pass five College and career-ready cut score for 11th grade exams
is likely too high for graduation How much do graduation tests cost?
Approximately $10M for Collection of Evidence (COE) for Class of 2015
11th grade tests will add $30/student/testCCSS 2012-13 Webinar Series - Part II Systems
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Ways to Stay Connected
CCSS 2012-13 Webinar Series - Part II Systems
Dec. 12th Webinar for School Directors
OSPI CCSS Web Sitehttp://www.k12.wa.us/Corestandards/default.aspx
OSPI Smarter Balanced Web Sitehttp://www.k12.wa.us/SMARTER/default.aspx
OSPI Teaching and Learning Monthly Newsletter, TEACH
http://www.k12.wa.us/CurriculumInstruct/news.aspx
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Thank you!Common Core Supports:OSPI Lead Team:
General Support:- General email: [email protected] Jessica Vavrus, [email protected]
Math / CCSS Grant-Specific Support: - Greta Bornemann, [email protected]
ELA Support:- Liisa Moilanen Potts,