EVA KUBINSKISPECIAL EDUCATION TEAM
WISCONSIN DPI
TITLE III CONFERENCEBEST WESTERN INNTOWNER
MADISON, WISCONSIN
OCTOBER 20, 2011
Common Core State Standards and Diverse
Learners
October 20, 2011Wisconsin Department of Public Instruction
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Agenda
IntroductionCommon Core State Standards in Wisconsin
What are you doing with the Common Core State Standards?
AssessmentsQuestions
October 20, 2011Wisconsin Department of Public Instruction
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Overview
October 20, 2011Wisconsin Department of Public Instruction
Current practices in Wisconsin- curriculum and assessment
Common Core State Standards The Future of the Wisconsin State
Assessment System- Smarter Balanced Assessment Consortia and Dynamic Learning Maps Consortia
What does this change mean for you?
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Access to the General Curriculum for Diverse Students
What it looks like… Same/ similar materials
and activities as peers in general education
May require simplification and modification of language but working to keep the key ideas intact
Current status… Many students
receiving more academic instruction
Some educators worry about loss of focus on language and basic skills
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But…is it happening?
Wisconsin Department of Public Instruction
Some students are not doing as well as we’d expectResults of a research study DPI is participating in
(2% GSEG), found that between 40 to 60 percent of students who chronically scored in the lowest 10% on the WKCE were NOT students with disabilities.
Question: are students actually getting access to general education content on which they are later tested?
We have an opportunity with the new CCSS to address this concern.
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A student cannot demonstrate proficiency on a state or other assessment if they are not first TAUGHT the content that will be tested
What students are taught directly impacts how well they will perform academically and on assessments.
October 20, 2011Wisconsin Department of Public Instruction
Remember:6
Common Core State Standards
Wisconsin Department of Public Instruction October 20, 2011
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History of Standards-Led Education
Wisconsin Department of Public Instruction
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1994 – Reauthorization of ESEA “Improving America’s Schools Act – IASA” required states to adopt, adapt or create standards and assessments
1998: Wisconsin adopted the Model Academic Standards (18 subject areas)
2001: No Child Left Behind (NCLB) brought accountability for standards-based education to the forefront
2007: Wisconsin begins to a deep look at standards revision with partners American Diploma Project and Partnership with the 21st Century Skills
2009: Wisconsin joins the Common Core Initiative2010: Wisconsin adopts the Common Core State
Standards (CCSS)
October 20, 2011
What are the Common Core State Standards
October 20, 2011Wisconsin Department of Public Instruction
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About the CCSS
Wisconsin Department of Public Instruction
These standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs. The standards: Are aligned with college and work expectations; Are clear, understandable and consistent; Include rigorous content and application of knowledge through
high-order skills; Build upon strengths and lessons of current state standards; Are informed by other top performing countries, so that all
students are prepared to succeed in our global economy and society; and
Are evidence-based
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What is the Big Deal?
Wisconsin Department of Public Instruction
The CCSS Initiative is a “sea change” in education for teaching and learning!
The CCSS mandates the student learning outcomes for every grade level.
The CCSS forces a common language. You and your colleagues will begin using this language as you work with and instruct your students.
The students will be tested and instructional effectiveness will be measured based on the CCSS.
Federal funding and possible waivers are tied to CCSS adoption, implementation and accountability.
English Language Arts and Mathematics are just the beginning – more subject area standards are being developed.
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When Educational Components Align:
Wisconsin Department of Public Instruction
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General Curriculum(State Standards)
Instruction Assessment (Skills Taught) (State
Test)
(adapted from Aligning IEPS to the Common Core State Standards, by G. Courtade & D. Brower)
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Example:
Wisconsin Department of Public Instruction
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Multiplication is a 3rd Grade State Standard
Instruction to Multiplication Items Multiply by 1-12 (State
Test)
(adapted from Aligning IEPS to the Common Core State Standards, by G. Courtade & D. Brower)
October 20, 2011
WHAT WILL BE THE IMPACT ON YOUR TEACHING?
How will the CCSS affect you and your teaching?
Are you included in district CCSS discussions?
What do you think will be the hardest part of implementing and using the CCSS?
What is the impact of your students being English Language Learners?
Wisconsin Department of Public Instruction October 20, 2011
STOP
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WHAT DO THEY LOOK LIKE?
Common Core State Standards (CCSS)
October 20, 2011Wisconsin Department of Public Instruction
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Strands of English Language Arts Standards
October 20, 2011Wisconsin Department of Public Instruction
Reading: Text complexity and growth of comprehension Grades K-5: Literature and Informational Text Grades K-5: Reading Standards – Foundational
Skills Grades 6-12: Literature and Informational Text
Writing: Text types, responding to reading, and research
Speaking and Listening: Flexible communication and collaboration
Language: Conventions and vocabulary
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October 20, 2011Wisconsin Department of Public Instruction
Old to New – English Language Arts“Reading Informational Text”
1998 to June 2010 (WI Model Academic Standard)
June 2010 and Beyond(Common Core State Standard)
6th Grade
None 8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
8th Grade
Evaluate the themes and main ideas of a work considering its audience and purpose
2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Has many interpretatio
ns
More Specific
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WMAS to CCSS
October 20, 2011Wisconsin Department of Public Instruction
1998 to June 2010 (WI Model Academic
Standard)
June 2010 and Beyond(Common Core State Standard)
3rd Grade Math
None 3. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1
4th Grade Math
B.4.1 Represent and explain whole numbers*, decimals, and fractions with physical materials number lines and other pictorial models* verbal descriptions place-value concepts and notation symbolic renaming (e.g., 43=40+3=30+13)
1. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
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October 20, 2011Wisconsin Department of Public Instruction
Standards for Mathematical
Content
Standards for Mathematical
Practice
Overview of Mathematics Standards
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WHAT DOES IT LOOK LIKE IN WISCONSIN?
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DISCIPLINARY LITERACY
October 20, 2011Wisconsin Department of Public Instruction
Wisconsin Department of Public Instruction
What is Disciplinary Literacy?21
“In Wisconsin, disciplinary literacy is defined as the confluence of content knowledge, experiences, and skills merged with the ability to read, write, listen, speak, think critically and perform in a way that is meaningful within the context of a given field.”
http://dpi.wi.gov/cal/pdf/section2.pdf
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Wisconsin Department of Public Instruction
Wisconsin Foundations for Disciplinary Literacy
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1. Academic learning begins in early childhood and develops across all disciplines
2. Content knowledge is strengthened when educators integrate discipline-specific literacy into teaching and learning
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Wisconsin Department of Public Instruction
Foundations continued23
3. Literacy skills of reading, writing, listening, speaking and critical thinking improve when content-rich learning experiences motivate and engage students.
4. Students demonstrate their content knowledge through reading, writing, listening, and speaking as part of a content-literate community
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Wisconsin Department of Public Instruction
Literacy in Multiple Languages24
“Increasing economic, security, cross-cultural and global demands underscore the value of literacy in more than one language. Students who think, read, write and communicate in multiple languages are an asset to our own country and can more easily interact and compete in the world at large.”
Wisconsin's Approach to Literacy in All Subjects: What is Disciplinary Literacy?
October 20, 2011
Wisconsin Department of Public Instruction
Disciplinary Literacy and ELLs25
ELL student needs are addressed when you use disciplinary literacy strategies in the subjects you teach
Haven’t you used them with ELLs currently or in the past?
Build prior knowledgeBuild specialized
vocabularyLearn to deconstruct
complex sentencesUse knowledge of
text structures and genres to predict main and subordinate ideas
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Wisconsin Department of Public Instruction
Disciplinary Literacy and ELLs continued
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Haven’t we been doing a lot of this already???
Map graphic (and mathematical) representations against explanations in the text
Pose discipline relevant questions
Compare claims and prepositions across texts
Use norms for reasoning within the discipline (i.e., what counts as evidence to evaluate texts)
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Wisconsin Department of Public Instruction
What is the Roll-out Plan for CCSS?
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The scheduled timeline is for the full roll-out to occur in Wisconsin from 2010 through 2015
All other Wisconsin Model Academic Standards remain in effect for the time being
There is a timeline to review and possibly revise each subject area’s standards on a seven-year cycle posted at www.dpi.wi.gov/standards
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Impact on Wisconsin State Assessment System?
SMARTER Balanced Assessment Consortium (SBAC)
Dynamic Learning Maps Consortium (DLM)
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WKCE
Wisconsin Department of Public Instruction
We will not be taking this opportunity to talk about the WKCE. It will continue to be administered until a new test is available. More on that topic to come in this presentation.
If you are interested in seeing example items, you can got to the release items page at http://dpi.wi.gov/oea/releaseitems.html
Please contact Eva, Erin Faasuamalie (Special Ed Team) or Kristen Burton (OEA) if you have questions about student participation in the WKCE.
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If you have a student with a Significant Cognitive DisabilityIf you have a student with a Significant Cognitive Disability
Student is taught using a curriculum aligned with the Extended Grade Band Standards.
Student has significant disabilities and even with extensive modifications cannot participate in general education curriculum.
These difficulties are not caused by excessive absences or social, cultural or environmental factors.
The student’s IEP team would determine if he/she would take the WAA-SwD.
What about the WAA-SwD
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Next we will talk about what that student’s assessment options will look like in the future.
And contact Eva, Erin or Kristen if you have current question about student participation in the WAA-SwD
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ESSENCE
Common Core State StandardsEnglish Language Arts and Mathematics
SBAC Test DLM Test
SBAC ConsortiumSupportive Materials
DLM Common Core
Essential Elements
Wisconsin Department of Public Instruction October 20, 201133
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SMARTER Balanced Assessment Consortium SMARTER Balanced Assessment Consortium Member States Member States
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System Components
October 20, 2011Wisconsin Department of Public Instruction
Assessment system that balances summative, interim, performance, and formative components for ELA and mathematics:
1.Computer adaptive summative assessmenta. Grades 3–8 and 11 (testing window within the
last 12 weeks of the instructional year)b. Selected response, enhanced constructed
response, technology enhanced, and performance tasks
2.Computer adaptive interim assessmenta. Learning progressionsb. Administered throughout the year
3.Formative Tools and Processes
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IHE Collaboration
October 20, 2011Wisconsin Department of Public Instruction
GOAL: Better prepare students for college and career readiness.
Collaborate with IHEs to create student achievement standards that define college ready
Students will enter IHE systems having met common, clear college ready standards
Students will be able to track readiness for college and careers throughout high school
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Wisconsin’s Assessment Plan
October 20, 2011Wisconsin Department of Public Instruction
2011-12 Consortium will build the technology platform, item development, design professional development components
2012-13 States to begin limited field testing of SMARTER system
2013-14 Large-scale field testing; common reporting developed
2014-15 Fully operational summative assessment given in all SMARTER states
In the meantime: Wisconsin will continue to administer the WKCE to meet
the accountability requirements
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For Students with Significant Cognitive For Students with Significant Cognitive DisabilitiesDisabilities……
October 20, 2011Wisconsin Department of Public Instruction
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The Purpose of the Consortium
October 20, 2011Wisconsin Department of Public Instruction
New extended standards based on the Common Core State Standards - Common Core Essential Elements
Learning maps, which will include tasks of various proficiency levels leading to formative assessment and tools for educators.
Annual summative assessment (used for accountability purposes) – replace the WAA-SwD
Professional development modules for teacher training
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DLM Consortium Member States
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Timeline
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Common Core Essential Elements
The Common Core Essential Elements (CCEE) are specific statements of the content and skills that are linked to the Common Core State Standards (CCSS) grade level specific expectations for students with significant cognitive disabilities.
October 20, 2011Wisconsin Department of Public Instruction
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Wisconsin Department of Public Instruction
Common Core Essential Elements
October 20, 2011
Are:• Links to grade level
Common Core State Standards (CCSS)
• Statements of content and skills that provide a bridge for students with SCD to achieve grade differentiated expectations
• Provide challenge and rigor appropriate for students with SCD in consideration of the significance of their disabilities
Are not:• Downward extension to
pre-K standards• General essence
statements• Statements of
functional skills
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The Future of Alternate Assessment
October 20, 2011Wisconsin Department of Public Instruction
Wisconsin will participate in the development of a new assessment if the test design fits with our needs, or we will develop our own assessment based on the new standards. We should have a better sense of that within the next school year.
The grant will also develop an alternate assessment aligned to those standards, with expected completion by 2014-15.
The current WAA-SwD will continue to be administered until another assessment is available.
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How Will These Changes Affect You?
October 20, 2011Wisconsin Department of Public Instruction
Are you represented at the table as curriculum and benchmarks are developed?
Are you getting additional training and professional development if needed in curriculum development and assessment?
Need to ensure that our general education peers and colleagues understand the needs of our students who are English Language Learners Accommodations, adaptations, augmentations to materials Universal design for learning concepts Not slower and lower-level materials – need to be grade-
leveled Culturally –responsive!
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What Supports Will ELLs Need to Meet CCSS?
October 20, 2011Wisconsin Department of Public Instruction
Important Skills for ELLs – Reading and Writing
Wisconsin Department of Public Instruction
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Students demonstrate independence by requesting clarification and asking relevant questions
Become self-directed learners, effectively seeking out and using resources to assist them
They respond to the varying demands of textThey come to understand other perspectives
and cultures(AFT, 10/21/2010)
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Important Skills for ELLs – Speaking and Listening
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Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on other’s ideas and expressing their own clearly and persuasively L2 acquisition occurs through meaningful interactions
with native L2 speakers
Ask and answer questions in order to seek help, get information, or clarify is something is not understood
(AFT, 10/21/2010)October 20, 2011
Important Skills for ELLs – Language
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Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning and style, and to comprehend more fully when reading or listening
Knowledge of language should include: Pragmatic knowledge Linguistic knowledge
Recognize variations from standard English in their own and others’ writing and speaking and identify and use strategies to improve expression in conventional language
(AFT, 10/21/2010)
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What Teachers Need: Next Steps
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Familiarity with CCSSAligned English Language Proficiency StandardsWell-developed, content-rich curriculumInstructional resourcesFormative and summative AssessmentsSupportive technology and learning environmentAccess to high-quality professional development(Diane August, CAL)
October 20, 2011
Wisconsin Department of Public Instruction
How to Teach Language to ELLs With Content?
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Build backgroundComprehensible
inputStrategies for
successPractice and
applicationFrequent, formative
assessment(AFT, 10/21/2010)
October 20, 2011Wisconsin Department of Public Instruction
For More Information
October 20, 2011Wisconsin Department of Public Instruction
DPI Content and Learning [email protected]
DPI Office of Educational [email protected] [email protected]
DPI Special Education [email protected] [email protected] 608-266-2899
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