next generation standards and assessment in west … · next generation standards and assessment in...
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Next Generation Standards and
Assessment in West Virginia Jan Barth, Special Assignment to State Superintendent
The West Virginia JourneyThe Vision, The Work, The Delivery
Developing New Standards
- Rigor
- Content
- Context
- Skills
- Technology
--
• WVDE has 21st century learning skills and
technology tools standards that overlay the
content standards.
– WVDE proposes to maintain the overlay with the
Common Core Standards.
Provide student/family/educator support
to ensure students master the
Common Core Standards
Adopt Common
Core Standards
and modify /align
state curriculum
Support classroom
decision-making
based on balanced
assessments of the
Common Core
Deliver professional
development based on
school-level needs
around the Common
Core
(classroom level/job-
embedded)
What do we know about the correlation
between the National Common Core
Standards and the 21st Century
Content Standards and Objectives for
WV Schools?
Characteristics of Common Core
Reading/Language Arts
• Three Broad
Areas
– Reading
– Writing
– Speaking &
Listening
(Media Literacy)
• Types of
Writing
• Types of Text
• Grade Spans
– K-3
– 4-5
– 6-8
– 9-12
• K-5
– Numbers &
Operations
– Geometry
– Measurement
• 6-8
– Number &
Operations
– Algebra
– Geometry &
Measurement
– Data &
Probability
• WVDE has 21st century learning skills and
technology tools standards that overlay the
content standards.
– WVDE proposes to maintain the overlay with the
Common Core Standards.
Common Core Mathematics
• The authors provide us with clear
statements of what mathematics should be
learned at each grade level.
• Statements tell the teacher to include
depth of knowledge levels, Bloom’s
Taxonomy and levels of cognitive demand.
Common Core Mathematics
• The math Common Core embraces the
notion of teaching less and learning more.
• The Common Core emphasizes that we can
no longer allow students to just follow a
teacher-directed procedure and memorize.
For ALL students to transcend the Algebra I
level in mathematics, we must ensure
coherent understanding at all grade levels in
core mathematics.
• WVDE content coordinators kept abreast of
edits to the Common Core.
– WV keeps informed through national content
organizations, CCSSO, NASBE, and other national
affiliations
• Since the State Board approved the Common
Core Standards in May 2010, WVDE is
prepared to begin the alignment process with
groups of K-12 teachers, members of Higher
Education faculty, district and RESA staff in
August.
Provide student/family/educator support
to ensure students master the
Common Core Standards
Modify /Align
state curriculum
policy
Support classroom
decision-making
based on balanced
assessments of the
Common Core
Deliver professional
development based on
school-level needs
around the Common
Core
(classroom level/job-
embedded)
Align state resources
Transitioning to International
Rigor: Common Core Standards,
Common Core Assessments and
Common Core Performance
Conduct Alignment Study of WESTEST 2 to
Common Core Standards (use “refresh
clause” if necessary)
Develop Acuity to Common Core
Standards
Continue to develop capacity of teachers to
utilize classroom assessments
Use WESTEST 2/ Acuity
assessments to measure student growth through 2014 in R/LA and
Math
WESTEST 2 and Acuity CTB
contracts expire in 2014. WV will transition to
Common Core Assessments in
2014-15.
Transition to balanced assessment system:
SMARTER Balanced Consortia will develop
performance assessments to learning progressions
• The federal language in SFSF and RTTT grant
applications calls for states to commit to and
create internationally rigorous Proficiency
(Mastery) cut scores on their accountability
assessments.
• There is reason to believe nationally-developed
common cut scores for proficiency and college
readiness will be developed.
National conversations address the verifications of state performance
distribution compared to NAEP performance level distributions.
NAEP 2009 Mathematics Performance Level Distribution by %
WVBelow
BasicBasic Proficient Advanced
At or Above
Proficient
Grade 4 23% 49% 26% 2% 28%
Grade 8 39% 41% 17% 2% 19%
WESTEST 2 2009 Mathematics Performance Level Distribution by %
Novice Partial
Mastery
Mastery Above
Mastery
Distinguished At or Above
Mastery
Grade 4 2% 33% 36% 19% 9% 64%
Grade 8 18% 29% 40% 12% 1% 53%
Current WESTEST 2 performance cut scores for Mastery fall short of
national rigor.
National conversations now address verification of state performance
distribution against TIMSS performance.
International 2009 Mathematics Performance Level Distribution by %
TIMSS Low Intermediate High AdvancedAt or Above
High
Grade 4 23% 41% 21% 5% 26%
Grade 8 29% 31% 13% 2% 15%
WESTEST 2 2009 Mathematics Performance Level Distribution by %
WESTEST 2 Novice Partial
Mastery
Mastery Above
Mastery
Distinguished At or Above
Mastery
Grade 4 2% 33% 36% 19% 9% 64%
Grade 8 18% 29% 40% 12% 1% 53%
Current WESTEST 2 performance cut scores for Mastery fall short of
international rigor.
2009 cut scores show that our
Mastery level compares:
• at the lower levels of Basic
on National Assessment of
Educational Progress
(NAEP).
• at the D+ level on Trends in
Mathematics and Science
Study (TIMSS).
(Phillips, 2009)
Conclusion:
• WV does not currently use cut
scores that are as rigorous as
national or international cut scores
to determine Mastery Level for our
students.
• WV will determine and use for
Mastery transitional cut scores
that are increasingly aligned to
more rigorous national and
international cut scores and use
these cuts through 2014.
Create Transitional Cut Scores in
2010 (to be used thru 2014)
Commit to 40% Mastery level
proficiency cut score per content
area, per grade level. These cuts:
• will place WV Mastery level
at the upper levels of Basic
on NAEP.
• will place WV Mastery level
at C+ on TIMSS.
Conclusions:
The 40% cuts will create
transitional cut scores for Mastery
that align more to
national/international rigor in 2010.
By 2014, a common cut score for
Proficiency will be determined
based on the products/research
from the RTTT grants.
Recommendations:
WV will use the transitional cuts
beginning in 2010 through 2014.
The WVDE submitted the following requests in the WV
Accountability Workbook:
• use of the new proficiency Mastery level cuts to
determine % at mastery targets for 2010 AYP and
• waiver of current AYP Proficiency Model for a Scale
Score Growth Model for 2011 if the data provides
more flexibility.
• A committee of mathematics and English/reading language arts
teachers at the high school and college levels met with the West
Virginia Department of Education (WVDE) staff in September
2007 to determine the College Readiness Standards.
• The Higher Education Policy Commission (HEPC) convened a
group of representatives from West Virginia colleges and
universities to define college readiness skills in English and
mathematics.
• These college readiness skills were compared to the 11th grade
21st century reading and English language arts and mathematics
Content Standards and Objectives (CSOs) provided by the
WVDE.
• The Grade 11 WESTEST 2 reading/language arts and mathematics results will identify college readiness by a defined cut score which will be determined by the WVDE and the Higher Education Policy Commission. The student cut score will not be used to determine college admissions.
• Students who perform at or above these cut scores will be deemed ready to enroll and succeed in college-credit-bearing freshman level mathematics and English courses.
• Students who perform below the mathematics cut score will be placed in a college transition course for mathematics.
• West Virginia Board of Education Policy 2510: Assuring the Quality of Education: Regulations for Education Programs requires students in the professional pathway and college bound students in the skilled pathway, who do not meet the state assessment college readiness benchmark in mathematics, to take the appropriate college transition course during their senior year.
• State Plan provides opportunities to measure
– Student attainment of challenging career and
technical skill proficiencies aligned to industry
recognized standards
– Student attainment of industry recognized
credential
– Student attainment of academic proficiencies
• WVDE has developed measures in all areas of concentration– 101 CTE concentrations defined
– 4 core classes defined for each concentration• e.g., Pre-Engineering Concentration consists of Introduction to
Engineering Design, Principles of Engineering, Digital Electronics and Civil Engineering and Architecture
– End-of-Concentration performance-based assessment for each concentration
– Each assessment has three performance tasks that include an oral and written component
– Each assessment is industry certified and scorers are recruited from industry and post secondary
• Measures of academic proficiency
– Profile of CTE completers compared to WESTEST 2 results for 11th grade students in WV to assure academic achievement is comparable
– All CTE completers also assessed via ACT WorkKeys
• Locating Information; Reading for Information; and Applied Mathematics
• Students who meet WorkKeys benchmarks receive WV workforce readiness credential that is endorsed by WV Workforce Investment Council
• Impact of Performance Indicators
– Each school is required to develop a plan of
improvement for any concentration that does
not meet one or more of the Core Indicators
– Improvement Plan is monitored by WVDE
– Failure to make substantial improvement
leads to program audit by WVDE and/or loss
of funding for the concentration