transitioning to the common core

8/13/2019 Transitioning to the Common Core

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Transitioning to the Common Core

Strengthening Student Success ConferenceOctober 9, 2013

Barbara Murchison Linda Michalowski

Administrator Vice ChancellorCommon Core Systems Student Services andImplementation Office Special ProgramsCalifornia Department of Education California Community Colleges


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Student Success Task ForceRecommendation 1.1

Increasing student readiness for college: Calls for California community colleges to collaborate

with the SBE and CDE to define college and career

readiness, improve the alignment between highschool exit standards and entry-level expectations forcollege-level, credit bearing work

Work with CDE to support implementation of the new

Common Core and K-12 assessments Transition the EAP to the new 11 th grade assessment


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TOM TORLAKSONState Superintendentof Public Instruction

Common Core Standards for English LanguageArts & Literacy in History/Social Studies,

Science, and Technical Subjects

The CCSS for English-Language Arts and Literacy inHistory/Social Studies, Science, and TechnicalSubjects are organized around the College and

Career Readiness (CCR) Standards for Reading,Writing, and Speaking and Listening.

Each strand is headed by a set of CCR AnchorStandards that is identical across all grades and

content areas.

The anchor standards lend coherence to thedocument both across the content areas and acrossthe grades.


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Balanced Representation of Literary

and Informational Text Kindergarten through grade 5

10 Reading standards for literature10 Reading standards for informational text

Writing standards that explicitly call for opinion pieces,narratives, and informative/explanatory texts

Grades 6 1210 Reading standards for literature

10 Reading standards for informational textWriting standards that explicitly call for arguments, narratives,and informative/explanatory textsAn additional set of standards for reading and writing inhistory/social studies, science and technical subjects


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Informational Text Includes the subgenres of exposition,

argument, and functional text in theform of personal essays, speeches,

opinion pieces, essays about art orliterature, biographies, memoirs, journalism, and historical, scientific,technical, or economic accounts(including digital sources) written fora broad audience

Source: page 33 of the CCSS for ELA and Literacyin History/Social Studies, Science, and Technical

Subjects


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Literacy in History/SocialStudies, Science, and Technical

Subjects: Grades 6 12

Set the expectation that students will read andwrite in non-ELA classrooms and develop

informational/technical writing skills

Provide an acknowledgement of unique textstructures found in informational text

Maintain the focus on discipline-specificvocabulary, critical analysis, and evidenceacross the curriculum


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Technical Subjects

Technical subjects A course devoted toa practical study, such as engineering,technology, design, business, or otherworkforce-related subject; a technicalaspect of a wider field of study, such asart or music

Source: Common Core State Standards for English Language Arts andLiteracy in History/Social Studies, Science and Technical Subjects :

Appendix A


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Critical Analysis/Use ofEvidence

Describe how reasons support specific points theauthor makes in a text. (2.RI.8)

Delineate a speakers argument and specific claims,evaluating the soundness of the reasoning andrelevance and sufficiency of the evidence andidentifying when irrelevant evidence is introduced.(8.SL.3)

Develop claim(s) and counterclaims fairly and

thoroughly, supplying the most relevant data andevidence for each while pointing out the strengthsand limitations of both claim(s) and counterclaims in adiscipline-appropriate form that anticipates theaudiences knowledge level, concerns, values, andpossible biases. (11-12.WHST.1.b)


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Focus on Text Complexity

By the end of the year, read and comprehendliterature, including stories, dramas, and poetry, at thehigh end of the grades 4 5 text complexity bandindependently and proficiently. (5.RL.10)

Initiate and participate effectively in a range ofcollaborative discussions (one-on one, in groups, andteacher-led) with diverse partners on grades 11 12topics, texts, and issues, building on others ideas andexpressing their own clearly and persuasively.(11-12.SL.1)


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Increased Student

Collaboration With guidance and support from adults, use

technology to produce and publish writing (usingkeyboarding skills) as well as to interact andcollaborate with others. (3.W.6)

Initiate and participate effectively in a range ofcollaborative discussions (one-on-one, in groups,and teacher-led) with diverse partners on grades9-10 topics, texts, and issues, building on othersideas and expressing their own clearly andpersuasively. (9-10.SL.1)


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Vocabulary Acquisition and Use

Use words and phrases acquired throughconversations, reading and being read to, andresponding to texts. (K.L.6)

Use precise language and domain-specificvocabulary to inform about or explain the topic.(7.W.2.d)

Determine the meaning of word and phrase as they

are used in the text, including figurative andconnotative meanings; analyze the cumulativeimpact of specific word choices on meaning andtone (e.g., how the language evokes a sense oftime and place; how it sets a formal or informaltone). (9-10.RL.4)


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Increased Use of Multimediaand Technology

Add audio recordings and visual displays topresentations when appropriate to enhance thedevelopment of main ideas and themes. (4.SL.5)

Compare and contrast a written story, drama, orpoem to its audio, filmed, staged, or multimediaversion, analyzing the effects of techniques uniqueto each medium (e.g., lighting, sound, color, orcamera focus and angles in a film). (7.RL.7)

Integrate and evaluate multiple sources ofinformation presented in diverse formats andmedia (e.g., quantitative data, video, multimedia)in order to address a question or solve a problem.(11-12.RST.7)


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Transitioning to the CCSS

Building knowledge through content-richnonfiction

Reading, writing and speaking groundedin evidence from text , both literary andinformational

Regular practice with complex text andits academic language

Source: http://www.achievethecore.org/steal-these-tools


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Mathematical Proficiencyas defined by the California Framework (2006)

ConceptualUnderstanding

DOINGMATH

ProblemSolving

ProceduralSkills


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Common Core Standards

for MathematicsThe standards for mathematics:

Are focused, coherent, and rigorous

Balance mathematical understanding andprocedural skill

Are internationallybenchmarked


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Two Types of

Interrelated Standards Mathematical Practices

(the same at every grade level)

Mathematical Content

(different at each grade level)


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Standards forMathematical Practice

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning of

others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Describe ways students engage with the subject matterthroughout the elementary, middle and high school years


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CCSS Domains K 5

Domain K 1 2 3 4 5

Counting and Cardinality (CC) Operations and Algebraic

Thinking (OA)

Number and Operations in BaseTen (NBT)

Measurement and Data (MD)

Geometry (G) Number and Operations Fractions (NF)


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CCSS Domains 6 8

Domain 6 7 8

Ratios and ProportionalRelationships (RP)

The Number System (NS)

Expressions and Equations (EE)

Geometry (G)

Statistics and Probability (SP) Functions (F)


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High School MathematicsThe CCSS high school standards are organized in 6 conceptual

categories:Number and QuantityAlgebraFunctions

Modeling ( *)GeometryStatistics and Probability

California additions:Advanced Placement Probability and StatisticsCalculus

Modeling standards are indicated by a (*) symbol.Standards necessary to prepare for advanced courses in

mathematics are indicated by a ( +) symbol.


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Model Course Pathways forMathematics

Pathway A

Traditional in U.S .

Geometry

Algebra I

Courses in higher level mathematics: Precalculus, Calculus (upon completion ofPrecalculus), Advanced Statistics, Discrete Mathematics, Advanced Quantitative

Reasoning, or other courses to be designed at a later date, such as additional careertechnical courses .

Pathway B

International Integrated approach(typical outside of U.S .)

Mathematics II

Mathematics I

Algebra II Mathematics III


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Transitioning to the CCSS

1. Focus strongly where the standards focus

2. Coherence : Think across grades, and linkto major topics within grades

3. Rigor : In major topics, pursue conceptualunderstanding , procedural skill and

fluency , and application

Source: http://www.achievethecore.org/


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California Joins Smarter Balanced

Assessment Consortium On June 9, 2011 California joined the

Smarter Balanced Assessment

ConsortiumMemorandum of Understandingsigned by Superintendent Torlakson,

Governor Brown, and State Board ofEducation President Kirst

Governing state role

Decision-making capacity


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Assessment System Components

Summative Assessment

Interim Assessments

Performance Tasks

Formative Assessment Practices

Online Reporting


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Six Item Types

Selected Response Short Constructed Response Extended Constructed Response Performance Tasks

Technology-Enabled Technology-Enhanced


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Example: Grade 7 Mathematics


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Example: Grade 11 English

Language Arts


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CDE CCSS Web page

http://www.cde.ca.gov/re/cc

Subscribe: [email protected]@mlist.cde.ca.gov

Contact us:[email protected]


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Transitioning the Early Assessment Program

Purpose of the Early Assessment ProgramEarly Warning

Identify students before their senior year whoneed additional work in English and/orMathematics before entering college

Identify Student ReadinessInform students, families, and high schools ofstudents readiness for college -level work inEnglish and Mathematics

12th

Grade InterventionsMotivate students to take needed steps in 12 th grade to improve college readiness


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CCC EAP Implementation , 2008-20 13

SB 946 authorized the CCCs to implement EAP and accessstudent test data

Use of EAP test results for placement of studentsdemonstrating college readiness in English and/or math:

Effective January 1, 2009

List of colleges accepting EAP results on CCCCOwebsite: http://extranet.cccco.edu/Divisions/StudentServices/EAP.aspx

As of Fall 2013, 73 community colleges are accepting EAPresults and others are in discussion to adopt EAP


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www.collegeEAP.org


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What is Smarter Balanced?

A consortium of 26 states and territories workingtogether to build next-generation formative, interim

and summative assessments for K-12 schools tied to

the Common Core State Standards in Englishlanguage arts/literacy and mathematics.

Funding from the federal Race to the Top

Assessment grant (~$175M) and foundations (~$3M). Governed by member states on a consensus model.


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Smarter Balanced AssessmentConsortium

26 states &territories (21governing, 4advisory, 1

affiliate) K-12 & Higher

EducationLeads in eachstate


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Purposes and Users for theSummative Assessments

Grades Tested Purpose User

3-8 and 11 School/District/State Accountability FederalESEA/NCLB

11 Student Readiness for Credit-bearingCollege Coursework

HigherEducationInstitutions

9, 10, 12 State Designed End-of-Course,Graduation Requirements, etc. State Option

3-8 and 11 Teacher/Principal Accountability State/DistrictOption


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Why is Higher EducationInvolved in Smarter Balanced?

Common Core State Standards are anchored inexpectations for college readiness.

Higher education agreed when states applied forfederal grant to participate in design of assessmentswith goal of recognizing 11 th grade exam as evidenceof college content-readiness.

Oppo r tuni ty to imp rove co l lege readiness , redu cerem ediat ion , and boo s t c om ple tion .


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Smarter Balanced Goals for Higher Education Colleges and universities recognize the Smarter

Balanced Grade 11 assessment as a valid measure ofcollege content-readiness as defined by the CommonCore State Standards.

Colleges and universities agree on a commonperformance standard in English language arts/literacyand mathematics for college content-readiness.

Colleges and universities use the Smarter Balanced

assessment as evidence that students are ready forcredit-bearing course work and can be exempted fromdevelopmental courses.


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Expectations of Higher Education

What is Expected

Participation in assessmentdesign

Lead role in defining collegereadiness and standard- settingfor 11 th grade assessment

Agreement on performancestandards for exemption from

developmental courses in Englishand math

What is NOT Expected

Use of Smarter Balancedassessment for admission

Standardization of admissioncriteria or standards

Standardization of developmentalor first-year curricula

Complete reliance on theSmarter Balanced assessmentfor placement decisions (otherdata points and assessmentsmay be used)


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College 'Content' ReadinessEnglish

LanguageArts/Literacy

Students who perform at the College Content-Ready level in

English language arts/literacy demonstrate reading, writing,listening, and research skills necessary for introductory coursesin a variety of disciplines. They also demonstrate subject-areaknowledge and skills associated with readiness for entry-level,transferable, credit-bearing English and composition courses.

Mathematics Students who perform at the College Content-Ready level inmathematics demonstrate foundational mathematicalknowledge and quantitative reasoning skills necessary forintroductory courses in a variety of disciplines. They alsodemonstrate subject-area knowledge and skills associated withreadiness for entry-level, transferable, credit-bearingmathematics and statistics courses.


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Policy Frameworkfor Grade 11 Assessment Results

Not Yet Content-Ready - Substantial Support Needed K-12 & higher education may offer interventionsLevel 1 Not Yet Content-Ready Support Needed Transition courses or other supports for Grade 12, retesting

optionLevel 2 Conditionally Content-Ready/Exempt from Developmental In each state, K-12 and higher ed must jointly develop Grade

12 requirements to earn exemptionLevel 3

Content-Ready/Exempt from Developmental K-12 and higher education may jointly set Grade 12

requirements to retain exemption (optional for states)Level 4

Note: Applies only to students who matriculate directly from high

school to college.


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Next Steps for Higher Education

Reporting System Development Summer Fall 2013

States Determine Grade 12 Requirements 2013-14 Academic Year

Comparability with PARCC Spring Fall 2013

Career Readiness Policy * Spring 2013- Winter 2014Validation Research Planning Spring- Fall2013

Validation Research Implementation Spring 2014 - 2017

Standard-setting* Summer 2014

Development of Reporting ALDs * Spring-Summer 2014

Institutional participation decisions Beginning Fall 2014


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California Community CollegesInvolvement in SBAC Implementation

Intersegmental SBAC Collaborative tocoordinate faculty involvement and discussionamong the public higher education segments

and K-12 CCC Work Group on College and Career

Readiness and the Common Core

National Governors Association grant to supportintersegmental collaboration


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Learn More Visit

SmarterBalanced.org for the latest newsand developments

Sign up for the e-newsletter

Follow onTwitter:@SmarterBalanced


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Transitioning to the Common Core

For more information:

Linda Michalowski Barbara MurchisonVice Chancellor Administrator

Student Services and Common Core SystemsSpecial Programs Implementation Branch [email protected] [email protected]
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]

transitioning to the common core

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