1. CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction Transitioning to the Common Core State Standards and New Assessments Oxnard Union High School District Leadership Team January 28, 2013 Ilene W. Straus, Ed.D., Vice President, California State Board of Education

2. TOM TORLAKSON State Superintendent of Public Instruction Key ideas Understanding what CCSS is, how it changes practice Professional development for teachers and leaders Mathematics course progression College and Career Readiness Assessment – Formative and Summative Accountability 60%/40% 2

3. TOM TORLAKSON State Superintendent of Public Instruction 3

4. Common Core State Standards for Mathematics The standards for mathematics: are focused, coherent, and rigorous aim for clarity and specificity stress conceptual understanding of key ideas balance mathematical understanding and procedural skill are internationally benchmarked 4

5. TOM TORLAKSON State Superintendent of Public Instruction Mathematical Proficiency as defined by the California Framework (2006) Conceptual Understanding DOING MATH Problem Solving Procedural Skills 5

6. TOM TORLAKSON State Superintendent of Public Instruction Standards for Mathematical 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 matter throughout the elementary, middle, and high school years 6

7. TOM TORLAKSON State Superintendent of Public Instruction Transitioning to the CCSS 1.Focus strongly where the Standards focus 2.Coherence: Think across grades, and link to major topics within grades 3.Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application Source: http://www.achievethecore.org/ 7

8. TOM TORLAKSON State Superintendent of Public Instruction Major Shifts in Literacy Instruction An emphasis on text complexity and the language and vocabulary of complex text. A new focus on reading and writing grounded in evidence from text. A focus on building knowledge through increased content reading. 8

9. TOM TORLAKSON State Superintendent of Public Instruction Writing Types and Purposes NAEP Writing Framework Foundation Purposes for and Recommended Writing Types Grade To Persuade To Explain To Convey Experience 430%35% 8 30% 1240% 20% Source: National Assessment Governing Board. (2007). Writing framework for the 2011 National Assessment of Educational Progress, http://www.nagb.org/publications/frameworks/writing- 2011.doc 9

10. TOM TORLAKSON State Superintendent of Public Instruction Literacy in History/Social Studies, Science, and Technical Subjects Builds upon the same anchor standards for reading and writing Includes a focus on discipline-specific vocabulary Acknowledges the unique text structures found in informational text Focuses on expectation that students will develop content knowledge AND informational/technical writing skills 10

11. TOM TORLAKSON State Superintendent of Public Instruction GOALS for LEARNING CAREER CAREER Ready and COLLEGE COLLEGE Ready and LIFE LIFE Ready 11

12. CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction How will California’s Assessment System be Changing? 12 Given the Changes in Standards & Instruction

13. TOM TORLAKSON State Superintendent of Public Instruction Transitioning to New Assessments State Superintendent’s Review Panel Recommendations and Plan to the Legislature “high quality assessments” 13

14. TOM TORLAKSON State Superintendent of Public Instruction Overarching Goals for Unified System of Assessments Ensuring Accountability Determinations of school and district effectiveness Determining career and college readiness Determining program, principal and teacher effectiveness Improving Teaching and Learning Continuous program improvement Differentiated instruction Adapting instruction in rapid time Providing ongoing interventions and differentiated support based on student needs 14 Nellhaus, J. (2009, November). Race to the Top Assessment Program

15. TOM TORLAKSON State Superintendent of Public Instruction Superintendent’s Recommendations Design a system that includes a variety of assessment approaches and item types to model and promote high quality teaching and student learning 15

16. TOM TORLAKSON State Superintendent of Public Instruction System can also… Produce scores that can be aggregated for the purpose of holding schools and districts accountable for student progress Provide assessment and tools in multiple grades covering the full breadth of the curriculum to provide clear expectations and incentives for teaching curricula 16

17. TOM TORLAKSON State Superintendent of Public Instruction Guiding Principles Assess subjects and learning in ways that promote high quality instruction Conform to rigorous industry standards for test development Use resources efficiently and effectively Provide for inclusion of all students Provide information on the assessment system that is readily available and understandable to parents, teachers, schools and the public 17

18. TOM TORLAKSON State Superintendent of Public Instruction Bottom line…. Time and money spent on assessment programs needs to provide results commensurate with the investment. A balance must be found between the costs of the system and the kind of assessment and reporting desired. 18

19. TOM TORLAKSON State Superintendent of Public Instruction 19 Smarter Balanced Assessment Consortium (SBAC) Basics To develop a set of comprehensive and innovative assessments 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 SBAC states in the 2014-15 school year Required technology component 19

20. TOM TORLAKSON State Superintendent of Public Instruction Re-take option Optional Interim assessment system— Summative assessment for accountability Last 12 weeks of 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. Scope, 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. Source: http://www.ets.org Computer Adaptive Assessment and Performance Tasks PERFORMANCE TASKS Reading Writing Math END OF YEAR ADAPTIVE ASSESSMENT English Language Arts and Mathematics, Grades 3–8 and High School Computer Adaptive Assessment and Performance Tasks BEGINNING OF YEAR END OF YEAR INTERIM ASSESSMENT 20

21. TOM TORLAKSON State Superintendent of Public Instruction Assessment System Components Summative Assessments Measures current student achievement and growth across time, showing progress toward college and career readiness Can be given once or twice a year (mandatory testing window within the last 12 weeks of the instructional year) Includes a variety of question types: selected response, short constructed response, extended constructed response, performance tasks, technology enabled and technology enhanced tasks 21

22. TOM TORLAKSON State Superintendent of Public Instruction Assessment System Components Interim Assessments Optional comprehensive and content-cluster assessment to help identify specific needs of each student Can be administered throughout the year Provides clear examples of expected performance on Common Core standards Includes a variety of question types: selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks Aligned to and reported on the same scale as the summative assessments Fully accessible for instruction and professional development 22

23. TOM TORLAKSON State Superintendent of Public Instruction Assessment System Components Formative Assessment Practices Research-based, on-demand tools and resources for teachers Aligned to Common Core, focused on increasing student learning and enabling differentiation of instruction Professional development materials include model units of instruction and publicly released assessment items, formative strategies 23

24. TOM TORLAKSON State Superintendent of Public Instruction Assessment System Components Online Reporting Static and dynamic reports, secure and public views Individual states retain jurisdiction over access and appearance of online reports Dashboard gives parents, students, practitioners, and policymakers access to assessment information Graphical display of learning progression status (interim assessment) Feedback and evaluation mechanism provides surveys, open feedback, and vetting of materials 24

25. TOM TORLAKSON State Superintendent of Public Instruction Assessment System Components Performance Tasks Extended projects demonstrate real-world writing and analytical skills May include online research, group projects, presentations Require 1-2 class periods to complete Included in both interim and summative assessments Applicable in all grades being assessed Evaluated by teachers using consistent scoring rubrics 25

26. TOM TORLAKSON State Superintendent of Public Instruction 26 Item Types Selected Response Short Constructed Response Extended Constructed Response Performance Tasks Technology-Enhanced

27. TOM TORLAKSON State Superintendent of Public Instruction SBAC Sample Items http://sampleitems.smarterbalanced.org /itempreview/sbac/index.htm 27

28. TOM TORLAKSON State Superintendent of Public Instruction Using Computer Adaptive Technology for Summative and Interim Assessments Turnaround in weeks compared to months today Faster results Fewer questions compared to fixed form tests Shorter test length Provides accurate measurements of student growth over time Increased precision Item difficulty based on student responses Tailored to student ability Larger item banks mean that not all students receive the same questions Greater security GMAT, GRE, COMPASS (ACT), Measures of Academic Progress (MAP) Mature technology 28

29. TOM TORLAKSON State Superintendent of Public Instruction 29 Technology Readiness Tool Survey –current capacity –compares to technology expected Areas evaluated: –devices, –devices to tester ratio, –network infrastructure, –staff and personnel Gap analysis

30. TOM TORLAKSON State Superintendent of Public Instruction 30 Keep Informed CDE/SBAC presentations and an electronic mailing list are found on the CDE SBAC Web page at http://www.cde.ca.gov/sbac/ http://www.cde.ca.gov/sbac/ Join the SBAC CDE electronic mailing list by sending a blank e-mail to subscribe- sbac@mlist.cde.ca.govsubscribe- sbac@mlist.cde.ca.gov Visit the SBAC Website at htthttp://sampleitems.smarterbalanced.org/itempre view/sbac/index.htmp://www.smarterbalanced.org htthttp://sampleitems.smarterbalanced.org/itempre view/sbac/index.htmp://www.smarterbalanced.org E-mail SBAC Questions to sbac@cde.ca.govsbac@cde.ca.gov E-mail IT Readiness Questions to sbac- itreadiness@cde.ca.govsbac- itreadiness@cde.ca.gov

31. TOM TORLAKSON State Superintendent of Public Instruction Subscribe: join-commoncore@mlist.cde.ca.gov Visit the Common Core Website http://www.cde.ca.gov/re/cc/ Contact: commoncoreteam@cde.ca.gov Nancy Brownell 916-319-0693 31