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Higher Expectations, Higher Achievement Mississippi’s Road to Rigorous College- and Career-Ready Standards August 2013 Dr. Lynn J. House Interim State.

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Presentation on theme: "Higher Expectations, Higher Achievement Mississippi’s Road to Rigorous College- and Career-Ready Standards August 2013 Dr. Lynn J. House Interim State."— Presentation transcript:

1 Higher Expectations, Higher Achievement Mississippi’s Road to Rigorous College- and Career-Ready Standards August 2013 Dr. Lynn J. House Interim State Superintendent Mississippi Parent-Teacher Association Mississippi Library Commission Mr. Pete Smith Director of Legislation and Communications

2 Session Agenda 2 I.Welcome/Acknowledgements II.Introductions III.Overview of Session Structure IV.Review of Parent Resources V.Presentation VI.Questions VII.Closing Comments

3 FOCUS of the SESSION: Why and How Higher Academic Standards Will Prepare MS Students for College and Careers 3 Focal Questions: I.What does the global education landscape look like? II.What does the MS education landscape look like? III.Why should we move to higher academic standards? IV.Where did we get the higher standards? V.How do the higher standards and the current standards compare? VI.What does this mean for you and your children?

4 To be successful in college To be ready for employment in a technical field To get a good paying job To compete for 21 st century jobs with students from other states and countries To help improve job opportunities in Mississippi and the economy of the state and nation Why focus on preparing students for college and careers? 4

5 5 What does the global education landscape look like?

6 Mississippi Common Core Standards 6

7 7

8 8

9 What are…? 9 PIRLS TIMSS Progress in International Reading Literacy Study (PIRLS) 4 th -grade reading assessment Trends in International Mathematics and Science Study (TIMSS) 4 th - and 8 th - grade mathematics and science assessment Developed by the PIRLS & TIMSS International Student Center at Boston College, under contract to the International Association for the Evaluation of Educational Achievement (IEA)

10 US Ranks in Reading, Math and Science 10 PIRLS (49 Countries) and TIMSS System (63 Countries) 7 th Rank4 th Grade Reading 9 th Rank4 th Grade Math 6 th Rank4 th Grade Science 12 th Rank8 th Grade Math 11 th Rank8 th Grade Science TIMSS & PIRLS (2011) International Study Center

11 11 What does Mississippi’s education landscape look like?

12 2012 ACT Profile Report – Percent of Students College Ready 12 Percentage Subject

13 2011 NAEP Report – Reading 22% of MS 4 th grade students proficient in reading vs. 32% nationally. 21% of MS 8 th grade students proficient in reading vs. 32% nationally 2011 NAEP Report – Math 25% of MS 4 th grade students proficient in math vs. 40% nationally. 19% of MS 8 th grade students proficient in math vs. 34% nationally Remedial Education – as of 2012, roughly $25.5 million spent annually for remedial classes in MS junior/community colleges and about $10 million at four-year schools Mississippi Academic Performance 13

14 Mississippi’s Performance on State Tests 14 SATP2 Percentage Proficient and Above Algebra I76.4%74.6% Biology I55.5%58.7% English II55.9%56.4% US HistoryN/A*53.3% *N/A: New curriculum and new assessment introduced for school year. MCT2 Percentage Proficient and Above rd Grade52%53% 4 th Grade54%58% 5 th Grade51%55% 6 th Grade55%57% 7 th Grade54%60% 8 th Grade51%55%

15 Progress on NAEP 15 Mississippi NAEP Percent Proficient or Advanced Grade/Subject Fourth-Grade Math19%21%22%25% Eighth-Grade Math14% 15%19% Mississippi NAEP Percent Proficient or Advanced Grade/Subject Fourth-Grade Reading18%19%22% Eighth-Grade Reading19%17%19%21%

16 Mississippi Board of Education’s vision – a world-class educational system that gives students the knowledge and skills to be successful in college and the workforce and to be globally competitive. Our standards are good but not where we need to be based on national performance measures. It is critical to the success of our students and our communities because we need to attract high-paying jobs to Mississippi and to boost the state’s economy. Consistent, clear expectations of students allow teachers and parents to better help them reach goals. Why are we raising academic standards? 16

17 The state sets academic standards – the goals for what students should learn - but local school districts may build on these standards. Local school districts choose the curriculum – what is taught and how it is taught – in each classroom as well as resources needed for teaching and learning. Each teacher determines his/her own instructional strategies to help students meet the standards. What is the difference in Standards and Curriculum? 17

18 The Common Core State Standards Initiative Preparation: The standards are college- and career-ready. They will help prepare students with the knowledge and skills they need to succeed in education and training after high school. Competition: The standards are internationally benchmarked. Common standards will help ensure our students are globally competitive. Equity: Expectations are consistent for all – and not dependent on a student’s zip code. Clarity of purpose: The standards are focused, coherent, and clear. Clearer standards help students (and parents and teachers) understand what is expected of them. Collaboration opportunity: The standards create a foundation to work collaboratively across states and districts, pooling resources and expertise, to create curricular tools, professional development, common assessments and other materials. 18

19 Shift from “What’s Taught” to “What Students Need to Be Able to Do” 19 To succeed in 21 st century college and careers, students need to be able to: 1. Solve problems 2. Manage oneself 3. Adapt to change 4. Analyze / conceptualize 5. Reflect on / improve performance 6. Communicate 7. Work in teams 8. Create / innovate / critique 9. Engage in learning throughout life

20 44 States + DC Initially Adopted the Common Core State Standards *Minnesota adopted the CCSS in ELA only 20 **MT and ND subsequently adopted CCSS

21 2007 – State education chiefs discussed development of common standards (CCSSO) – Governors voted to approve a policy statement putting state leaders in charge of national effort to establish “common core” of standards (NGA) – ED chiefs and governors launch the Common Core State Standards Initiative – Standards developed by teachers and content experts, the National Education Association (NEA), American Federation of Teachers (AFT), National Council of Teachers of Mathematics (NCTM), and National Council of Teachers of English (NCTE), among other organizations. March 2010 – Draft K-12 standards released for public comment (10,000 comments received). June 2010 – ED chiefs and governors release final Common Core State Standards. How were the Common Core State Standards developed? 21

22 March: Conducted alignment study of draft Common Core State Standards and MS Frameworks June: Received SBE approval to begin APA Process August: Received SBE approval (completed APA Process) June-October: Conducted alignment study of final Common Core State Standards and MS Frameworks MDE Timeline for Review and Adoption

23 After the standards were published in 2010, each state had the opportunity to review the standards and choose whether to adopt them. Mississippi followed the same process it always follows in reviewing and updating standards, which happens every five to seven years, e.g., MCT to MCT2/SATP to SATP2. State Board of Education held a public comment period prior to adopting the standards in August How were the Common Core Standards Adopted in Mississippi? 23

24 “It will not be hard to implement the New Standards. There will always be some disagreement among teachers on when to introduce and teach certain skills. The thing I like most about the New Standards is that the document holds all of our students to a high standard, spells out what is expected at each grade level, and puts all of our students on an even playing field.” “Common Core State Standards would be a positive move; however, the process of implementation will be crucial in achieving the long-term benefits of putting CCSS in place.” “Our children are our future and we must maintain high expectations to provide them with an education that will prepare them for the 21st century workforce. This can only be achieved through a curriculum and methods of instruction which exposes and engages students in real life situations, requires them to problem solve, work as a team, and be reflective in their decisions and performance as a means of self evaluation and improvement.” Sample Public Comments from

25 “Students could transfer among local schools and states and still have the basic math skills necessary for success. The standards are explained well.” “There appears to be more real world problem solving in the area of mathematics.” “They are rigorous and include application through higher order thinking skills. They will provide consistency across states. They will provide the ability to compare student achievement across states.” “The obvious strength is to better prepare students for successful careers both nationally and globally. It also appears that the core standards are closely aligned to the Mississippi benchmarks.” Sample Public Comments from

26 Time for training and instruction Some English language arts descriptions are vague Implementation timeline Interventions for struggling learners Frequent Concerns about Adoption of Common Core State Standards 26

27 The College Board National Council of Teachers of Mathematics Business Roundtable National Education Association ACT American Federation of Teachers Military Child Education Coalition International Reading Association Foundation for Excellence in Education Former U.S. Secretary Condoleezza Rice Former MS Governor Haley Barbour Other elected officials, including Tennessee Governor Bill Haslam, Louisiana Governor Bobby Jindal, former Arkansas Governor Mike Huckabee, and former Florida Governor Jeb Bush Common Core Endorsements 27

28 28 What’s changing in English language arts and math under more rigorous college and career academic standards?

29 29 MS Mathematics Frameworks vs. Common Core State Standards Grade 3 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Understand a fraction as a number on the number line; represent fractions on a number line diagram. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. MS Mathematics Frameworks, Revised Grade 3 Identify and model representations of fractions (halves, thirds, fourths, fifths, sixths, and eighths.)

30 Grade 3 Standard Understanding fractions and relating them to the familiar system of whole numbers (e.g., recognizing that 3⁄1 and 3 are the same number) Grade 7 Standard Solving word problems that have a combination of whole numbers, fractions, and decimals (e.g., a lady making $25 per hour receives a 10% raise; she will make an additional 1⁄10 of her salary an hour, or $2.50, for a new salary of $27.50) Grade 11 Standard Analyzing real-world situations using mathematics to understand the situation better and optimize, troubleshoot, or make an informed decision (e.g., estimating water and food needs in a disaster area, or using volume formulas and graphs to find an optimal size for a shipping container) Examples: Common Core Mathematics Standards 30

31 Directions: Review the sample item on the next slide. Select the answer choice that reflects the correct answer. Be prepared to share your thoughts about this sample item. Pop Quiz 31

32 Mississippi Grade 3 Math Problem – MCT2 32

33 Represents a sample math assessment item from MCT2 Grade 3 Test. Can be answered by a kindergarten student who’s able to count from 1 to 5. No real conceptual understanding of “a fraction” necessary. Does not allow student to demonstrate what he/she knows about fractions. No underlined or bold “clue words” in new assessments. Mississippi Grade 3 Math Problem – MCT2 33

34 Directions: With the person beside you, review the sample item on the next slide. Complete the task as indicated in the directions with your partner. Be prepared to share your thoughts about this item. Pop Quiz 34

35 Common Core Grade 3 Math Problem 35

36 Sample of typical 3 rd grade math problem for new assessments Decision for students: How to approach problem based on learned concepts Must use deep-thinking and higher-order skills to solve problems Appealing technology features such as “drag and drop” and graphing will be a part of the new assessment Few “bubble in” multiple choice items will be on the new test Common Core Grade 3 Math Problem 36

37 7th Grade MS ELA Framework vs. Common Core State Standards for ELA Mississippi Language Arts Framework Synthesize information stated in one or more texts with prior knowledge and experience to draw valid conclusions with supporting evidence including text-based evidence. Common Core State Standards Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. 37 Common Core relies on different media, like video and technology. Common Core allows for students to solve a problem, not just answer a question. Common Core asks for students to use skills and problem solving to master the standard.

38 Grade 1 Standard Retell stories, including key details, and demonstrate understanding of their central message or lesson. Grade 6 Standard Explain how an author develops the point of view of the narrator or speaker in a text. Grade 10 Standard Analyze foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features. Examples: Common Core English Standards 38

39 Example Texts (Exemplars) The CCSS for English Language Arts gives teachers examples of texts. These examples serve as a guide for teachers as they determine the difficulty (complexity) of the text their students read. For instance, the examples for grade 11 include The Great Gatsby by F. Scott Fitzgerald. Guidance for the standards does not indicate that students must read this text, but rather an 11 th grade student should read texts as difficult as this text. 39

40 Example Texts (Exemplars) The example texts are NOT – required texts, – a complete reading list, or – suggested reading. They are examples only. Text selection remains a local decision to be made by districts, schools, and teachers. 40

41 Directions: Review the sample item on the next slide. Select the answer choice that reflects the correct answer. Be prepared to share your thoughts about this sample item. Pop Quiz 41

42 Read the sentence below. Because District residents did not live in a state, their right to vote and elect delegates to the House of Representatives was looked at differently than were the voting rights of residents of the states. Which statement below is a correct evaluation of the cause of the situation described in the sentence above? A.Because many lawmakers wanted the nation’s capital to be located in their state, a compromise was made to create a capital city that belonged to none of the states. B.Because one hundred square miles of land was needed for the capital city, Maryland and Virginia offered George Washington a section of land along the Potomac River. C.Because the country had not established a capital city, Congress met in several different cities such as Philadelphia, Baltimore, and New York. D.Because the District residents were not allowed to vote for President, Congress passed an amendment to the Constitution. Mississippi Grade 7 Question – MCT2 42

43 You have read three texts describing Amelia Earhart. All three include the claim that Earhart was a brave, courageous person. The three texts are: “Biography of Amelia Earhart” “Earhart's Final Resting Place Believed Found” “Amelia Earhart’s Life and Disappearance” Consider the argument each author uses to demonstrate Earhart’s bravery. Write an essay that analyzes the strength of the arguments about Earhart’s bravery in at least two of the texts. Remember to use textual evidence to support your ideas. Common Core Sample Grade 7 Question 43

44 On both assessments each written passage has a series of questions. The Common Core questions focus on the same theme or skill to help guide students’ thinking for a final writing task. The Common Core question requires the students to explain, in writing, how strong an argument the author makes. The MCT2 question is phrased in a multiple-choice format. Students will need to provide evidence in their essay for the Common Core question. No MCT2 items ask students to support their answers with information from the text. This is an important skill students need in order to be college and career-ready. MCT2 vs. Common Core English Tests 44

45 In Spring 2015, Mississippi will measure students against these standards for the first time. We anticipate testing in grades 3-11 in English- language arts and math only. Randomly selected schools will tryout sections of the new assessments in These are higher standards and when standards are raised, test results tend to be lower at first and then will improve. The Process of Measuring Student Performance 45

46 “ I have found that the rigor of Common Core State Standards has positively impacted student learning in my first grade classroom.” Sabrina Morgan, teacher, Pearl Lower Elementary, 2012 Milken Educator “With the implementation of Common Core, Mississippi schools and students will be able to truly be compared to schools and students across our nation.” LaVonda Germany, Principal, Poplar Springs Elementary “I am elated that for the first time our students can be compared on similar content nationally. Our students will be better prepared to compete in a global market because of this opportunity.” Chad Shealy, Principal, Gary Road Elementary, 2013 Administrator of the Year What do MS educators say about the Common Core State Standards? 46

47 “ As educators, we‘re finally tapping into the understanding that this maximizes learning and problem-solving abilities of children.” Deia Sanders, master teacher and instructional coach, Simpson County “(Colleges) see kids coming in with high school diplomas that have to take remedial classes to be successful in college. They should be prepared when they get there.” George Loper, Principal, Center Hill High School What do MS educators say about the Common Core State Standards? 47

48 Technology availability – Broadband – Wiring – Hardware/Software Funding for technology and training/materials Support and training for teachers and principals Help for students who struggle Greatest Concerns Around Implementation 48

49 Ongoing training and support for teachers since Fall Common Core grade-specific training sessions and webinars offered across the state – over 4,800 educators trained A K-5 intensive “Boot Camp” offered regionally in June 2013, reaching almost 500 educators Webinars archived in iTunes U. Webinars accessed more than 15,000 times since September 2012 Additionally, numerous sessions have been offered for parents, civic groups, and educational organizations Preparing Teachers and Principals for Implementing Higher Standards 49

50 Partner with your child’s teacher, school and district, and ask for advice on how you can help at home. Visit the local school district website for information on resources and implementation of the new standards and assessments. Go to meetings offered in your area by PTA, the school, and district and visit the National PTA website. Discuss assignments with your child and help him/her understand what is being asked. Recognize that our children are going to say that some assignments are “too hard” – we must challenge our children to work hard at the “difficult.” Ensure your child READS and read with your child – ask questions about what is being read. Be active in your child’s education. You are the most important teacher. How can I help my child succeed? 50

51 Mississippi is moving to higher academic standards-Common Core State Standards- in mathematics and English language arts for grades K-12. These higher standards will benefit every Mississippi student because they will better prepare students for college and the workforce. All schools will teach to these higher standards in Fall Students will be measured against these standards in Spring Of course, high standards are not the only thing needed for our children’s success, but standards provide an important first step — a clear roadmap for learning. Summary 51

52 52 Visit the Mississippi College- and Career-ready Standards web pages: Visit the National PTA site: PARCC: Common Core State Standards: Conservatives for Higher Standards: Resources

53 53 Dedicated Common Core Follow us on Questions / Comments


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