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Common Core Investment Priorities for School Districts Michael Haggen, Deputy Superintendent Office of Innovation & Reform East Baton Rouge Parish Public.

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Presentation on theme: "Common Core Investment Priorities for School Districts Michael Haggen, Deputy Superintendent Office of Innovation & Reform East Baton Rouge Parish Public."— Presentation transcript:

1 Common Core Investment Priorities for School Districts Michael Haggen, Deputy Superintendent Office of Innovation & Reform East Baton Rouge Parish Public Schools July 27, 2013

2 2 Key Questions  How do we leverage resources?  How do we guarantee sustainability?  How do we bridge professional development to ensure long term success and increased capacity?

3 3  Brief overview of the shifts associated with Common Core State Standards  Overview of the Partnership for Assessment of Readiness for College and Careers  Overview of the Smarter Balance Assessment  Building capacity to support ACT  Online Learning/Blended Learning Things to Consider

4 Resources –Districts must thoroughly assess current spending to ensure that existing expenditures support CCSS and make revisions as needed to increase availability of funding to support priorities Focus on Teaching Learning CCSS PARCC Smarter Balance ACT Online & Blended

5 Sustainability –Supports should be process driven and not product driven Focus on Teaching Learning CCSS PARCC Smarter Balance ACT Online & Blended

6 Increased Capacity –Focus on professional development training that builds capacity of staff at all levels, central office and school based Focus on Teaching Learning CCSS PARCC Smarter Balance ACT Online & Blended

7 Building knowledge through content-rich nonfiction and informational texts Reading and writing grounded in evidence from text Regular practice with complex text and its academic vocabulary ELA CCSS Key Shifts in Instruction CCSS PARCC Smarter Balance ACT Online & Blended

8 Text-Dependent Questioning In Here’s My Dollar, Angel is brave. Describe a time when you were brave. What kind of person is Angel? What clues does the author provide to help you know Angel? Angel is daring and brave. She lets a giraffe take an apple slice out of her mouth. She also agrees to speak in front of large groups of people. CCSS PARCC Smarter Balance ACT Online & Blended

9  Building capacity in teachers to  Become pedagogy experts  Empower students to self- monitor  Shifting instructional focus: MATH CCSS Focusing on teaching just those concepts needed to pass the statewide assessment Test Proficiency Teaching students to think critically and analyze information Skills Empowering students to use the skills learned to not only understand the information but to apply it. Content Mastery CCSS PARCC Smarter Balance ACT Online & Blended

10 Test Test PARCC Test Sample Item: Reflecting Neither the Scope, nor the Depth of the CCSS Parents and students attended Back-to-School night in the school auditorium. In the front of the auditorium, there are 76 chairs arranged equally in 4 rows. How many chairs are in each row? 4 x _ = 76 A. 12 B. 15 C. 18 D. 19* A marching band has 75 members. They have as many rows as possible with 8 band members each. The rest of the band members are in the back row. The number sentence below can be used to help find the number of band members who are in the back row. 75 ÷ 8 = How many band members are in the back row? A. 3 band members* B. 4 band members C. 5 band members D. 9 band members A teacher has $60 to spend on supplies for her classroom. The teacher buys as many sets of paper, pencils, and erasers as she can with $60 and then spends the remaining money on paper. A set is one package of paper, one package of pencils, and one package of erasers. How much money did the teacher spend? Do not include tax. A. $56 B. $59* C. $60 D. $63 Math: Apply the Shifts to Student Mastery 4.OA.A.3 Solve multistep word problems posed with whole numbers and having whole‐number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. CCSS PARCC Smarter Balance ACT Online & Blended

11 Regular practice with science and engineering tasks, mathematics and computational thinking, complex text, and academic vocabulary Reading, writing, and academic discourse grounded in evidence from performance-based tasks and informational text Building knowledge through science practices accompanied by content-rich informational texts, and opportunities for oral and written expression CCSS/NGSS Key Shifts in Science Instruction CCSS PARCC Smarter Balance ACT Online & Blended

12 Training that is embedded in good teaching and not driven by preset products for the development of rigorous instructional content in the development of common formative assessments to support classroom instruction focuses on increasing the use of evidence based strategies Implications for CCSS CCSS PARCC Smarter Balance ACT Online & Blended

13  Are students college and career ready ?  How do students compare across states and internationally?  How are we assessing the complete range of the CCSS, including those that are difficult to measure?  How are we measuring the complete range of student performance, including the performance of high and low performing students?  How do we provide data during the academic year to drive instruction, tiered interventions and professional development?  How do we measure growth and provide accountability data?  How do we do each of these things in an innovative way? CCSS PARCC Smarter Balance ACT Online & Blended Priorities for the PARCC Assessment

14 The Goals of PARCC Create high-quality assessments Build a pathway to college and career readiness for all students Support educators in the classroom Develop 21 st century, technology-based assessments Advance accountability at all levels CCSS PARCC Smarter Balance ACT Online & Blended Priorities for the PARCC Assessment

15 The PARCC assessment system will be comprised of four components. Each component will be computer- delivered and will leverage technology to incorporate innovations. Two summative assessment components Performance-Based Assessment (PBA) End-of-Year Assessment (EOY) Two formative assessment components Diagnostic Assessment Mid-Year Assessment CCSS PARCC Smarter Balance ACT Online & Blended Refinements to the PARCC Assessment

16 End-of-Year Assessment Innovative, computer- based items Performance-Based Assessment (PBA) Extended tasks Applications of concepts and skills Summative assessment for accountability Formative assessment Diagnostic Assessment Early indicator of student knowledge and skills to inform instruction, supports, and PD Speaking and Listening Flexible Mid-Year Assessment Performance-based Emphasis on hard-to- measure standards Potentially summative English Language Arts/Literacy and Mathematics, Grades 3-11 CCSS PARCC Smarter Balance ACT Online & Blended Refinements to the PARCC Assessment

17 Grade 3: Sample PARCC Item Notice that students must read an informational passage, then work with vocabulary from the reading! CCSS PARCC Smarter Balance ACT Online & Blended

18 Elementary Math: Sample Item CCSS PARCC Smarter Balance ACT Online & Blended

19 Elementary Math: Sample Item CCSS PARCC Smarter Balance ACT Online & Blended

20 Training in the development of common formative assessments that are PARCC like to prepare students Support in the acquisition of one to one technology in the development of PARCC like assessments for benchmarking Implications for PARCC CCSS PARCC Smarter Balance ACT Online & Blended

21  How do we assess a deeper understanding and higher- order thinking skills?  How do we report how well students are performing on rigorous and internationally benchmarked standards that demonstrate that students are performing on a pathway that prepares them for college and career readiness? 21 CCSS PARCC Smarter Balance ACT Online & Blended

22 The Purpose of the Consortium To develop a comprehensive and innovative assessment system for 3 rd -12 th grades in English language arts and mathematics aligned to the Common Core State Standards, so that… …students leave high school prepared for postsecondary success in college or a career through increased student learning and improved instructional delivery CCSS PARCC Smarter Balance ACT Online & Blended

23 A National Consortium of States 28 states representing 44% of K-12 students 21 governing, 7 advisory states Washington state is fiscal agent CCSS PARCC Smarter Balance ACT Online & Blended

24 A Balanced Assessment System Common Core State Standards specify K-12 expectations for college and career readiness Common Core State Standards specify K-12 expectations for college and career readiness All students leave high school college and career ready Teachers and schools have information and tools they need to improve teaching and learning Interim assessments Flexible, open, used for actionable feedback Summative assessments Benchmarked to college and career readiness Teacher resources for formative assessment practices to improve instruction CCSS PARCC Smarter Balance ACT Online & Blended

25 Training in the development of common formative assessments that are aligned to Smarter Balance to prepare students Support in the acquisition of one to one technology in the development of assessments aligned to Smarter Balance for benchmarking Implications for Smarter Balance *Implications are similar for both assessment models CCSS PARCC Smarter Balance ACT Online & Blended

26 ACT English Editing five short passages 75 questions - 45 minutes – 9 minutes Per passage Usage - Mechanics Skills 40Q 53% Rhetoric Skills 35Q 47% Punctuation 10Q 13% Grammar and Use 12Q 16% Sentence Structure 18Q 24% Strategy 12Q 16% Organization 11Q 15% Style 12Q 16% Comma Semicolon End-stop Dashes Hyphens quotes Tense Subject-verb agreement Pronoun use Adverb vs. adjective Double negative Idioms Possessives comparisons Run-on Comma splice Fragment Coord conjunction Parallelism Misplaced modifiers Clauses Subordination Split construction Unintended meaning Appropriate support Main idea Audience Effective: Opening sentence Concluding sentence Paragraph development Sentence-level structure Paragraph-level structure Conciseness Ambiguity Low-level usage Shifting point of view CCSS PARCC Smarter Balance ACT Online & Blended

27 ACT Mathematics 60 questions - 60 minutes Direct use of math facts or formulas 32Q53% Word Problems 16Q 27% Pre-Algebra 14Q 23% Elementary Algebra 10Q 17% Intermediate Algebra 9Q 15% Geometry 14Q 23% Coordinate Geometry 9Q 15% Trigonometry 4Q 7% Inference or decision making 12Q 20% CCSS PARCC Smarter Balance ACT Online & Blended

28 ACT Reading 4 Passages – 40 Questions – 35 Minutes Read 750 words Prose/Fiction 08:45 10Q25% Read 750 words Humanities 08:45 10Q 25% Specific Detail Sequence Cause/Effect Comparison Author’s Voice Main Idea Generalization Conclusion Words in Context Read 750 words Social Science 08:45 10Q 25% Read 750 words Natural Science 08:45 10Q 25% Explicit Questions 14Q35% Implicit Questions 26Q 65% CCSS PARCC Smarter Balance ACT Online & Blended

29 Understand 7Q 17.5% 7 passages - 40 questions - 35minutes 3 passages Data Representation 15Q 37% 1 Passage Conflicting Viewpoint 7Q18% 3 passages Research Summary 18Q45% Identify data points Identify units/labels Identify trends Identify variables Identify controls Extrapolate Interpolate Predict Generalize Hypothesize Conclude Compare Evaluate ACT Science Reasoning Analyze 20Q 50% Generalize 13Q 32.5% CCSS PARCC Smarter Balance ACT Online & Blended

30 Training that helps teachers to align content specific instruction to ACT assessed content in the development of assessments to guide classroom instruction to prepare students for ACT Implications for ACT CCSS PARCC Smarter Balance ACT Online & Blended

31 Changes in Instructional Delivery CCSS PARCC Smarter Balance ACT Online & Blended

32 Blended Learning Continuum CCSS PARCC Smarter Balance ACT Online & Blended MODEL 5 Classroom instruction that includes online resources, with limited or no requirements for students to be online MODEL 4 Classroom instruction with substantial required online components that extend beyond the classroom and/or the school day MODEL 3 Mostly or fully online curriculum with students meeting daily in the classroom or computer lab MODEL 2 Mostly or fully online curriculum with some time required in either the classroom or computer lab MODEL 1 Fully online curriculum with options for face to face instruction

33 Districts are Challenged to Meet Student Demand for Online Learning Source: Blackboard/Education Week Survey of Online Learning Preparedness (2010). n=1,962 89% 96% 51% 80% Statement Strongly Agree Somewhat Agree Somewhat Disagree Strongly Disagree Total % Agreeing CCSS PARCC Smarter Balance ACT Online & Blended

34 Personalized Pacing and Outside Learning Time Source: Blackboard/Education Week Survey of Online Learning Preparedness (2010). n=2,001 Total % Agreeing 85% 95% 86% 84%. Statement Strongly Agree Somewhat Agree Somewhat Disagree Strongly Disagree 65% CCSS PARCC Smarter Balance ACT Online & Blended

35 38% of students who have not taken an online course are interested in doing so 63% of students identify online learning as a must-have component in their “ultimate school” Over 40% of students are currently communicating with their teachers electronically and over 70% of students are communicating with friends and family through text, , and IM Over 70% of high school students have access to a computer and 67% have access to a cell phone What Are Students Saying? Technology is a daily part of students’ lives and should be integrated into their school lives. CCSS PARCC Smarter Balance ACT Online & Blended Project Tomorrow – Speak Up survey 2009

36 Support for providing one to one computer ratio to districts for developing facility plans to accommodate a 21 st century learning environment Implications for Technology CCSS PARCC Smarter Balance ACT Online & Blended

37 37 Summary  How do we leverage resources ? - assess current spending - revise resources as necessary to increase funding availability  How do we guarantee sustainability? - process driven versus product driven - observe and address the implications: * CCSS * PARCC *Smarter Balance *ACT *Online Blended Learning  How do we bridge professional development to ensure long term success and increased capacity ? - capacity building at all levels

38 Questions/Comments


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