5 How do we get from here......to here? All students leave high school college and career ready Common Core State Standards specify K-12 expectations for college and career readiness...and what can an assessment system do to help?
7 Consortium has established 10 work groups Work group engagement of 80 state-level staff: Each work group: 2 co-chairs and 6 members from states; 1 liaison from the Executive Committee; 1 WestEd partner Work group responsibilities: Define scope and time line for work in its area Develop a work plan and resource requirements Determine and monitor the allocated budget Oversee Consortium work in its area, including identification and direction of vendors
8 The SMARTER Balanced Theory of Action All students leave high school college and career ready Summative adaptive assessments are benchmarked to college & career readiness Technology supports innovative & comprehensiv e assessments Technology provides increased access to learning State policies and practices support increased expectations Common Core State Standards specify K-12 expectations for college and career readiness Clear communication of expectations to stakeholders Professional capacity- building PD and other supports for teachers to instruct on the CCSS Teachers design and score assessment items & tasks Interim/Benchmark assessments are used as progress checks Teachers use formative tools and practices to improve instruction
9 1.Transition to Common Core State Standards 2.Technology Approach 3.Assessment Design: Item Development 4.Assessment Design: Performance Tasks 5.Assessment Design: Test Design 6.Assessment Design: Test Administration 7.Reporting 8.Formative Processes and Tools/Professional Development 9.Accessibility and Accommodations 10.Research and Evaluation
10 Common Core State Standards specify K-12 expectations for college and career readiness All students leave high school college and career ready Teachers can access formative processes and tools to improve instruction Teachers can access formative processes and tools to improve instruction Interim assessments that are flexible, open, and provide actionable feedback Summative assessments benchmarked to college and career readiness
12 Assessment system that balances summative, interim, and formative components for ELA and mathematics: Summative Assessment (Computer Adaptive) Mandatory comprehensive assessment in grades 3–8 and 11 (testing window within the last 12 weeks of the instructional year) that supports accountability and measures growth Selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks Interim Assessment (Computer Adaptive) Optional comprehensive and content-cluster assessment Learning progressions Available for administration throughout the year Selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks Formative Processes and Tools Optional resources for improving instructional learning Assessment literacy
13 Mandatory comprehensive accountability measures that include computer adaptive assessments and performance tasks Computer adaptive testing offers efficient and precise measurement and quick results Assesses the full range of CCSS in English language arts and mathematics
14 Instructionally sensitive, on-demand tools and strategies aimed at improving teaching, increasing student learning, and enabling differentiation of instruction Processes and tools are research based Clearinghouse of professional development materials available to educators includes model units of instruction, publicly released assessment items, formative strategies, and materials for professional development
15 Comprehensively assesses the breadth of the Common Core State Standards while minimizing test length Allows increased measurement precision relative to fixed form assessments; important for providing accurate growth estimates Testing experience is tailored to student ability as measured during the test
16 Supports access to information about student progress toward college and career readiness Allows for exchange of student performance history across districts and states Uses a Consortium-supported backbone, while individual states retain jurisdiction over access and appearance of online reports Tied to digital clearinghouse of formative materials Graphical display of learning progression status (interim assessment)
17 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 PERFORMANCE TASKS Reading Writing Math END OF YEAR ADAPTIVE ASSESSMENT * Time windows may be adjusted based on results from the research agenda and final implementation decisions. English Language Arts and Mathematics, Grades 3–8 and High School Computer Adaptive Assessment and Performance Tasks BEGINNING OF YEAR END OF YEAR Source: http://www.ets.org INTERIM ASSESSMENT Computer Adaptive Assessment and Performance Tasks INTERIM ASSESSMENT
18 Allows students to enter college having met clear, common standards Interim assessments provide students, teachers, and parents with detailed, actionable information about knowledge and skills needed for college entry and success Students enrolled in IHEs and IHE systems will be able to be exempt from remedial courses if they have met the Consortium-adopted achievement standard for each assessment
Standards for Mathematical “ Proficient students expect mathematics to make sense. They take an active stance in solving mathematical problems. When faced with a non-routine problem, they have the courage to plunge in and try something, and they have the procedural and conceptual tools to carry through. They are experimenters and inventors, and can adapt known strategies to new problems. They think strategically”. CCSS These standards emphasize “best practices” and focus on teaching for UNDERSTANDING.
Important Websites http://commoncoretools.wordpress.com/ Bill McCallum Common Core Tools
Important Websites http://ime.math.arizona.edu/progressions/ Bill McCallum’s Progressions
Important Websites http://illustrativemathematics.org/ Bill McCallum’s Illustrative Math
Arizona Department of Education http://www.ade.az.gov/standards/ math/2010MathStandards/
Lesson Units for Formative Assessment Concept lessons “Proficient students expect mathematics to make sense” – To reveal and develop students’ interpretations of significant mathematical ideas and how these connect to their other knowledge. Problem solving lessons “They take an active stance in solving mathematical problems” – To assess and develop students’ capacity to apply their Math flexibly to non-routine, unstructured problems, both from pure math and from the real world.
Recommendations for Districts-NOW: Get to know the Common Core State Standards for Mathematics through both grade-level and vertical teams, in professional learning communities where possible. Support teachers in envisioning what the Standards for Mathematical Practice will look like in their classrooms, next year. The Standards for Mathematical Practice are the core of mathematical learning. Use the critical areas of focus in grades K-8 to consider how to: 1. Focus instruction on the big ideas at a grade level. Rather than teaching standards individually, consider joining standards together in support of the critical areas of focus. 2. Understand the learning progressions. Vertical teams should use the critical areas of focus to make connections between the grades by examining how the learning in one grade builds on the learning that is expected in the previous year and builds toward the next year.
Progressions The Common Core State Standards in mathematics were built on progressions: narrative documents describing the progression of a topic across a number of grade levels, informed both by research on children's cognitive development and by the logical structure of mathematics They can explain why standards are sequenced the way they are, point out cognitive difficulties and pedagogical solutions, and give more detail on particularly knotty areas of the mathematics. A clear understanding of these progressions are necessary and will be useful in teacher preparation and professional development, organizing curriculum, and writing textbooks. (Concern: Overload of material in grade 6)
What Should Districts Be Doing... cont. Use Achieve’s Model Pathways (Mathematics Appendix A) to support discussions of how to focus high school mathematics courses. The units are essentially the same across the two pathways, and they serve the same purpose as the critical areas for grades K-8. Look for ways to use previous mathematics in service of new ideas (at grade level) rather than re-teaching mathematics that students should have learned in previous grades. Develop support structures for struggling students in the middle grades and earlier, so that all students get access to the regular curriculum and some students get additional support. (This is what Response to Intervention, MTSS is all about.) Be skeptical of easy alignment and quick fixes. Finally, pay attention to opportunities and resources provided by McCallum Toolkit, KSDE, KATM as well as national groups, such as NCTM, NCSM and the assessment consortia.
Prepare Kansas Kids for Common Core Assessments.... NOW!