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Common Core Standards and Assessments Patte Barth Center for Public Education David Baird Kentucky School Boards Assn NSBA’s FRN Conference January 28,

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Presentation on theme: "Common Core Standards and Assessments Patte Barth Center for Public Education David Baird Kentucky School Boards Assn NSBA’s FRN Conference January 28,"— Presentation transcript:

1 Common Core Standards and Assessments Patte Barth Center for Public Education David Baird Kentucky School Boards Assn NSBA’s FRN Conference January 28, 2013

2 a national overview of the CCSS first out the gate – CCSS in Kentucky q&a Agenda

3 3 The Common Core Standards are intended to be: Aligned with college and work expectations Focused and coherent Include rigorous content and application of knowledge through high-order skills Build upon strengths and lessons of current state standards Internationally benchmarked so that all students are prepared to succeed in our global economy and society Based on evidence and research State led – coordinated by NGA Center and CCSSO SOURCE: Common Core State Standards,

4 The Common Core Standards process: CCSSO and NGA’s Center for Best Practices Advisory group: Achieve, Inc.; ACT, Inc.; College Board, NASBE, and SHEEO Two rounds of public review Final documents released June 2010 No federal dollars for development; foundation support

5 46 states & DC have adopted the CCSS adopted not adopted 5

6 NSBA & CCSS supports NGA/CCSSO state-led process supports federal funding for research and/or help to states for developing assessments supports nationally available tests that states may adopt voluntarily opposes federal mandates or coercion, eg. a condition for receiving Title 1 funds

7 What’s in the standards – English language arts Reading Balance of literature and informational texts Text complexity Writing Emphasis on argument/informative Writing about sources Speaking and Listening Inclusion of formal and informal talk Language Stress on general academic and domain-specific vocabulary SOURCE: Common Core Standards, June 2010

8 What’s different? English language arts Standards for reading and writing in history/ social studies, science, and technical subjects Complement rather than replace content standards in those subjects Responsibility of teachers in those subjects Emphasis on research and using evidence Attention to text complexity SOURCE: Common Core Standards, June 2010

9 What’s different? 9 Why There Should Be a Longer School Day Schools should have a longer school day for students. First, students could learn more about different subjects if the school day were longer. Also, students could get extra help from teachers. More hours in class each day would also mean more vacations scattered throughout the year! Why There Should Be a Longer School Day Schools should have a longer school day for students. First, students could learn more about different subjects if the school day were longer. Also, students could get extra help from teachers. More hours in class each day would also mean more vacations scattered throughout the year! Now look at the following daily schedule for a school that has switched to a longer school day. 8:00Morning Announcements 8:20Reading Language Arts 9:30Foreign Language 10:30Morning Recess 10:45Mathematics 11:45Lunch 12:45History 1:45Art or Music 2:15Afternoon Recess 2:45Science 3:30Homework Preparation 3:45After-School Tutoring or Sports Revise the paragraph by adding details from the daily schedule that help support the reasons for having a longer school day. Now look at the following daily schedule for a school that has switched to a longer school day. 8:00Morning Announcements 8:20Reading Language Arts 9:30Foreign Language 10:30Morning Recess 10:45Mathematics 11:45Lunch 12:45History 1:45Art or Music 2:15Afternoon Recess 2:45Science 3:30Homework Preparation 3:45After-School Tutoring or Sports Revise the paragraph by adding details from the daily schedule that help support the reasons for having a longer school day. SOURCE: SMARTER Balanced sample item, grade 4 writing, retrieved January 2013

10 What’s different? 10 SOURCE: SMARTER Balanced sample item, retrieved January 2013

11 Balance of texts NAEP 2009 reading framework, recommended by common core standards, 2012

12 Balance of writing modes NAEP 2009 writing framework, recommended by common core standards, 2012

13 What’s in the standards – Mathematics Number & quantity Algebra - algebraic thinking K-5 Functions Modeling - high school Geometry Statistics & probability Emphasis on Mathematical practice SOURCE: Common Core Standards, June 2010

14 Pathways through high school mathematics SOURCE: Common Core Standards, Mathematics Appendix A, 2010 Algebra II Geometry Algebra I Math III Math II Math I pre-calculus, calculus, advanced statistics, discrete math, advanced quantitative reasoning, specific technical POS

15 Before Which of the following numbers will round to 26? a) 25.3 b) 25.5 c) 26.7 d) SOURCE: Virginia SOL released items, grade 4 math, 2010

16 After Jeff said, “I get the same number when I round all three numbers of seats in these stadiums.” Sara said, “When I round them, I get the same number for two of the stadiums but a different number for the other stadium.” Can Jeff and Sara both be correct? Explain how you know. 16 SOURCE: The Mathematics Common Core Toolbox, grade 4 Capacity of different baseball stadiums San Francisco Giants’ stadium: 41,915 seats Washington Nationals’ stadium: 41,888 seats San Diego Padres’ stadium: 42,445 seats Capacity of different baseball stadiums San Francisco Giants’ stadium: 41,915 seats Washington Nationals’ stadium: 41,888 seats San Diego Padres’ stadium: 42,445 seats

17 What’s different? Both assess rounding The second further requires the ability to reason mathematically, critique the reasoning of others, and communicate their own reasoning 17

18 The Common Core State Standards 21 st century assessments for CCSS

19 State CCSS assessment consortia formed to develop common “next generation” assessments aligned to the CCSS supported by $346 million federal grants PARCC: Partnership for Assessment of Readiness for College & Careers headed by Achieve, Inc. SMARTER Balanced Assessment Consortium headed by Washington state department of education 19

20 Points of collaboration SMARTER & PARCC working to ensure comparability of scores developing protocols for Artificial Intelligent scoring examining interoperable technology infrastructure working toward same deadlines, SOURCE: Center for K-12 Assessment & Performance Management at ETS, webinar April 4, 2011

21 24 states & DC are in the PARCC consortium participant non participant 21

22 28 states are in the SMARTER consortium participant non participant 22

23 Next Generation Science Standards Collaboration of Achieve, NRC, AAAS, NSTA and 26 lead states “Internationally benchmarked” Second draft recently released for public review Intended to be adopted ‘in whole’ Carnegie Corp, Noyce Foundation & Dupont sponsors 23

24 What will be in the standards Science Practices: behaviors necessary to the work of scientists & engineers Cross-cutting concepts: the ‘big ideas’, eg., patterns, scale, cause & effect, etc. Disciplinary core ideas: physical sciences; life sciences, earth & space sciences; and engineering, technology & applications. 24 SOURCE: Next Generation Science Standards,

25 26 lead states – Next Generation Science Standards participant non participant 25

26 Other assessment consortia Alternative assessments: $67 million to Dynamic Learning Maps (DLM) and National Center and State Collaboration (NCSC) –Assessments for students with “most significant cognitive impairments” Assessments for ELL: $10.5 million to ASSETS, Assessment Services Supporting ELLs Through Technology Systems 26 SOURCE: The K-12 Center at ETS,

27 The Common Core State Standards The challenges

28 Technology needs 33 states offer some level of online testing Most don’t assess all students Most are voluntary Most are summative only Most schools will need more computers & more bandwidth 28 SOURCE: SETDA, Technology Requirements for Large Scale, Computer-Based & Online Assessment, June 2011

29 District needs Professional development for staff Aligned assessments & curriculum Aligned instructional materials Supports for students 29

30 Implementing Common Core State Standards: The Kentucky Experience David A. Baird, Associate Executive Director Kentucky School Boards Association

31 Passage of Senate Bill 1 in 2009 propelled Kentucky into a new era in public education Preparing all students for life after high school… –college and career readiness for all. Mutual accountability for K-12 and post secondary systems Changes in Kentucky’s System 31

32  New academic standards  New assessments  Program reviews  Improved professional development  New accountability system  Unified plan for improving college/career readiness 32 Kentucky Senate Bill 1 (2009)

33 90% of fastest growing jobs require at least two (2) years of education beyond high school. 80% of all jobs require some training beyond high school. (Degrees or Industry Certificates) Nation’s colleges need to increase number of degrees by 10% per year to meet demand. Kentucky = 5,200 more graduates per year Where Are the Jobs? 33

34 High School Graduation Rate = 76% 38 % of Kentucky’s 2011 high school graduates were College or Career Ready High remediation rate = fewer college degrees Kentucky’s Challenge 34 What is your state’s challenge?

35 Added cost with no credits Adds time/expense to college education Result: more likely to leave w/o diploma College freshmen requiring remedial reading have 17% chance of attaining degree in 8 years Remedial Courses = Major Obstacle to College Degrees 35

36 36 KY’s College Ready Criteria ACT (11 th Grade)  English – 18  Mathematics – 19  Reading – 20 COMPASS (12 th Grade) KYOTE (12 th Grade) Must meet one of the following requirements to be considered College Ready:

37 37 KY’s College Readiness System ACT’s College Readiness Benchmarks* are early indicators of likely college success based on student EXPLORE, PLAN, or ACT scores. TestContent AreaEXPLORE 8th PLAN 10th ACT 11th English MathAlgebra1719 ReadingSocial Sciences ScienceBiology * Reflects the minimum score needed on an ACT subject area test to indicate a 50% chance of obtaining a “B” or better or a 75% chance of obtaining a “C” or better in the corresponding credit-bearing college course.

38 38 Academic: a)Armed Services Vocational Aptitude Battery (ASVAB) b)ACT Work Keys (applied math, locating information and reading for information) Technical: a)Kentucky Occupational Skills Standards Assessment (KOSSA) b)Industry certificates KY’s Career Ready Criteria Must meet one benchmark for academic area and one for technical area.

39 1. Courses/Assessments Alignment with Standards 2. Transitional Interventions 3.Acceleration o Project Lead the Way o Advance KY 4. Persistence to Graduation –- Collection and Use of Data 5.Academic and Career Advising 6.Career Readiness Definition/Pathways 7.Innovative Routes To Graduation 8. District 180/Turnaround Low Performing Schools 9. New Accountability Model KY’s College/Career Readiness Strategies 39

40  10 years of research by Iowa Association of School Boards and NSBA  Do school boards make a difference in student achievement?  What are the specific board roles that impact student achievement?

41  Set clear and high expectations  Create the conditions for success  Hold the system accountable  Create the public will to succeed  Learn as a board team

42  Embrace the new standards! − Clearer and more rigorous − Focused on specific knowledge and skills necessary for postsecondary success  Does your board understand the differences between the new and old standards?

43  How can the board support these efforts?  Effective professional development − Do teachers have sufficient time and support to learn new standards?  Adequate technology

44 Monitor district’s progress toward successful implementation of the new standards  What kind of reports is the board receiving?  How does the superintendent’s evaluation reflect implementation of the standards?  Establish relationships with key stakeholders

45  Short term consequences  Long term (mutual) benefits  Engage local media in your efforts

46  State Level Collaboration  Include relevant topics on board agendas & work sessions  Use multiple sources of information ⁻ Center for Public Education ⁻ Kentucky Department of Education ₋ Kentucky Educational Television ₋ Prichard Committee – “Ready Kentucky” ₋ Kentucky PTA

47  Partnerships with state agencies and organizations (accurate/timely/consistent information)  Whole board training modules  Statewide training opportunities  Facilitation of community discussions

48 professional development and technical assistance through SEAs, regional centers or district consortia funds for technology to support new assessments research on what works in common core implementation A role for the federal government

49 David A. Baird, associate executive director, KSBA Patte Barth, director, NSBA’s Center for Public Education Common Core State Standards If You Want to Learn More

50 Watch this space Stay up to date about progress in common core implementation and policy Download videos, presentations and other data resources


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