COMMON CORE STATE STANDARDS FOR MATHEMATICS: TRANSITIONING FROM AWARENESS TO IMPLEMENTATION Harriet Pritchard – Office of Assessment Mathematics

PASS DATA

2011PASS.XLSX  Found at  Has columns from A to DL (90 columns!)  Has rows from 1 to (45935 rows!)  To save changes, create a new copy on your computer. (“Enable editing” if necessary.)  Learn how to hide or delete columns and rows that you don’t need.  Use the “Column Descriptions” tab to crack the “code” for the column headings.

PASS State Results # tested mean score Overall test “Not Met” Overall test “Met” Overall test “Exemplary” Grade Grade Grade Grade Grade Grade

PASS State Results Math2pct1 Numbers and Op Not Met Math2pct2 Numbers and Op Met Math2pct3 Numbers and Op Exemplary Grade Grade Grade Grade Grade Grade

PASS State Results Math3pct1 Algebra Not Met Math3pct2 Algebra Met Math3pct3 Algebra Exemplary Grade Grade Grade Grade Grade Grade

PASS State Results Math4pct1 Geometry Not Met Math4pct2 Geometry Met Math4pct3 Geometry Exemplary Grade Grade Grade Grade Grade Grade

PASS State Results Math5pct1 Measurement Not Met Math5pct2 Measurement Met Math5pct3 Measurement Exemplary Grade Grade Grade Grade Grade Grade

PASS State Results Math6pct1 Data and Stats Not Met Math6pct2 Data and Stats Met Math6pct3 Data and Stats Exemplary Grade Grade Grade Grade Grade Grade

State-wide – Percent Not Met GradeNo/OpAlgebra Geometry Measurement Data/Stats

State-wide vs. Your District or School  Looking at state-wide data gives you a point of reference.  More important, drill through the data to look at your data.  Compare with the state if you want.  Use what you learn to inform teaching.

CCSS was adopted in SC in Summer 2010, so what happens with assessment?  Section of the Education Accountability Act states: ...Notwithstanding any other provision of law, the State Board of Education, through the Department of Education, is required to develop or adopt a statewide assessment program to promote student learning and to measure student performance on state standards...

 In order to assist the State Board of Education in making an informed decision, the Department of Education formed an Assessment Study Group and contracted for an independent fiscal impact study.  The Assessment Study Group was charged with studying four options and producing a report to identify the strengths and weaknesses of each option. CCSS was adopted in SC in Summer 2010, so what happens with assessment?

Assessment Options and Beyond 1. Off-the-Shelf Assessments 2. “Home Grown” Assessments (Developed In-State) 3. Partnership for Assessment of Readiness for College and Careers (PARCC) Assessments 4. SMARTER Balanced Assessment Consortium Assessments (SBAC)

Option 1 in  Administering off-the-shelf assessments. Off-the-shelf assessments are developed by a testing company then purchased by the user. Assessments may be administered online and/or may use paper tests.

Option 2 in  Administering and developing home- grown assessments. Home-grown assessments are developed by the Department of Education through contracts with testing companies. Assessments may be administered online and/or using paper tests.

Option 3 in  Administering assessments developed by the SMARTER Balanced Assessment Consortium or SBAC. Assessments will be administered online. During the first three years, paper tests will be available on a limited basis to schools that are not computer ready.

SBAC Assessments   summative assessments  Teacher-developed performance tasks  interim assessments

SBAC Assessments  “…computer-adaptive testing (CAT) is a desirable and efficient mechanism for testing and scoring.”  "Technology enhanced CAT tasks can also be designed to provide evidence for mathematical practices…” At other times, the work itself is important to assess. SMARTER Balanced has accounted for this by planning for extended performance tasks.  current plan: supplement the CAT test with  a set of rich constructed response items, and  one classroom based performance task (up to 2 class periods)

SBAC Composite Score  For school, district, and state accountability: a composite “Total Mathematics” score at the individual student level.  The composite mathematics score will have “scaling properties that allow for the valid determination of student growth over time.”  SBAC says there should be reporting categories within Claim #1 (Concepts and Procedures) relevant to the major domains at different grade levels.

SBAC Claims

SBAC Reports on “Claims” Scores #1 (Concepts and Procedures)  40% #2 – Problem Solving  20% #3 – Communicating Reasoning  20% #4 – Modeling/Data Analysis  20% SBAC plans a reporting category for each of Claims 2, 3, and 4, in addition to the categories for the domains in Claim 1.

SBAC Assessments Assessments are structured to continuously improve teaching and learning. This includes:  Developing assessments around learning progressions that allow teachers to see what students know and can do on multiple dimensions of learning and to strategically support their progress;  Using computer-based technologies to adapt assessments to the student;  Creating opportunities to get feedback on student learning throughout the school year;  Allowing close examination of student work and moderated teacher scoring as sources of ongoing professional development.

SBAC Selected Response (SR) items Constructed Response (CR) items Technology-Enhanced (TE) items and tasks Performance Tasks (PT) Selected Response (SR) items

Option 4 in  Administering assessments developed by the Partnership for Assessment of Readiness for College and Careers or PARCC. Assessments will be administered online with the possibility of a paper testing option.

PARCC’s Math Test   PARCC's math test with three types of questions:  "innovative," machine-scorable, computer-based items;  items that call for written arguments or justifications, critiques of mathematical reasoning, or proof that students "attended to precision" in math;  items involving real-world scenarios.  The performance-based assessment in math will count for 40 percent to 50 percent of a student's points in that subject, and the end-of-course exam will yield 50 percent to 60 percent of the points. January 10, 2012 Education Week

PARCC  At the high school level, two series of end-of- course math tests:  a traditional one—Algebra 1, geometry, and Algebra 2  one that integrates those topics. January 10, 2012 Education Week

PARCC  Tests will be given by computer to students in grades 6-11  Grades 3-5 will answer questions with “pencil and paper because of concerns about younger children's keyboarding skills.” January 10, 2012 Education Week

Assessment Study Group  Identify Strengths and Weakness  “Home Grown”  Off-the-Shelf  PARCC  SBAC  Membership  Majority: District Staff  Two legislators  One member from the Education Oversight Committee (EOC) Report Provided to the State Board of Education

Presentation to the State Board of Education  Representatives from both consortia, SCDE Office of Assessment, and “Off-the-Shelf” vendors  Partnership for Assessment of Readiness for College and Careers (PARCC)  Smarter Balanced Assessment Consortium (SBAC)  NWEA  March 11, 2011  PowerPoint presentations  sources/powerpointpresentations2.html

Questions re: Students Exiting High School  What will a consortium-based assessment of the CCSS mean for high school graduation requirements (HSAP) and the South Carolina Uniform Grading Policy?  Does a consortium-based assessment of the CCSS have to be used as an exit exam?  What is South Carolina thinking about HSAP or something similar for graduation?  What will be the effect on students if an 11th grade high school assessment is implemented, which would reduce students' opportunity to pass to two years?  Will all students be required to take Algebra II to graduate? Questions raised by the Study Group.

More Questions re: Students Exiting High School  What is the role of higher education? Is this a graduation mastery test or a test for college acceptance?  What if a student is still "not college and career ready" after remediation in 12th grade? Will a "not ready" label be a problem for students exiting high school?  Are college and career readiness exactly the same? What will be the impact on graduation rates if college ready and career ready are considered to be the same?  Will South Carolina post-secondary institutions accept a "college ready" score from an assessment of the CCSS? Questions raised by the Study Group.

Questions re: Preparation for CCSS  How will teachers and students be prepared for innovative item types?  How will teachers and students be prepared for performance tasks?  Is higher education also agreeing to address preparedness in teacher preparation programs? Questions raised by the Study Group.

Additional Questions  Will SCDE continue to test science and social studies?  Will the decision about optional use of interim assessments be a state or school district choice?  What if the state or a school district cannot afford to offer optional tests?  How will the 1% exceptional education [significantly cognitively disabled] students be tested? Questions raised by the Study Group.

Additional Questions  Will the assessment include teacher scoring? Teacher scoring increases the possibility of error compared to vendor-trained and monitored human scoring.  Will the test be appropriate for judging teacher effectiveness?  How will student improvement/growth be measured from year-to-year without a vertical scale? How will student progress toward college and career readiness be measured from year-to-year without a vertical scale? Questions raised by the Study Group.

Fiscal Impact Phase 1  Costs for the four options will be provided during Phase 1. The phase 1 results will be presented to the State Board of Education in January  Administering Off-the-Shelf Assessments  Developing/administering “Home-grown”  PARCC and SBAC Administration District Costs: Software, Hardware, Staffing

Fiscal Impact Phase 2  The two consortia are collaborating to develop a survey for every school in the nation to provide their computer capabilities. CCSSO is collecting and analyzing the data.  The results of the survey will be used during Phase 2 to calculate costs for districts to become computer-ready for online testing.

One Issue to consider  PASS Testing in and  Teachers must address all of the current Standards/Indicators (2007 for math and 2008 for ELA).  Teachers must look to CCSS to address skills that might be skipped because of the transition.

Consider-  Tell time to the minute.  Elapsed time (12 hr.)  Elapsed time (24 hr.)  3MD1 Tell time to the minute; time intervals and word problems  4MD2 Any operation to find time, any unit

Consider-  Measure angles with protractor  Complementary and supplementary angles  4MD6 Measure angles with protractor  4MD7 Find unknown angles in a diagram

Consider-  Perimeter & area of trapezoids  Surface area & volume of prism, pyramid, cylinder  6G1 Area of special quadrilaterals  6G4 Surface area of 3-D figures

Common Core Math in the High School  Organized by conceptual category  Algebra  Functions  Modeling  Geometry  Statistics and Probability  Algebra I  Geometry  Algebra II  Fourth Course  Math I  Math II  Math III  Math IV GeneralCourse specific

Assessment and Teaching  PASS and CCSS “Overlap” Assessment in  More than the “Overlap” should be taught  CCSS Assessment in  If ONLY Assessment drives instruction, students will be left out in the cold for many skills.  Long before CCSS impacts large-scale assessment, it must impact teaching.

Contact Information Harriet Pritchard