1. Transition to Common Core State Standards Oh Yes! New Standards Elizabeth A Herron-Ruff The Center for Charter Schools Danna Ferris Kent ISD September 28, 2011 1

2. THE CENTER’S MISSION & VISION Mission Statement To transform public education through our state and national leadership and gold standard approach to chartering schools, overseeing and supporting their operations, and evaluating their performance. Vision Statement The Center for Charter Schools envisions a diverse and dynamic public education marketplace that fosters academic excellence for all children. 2

3. OUTCOMES Consider how making a change to the Common Core State Standards will benefit my students Increase awareness of changes associated with the Common Core State Standards Review the projected timeline for transition to the Common Core State Standards Recognize how the Next Generation of Assessments fit into the picture Provide resources and offer support for the next steps in this transition 3

4. "The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.“ - Alvin Toffler Link

5. What do your students need?

6. 6 What skills do our students need?

7. 7 Information FilteringTechnology skillsAbility to Synthesize Learn how to Learn Social Skills— Collaboration Recognize Audience Creativity & InnovationInformational Literacy Patience & Care for Others Multi-lingual Problem Solve – Apply Skills to Multiple Situations Cultural Awareness PerseveranceAbility to Multi-task Adapt to Incoming Information

8. K-12 Content Standards College and Career Readiness Standards + = Students prepared for College and Career

9. THE COLLEGE AND CAREER READY STUDENT … demonstrates independence. … builds strong content knowledge. … responds to the varying demands of audience, task, purpose, and discipline. … comprehends as well as critique. … values evidence. … uses technology and digital media strategically and capably. … comes to understand other perspectives and cultures. 9 (CCSS, Introduction, p. 7)

10. MISSION OF COMMON CORE STATE STANDARDS … provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy. (NGA & CCSSO, 2010) 10

11. MISSION OF COMMON CORE STATE STANDARDS … provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy. (NGA & CCSSO, 2010) 11

12. MISSION OF COMMON CORE STATE STANDARDS … provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy. (NGA & CCSSO, 2010) 12

13. THE CCSS 13 The CCSS are decidedly not a curriculum, “They are a clear set of shared goals and expectations for what knowledge and skills will help our students succeed.” (NGA & CCSSO)

14. GRADE LEVEL STANDARDS IN 4 STRANDS: 14 Anchor Standards provide the organizing structure for the K-12 standards K-5 Literacy standards are organized by grade level and strand and define literacy across content areas ReadingWritingSpeaking & Listening Language

15. College Career Ready Anchor StandardsKindergarten Student Grade by Grade Progression

16. EXAMPLE OF LANGUAGE PROGRESSIVE SKILLS, BY GRADE

17. K-8 MATH DOMAINS http://www.sccresa.org/downloads/common_core/common_core_state_standards__introductio n_workshop_full_day_20110505_091822_5.pdf

18. STANDARDS FOR MATHEMATICAL PRACTICE 18 Expertise that mathematics educators at all levels should seek to develop in their students

19. MATHEMATICS HOW TO READ THE GRADE LEVEL STANDARDS Domains: larger groups of related standards Clusters: groups of related standards Standards- define what student should understand and be able to do

20. THE CCSS 20 “These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step….” (CCSS, p. 5)

21. COMMON CORE STATE STANDARDS INITIATIVE Timeline for Implementation 21

22. 2010 2011-20122012-20132013-20142014-2015 2015-2016 SBAC Common Summative Assessment Administered Pilot Testing Transition to the CCSS Curriculum Development & Alignment Teacher Development Implementation of CCSS * Tentative timeline Michigan Adoption: (State Board of Education) June 15, 2010 Common Core State Standards

23. YearAssessment CriteriaScoring 2011-2012Same MEAP Questions as in the pastNew Cut Scores – ALL MEAP Questions part of score 2012-2013 and 2013-2014 - MEAP questions plus field testing of CCSS correlation questions as part of the assessment - Content assessment questions may be previous MEAP questions but from a different grade levels. Cut Score will maintain or may increase based on previous year – Some MEAP questions are part of the score CCSS field questions will be added but will not count for AYP purposes (like extended core) 2014-2015SMARTER Balanced Assessment BeginsScoring will be consistent across all states in the consortium MEAP TESTING SCORING

24. NEXT GENERATION OF ASSESSMENT SBAC SMARTER Balanced Assessment Consortium 24

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26. 26 SBAC: Two Components of the Summative Assessment * Time windows may be adjusted based on results from the research agenda and final implementation decisions. A computer adaptive assessment given during final 12 weeks of the school year* Multiple item types, scored by Computer, including tasks Students will have the opportunity to take the summative assessment twice Measure the ability to integrate knowledge and skills, as required in CCSS Each task administered in two hour- long sittings. Computer-delivered, during final 12 weeks of the school year* Results within 2 weeks + Scores from the performance assessment and the computer adaptive assessment will be combined for annual accountability scores. PERFORMANCE TASKS COMPUTER ADAPTIVE ASSESSMENT

27. 27 SBAC Supports: Interim Assessment System Optional system of computer adaptive interim assessments Includes multiple item types, similar to the end-of-year summative assessment, including performance tasks (delayed scoring) The number, timing, and standards assessed (full grade level or smaller clusters) can be customized based on the local curriculum Non-secure and fully accessible -- teachers will be able to see how their students responded to each item Reports of student results will link teachers to related student resources and teacher professional development resources

28. 28 SBAC: Performance Tasks One reading task, one writing task and 2 math tasks per year. ELA: Select texts on a given theme, synthesize the perspectives presented, conduct research, and write a reflective essay. (Description released Aug. 2011) (Ex: American Dream Sample Spring 2011) Math: Review a financial document and read explanatory text, conduct a series of analyses, develop a conclusion, and provide evidence for it. (Description released Aug. 2011) (Ex: Heating Bill – Sample Spring 2011) Roughly half of the performance tasks for grades 9 through 11 will assess ELA or math within the context of science or social studies. * Time windows may be adjusted based on results from the research agenda and final implementation decisions.

29. Some schools have installed video cameras in classrooms to ensure student safety. Your district is considering installing them in your school. Do you agree or disagree with this idea? Write an essay for your School Board persuading them to support your position (claim) by providing arguments, clear reasons, and relevant evidence to support your position (claim), citing information and sources using the articles you read. Be sure to revise and edit your draft before submitting your essay. Adapted from SBAC Draft Assessment Examples- Sept. 2011 Adapted from SBAC Draft Assessment Examples- Sept. 2011 STUDENT PROMPT

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32. 32 DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars, released items and tasks, model curriculum units, educator training; professional development tools and resources, interactive reporting system; scoring training modules, and teacher collaboration tools. SBAC Supports: The Digital Clearinghouse The system portal for information about the CCSS, SBAC, and assessment results: Reporting suite with differentiated tools available to students, educators, parents, and policymakers with visualization tools Vetted curriculum units and formative tools, processes and exemplars Research-based instructional strategies and interventions Issue-focused chat rooms Released performance tasks and rubrics Professional development modules and videos Item development/scoring training modules and tools * Time windows may be adjusted based on results from the research agenda and final implementation decisions.

33. Test Breakdown - SBAC 22% – Selected response 41% – Technology enhanced 18% – Traditional constructive response 23% – Performance based SBAC Standards Eligible Criteria and Content Specifications (Link)Link ETS – Assessment Comparison (Link)Link NEXT GENERATION ASSESSMENTS

34. WE NEED TO PREPARE MICHIGAN KIDS FOR COMMON CORE ASSESSMENTS … …NOW!

35. 35 Sabotage Confusion Anxiety Anger Sporadic Change False Starts First Order Change TrustVisionSkillsResources Action Plan Payoff Shared Values/Beliefs Second Order Change TrustVisionSkillsResources Action Plan Payoff Shared Values/Beliefs TrustVisionSkillsResources Action Plan Payoff Shared Values/Beliefs TrustVisionSkillsResources Action Plan Payoff Shared Values/Beliefs TrustVisionSkillsResources Action Plan Payoff Shared Values/Beliefs TrustVisionSkillsResources Action Plan Payoff Shared Values/Beliefs TrustVisionSkillsResources Action Plan Payoff Shared Values/Beliefs TrustVisionSkillsResources Action Plan Payoff Shared Values/Beliefs = = = = = = = = CHANGE CHART – What is Your Area of Concern? From the work of Peter Senge

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42. How will the CCSS change your curriculum, instruction & assessment?

43. Resources http://www.delicious.com/elizabeth.hruff 43

44. QUESTIONS Thank you! 44

45. The Center for Charter Schools Central Michigan University Mount Pleasant, MI 48859 Telephone: (989) 774-2100 www.TheCenterForCharters.org Danna Ferris – Kent ISD Telephone: (616) 318-7591 dannaferris@kentisd.org 45 FOR MORE INFORMATION Please Contact