1. EVA KUBINSKI SPECIAL EDUCATION TEAM WISCONSIN DPI TITLE III CONFERENCE BEST WESTERN INNTOWNER MADISON, WISCONSIN OCTOBER 20, 2011 Common Core State Standards and Diverse Learners October 20, 2011 Wisconsin Department of Public Instruction 1

2. Agenda Introduction Common Core State Standards in Wisconsin What are you doing with the Common Core State Standards? Assessments Questions October 20, 2011 Wisconsin Department of Public Instruction 2

3. Overview October 20, 2011 Wisconsin Department of Public Instruction Current practices in Wisconsin- curriculum and assessment Common Core State Standards The Future of the Wisconsin State Assessment System- Smarter Balanced Assessment Consortia and Dynamic Learning Maps Consortia What does this change mean for you? 3

4. Access to the General Curriculum for Diverse Students What it looks like…  Same/ similar materials and activities as peers in general education  May require simplification and modification of language but working to keep the key ideas intact Current status…  Many students receiving more academic instruction  Some educators worry about loss of focus on language and basic skills October 20, 2011 Wisconsin Department of Public Instruction 21, 2011 4

5. But…is it happening? Wisconsin Department of Public Instruction Some students are not doing as well as we’d expect Results of a research study DPI is participating in (2% GSEG), found that between 40 to 60 percent of students who chronically scored in the lowest 10% on the WKCE were NOT students with disabilities. Question: are students actually getting access to general education content on which they are later tested? We have an opportunity with the new CCSS to address this concern. October 20, 2011 5

6. A student cannot demonstrate proficiency on a state or other assessment if they are not first TAUGHT the content that will be tested What students are taught directly impacts how well they will perform academically and on assessments. October 20, 2011 Wisconsin Department of Public Instruction Remember: 6

7. Common Core State Standards Wisconsin Department of Public Instruction October 20, 2011 7

8. History of Standards-Led Education Wisconsin Department of Public Instruction 8 1994 – Reauthorization of ESEA “Improving America’s Schools Act – IASA” required states to adopt, adapt or create standards and assessments 1998: Wisconsin adopted the Model Academic Standards (18 subject areas) 2001: No Child Left Behind (NCLB) brought accountability for standards-based education to the forefront 2007: Wisconsin begins to a deep look at standards revision with partners American Diploma Project and Partnership with the 21 st Century Skills 2009: Wisconsin joins the Common Core Initiative 2010: Wisconsin adopts the Common Core State Standards (CCSS) October 20, 2011

9. What are the Common Core State Standards October 20, 2011 Wisconsin Department of Public Instruction “Common Core Standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs.” (NGA & CCSSO, 2010) http://www.corestandards.org 9

10. About the CCSS Wisconsin Department of Public Instruction These standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry- level, credit-bearing academic college courses and in workforce training programs. The standards:  Are aligned with college and work expectations;  Are clear, understandable and consistent;  Include rigorous content and application of knowledge through high- order skills;  Build upon strengths and lessons of current state standards;  Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and  Are evidence-based October 20, 2011 10

11. What is the Big Deal? Wisconsin Department of Public Instruction The CCSS Initiative is a “sea change” in education for teaching and learning! The CCSS mandates the student learning outcomes for every grade level. The CCSS forces a common language. You and your colleagues will begin using this language as you work with and instruct your students. The students will be tested and instructional effectiveness will be measured based on the CCSS. Federal funding and possible waivers are tied to CCSS adoption, implementation and accountability. English Language Arts and Mathematics are just the beginning – more subject area standards are being developed. October 20, 2011 11

12. When Educational Components Align: Wisconsin Department of Public Instruction 12 General Curriculum (State Standards) InstructionAssessment (Skills Taught) (State Test) (adapted from Aligning IEPS to the Common Core State Standards, by G. Courtade & D. Brower) October 20, 2011

13. Example: Wisconsin Department of Public Instruction 13 Multiplication is a 3 rd Grade State Standard Instruction to Multiplication Items Multiply by 1-12 (State Test) (adapted from Aligning IEPS to the Common Core State Standards, by G. Courtade & D. Brower) October 20, 2011

14. WHAT WILL BE THE IMPACT ON YOUR TEACHING? How will the CCSS affect you and your teaching? Are you included in district CCSS discussions? What do you think will be the hardest part of implementing and using the CCSS? What is the impact of your students being English Language Learners? Wisconsin Department of Public Instruction October 20, 2011 STOP 14

15. WHAT DO THEY LOOK LIKE? Common Core State Standards (CCSS) October 20, 2011 Wisconsin Department of Public Instruction 15

16. Strands of English Language Arts Standards October 20, 2011 Wisconsin Department of Public Instruction  Reading: Text complexity and growth of comprehension  Grades K-5: Literature and Informational Text  Grades K-5: Reading Standards – Foundational Skills  Grades 6-12: Literature and Informational Text  Writing: Text types, responding to reading, and research  Speaking and Listening: Flexible communication and collaboration  Language: Conventions and vocabulary 16

17. October 20, 2011 Wisconsin Department of Public Instruction Old to New – English Language Arts “Reading Informational Text” 1998 to June 2010 (WI Model Academic Standard) June 2010 and Beyond (Common Core State Standard) 6 th Grade None 8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. 8 th Grade Evaluate the themes and main ideas of a work considering its audience and purpose 2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. Has many interpretations More Specific Wisconsin Department of Public Instruction 17

18. WMAS to CCSS October 20, 2011 Wisconsin Department of Public Instruction 1998 to June 2010 (WI Model Academic Standard) June 2010 and Beyond (Common Core State Standard) 3 rd Grade Math None3. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 1 4 th Grade Math B.4.1 Represent and explain whole numbers*, decimals, and fractions with physical materials number lines and other pictorial models* verbal descriptions place-value concepts and notation symbolic renaming (e.g., 43=40+3=30+13) 1. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. 18

19. October 20, 2011 Wisconsin Department of Public Instruction Standards for Mathematical Content Standards for Mathematical Practice Overview of Mathematics Standards NumberMeasurementAlgebraGeometryProbability Data & Statistics Wisconsin Department of Public Instruction 19

20. WHAT DOES IT LOOK LIKE IN WISCONSIN? 20 DISCIPLINARY LITERACY October 20, 2011 Wisconsin Department of Public Instruction

21. What is Disciplinary Literacy? 21 “In Wisconsin, disciplinary literacy is defined as the confluence of content knowledge, experiences, and skills merged with the ability to read, write, listen, speak, think critically and perform in a way that is meaningful within the context of a given field.” http://dpi.wi.gov/cal/pdf/sect ion2.pdf October 20, 2011 Wisconsin Department of Public Instruction

22. Wisconsin Foundations for Disciplinary Literacy 22 1. Academic learning begins in early childhood and develops across all disciplines 2. Content knowledge is strengthened when educators integrate discipline-specific literacy into teaching and learning October 20, 2011

23. Wisconsin Department of Public Instruction Foundations continued 23 3. Literacy skills of reading, writing, listening, speaking and critical thinking improve when content-rich learning experiences motivate and engage students. 4. Students demonstrate their content knowledge through reading, writing, listening, and speaking as part of a content- literate community October 20, 2011

24. Wisconsin Department of Public Instruction Literacy in Multiple Languages 24 “Increasing economic, security, cross-cultural and global demands underscore the value of literacy in more than one language. Students who think, read, write and communicate in multiple languages are an asset to our own country and can more easily interact and compete in the world at large.” Wisconsin's Approach to Literacy in All Subjects: What is Disciplinary Literacy? Wisconsin's Approach to Literacy in All Subjects: What is Disciplinary Literacy? October 20, 2011

25. Wisconsin Department of Public Instruction Disciplinary Literacy and ELLs 25 ELL student needs are addressed when you use disciplinary literacy strategies in the subjects you teach Haven’t you used them with ELLs currently or in the past? Build prior knowledge Build specialized vocabulary Learn to deconstruct complex sentences Use knowledge of text structures and genres to predict main and subordinate ideas October 20, 2011

26. Wisconsin Department of Public Instruction Disciplinary Literacy and ELLs continued 26 Haven’t we been doing a lot of this already??? Map graphic (and mathematical) representations against explanations in the text Pose discipline relevant questions Compare claims and prepositions across texts Use norms for reasoning within the discipline (i.e., what counts as evidence to evaluate texts) October 20, 2011

27. Wisconsin Department of Public Instruction What is the Roll-out Plan for CCSS? October 20, 2011 The scheduled timeline is for the full roll-out to occur in Wisconsin from 2010 through 2015 All other Wisconsin Model Academic Standards remain in effect for the time being There is a timeline to review and possibly revise each subject area’s standards on a seven-year cycle posted at www.dpi.wi.gov/standards www.dpi.wi.gov/standards 27

28. October 20, 2011 Wisconsin Department of Public Instruction 28

29. Impact on Wisconsin State Assessment System? SMARTER Balanced Assessment Consortium (SBAC) Dynamic Learning Maps Consortium (DLM) October 20, 2011 Wisconsin Department of Public Instruction 29

30. WKCE Wisconsin Department of Public Instruction We will not be taking this opportunity to talk about the WKCE. It will continue to be administered until a new test is available. More on that topic to come in this presentation. If you are interested in seeing example items, you can got to the release items page at http://dpi.wi.gov/oea/releaseitems.html http://dpi.wi.gov/oea/releaseitems.html Please contact Eva, Erin Faasuamalie (Special Ed Team) or Kristen Burton (OEA) if you have questions about student participation in the WKCE. October 20, 2011 30

31. If you have a student with a Significant Cognitive Disability Student is taught using a curriculum aligned with the Extended Grade Band Standards. Student has significant disabilities and even with extensive modifications cannot participate in general education curriculum. These difficulties are not caused by excessive absences or social, cultural or environmental factors. The student’s IEP team would determine if he/she would take the WAA-SwD. What about the WAA-SwD Wisconsin Department of Public Instruction October 20, 2011 31

32. Next we will talk about what that student’s assessment options will look like in the future. And contact Eva, Erin or Kristen if you have current question about student participation in the WAA-SwD Wisconsin Department of Public Instruction October 20, 2011 32

33. ESSENCE Common Core State Standards English Language Arts and Mathematics SBAC Test DLM Test SBAC Consortium Supportive Materials DLM Common Core Essential Elements Wisconsin Department of Public Instruction October 20, 2011 33

34. October 20, 2011 Wisconsin Department of Public Instruction 34

35. SMARTER Balanced Assessment Consortium Member States October 20, 2011 Wisconsin Department of Public Instruction 35

36. System Components October 20, 2011 Wisconsin Department of Public Instruction Assessment system that balances summative, interim, performance, and formative components for ELA and mathematics: 1. Computer adaptive summative assessment a. Grades 3–8 and 11 (testing window within the last 12 weeks of the instructional year) b. Selected response, enhanced constructed response, technology enhanced, and performance tasks 2. Computer adaptive interim assessment a. Learning progressions b. Administered throughout the year 3. Formative Tools and Processes 36

37. IHE Collaboration October 20, 2011 Wisconsin Department of Public Instruction GOAL: Better prepare students for college and career readiness. Collaborate with IHEs to create student achievement standards that define college ready Students will enter IHE systems having met common, clear college ready standards Students will be able to track readiness for college and careers throughout high school 37

38. Wisconsin’s Assessment Plan October 20, 2011 Wisconsin Department of Public Instruction  2011-12 Consortium will build the technology platform, item development, design professional development components  2012-13 States to begin limited field testing of SMARTER system  2013-14 Large-scale field testing; common reporting developed  2014-15 Fully operational summative assessment given in all SMARTER states In the meantime:  Wisconsin will continue to administer the WKCE to meet the accountability requirements 38

39. For Students with Significant Cognitive Disabilities… October 20, 2011 Wisconsin Department of Public Instruction 39

40. The Purpose of the Consortium October 20, 2011 Wisconsin Department of Public Instruction New extended standards based on the Common Core State Standards - Common Core Essential Elements Learning maps, which will include tasks of various proficiency levels leading to formative assessment and tools for educators. Annual summative assessment (used for accountability purposes) – replace the WAA-SwD Professional development modules for teacher training 40

41. DLM Consortium Member States October 20, 2011 Wisconsin Department of Public Instruction 41

42. Timeline October 20, 2011 Wisconsin Department of Public Instruction 42

43. Common Core Essential Elements The Common Core Essential Elements (CCEE) are specific statements of the content and skills that are linked to the Common Core State Standards (CCSS) grade level specific expectations for students with significant cognitive disabilities. October 20, 2011 Wisconsin Department of Public Instruction 43

44. Wisconsin Department of Public Instruction Common Core Essential Elements October 20, 2011 Are: Links to grade level Common Core State Standards (CCSS) Statements of content and skills that provide a bridge for students with SCD to achieve grade differentiated expectations Provide challenge and rigor appropriate for students with SCD in consideration of the significance of their disabilities Are not: Downward extension to pre-K standards General essence statements Statements of functional skills 44

45. The Future of Alternate Assessment October 20, 2011 Wisconsin Department of Public Instruction Wisconsin will participate in the development of a new assessment if the test design fits with our needs, or we will develop our own assessment based on the new standards. We should have a better sense of that within the next school year. The grant will also develop an alternate assessment aligned to those standards, with expected completion by 2014-15. The current WAA-SwD will continue to be administered until another assessment is available. 45

46. How Will These Changes Affect You? October 20, 2011 Wisconsin Department of Public Instruction Are you represented at the table as curriculum and benchmarks are developed? Are you getting additional training and professional development if needed in curriculum development and assessment? Need to ensure that our general education peers and colleagues understand the needs of our students who are English Language Learners  Accommodations, adaptations, augmentations to materials  Universal design for learning concepts  Not slower and lower-level materials – need to be grade-leveled  Culturally –responsive! 46

47. 47 What Supports Will ELLs Need to Meet CCSS? October 20, 2011 Wisconsin Department of Public Instruction

48. Important Skills for ELLs – Reading and Writing Wisconsin Department of Public Instruction 48 Students demonstrate independence by requesting clarification and asking relevant questions Become self-directed learners, effectively seeking out and using resources to assist them They respond to the varying demands of text They come to understand other perspectives and cultures (AFT, 10/21/2010) October 20, 2011

49. Important Skills for ELLs – Speaking and Listening Wisconsin Department of Public Instruction 49 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on other’s ideas and expressing their own clearly and persuasively  L2 acquisition occurs through meaningful interactions with native L2 speakers Ask and answer questions in order to seek help, get information, or clarify is something is not understood (AFT, 10/21/2010) October 20, 2011

50. Important Skills for ELLs – Language Wisconsin Department of Public Instruction 50 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning and style, and to comprehend more fully when reading or listening Knowledge of language should include:  Pragmatic knowledge  Linguistic knowledge Recognize variations from standard English in their own and others’ writing and speaking and identify and use strategies to improve expression in conventional language (AFT, 10/21/2010) October 20, 2011

51. What Teachers Need: Next Steps Wisconsin Department of Public Instruction 51 Familiarity with CCSS Aligned English Language Proficiency Standards Well-developed, content-rich curriculum Instructional resources Formative and summative Assessments Supportive technology and learning environment Access to high-quality professional development (Diane August, CAL) October 20, 2011

52. Wisconsin Department of Public Instruction How to Teach Language to ELLs With Content? 52 Build background Comprehensible input Strategies for success Practice and application Frequent, formative assessment (AFT, 10/21/2010) October 20, 2011 Wisconsin Department of Public Instruction

53. For More Information October 20, 2011 Wisconsin Department of Public Instruction DPI Content and Learning Team diana.kasbaum@dpi.wi.gov DPI Office of Educational Accountability kristen.burton@dpi.wi.gov visalakshi.somasundaram@dpi.wi.gov DPI Special Education Team erin.faasuamalie@dpi.wi.gov eva.kubinski@dpi.wi.goveva.kubinski@dpi.wi.gov 608-266-2899 53