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CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
CCSS 2014 Annual Conference
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CCSS 2014 Annual Conference

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  • 1. Getting Ready for the Common Core Assessments Patte Barth Director, NSBA’s Center for Public Education NSBA Annual Conference ♦ New Orleans ♦ April 6 2014
  • 2. Are CCSS good targets? Should we use common, national standards? Are there enough resources & time to implement ? Use CCSS to inform new state or local standards Keep your state standards Congratulations! Get to work & advocate noyes yes yes no no A CCSS decision tree
  • 3. WHAT’S DIFFERENT? The majority of states have adopted the Common Core
  • 4. The Common Core Standards are intended to be: • Aligned with college and work expectations for ELA and math • 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 4 SOURCE: Common Core State Standards, www.corestandards.org
  • 5. Before CCSS Which of the following numbers will round to 26? a) 25.3 b) 25.5 c) 26.7 d) 27.1 5 SOURCE:Virginia SOL released items, grade 4 math, 2010 SOURCE:Virginia SOL released items, grade 4 math, 2010
  • 6. After CCSS 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. 6 SOURCE: The Mathematics Common CoreToolbox, 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 SOURCE: The Mathematics Common CoreToolbox, grade 4
  • 7. 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 • Language will be key in math as well as ELA 7
  • 8. Before CCSS 8 SOURCE:Virginia SOL released items, grade 4 math, 2010 SOURCE: Minnesota grade 3 released item, 2013 Cory has 2 red crayons and 1 blue crayon. What fraction of Cory’s crayons is red? a.) 1/3 b.) 1/2 c.) 2/3 d.) 3/2
  • 9. After CCSS 9 SOURCE: The Mathematics Common CoreToolbox, grade 4 SOURCE: The Mathematics Common CoreToolbox, grade 3 Mariana’s Fractions (grade 3) Part A Mariana is learning about fractions. Show how she can divide this hexagon into 6 equal pieces. Write a fraction that shows how much of the hexagon each piece represents.
  • 10. After CCSS 10 SOURCE: The Mathematics Common CoreToolbox, grade 4 SOURCE: The Mathematics Common CoreToolbox, grade 3 Mariana’s Fractions (grade 3) Part B Now show Mariana how to partition this number line into sixths.You can drag and move the marker anywhere on the number line as many times as you like.
  • 11. After CCSS 11 SOURCE: The Mathematics Common CoreToolbox, grade 4 SOURCE: The Mathematics Common CoreToolbox, grade 3 Mariana’s Fractions (grade 3) Part C Mariana thinks that 5/6 is greater than 1. Her thinking is incorrect. Place the fraction 5/6 on the number line. Explain how you decided where 5/6 is located.
  • 12. After CCSS 12 SOURCE: The Mathematics Common CoreToolbox, grade 4 SOURCE: The Mathematics Common CoreToolbox, grade 3 Mariana’s Fractions (grade 3) Part D Mariana thinks that 3/4 is greater than 3/6. Do you agree or disagree with Mariana? Use the number line and words to explain your answer.
  • 13. After CCSS 13 SOURCE: The Mathematics Common CoreToolbox, grade 4 SOURCE: The Mathematics Common CoreToolbox, grade 3 Mariana’s Fractions (grade 3) Part E
  • 14. What’s different? • Both assess fractions • The second is multi-step and is scaffolded, meaning each step helps students get to the next step • The second also requires the ability to reason mathematically and communicate their own reasoning 14
  • 15. grade level percent of time on literary reading percent of time on reading for information elementary 50% 50% middle school 45% 55% high school 30% 70% NAEP 2009 reading framework, recommended by common core standards, 2012 What’s different in ELA: Balance of texts
  • 16. Other ELA differences 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
  • 17. Why emphasize reading for information? literary experience/ reflect & evaluate acquire & use information US 4th grade ranking PIRLS, 2010 2nd 5th US 15-year-olds ranking PISA, 2009 6th 14th US adults 16-65 ranking PIACC, 2013 13th overall Rankings based on statistically significant differences in scores between US and other countries. US students do well internationally in reading literature but fall behind in reading for information – a necessary skill for work and citizenship
  • 18. Sample texts, grade 6-8 SOURCE: Common core state standards, ELA,Appendix B, www.corestandards.org
  • 19. CCSS IN THE STATES In the last two years, CCSS have come under political fire
  • 20. adopted not adopted 46 states & DC adopted the CCSS 20 ELA only
  • 21. adopted not adopted Several are having second thoughts 21 ELA only pulled out bills pending bills failed
  • 22. What ‘adoption’ means for states • must adopt 100% of CCSS K-12 standards • CCSS should not represent more than 85% of curriculum • must begin assessments on CCSS within three years • no requirements for public accountability • no mechanism for enforcement by NGA/CCSSO 22SOURCE: NGA, CCSSO
  • 23. Next Generation Science Standards • Collaboration of Achieve, NRC, AAAS, NSTA and 26 lead states • ‘Internationally benchmarked’ • Intended to be adopted ‘in whole’ • Carnegie Corp, Noyce Foundation & Dupont sponsors • To date, seven states have adopted: California, Delaware, Kansas, Kentucky, Maryland, Rhode Island and Vermont. • Illinois and Oregon are expected to adopt soon. 23
  • 24. A state-led effort • CCSSO and NGA’s Center for Best Practices with an advisory group: Achieve, Inc.; ACT, Inc.; College Board, NASBE, and SHEEO • No federal dollars for development; foundation support, notably from the Gates Foundation • US Dept of Ed provided incentives for adoption of “college- career ready” standards through RTTT competition and NCLB waivers 24
  • 25. CCSS Proponents Promote a college- and career-ready agenda for all students; support CCSS’s emphasis on knowledge and its applications; see the value in common standards across the country. • Business: US Chamber of Commerce, Business Roundtable • Governors of both parties: eg., Jeb Bush (R-Fla.), Chris Christie (R-NJ), Steve Beshear (D-Ky.), Andrew Cuomo (D- NY) • Education associations: both teachers’ unions, the PTA
  • 26. Pushback • Tea Party/libertarian groups: oppose the idea of common standards maintaining that they should be a local decision • Pioneer Institute, Heartland, Cato, American Principles Project, Family Research Council, Home School Legal Defense Fund • Progressive educators: oppose what they see as a corporate influence and fear it will impose more test-driven accountability • FairTest, Diane Ravitch, United Opt Out National
  • 27. NSBA’s position • supports state-led process to define common standards • 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 27
  • 28. 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. • SBAC: SMARTER Balanced Assessment Consortium headed by Washington state department of education 28
  • 29. State consortia assessments • intended to assess higher order thinking at grades 3-8 and high school • measure growth and proficiency • computer-administered online to provide rapid feedback • both summative assessments for accountability, and formative assessments to monitor students’ progress • aligned resources, ie., model lessons, diagnostic tools, professional development 29
  • 30. SBAC Assessment consortia states 30 PARCC neither
  • 31. CCSS assessments might be a wash in terms of cost $27 current per pupil cost for state assessments (Brookings Institute) $22.50 – estimated per pupil for $29.50 CCSS assessment (PARCC - SMARTER) SOURCES: Brookings Institute, 2012; PARCC, 2012; EducationWeek, December 7, 2012
  • 32. WHAT THE PUBLIC THINKS CCSS pushback notwithstanding, polls tell a more complicated story
  • 33. Voters are still largely unaware of CCSS 16 39 A lot/some Not too much/nothing How much have you seen, read or heard about CCSS? 37 63 SOURCE:Achieve, Inc. , Nov 2013 data
  • 34. Those who are aware of CCSS have divided opinions 37 40 favorable unfavorable Has what you heard … given you a favorable or unfavorable impression? SOURCE:Achieve, Inc. , Nov 2013 data
  • 35. After hearing a description, opinions change … 36 13 favor oppose [after description] do you favor or oppose CCSS? 69 23 strongly strongly SOURCE:Achieve, Inc. , Nov 2013 data
  • 36. Teachers are largely favorable about the standards 8 1 35 22 57 77 CCSS effect for most students CCSS effect for most students' ability to think critically positive not much/don't know negative SOURCE:Harrison Group for Scholastic/Gates Fdn, July 2013
  • 37. Other teacher polls show similar results • 76% agreed that CCSS will improve their instruction (EdWeek, 2012) • 75% approved of their state’s decision to adopt them (AFT, March 2013) • 26% of teachers “wholeheartedly” favor CCSS; 50% favor “with some reservations”; only 11% opposed (NEA, Sept 2013)
  • 38. Teachers are worried that tests will begin before they’re ready 51 12 very/fairly worried little/not worried 74 25 very not SOURCE:AFT, Inc., July 2013data How worried are you that the new assessments will begin … before instructional practice is fully aligned?
  • 39. A majority report that their district is prepared to implement CCSS 26 10 very/fairly prepared somewhat/not 57 39 very not SOURCE:AFT, Inc., July 2013data How well prepared is your district to successfully implement the CCSS?
  • 40. Few teachers think district has done enough to provide … • Planning time for understanding standards (21%) • Opportunities to observe colleagues (22%) • Provide model, aligned lesson plans (27%) • Ensure curricular materials are aligned (31%) • Communicate with parents on standards (29%) SOURCE:AFT, Inc., July 2013data
  • 41. … a voice from the field There is a lot about the common core standards that educators like. The standards are written in a way that emphasizes conceptual understandings rather than skill based work which in my opinion is what real learning is all about. It also makes sense for children to have the same goals all over the country. But I take issue with three things: 1. Developmental appropriateness, 2. Implementation, and 3. Measurement …. I am realistic. I understand that there will always be tests. However, what I witnessed this year in terms of testing made me come home and cry for two weeks straight. The tests this year required eight year olds to sit still for 1.5 hours for three days in a row for two weeks in a row. They were tested in March at an "end of year" reading level and students who don't pass will not be allowed to move on to the next grade level … I've never been happy with the tests but these were really unfair. SOURCE: a NYC special education and ELL teacher, 2013
  • 42. Calls for a moratorium on CCSS accountability • NEA and AFT called for 1-2 year moratorium on common core accountability • NSBA joined AASA, NAESP and NASSP in statement calling for more time for CCSS implementation • US Department of Education willing to waive “double- testing” with transition to CCSS; California granted waiver
  • 43. GETTING READY While the politics play out, districts are having to move forward
  • 44. What challenges do school districts face? • Timeline: 1st assessments to be administered 2014-15 • Technology: more computers, greater bandwidth • Professional development: time is money • New curriculum & materials: CCSS aligned • Extra supports for students: crucial for ELL & special needs students • Managing expectations: CCSS are higher for most of you; expect your initial scores to be lower 44
  • 45. Lessons from Kentucky: 1st year CCSS scores showed decline in proficiency rates, but the public had been prepared beforehand 76 73 70 65 48 40 47 41 48 44 51 41 elementary-reading elementary-math middle school- reading middle school-math KCCT 2010-11 K-PREP 2011-12 K-PREP 2012-13 SOURCE: Education Week, Scores drop on KY’s common core-aligned tests, November 19, 2012; KY Dept of Ed, 2013
  • 46. What Kentucky did • Communicated need for higher standards & getting public support • Collaborations among many stakeholders, including KSBA • Aligned courses & curriculum • Professional development for school boards as well as teachers and principals 46
  • 47. What school boards should do Advice from Kentucky School Boards Association:  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 47 SOURCE: Kentucky School Boards Association, 2012
  • 48. Good communication is essential • Be informed and able to separate fact from rumor • Support your teachers; let their work carry the message to parents • Use your data to inform your policies and to engage the community • Engage with your state association about your experiences • Be an advocate
  • 49. Watch this space www.data-first.org/learning-center Stay up to date about progress in common core implementation and policy Download videos, presentations and other data resources www.centerforpubliceducation.org/commoncore

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