1. Getting ready
for the
Common Core
Patte Barth
Center for Public Education
NSBA Annual Conference
April 21, 2012
2. Agenda
• what are the CCSS?
• what are the challenges?
• how are states preparing?
• what can districts do?
• q&a
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
3
SOURCE: Common Core State Standards, www.corestandards.org
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. CCSS vs NCLB
Common Core State Standards No Child Left Behind
INFLEXIBLE on CONTENT FLEXIBLE on CONTENT
states must adopt 100% of CCSS K-12 states define their own standards
standards
INFLEXIBLE on ASSESSMENT INFLEXIBLE on ASSESSMENT
must begin assessments on CCSS within must assess state standards yearly 3-8
three years and once in high school
FLEXIBLE on ACCOUNTABILITY INFLEXIBLE on ACCOUNTABILITY
no requirements for public accountability numerous provisions
7. NSBA & CCSS
• supports NGA/CCSSO state-led process
• supports federal funding for research and/or
help to states for developing assessments
• opposes federal mandates or coercion, eg. a
condition for receiving Title 1 funds
• opposes a national test
8. 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
9. 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
Alignment with college and career readiness
expectations
SOURCE: Common Core Standards, June 2010
10. What’s different?
The Road Not Taken
by Robert Frost
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear:
Though as for that the passing there
Had worn them really about the same.
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I --
I took the one less traveled by,
And that has made all the difference.
10
11. What’s different?
Explain how the speaker in “Grandmother” feels
about Grandmother Asdzan Alts‟ iisi. In your
response, use details and examples from the poem
to support your answer. Write your answer on your
answer document.
11
12. What’s different?
The Road Not Taken
by Robert Frost
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
Students analyze how the opening stanza of Robert And looked down one as far as I could
To where it bent in the undergrowth;
Frost’s “The Road Not taken” structures the rhythm
and meter for the poem and how the themes Then took the other, as just as fair,
introduced by the speaker develop over the course of And having perhaps the better claim,
the text. Because it was grassy and wanted wear:
Though as for that the passing there
Had worn them really about the same.
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I --
I took the one less traveled by,
And that has made all the difference.
12
13. What’s different?
Explain how the speaker in “Grandmother” feels
about Grandmother Asdzan Alts‟ iisi. In your Both assess reading
response, use details and examples from the poem comprehension
to support your answer. Write your answer on your
Studentsdocument. the opening stanza of Robert
answer analyze how
Frost’s “The Road Not taken” structures the rhythm Both ask students to use
and meter for the poem and how the themes evidence from text
introduced by the speaker develop over the course of
the text.
1st item focuses on reader
response
2nd item asks for
analysis, knowledge of poetic
devices and theme
13
14. 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
15. pre-calculus, calculus, advanced
statistics, discrete math, advanced
quantitative reasoning, specific
technical POS
Pathways
through Algebra II Math III
high school Geometry Math II
mathematics
Algebra I Math I
Traditional sequence Integrated sequence
• 2 algebra courses • 3 integrated courses
• 1 geometry course • all include number,
• DPS included algebra, geometry, DPS
• 1 higher course • 1 higher course
SOURCE: Common Core Standards, Mathematics Appendix A, 2010
16. What’s different?
There are a total of y students in Mr. Smith’s classroom.
Which of the following represents the number of
students in the classroom when 3 students are absent?
A. y+3
B. y-3
C. yx3
D. y÷3
16
SOURCE: Virginia SOL released items, grade 5 math, 2010
17. What’s different?
Write an expression that records the calculations
described below, but do not evaluate.
Add 2 and 4 and multiply the sum by 3. Next, add 5 to
that product and then double the result.
2(5+3)(2+4))
or (5+3(2+4))2 or 2(3(2+4)+5) or (3(2+4)+5)2 or
2((2+4)3+5) or ((2+4)3+5)2 or (5+3(2+4))+(5+3(2+4))
17
SOURCE: Illustrative mathematics, retrieved April 16, 2012
18. What’s different?
• Both assess translating words into number
sentences
• The first requires one step to solve the problem
• The second requires several steps
18
19. The Common Core
State Standards
21st century
assessments
for CCSS
20. 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
20
21. What’s in common?
• 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
21
22. How do PARCC/SMARTER differ?
• PARCC is computer-delivered; SMARTER will be
“computer adaptive”
• SMARTER is developing comprehensive high school
assessment; PARCC is developing EOC high school
assessments, including for two math pathways
• SMARTER is budgeted to translate assessments into 5
languages, one of which will be Spanish
22
23. 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
23
SOURCE: Center for K-12 Assessment & Performance Management at ETS, webinar April 4, 2011
24. 24 states & DC are in the
PARCC consortium
participant
non
participant
24
25. 28 states are in the SMARTER
consortium
participant
non
participant
25
26. 46 states & DC are involved
involved
not
involved
26
27. Next Generation Science
Standards
• Collaboration of Achieve, NRC, AAAS, NSTA and 26
lead states
• “Internationally benchmarked”
• First draft to be released in 2012; 2 public reviews
• Intended to be adopted „in whole‟
• Carnegie Corp, Noyce Foundation & Dupont sponsors
27
28. 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. 28
SOURCE: Next Generation Science Standards, www.nextgenscience.org
29. 26 lead states – Next
Generation Science Standards
participant
non
participant
29
30. 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 Els Through
Technology Systems
30
SOURCE: The K-12 Center at ETS, www.k12center.org
32. ACT’s ‘first look’ at the common
core standards
English language arts
Percent of 2009 11th graders scoring at college-career ready benchmark
32
SOURCE: ACT, Inc., A First Look at the Common Core and College and Career Readiness, December 2010
33. ACT’s ‘first look’
Achievement gap - ELA
Percent of 2009 11th graders scoring at college-career ready benchmark
33
SOURCE: ACT, Inc., A First Look at the Common Core and College and Career Readiness, December 2010
34. ACT’s ‘first look’ at the common
core standaards – Mathematics
Percent of 2009 11th graders scoring at college-career ready benchmark
SOURCE: ACT, Inc., A First Look at the Common Core and College and Career Readiness, December 2010
35. NAEP performance v. common core
standards – Mathematics
Percent of 2009 8th graders answering NAEP/common core items correctly
SOURCE: Brown Center on Education Policy, How well are American students learning? January, 2011
36. 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
36
SOURCE: SETDA, Technology Requirements for Large Scale, Computer-Based & Online Assessment, June 2011
37. District needs
• Professional development for staff
• Aligned assessments & curriculum
• Aligned instructional materials
• Supports for students
37
39. State survey
• Most states say CCSS are more rigorous than their
current standards
• Most states say full implementation will take at least until
2013 or beyond
• All are developing professional development materials &
guides for districts
SOURCE: Year 2 of implementing common core state standards: States‟ progress and challenges, Center on Education Policy, January 2012
40. State survey (con’t)
• Most states have established partnerships between state
education agency and higher ed
• Half are aligning undergraduate admissions policies with
CCSS
SOURCE: Year 2 of implementing common core state standards: States‟ progress and challenges, Center on Education Policy, January 2012
41. State timelines for
implementation
# of states
making 2012 or 2013
Change related to CCSS change earlier or later
Changing state assessments 36 6 27
Requiring districts to implement CCSS 31 7 23
Creating/revising evaluation systems to hold 30 9 19
educators accountable for students‟ CCSS mastery
Changing curriculum guides or materials 33 14 18
Adopting special initiatives to ensure CCSS are fully 25 11 11
implemented in state‟s lowest performing schools
Revising educator certification policies and 18 5 10
requirements to align with CCSS
Changing professional development programs 33 21 9
SOURCE: States‟ progress and challenges in implementing common core
state standards, Center on Education Policy, January 2011
42. School district challenges
• Almost 3/5 of districts in CCSS states view CCSS as
more rigorous
• 2/3 are developing plans and timelines
• 3/4 view adequate funding as a major challenge
• 2/3 say they are getting inadequate guidance from state
• Few see teacher/principal resistance as a major
challenge although 3/5 see it as a minor one
SOURCE: Common Core State Standards: Progress and Challenges in School Districts‟ Implementation,
Center on Education Policy, September 2011
43. What the public thinks
• 2/3 of voters say it‟s better for all states to have the same
standards and tests
• 3/5 have heard „nothing‟ about the CCSS
• Of those who have heard of CCSS, 1/3 are favorable
and 1/3 are unfavorable
• 3/5 of teachers have a favorable opinion
SOURCE: Achieve, Inc., Strong Support, Low Awareness, October 2011
44. Don’t wait for the state
• Get involved with what’s happening at your SEA
• Set aside time for school board to review CCSS and their
implications
• Form teacher/administrator/parent study groups to analyze
CCSS against current practices
44
45. Don’t wait for the state
• Partner with local colleges & universities
– Professional development
– Curriculum alignment
– Information sharing
– Share placement tests
• Survey local businesses
• Reach out to the community
45
47. Resources & tools
Center for Public Education
Objective, easy to understand research
Up to date analysis
School success stories
www.centerforpubliceducation.org
Data First
Data Center with national & state data
Learning Center with downloadable
videos
Ask the expert
www.data-first.org
Editor's Notes
Common core standards developed in 2009-2010 with NGA/CCSSO money with additional support from foundations.
An advisory group has provided advice and guidance to shape the initiative. Members of this group include experts from Achieve, Inc., ACT, the College Board, the National Association of State Boards of Education and the State Higher Education Executive Officers.
MN – adopted ELA only as of Jan 2012
CCSS must comprise at least 85% of the total state standardsWhile CCSS is not addressed in federal law there are some requirements that go along with CCSS adoption. This chart shows how those requirements compare to current provisions in NCLB.
Grandmother is from the MD 8th grade reading assessment –ShontoBegay is a contemporary Navajo poetTwo Roads is a sample from 8th grade reading Common Core
Grandmother is from the MD 8th grade reading assessmentTwo Roads is a sample from 8th grade reading Common Core
Grandmother is from the MD 8th grade reading assessmentTwo Roads is a sample from 8th grade reading Common Core
Grandmother is from the MD 8th grade reading assessmentTwo Roads is a sample from 8th grade reading Common Core
“Focused” – attempt to address the ‘mile wide, inch deep’ curriculumUnderstanding the math common core:“Students who have completed 7th grade and mastered the content and skills of the K-7 standardswill be well prepared for algebra in grade 8 or after.”Functions – describing situations where one quantity determines another, eg., return on investments
The CCSS authors show two possible ways to organize high school math curriculum aligned to the CCSS. U.S. sequence: two algebra courses and a geometry course,With data, probability and statistics added;Typical international sequence: three courses, each ofwhich includes number, algebra, geometry, probability and statistics;
State consortia to develop common ‘next generation’ assessments. Will address needs for: rapid feedback diagnostic
Feedback in at least two weeks
PARCC will be administered online but will not be computer adaptive, meaning items are selected based on responses in order to better measure the range of performance. For example, if an examinee performs well on an item of intermediate difficulty, he will then be presented with a more difficult question. Or, if he performed poorly, he would be presented with a simpler question. Helpful in measuring growth especially at the high and low ends. SMARTER high school will be at least at grade 11 and may include grades 9 and 10, too.
Comparable scores will enable states to compare student performance regardless of which assessment they administer. AI will reduce costs significantly by eliminating the need for human scorersSummative to be ready in 2014-15In January 2012, SMARTER & PARCC jointly awarded a contract to Pearson Foundation to develop a ‘technology readiness tool’
As of Jan 2012
As of January 2012 – KY is in both PARCC and SMARTER
Alaska, Nebraska, Texas & Virginia do not participate in any CCSS activities – Minnesota has adopted ELA only
Related to although not part of the CCSS, a collaboration of the above organizations and states are developing common standards for science. According to the collaboration website, the difference is that the development is driven more by the scientific and ed research communities. The standards are based on NRC’s framework for K-12 science education released July 2011. No plans for assessments at this point.
As of Nov 2011.
Federal grants
First challenge – is checking how well the standards align with current standardsA couple of recent studies attempted to measure current student performance against CCSS by crosswalking items on widely used tests to the CCSS. Qualify – these are imperfect analyses – for one thing, CCSS has not defined performance standards; also, we know there are gaps between CCSS content and current practices as we discussed, eg., we don’t test reading and writing proficiency in science.
ACT’s college-career ready benchmark is based on a 75% probability of earning a ‘C’ in the relevant credit-bearing freshman course. Please note that there are NO performance levels established for the CCSS, and so this is a very preliminary look. Nonetheless, it offers a glimpse at the potential alignment between CCSS and current practices.
11th graders still have their senior year.
Brown Center at Brookings Institute, crosswalked NAEP released items with common core standards and reported 2009 8th grade performance on test items addressing concepts and topics that appear in the CCSS. The National Assessment of Education Progress (NAEP) is administered by US Department of Education and tests a representative sample of students in each state.
2012 CEP survey – availability of computers cited as number one challenge followed closely by adequate internet access and bandwidth
Districts will need to provide resources to their staffs and students in order to implement CCSS
Center on Education Policy administered a second survey of state deputy superintendents of education in the fall of 2011. 42 states and DC responded. The states were not identified in the report.Rigor – 30 out of 32, ELA; 29 out of 32, math
Center on Education Policy survey state deputy superintendents of ed in the fall of last year. 42 states and DC responded.
How to read this chart: 36 states reported they will “changing their state assessments”; 6 states will change them by 2012 or earlier and 27 states will change them by 2013 or later. Note that 21 states are moving quickly to provide professional development.
CCSS is in its infancy but moving quickly. NSBA’s Center for Public Education is continuing to monitor and report progress on CCSS.