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2015 CCSS Annual Conference

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NSBA Annual Conference 2015 in Nashville, TN - March 21, 2015

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2015 CCSS Annual Conference

  1. 1. The Uncommon Common Core Where do they stand? Patte Barth ♦ Director ♦ NSBA’s Center for Public Education NSBA Annual Conference ♦ Nashville TN ♦ March 21, 2015 1
  2. 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 2
  3. 3. Are the CCSS good targets? An attempt to define college- and career-readiness 3
  4. 4. The Common Core Standards are intended to be: 4  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 SOURCE: Common Core State Standards, www.corestandards.org
  5. 5. The Common Core Standards are NOT: 5  Curriculum  Data collection  Subject matter in social studies, science or CTE, although the ELA defines subject specific reading & writing skills for these subjects  Federal SOURCE: Common Core State Standards, www.corestandards.org
  6. 6. A state-led effort 6  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
  7. 7. Before CCSS 7 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 SOURCE: Minnesota released test item, grade 3
  8. 8. After CCSS 8SOURCE: The Mathematics Common Core Toolbox, grade 4 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.
  9. 9. 9SOURCE: The Mathematics Common Core Toolbox, grade 4 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. After CCSS
  10. 10. 10SOURCE: The Mathematics Common Core Toolbox, grade 4 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. After CCSS
  11. 11. 11SOURCE: The Mathematics Common Core Toolbox, grade 4 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. After CCSS
  12. 12. 12SOURCE: The Mathematics Common Core Toolbox, grade 4 Mariana’s Fractions (grade 3) Part E After CCSS
  13. 13. What’s different? 13  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 one’s own reasoning
  14. 14. Some fiction about nonfiction in the Common Core standards 14  The emphasis on nonfiction texts will drive literature out of the curriculum.  Done properly, students should have exposure to more reading across the curriculum, not less literature.  Nonfiction reading does not prepare students for college.  The majority of reading required in college – and the workplace, too – is nonfiction.  Nonfiction texts are boring.  Nonfiction can be as engaging, complex and relevant as literature.See, Beyond Nonfiction: The importance of reading for information, CPE, 2014
  15. 15. A nonfiction sampler 15See, Beyond Nonfiction: The importance of reading for information, CPE, 2014
  16. 16. CCSS in the States In the last three years, CCSS have come under political fire 16
  17. 17. adopted not adopted 46 states & DC had adopted the CCSS by 2011 17 ELA only
  18. 18. What ‘adoption’ means for states 18  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 SOURCE: NGA, CCSSO
  19. 19. adopted not adopted Several are having second thoughts 19 ELA only pulled out bills pending under review
  20. 20. 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 (with qualifications), the PTA 20
  21. 21. 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 21
  22. 22. NSBA’s position 22  NSBA supports high academic standards, including Common Core standards, that are voluntarily adopted by states with local school board input and free from federal direction, federal mandates, funding conditions or coercion.  Local school boards are responsible for the implementation of any new academic standards, such as Common Core standards, which include locally approved instruction and materials in a manger that reflects community needs.  NSBA urges states to provide financial and technical support to enable school districts to implement, in an effective and timely manner, voluntarily adopted rigorous standards, including the Common Core standards.
  23. 23. State CCSS assessment consortia 23  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
  24. 24. SBAC Assessment consortia states 2012 24 PARCC neither both
  25. 25. SBAC Assessment consortia states 2015 25 PARCC neither undecided
  26. 26. Resources & time Many teachers and parents are already feeling test overload 26
  27. 27. Classroom time on tests: Ohio 27 Test Type Average Time (hours per year) District tests 3.3 District tests for state requirements 7.8 State tests 8.7 All tests total 19.8 Averages 1-3% of total instructional time Less for Kindergartners -11.3 hrs Does not include:  Teacher tests  Tests of student learning objectives (Ohio required)  Time on test practice at an estimated 15 hrs per year Time taking tests SOURCE: Ohio Department of Education, January 2015
  28. 28. Other considerations 28  Standardized tests can disrupt regular classroom flow, especially when administered on a district- or state-driven schedule  How is the information used? For improvement? For evaluation? For advancement?  Multiple-choice tests typically take less time to administer than open-ended items  Multiple-choice tests also tend to be less expensive, but is the information may not be as valuable as open-ended assessments.
  29. 29. IT readiness is top priority 29 28.2 34.2 18.9 14.4 4.3 IT leaders reporting how ready their district is for online assessments (percent of respondents) fully prepared almost ready half-way just began no resources SOURCE: COSN, K12 IT Leadership Survey Report, 2015
  30. 30. CCSS assessments may bring the advantage of economies of scale $27 estimated per pupil cost for state assessments pre-CCSS (Brookings Institute) $22.50 – estimated per pupil for 29.50 CCSS assessment (PARCC - SMARTER) SOURCES: Brookings Institute, 2012; PARCC, 2012; Education Week, December 7, 2012 30
  31. 31. Cost of implementation vs Cost of repeal in Indiana 31 K12 implementation costs Dollars (in millions) Current expenditures (3 yr est) $ 93.9 CCSS cost estimate net “business as usual” + $196.8 “bare bones” - $ 23.2 “balanced implementation” + $ 28.7 CCSS repeal cost (3 yr est) + $50.5 - 69.5 SOURCES: Fordham Institute, 2012; Indianapolis Business Journal, estimates by Legislative Services Agency, 2013
  32. 32. 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 32
  33. 33. Teachers’ support for CCSS is declining 12 4012 14 76 46 2013 2014 support neither oppose SOURCE: Education Next, 2014 33 Teachers who support or oppose the use of CCSS (in percent)
  34. 34. What changed? Earlier polls showed wide support  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) 34
  35. 35. 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 2013 data How worried are you that the new assessments will begin … before instructional practice is fully aligned? 35
  36. 36. 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 2013 data How well prepared is your district to successfully implement the CCSS? 36
  37. 37. 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 2013 data 37
  38. 38. … 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 38
  39. 39. What the public thinks Polls tell a complicated story 39
  40. 40. Voters’ attitudes varies by political party 76 38 60 62 17 53 34 32 7 9 6 6 Republican Democrat Independent Parents don't know favor oppose SOURCE: PDK/Gallup, 2014 40 Do you oppose or favor teachers in your community using the Common Core standards to guide what they teach?
  41. 41. Contradictory views 41 9 25 27 55 14 36 Common Core Standards set by federal government Republican Democrat Independent Americans who say they approve of … SOURCE: Farleigh Dickinson University, Feb 2015
  42. 42. Misconceptions about CCSS cross party lines 42 47 41 43 44 41 46 48 43 45 40 37 55 sex education evolution global warming American Revolution Republican Democrat Independent Americans who say the Common Core includes … SOURCE: Farleigh Dickinson University, Feb 2015
  43. 43. Getting ready While the politics play out, districts are having to move forward 43
  44. 44. What challenges do school districts face? 44  Timeline: 1st assessments administered this spring  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
  45. 45. What Kentucky did 45  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. 46. What school boards should do 46 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 SOURCE: Kentucky School Boards Association, 2012
  47. 47. 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 47
  48. 48. 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 48

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