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
Ability to read complex texts predictive of college success and increasingly, in the workplace, too.
Grade 4 writing prompt
Grade 4 writing prompt
Pushback from English teachers who argue that students won’t engage in informational reading. 2 considerations: The proportion refers to total reading, meaning English teachers should not be the only ones responsible for the reading standards. Also true with writing. American students perform highly internationally on reading literature, but their reading performance drops considerably when reading for information; Our 15-year-olds, for example, perform better than all but five OECD nations when reading to “reflect and evaluate.” In comparison, 14 countries outscore us in reading to “access and retrieve.” U.S. fourth-graders do about the same.
Reflects importance of persuasive and expository writing in college, workplace and day-to-day life
“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;
Virginia grade 4 math item on rounding
Common core example, same grade and concept
CCSS example also has several right answers
State consortia to develop common ‘next generation’ assessments. Will address needs for: rapid feedback diagnostic
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
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.
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.
2012 CEP survey – availability of computers cited as number one challenge followed closely by adequate internet access and bandwidthEarly findings to Technology Readiness Survey indicate that hardware may not be a problem, but bandwidth remains a concern
Districts will need to provide resources to their staffs and students in order to implement CCSS
CCSS Annual 2013 Presentation
Common CoreStandards and Assessments Patte Barth Center for Public Education David BairdKentucky School Boards Assn NSBA’s FRN Conference January 28, 2013
Agenda • a national overview of the CCSS • first out the gate – CCSS in Kentucky • q&a
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 3SOURCE: Common Core State Standards, www.corestandards.org
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
46 states & DC have adopted the CCSS adopted not adopted 5
NSBA & CCSS• supports NGA/CCSSO state-led process• 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
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 vocabularySOURCE: Common Core Standards, June 2010
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 Emphasis on research and using evidence Attention to text complexitySOURCE: Common Core Standards, June 2010
What’s different?Why There Should Be a Now look at the following daily schedule for a schoolLonger School Day that has switched to a longer school day.Schools should have a 8:00 Morning Announcements 8:20 Reading Language Artslonger school day for 9:30 Foreign Languagestudents. First, students 10:30 Morning Recesscould learn more about 10:45 Mathematicsdifferent subjects if the 11:45 Lunch 12:45 Historyschool day were longer. 1:45 Art or MusicAlso, students could get 2:15 Afternoon Recessextra help from teachers. 2:45 Science 3:30 Homework PreparationMore hours in class each 3:45 After-School Tutoring or Sportsday would also meanmore vacations scattered Revise the paragraph by adding details from the dailythroughout the year! schedule that help support the reasons for having a longer school day. 9SOURCE: SMARTER Balanced sample item, grade 4 writing, retrieved January 2013
What’s different? Score points The response: • provides appropriate and predominately specific details or evidence 2 • uses appropriate word choices for the intended audience and purpose • provides mostly general details and evidence, but may include extraneous or loosely related details 1 • has a limited and predictable vocabulary that may not be consistently appropriate for the intended audience and purpose • includes few supporting details that may be vague, repetitive, or incorrect or that may interfere with the 0 meaning of the text • has an inappropriate vocabulary for the intended audience and purpose 10SOURCE: SMARTER Balanced sample item, retrieved January 2013
Balance of texts percent of time on percent of time on grade level literary reading reading for information elementary 50% 50% middle school 45% 55% high school 30% 70%NAEP 2009 reading framework, recommended by common core standards, 2012
Balance of writing modes writing to writing to writing to grade level convey persuade explain experience elementary 30% 35% 35% middle school 35% 35% 30% high school 40% 40% 20%NAEP 2009 writing framework, recommended by common core standards, 2012
What’s in the standards – Mathematics • Number & quantity • Algebra - algebraic thinking K-5 • Functions • Modeling - high school • Geometry • Statistics & probability • Emphasis on Mathematical practiceSOURCE: Common Core Standards, June 2010
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 courseSOURCE: Common Core Standards, Mathematics Appendix A, 2010
Before Which of the following numbers will round to 26? a) 25.3 b) 25.5 c) 26.7 d) 27.1 15SOURCE: Virginia SOL released items, grade 4 math, 2010
After 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 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. 16SOURCE: The Mathematics Common Core Toolbox, grade 4
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 17
The Common CoreState Standards 21st century assessments for CCSS
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 19
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, 2014-15 20SOURCE: Center for K-12 Assessment & Performance Management at ETS, webinar April 4, 2011
24 states & DC are in the PARCC consortium participant non participant 21
28 states are in the SMARTER consortium participant non participant 22
Next Generation Science Standards• Collaboration of Achieve, NRC, AAAS, NSTA and 26 lead states• “Internationally benchmarked”• Second draft recently released for public review• Intended to be adopted „in whole‟• Carnegie Corp, Noyce Foundation & Dupont sponsors 23
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. 24SOURCE: Next Generation Science Standards, www.nextgenscience.org
26 lead states – NextGeneration Science Standards participant non participant 25
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 ELLs Through Technology Systems 26SOURCE: The K-12 Center at ETS, www.k12center.org
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 28SOURCE: SETDA, Technology Requirements for Large Scale, Computer-Based & Online Assessment, June 2011
District needs• Professional development for staff• Aligned assessments & curriculum• Aligned instructional materials• Supports for students 29
Implementing Common CoreState Standards:The Kentucky ExperienceDavid A. Baird, Associate Executive DirectorKentucky School Boards Association
Changes in Kentucky’s System• Passage of Senate Bill 1 in 2009 propelled Kentucky into a new era in public education• Preparing all students for life after high school… – college and career readiness for all.• Mutual accountability for K-12 and post secondary systems 31
32 Kentucky Senate Bill 1 (2009) New academic standards New assessments Program reviews Improved professional development New accountability system Unified plan for improving college/career readiness 32
Where Are the Jobs? 90% of fastest growing jobs require at least two (2) years of education beyond high school. 80% of all jobs require some training beyond high school. (Degrees or Industry Certificates) Nation’s colleges need to increase number of degrees by 10% per year to meet demand. Kentucky = 5,200 more graduates per year 33
Kentucky’s Challenge High School Graduation Rate = 76% 38 % of Kentucky’s 2011 high school graduates were College or Career Ready High remediation rate = fewer college degrees What is your state’s challenge? 34
Remedial Courses = Major Obstacle to College Degrees Added cost with no credits Adds time/expense to college education Result: more likely to leave w/o diploma College freshmen requiring remedial reading have 17% chance of attaining degree in 8 years 35
KY’s College Ready CriteriaMust meet one of the following requirements to beconsidered College Ready: ACT (11th Grade) English – 18 Mathematics – 19 Reading – 20 COMPASS (12th Grade) KYOTE (12th Grade) 36
KY’s College Readiness System ACT’s College Readiness Benchmarks* are early indicators of likely college success based on student EXPLORE, PLAN, or ACT scores. Test Content Area EXPLORE PLAN ACT 8th 10th 11thEnglish English 13 15 18Math Algebra 17 19 19Reading Social Sciences 15 17 20Science Biology 20 21 24 * Reflects the minimum score needed on an ACT subject area test to indicate a 50% chance of obtaining a “B” or better or a 75% chance of obtaining a “C” or better in the corresponding credit-bearing college course. 37
KY’s Career Ready Criteria Must meet one benchmark for academic area and one for technical area. Academic: a) Armed Services Vocational Aptitude Battery (ASVAB) b) ACT Work Keys (applied math, locating information and reading for information) Technical: a) Kentucky Occupational Skills Standards Assessment (KOSSA) b) Industry certificates 38
KY’s College/Career Readiness Strategies1. Courses/Assessments Alignment with Standards2. Transitional Interventions3. Acceleration o Project Lead the Way o Advance KY4. Persistence to Graduation –- Collection and Use of Data5. Academic and Career Advising6. Career Readiness Definition/Pathways7. Innovative Routes To Graduation8. District 180/Turnaround Low Performing Schools9. New Accountability Model 39
10 years of research by Iowa Association of School Boards and NSBA Do school boards make a difference in student achievement? What are the specific board roles that impact student achievement?
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
Embrace the new standards! − Clearer and more rigorous − Focused on specific knowledge and skills necessary for postsecondary success Does your board understand the differences between the new and old standards?
How can the board support these efforts? Effective professional development − Do teachers have sufficient time and support to learn new standards? Adequate technology
Monitor district’s progress toward successful implementation of the new standards What kind of reports is the board receiving? How does the superintendent’s evaluation reflect implementation of the standards? Establish relationships with key stakeholders
Short term consequences Long term (mutual) benefits Engage local media in your efforts
State Level Collaboration Include relevant topics on board agendas & work sessions Use multiple sources of information ⁻ Center for Public Education ⁻ Kentucky Department of Education ₋ Kentucky Educational Television ₋ Prichard Committee – “Ready Kentucky” ₋ Kentucky PTA
Partnerships with state agencies and organizations (accurate/timely/consistent information) Whole board training modules Statewide training opportunities Facilitation of community discussions
A role for the federal government• professional development and technical assistance through SEAs, regional centers or district consortia• funds for technology to support new assessments• research on what works in common core implementation
If You Want to Learn MoreDavid A. Baird, associate executive director, KSBAdavid.firstname.lastname@example.orgPatte Barth, director, NSBA‟s Center for Public Educationpbarth@nsba.orgwww.centerforpubliceducation.orgwww.data-first.orgCommon Core State Standardswww.corestandards.org
Watch this space Stay up to date about progress in common core implementation and policy www.centerforpubliceducation.org/commoncoreDownload videos, presentationsand other data resourceswww.data-first.org/learning-center