Ccss smarter balanced_assessments

Welcome Back Teachers!
TODAY’S PRESENTATION:
COMMON CORE STATE
STANDARDS

Please Note:
On your handouts, you should have:
Group Color
Letter A or B
Classroom Number (for the PM session)
Please sit with your group (by color)

Please sit with your group/facilitator
Black Sheri Hart
Bright Yellow Danette Morrell
Blue Mike Sterner
Green Tracie Baughn
Pink Adrienne Rodriguez
Red Patti Mendez
Gray Fernando O’Campo
Brown Craig Lyon
Orange Patty Quijada

The Norms
Be present to the information by:
Turning off or silencing all electronic
devices
Limiting side-bar conversations
Being proactive and participating in all
activities
Being on-time

Change is Good…
YOU GO FIRST!

T-P-S
1. THINK ABOUT THE VIDEO
2. WRITE YOUR THOUGHTS ON THE
HANDOUT
3. DISCUSS WITH A PARTNER FROM YOUR
COLOR GROUP
4. REPORT TO THE GROUP

Common Core State Standards
Smarter Balanced Assessments
AN OVERVIEW
HAYDEE
RODRIGUEZ
SLIDES ADAPTED FROM NATIONAL ASSOCIATION OF
SECONDARY SCHOOL PRINCIPALS (NASSP) AND COLLEGE
BOARD PRESENTATION

What is the Common Core?
11
A state-led effort to develop a common set of standards in
English language arts and math that:
• Align college and workplace expectations
• Are rigorous and evidence-based
The CCSS have been adopted by 46 states
The CCSS will affect all public schools in adopted states
• Implementation beginning now
• New state assessments in 2014-15
A parallel effort is underway to develop Next Generation
Science Standards that will be released by December 2012
11

Why Common Core State Standards?
Issue #1: Inconsistent State Standards
12
12

Issue #2: Low College Completion Rates
Remediation rates and costs are staggering
• As much as 40% of all students entering 4-year colleges
need remediation in one or more courses
• As much as 63% in 2-year colleges
Degree attainment rates are disappointing
•Fewer than 42% of adults aged 25-34 hold college degrees
13
Source: The College Completion Agenda 2010 Progress Report, The College Board 13

Issue #3: More Students Need a More Rigorous
Curriculum
14
 Adelman et al. (2003)
 15% of students in the top quintile in academic rigor required
remediation
 57% of students in the bottom quintile in academic rigor required
remediation
 Adelman (2006)
 83% of students whose highest math class was calculus graduated
within 8 years
 40% of students whose highest math class was Algebra II
graduated within 8 years

Features of the Common Core State Standards
English Language Arts
15
Balance between informational text and
literature
Comprehending complex texts
Writing in response to texts
Conducting and reporting on research
Language and grammar skills
Speaking and listening
Cross-content literacy
15

Cross-content Literacy
Literacy Standards for:
 History/Social Studies
Science
Technical Subjects
We are all literacy teachers!

Features of the Common Core State Standards – Math
17
Emphasis on mathematical practices
Attention to focus and coherence
Increased focus on algebra in middle grades
Problem solving and reasoning
Mathematical modeling
Standards for STEM readiness
17

Common Core: A Fast Timeline
18
Dec. 2011
46 States
Have Adopted
CCSS
2014 - 2015
Participating
States
Administer New
CCSS
Assessments
Implementati
on is NOW!

What comes next after adoption?
19

Understanding Current Alignment
20
Alignment is one of the first steps for states and
districts towards implementing the Common
Core.
20

Changes in Curriculum and
Instruction
21
The Common Core will require significant
curricular and instructional shifts that will
impact all classrooms.
21

Professional Development
22
To effectively implement and embrace the
Common Core, rich professional development
will be required.
22

Common Assessments-Two
consortia
Smarter Balanced Assessment Consortium
(SBAC) for California
The assessment systems will:
 Provide a common measure of college and career readiness
 Be computer-based and include innovative item types
Measure higher order skills and application of knowledge through
multiple assessment formats
 Include formative assessments and performance tasks
 Provide timely data to educators and parents
 Ensure comparable expectations regardless of where students live
23

Design and Organization of the
FROM SUSAN PIMENTEL
Standards

Design and Organization
College and Career
Readiness (CCR)
Anchor Standards
provide focus and
coherence

Design and Organization
K−12 standards
 Grade-specific end-of-
year expectations
 Cumulative
progression of skills
and understandings
 One-to-one
correspondence with
CCR standards

BEGINNING WITH
THE END IN MIND
MARILYN BURT

GRADE 08 Question
Read the Grade 08 Sample Question
After you read the question:
THINK about the question posed on the handout
WRITE your answer to the question
DISCUSS with a partner from your color group
REPORT to your group

Scoring Notes
Response should specify that several testing types
are necessary to ensure the water is safe for humans
and other organisms.
Tests need to take place frequently because the water
quality can improve or worsen in a short amount of
time.
Support from the text may include but is not limited
to: Scientists must measure the temperature of
water, pH level, the amount of bacteria in the water,
its toxicity etc…

Your thoughts…
What do our students need to know and be able to do
to be successful on this type of assessment question?
At what level of Bloom’s Taxonomy is this question
written?

In order to succeed, OUR Students Must READ:
Rhetorically
Critically
Analytically
Closely

Rhetorical, Critical, Analytical,
and Close READING
A MINI LESSON

THE ART OF USING LANGUAGE IN A WAY THAT IS EFFECTIVE
OR THAT INFLUENCES PEOPLE
What is rhetoric?

Reading Rhetorically
What is the writer’s purpose(s)?
What does the writer say?
How does the writer say it?

Why read rhetorically?
A writer’s goal is usually to change a
reader’s understanding of a topic in
some way
A writer will try to persuade the reader
directly and indirectly, by selecting and
arranging evidence, choosing examples,
including or omitting material, selecting
words or images

What is an ARGUMENT?
A claim an author makes on how things
should be
Supported by evidence
Evidence can be research, statistics,
examples, personal experience, stories,
quotations

Listen to a Text
With the grain
Try to understand the author’s ideas,
views, and intentions
Try to understand and consider the ideas
fairly and accurately before rushing to
judgment

•What is the
topic?
•What is the
author’s
opinion,
viewpoint,
ideas about
this topic?

Question the Text
Against the grain
Try to read analytically and skeptically
Try to interrogate the claims and evidence
Make sound judgments and thoughtful
responses
The text is not always
RIGHT, FACTUAL, or TRUE

More on Close Reading Later…

A GLOSSARY OF TERMS
TO BEGIN LEARNING THE SPECIFIC
TERMS ASSOCIATED WITH THE
CCSS…

GLOSSARY ACTIVITIES
STEP ONE: INFO GAP
Find a partner within your color group that has
the information you do not have in your glossary
and fill in the blanks
Note if you are a Partner “A” or “B”
When finished, move to steps two and three

Practicing Academic Language
STEP TWO: LINE UPS STEP THREE: LINE UPS
Line up in your groups
10 people in each row
facing each other (“A”s on
one side and “B”s on the
other)
“A”s read the 1st word and
“B”s read the definition
“As” read one of the
questions ( on bottom of
forms)
“B”s give their answers
“A”s move to the end of the
line (you will now have a
new partner)
“B”s read the 2nd word and
“A”s read the definition
“B”s read one question, “A”s
give their answers
Repeat for all glossary terms

Line Ups-Step Three Questions
1.What do you know about this term already?
2.How will this term (concept) apply to your teaching?
3.What more do you need to know about this term
(concept)?

Break Time!
PLEASE TAKE A 15 MINUTE BREAK AND RETURN
PROMPTLY AT 10:10 AM

MATH
CUHS ALGEBRA I PLC

Mathematics Assessment Question
Read the HS Math Sample Question
THINK about the question posed on the
handout
DISCUSS with a partner from your color
group

Common Core Standards Overview:
Toward Greater Focus and Coherence
Avoid the
problem of
“mile wide
and an
inch deep”
Aim for
clarity and
specificity
Recognize
that “fewer
standards”
are no
substitute
for focused
standards
© 2011 California County Superintendents Educational Services Association • Mathematics General Overview

Coherence Design
Topics and performances are logical over
time
Based on learning progressions research on
how students learn
Reflect hierarchical nature of the content
Evolve from particulars to deeper structures

Define what students should understand and be able to
do in their study of mathematics
 Is the ability to justify appropriate to student’s math
maturity
 Understanding and procedural skill are equally important
and can be assessed using tasks of sufficient richness
Are internationally benchmarked
 Reflect rigor, focus and coherence of standards in top-performing
countries

Do:
Set grade-level standards K-8
Identify standards for Algebra 1
Provide conceptual cluster standards in high
school
Provide clear signposts along the way toward the
goal of college and career readiness for all
students

Common Core Standards
Do not:
Define intervention methods or materials
Define the full range of supports for English
learners, students with special needs and
students who are well above or below grade level
expectations
Dictate curriculum or teaching methods

Common Core Standards for Mathematics:
Two Types
 Mathematical Practice (recurring throughout the grades)
 Mathematical Content (different at each grade level)
Standards for Mathematical Practice…
 “ …describe ways in which developing student
practitioners of the discipline of mathematics increasingly
ought to engage with the subject matter as they grow in
mathematical maturity and expertise throughout the
elementary, middle and high schools years.”

Standards for Mathematical Practice
Mathematically proficient students:
1. Make sense of problems and persevere in solving them
…start by explaining to themselves the meaning of a problem and
looking for entry points to its solution
2. Reason abstractly and quantitatively
…make sense of quantities and their relationships to problem
situations
3. Construct viable arguments and critique the reasoning of
others
…understand and use stated assumptions, definitions, and previously
established results in constructing arguments
4. Model with mathematics
…can apply the mathematics they know to solve problems arising in
everyday life, society, and the workplace

Standards for Mathematical Practice
Mathematically proficient students:
5. Use appropriate tools strategically
…consider the available tools when solving a mathematical problem
6. Attend to precision
…calculate accurately and efficiently
7. Look for and make use of structure
…look closely to discern a pattern or structure
8. Look for and express regularity in repeated reasoning
…notice if calculations are repeated, and look for both general
methods and for shortcuts

California Grade 8 Options
 Goal for 8th grade students is Algebra 1
 Not all students have the necessary prerequisite skills for Algebra 1
 Two sets of standards for grade 8
 Each set will prepare students for college and career
 Standards for Algebra 1
 Taken from 8th grade Common Core, high school Algebra content cluster and CA
Algebra standards
 8th grade Common Core
 Goal of grade 8 Common Core is to finalize preparation for students in
high school
 K-7 standards as augmented prepare students for either set of
standards

Mathematics Standards for High School
Arranged by conceptual cluster (NOT by course):
Number and Quantity
Algebra
Functions
Modeling
Geometry
Statistics and
Probability

Mathematics Standards for High School
 Specify the math that all students should study to be college and career
ready
 Identify additional math standards that students should learn in order
to take advanced courses such as calculus, advanced statistics, or
discrete mathematics. These are indicated by (+).
 Include the addition of two courses from California:
 Calculus
 Advanced Placement Statistics and Probability
 Development of suggested course descriptions will be done by CDE as
part of their long-range implementation plan
 Traditional vs. Integrated

Some comparison examples

What Now?
Stay the Course!
 More similarities than differences in the standards
 Implement a truly balanced math program as this will
support the mathematical practices
 Continue to use quality assessments to inform and drive
effective instruction
 Provide opportunities for teachers to collaborate and plan

English Language Arts and
Literacy
TRAVIS FUSI AND
PATTY QUIJADA

ELA Grade 11 Assessment Question
Read the Grade 11 Sample Question
THINK about the question posed on the
handout
DISCUSS with a partner from your color
group

Your thoughts…
What do our students need to know and be able to do
be successful on this type of assessment question?
At what level of Bloom’s Taxonomy is this question
written?

ELA Content Clusters- 9/10, 11/12
1. Reading Standards for Lit (9)
2. Reading Standards for Info. Texts (10)
3. Writing Standards (10)
4. Speaking and Listening Standards (6)
5. Language Standards (6)
 41 Standards Total at 9/10
 41 Standards Total at 11/12

Articulation and Rigor
Both vertical and horizontal articulation are built
into the Common Core Standards.
Rigor will increase at each grade level in all
mainstream classes. CCSS has worked with College
Board to achieve this.

Shifts From the Current Standards
Language standards focus on three-tiered
approach to vocabulary development- everyday
language, academic language, content specific
vocabulary.
Knowledge of language, including word choice and
word derivations, is of emphasis.
Language skills are progressive over grades 3-12.

Information and Literary Texts will focus on close
reading and increased text complexity with literary
texts decreasing in use from 50/50 in earlier
grades to 70/30 in high school.
Students will be required to support their
assessment answers with text
Close and re-reading activities will increase.

This is an integrated program that promotes cross-content
literacy- It is no longer the job of just the
English Department to teach reading and literacy.
Each content area will be doing this with their own
materials.

Literacy in History/Social Studies,
Science, and Technical Subjects
LITERACY STANDARDS

Important things to know from
the Literacy Standards:
TEXT COMPLEXITY
CLOSE READING
AND MORE…

READING Challenges
Among the highest priorities of the CCSS is a
requirement that students be able to demonstrate
their independent capacity to read at the
appropriate level of complexity and depth.
Many students will need careful instruction-including
effective scaffolding-to enable them to read at the
level of text complexity required by the CCSS.
Nicole Franks, Senior Content Developer-Pearson Ed
www.commoncore.pearsoned.com

Text Complexity…
WHY IS IT SO IMPORTANT, AND
HOW DO WE KNOW THAT WHAT
WE ASK OUR STUDENTS TO READ
IS “COMPLEX”?
FROM WORK BY SUSAN PIMENTEL,

The Crisis of Text Complexity
Gap between college and high school texts is huge:
o HS textbooks have declined in all subject areas over several
decades
o Average length of sentences in K-8 textbooks have declined from
20 to 14 words
o Vocabulary demands have declined, e.g., 8th grade textbooks=
former 5th grade texts; 12th grade anthologies=former 7th grade
How much should we worry about
this?

ACT Study Tells Us To Worry A Lot
Not the type or
level
of Question…
…But the degree
of Text Complexity
that students
could handle that
predicts their
success!

Recap of ACT Findings
Question type (main idea, word meanings, details) is NOT
the chief differentiator between students scoring above and
below the benchmark.
Question level (higher order vs. lower order; literal vs.
inferential) is NOT the chief differentiator between students
either.
What students could read, in terms of its complexity--rather
than what they could do with what they read--is greatest
predictor of success.
Likelihood of success under 50-50 unless students answer at
least 40 percent of complex text questions correctly.

The Common Core Standards’ Three-Part
Model of Text Complexity

The Common Core Standards’ Three-Part
Model of Text Complexity
1. Qualitative dimensions (aspects of text best
measured by attentive human readers),
2. Quantitative dimensions (aspects of text such as
word length/frequency, sentence length, cohesion
best measured by computer algorithms) and
3. Reader and task considerations (variables such as
the reader’s cognitive capabilities, motivation,
reading purpose, and the knowledge and
experiences unique to each reader).

CLOSE READING
ALIAS
CRITICAL READING
ANALYTICAL READING
RHETORICAL READING

Close Reading Defined…
Engaging with a text directly
Examining its meaning thoroughly and methodically
Using texts of grade-level appropriateness and
complexity
Focusing student reading on the particular words,
phrases, sentences and paragraphs of the author’s
work
Read and re-read deliberately

Close Reading and the CCSS
Four steps of analysis are reflected in four types of
reading and discussion:
1. What a text says –
(CCSS – Anchor Reading #1)
Restatement
2. What a text does –
(CCSS – Anchor Reading #3, 4, and 5)
Description
3. What a text means –
(CCSS – Anchor Reading #2, 6,and 8)
Interpretation
4. So what does it mean to me? –
(CCSS – Anchor Reading #7 and 9)
Application
All Four Questions: (CCSS – Anchor Reading #10)

Close Reading
The Four Corners of Text – ALL Content ALL the Time…
Read #1 What does the text
say?
What a text says –
RESTATEMENT
How does it say it?
What a text does –
DESCRIPTION
Read #2 What does it mean?
What a text means –
INTERPRETATION
So what does it mean
to me?
So what? –
APPLICATION

Assessments
SMARTER BALANCED
ASSESSMENT CONSORTIUM
(SBAC) VS. PARTNERSHIP FOR
ASSESSMENT OF READINESS
FOR COLLEGE AND CAREERS
(PARCC)
ADAPTED FROM SDCOE PRESENTATION

Partnership for the Assessment of Readiness for
College and Careers (PARCC)
26 states / 31 million students
 12 governing states
 Florida is fiscal agent
 ACHIEVE is Project Manager
Assessment at Grades 3 through 8 and once in
Grades 10-12
 End-of-year comprehensive assessment
 During the year “through course” focused assessments

SMARTER Balanced Assessment Consortium
(SBAC) (California’s Option)
31 states / 21 million students
 17 governing states
 Washington is fiscal agent
 WestEd is Project Manager
Assessment at Grades 3 through 8 and Grade 11
 Summative end-of-year assessments
 Optional interim assessments
 Optional web-based formative assessment resources

California’s Choice
CA originally agreed to belong to PARCC
PARCC states agreed to “Value added” model
meaning that assessment results will be a factor in
the evaluation of teacher and leadership
effectiveness
CA opted out of PARCC and into SBAC for this
reason

SBAC Theory of Action
CCoommmmoonn
CCoorree SSttaattee
SSttaannddaarrddss
ssppeecciiffyy KK--1122
eexxppeeccttaattiioonnss
ffoorr ccoolllleeggee &&
ccaarreeeerr
rreeaaddiinneessss
Adaptive summative
assessments
benchmarked to college
Teachers & career readiness
can access
formative
tools and
practices to
improve
instruction
AAllll ssttuuddeennttss
lleeaavvee hhiigghh sscchhooooll
Interim assessments
that are flexible and
open
ccoolllleeggee aanndd
ccaarreeeerr rreeaaddyy

SBAC: Summative Assessment
PERFORMANCE
TASKS
END OF YEAR
ADAPTIVE
ASSESSMENT
• One reading task, one writing task
• A computer adaptive assessment
and 2 math tasks per year
given during final weeks of the
• Measure the ability to integrate
school year*
knowledge and skills, as required
• Multiple item types, scored by
in CCSS
computer
• Computer-delivered, during final
12 weeks of the school year*
• Scored within 2 weeks
Student scores from the performance tasks and end-of-year adaptive assessment
will be combined for each student’s annual score for accountability.
+

SBAC Assessment System Components
Computer Adaptive Summative Assessments (paper
and pencil versions optional through 2016-17)
Optional Computer Adaptive Interim Assessments
Optional Formative Processes and Tools
 Optional assessments should be a state-level cost, but will
likely come at the district’s expense

Benefits of Adaptive Testing
Faster Results
Shorter Test Length
Increased Precision
Tailored to Suit Ability
Greater Security
Mature Technology

Six Item Types
Selected Response
Constructed Response
Extended Response
Performance Tasks
Technology-enabled
Technology-enhanced

STAR Testing
CDE looking at each STAR assessment to complete
an inventory of how the exams align to CCSS
CDE attempting to determine the future of the STAR
tests given the switch to SBAC in 2014-15

CAHSEE
CA state still has CAHSEE law in place
If CAHSEE survives, it will have to be changed as it
measures the 1998 standards
As of 14-15, it will no longer be used for AYP/API (11th
grade assessment will be)
11th grade assessment could be used as the state’s exit
exam
Legislative activity could expand a new “CHASEE” to
other subject areas

FAQs (and As)
No assessments planned below 3rd grade
Optional Interim Assessments are designed to
provide “actionable” information about student
progress throughout the year
 Optional Interim Assessments will include the same
types of items and performance tasks as the
summative assessments
Timing and frequency of interim assessments will be
locally determined

FAQs (and As) continued
SBAC is developing up to 6 performance tasks for
grades 9 and 10 for both ELA and mathematics
11th grade assessment will be recognized by colleges
and universities as a valid measure of college
readiness

We can do
this!
CCSS is to Nissan as
CA State Standards are
to dune buggy
REMEMBER:
SHIFT HAPPENS!

After Lunch: Meet back here…
Deconstructing the
Literacy Standards

Ccss smarter balanced_assessments

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