superintendents and the common core

SUPERINTENDENTS AND THE COMMON CORE: ENSURING A

SMOOTH TRANSITIONMarilynn Kulieke, Ph.D.

Laura Murray, Ph.D.

November 18, 2011

Presentation Overview

1. Role of Leadership in Transitioning to Common Core Standards

2. What the Superintendent Needs to Know: A Road Map for Success

3. Assessment and the PARCC Consortium

4. Questions and Answers

Leadership

What are the characteristics of great leadership for Superintendents transitioning to Common Core Standards?

1. Develop and communicate strong beliefs

2. Accept responsibility

3. Surround yourself with great people

4. Study, read, learn independently

“Leadership can be learned and developed through practice as well as by studying the leadership, ideas, and behaviors of great leaders.”

– Rudolph Guiliani with Ken Kursh

Leadership

“The true measure of a successful organization is not what it knows but

what it does with what it knows.”

- Warran Bennis

Leadership

• Its test is not logic, but results

• Its essence is not knowing, but doing

• Its only authority is performance

Mythbusters: CCS Edition

1. Illinois Adopted CCS in June 2010

True. However, the implementation is a process. Illinois plans to completely transition to CCS by 2014. Currently standards exist in English, Language Arts, and Mathematics. There are plans for developing both Science and Social Studies

2. The standards will be implemented through NCLB led by the federal government

False. CCS was developed at the state level through collaboration between state and education leaders.

– ISBE 2011

Mythbusters (continued)

3. No teachers were involved in writing the standards

False. The standards were developed through collaboration between content experts, states, teachers, school administrators, and parents.

4. The standards tell teachers what to do

False. The standards are a clear set of shared goals. Local teachers and administrators will decide how the standards are to be met.

– ISBE 2011

Mythbusters (continued)

5. 48 States worked on the Common Core Standards.

True. Which states were not involved in the process?

6. The standards prepare students for Algebra 1 in 8th Grade.

True. In order to better prepare all students for high school mathematics and college coursework in the STEM disciplines, the Common Core teaches students Algebra 1 in 8th grade.

– ISBE 2011

According to the ISBE in July 2011:

• Illinois is not aligning state standards to CCS BUT TRANSITIONING to CCS by 2014.

• There will be CCS in science by 2012.

• Social Science is just beginning to develop CCS.

ISBE Position

Design of English and Language Arts Standards

1. Reading – balance of literature and informational tests; text complexity

2. Writing – emphasis on argument and informative writing; writing using primary sources

3. Speaking and listening – inclusion of formal and informal talk

4. Language – stress on general academic and domain-specific vocabulary

5. Embedded in ELA are standards for reading and writing in social science, science, and technology

• K-8 listed by grade-level

• 9-12 listed in two year bands (9 and 10; 11 and 12) to allow for flexibility in course design

Design of K-12 ELA Standards

Illinois Standards to Common Core

Common Core Standard CC Grade

IL Grade

Illinois Matched Standard

Use knowledge that every syllable must have a vowel

sound to determine the number of syllables in a

printed word.

1 1 Demonstrate phonological awareness (e.g., counting and syllabus) of sounds in

words.



IL Grade


Propel conversations by posing and responding to

questions that probe reasoning and evidence; ensure a hearing for a full range of positions, clarify,

verify, or challenge ideas and conclusions.

11-2 11-12 1. Analyze and defend interpretation

2. Evaluate how text is used to express ideas

3. Critically evaluate information

Mathematics

Focus and coherence• Focus on key topics at each grade level• Coherent progression across grade levels

Balance of concepts and skills• Content standards require both conceptual understanding

and procedural fluency

Mathematical practices• Foster reasoning and sense making• Real world implications and applications

College and career readiness• Level is ambitious but achievable• Algebra 1 in 8th grade

Design of K-8 Math Standards

Domain – overarching ideas that connect types across grade levels

Clusters – demonstrate the grade-by-grade progress of task complexity

Standards – define what a student should know and be able to do at a specific grade level

Design of 9-12 Math Standards

Organized by conceptual categories:

• Numbers and quantity

• Algebra

• Functions

• Modeling

• Geometry

• Statistics and Probability



IL Grade


Identify and describe shapes. Describe objects in the

environment using names of shapes, and describe the relative position of these objects such as above,

below, beside, and next to.

K K-3 Identify related two and three dimensional shapes

including circle-sphere, square-cube, triangle-

pyramid, rectangle-rectangular prism and their

basic properties.



IL Grade


Understand and apply the Pythagorean Theorem. Explain a proof of the

Pythagorean Theorem and its converse.

8 6-8 Compute distances, lengths and measures of angles using proportions, the Pythagorean theorem

and its converse.



IL Grade


Create equations that describe numbers or relationship. Create

equations and inequalities in one variable and use them to

solve problems. Include equations arising from linear and quadratic functions, and

simple rational and exponential functions.

9-12 6-8 Solve problems using numeric, graphic or

symbolic representations of variables, expressions,

equations and inequalities.

Mathematics Debate

Procedures, calculus, discrete mathematics, advanced quantitative reasoning

Algebra 2

Geometry

Algebra 1

Mathematics 3

Mathematics 2

Mathematics 1

Typical pathway (U.S.) Integrated Pathway (Outside U.S.)

Road Map for Success

ISBE/Common Core Website • http://www.isbe.state.il.us/common_core/default.htm• Location Directions:

1. Navigate to the ISBE Common Core homepage2. The ISBE Common Core Website will be displayed. From here you will be able to

locate all information relevant to the Common Core State Standards.

Common Core: English Language Arts•http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf•Location Directions:

1. Located on the ISBE Common Core Website there will be a box with Common Core links located on the right. You will click on English Language Arts in a PDF or Excel format.

2. Page 8 will provide information on how to read the standards and what is in each appendix.

Common Core: Mathematics•http://www.corestandards.org/assets/CCSI_Math%20Standards.pdf•Location Directions:

1. Located on the ISBE Common Core Website there will be a box with Common Core links located on the right. You will click Mathematics in a PDF or Excel format.

2. Page 3-4 include the introduction for the mathematic standards.

Road Map for Success

PARCC and the 2014-2015 Assessment• Description: 26 states are working together in the Partnership for the Assessment of

Reading for College and Careers. The new assessment system will greatly increase the number of graduating students who are ready to succeed after graduation. Illinois is one of the 11 states serving on PARCC’s governing board, helping to lead the way.

• http://parcconline.org/

National Parent Teacher Association• Description: The Parents’ Guide to Student Success was developed in response to the Common Core Standards in ELA and mathematics. National PTA created the guides for grades K-8 and two for grades 9-12.•http://www.pta.org/4446.htm

http://www.isbe.state.il.us/common_core/default.htm

Standards-based Assessment

The Perfect Storm

Overall, it is believed that students educated in the United States are not competitive in a global economy.

External Solutions to the Education Problem: Unprecedented Accountability

Internal Solutions to the Unprecedented Accountability: Standards-based Curriculum, Instruction, and Assessment

BusinessUniversitie

s

State and Local

Government

Federal Governme

nt

State, Exit, Entrance Testing

Common Core

Initiative

RTI and Monitoring Initiatives

Race to The Top

AlignedCurriculum

Instructional Changes

Summative and

FormativeAssessmen

ts

We may not know with certainty what type of State assessments will be given in Illinois in 2014.

But we do know that your district will be well positioned if it uses a….

OnlineAssessments

?

Paper and Pencil

?

Rubrics or Checklists

?

Based onStandards

CCSS and Assessment

Standards-based approach to assessment

Standards-based assessments arealigned with curriculum and instruction for maximum learning

Curriculum Instruction

Assessments

Common Core StateStandards

Standards-based Assessment

And must be driven by the Common Core State Standards

Illinois Learning

Standards(ISAT)

ACT College

Readiness Standards

(PSAE)

Objectives and

Standards from

Current Assessments

WorkKeysSkills

(PSAE)

Which Standards?

Objectives and

Standards from

Curriculum Materials

STEMSkills

(Science, Technology, Engineering,

and Mathematics)

Common Core State Standards

GradesK to 2

Grades3 to 5

Grades9 to 12

Grades3 to 8

Grades K to 5

Which Grade Level???

Grade11

Fine Arts

Sciences

Physical Education

andHealth

Social Sciences

World Languages

Mathematics2014-2015

Language Arts and Literacy

2014-2015

In which content areas are students in Illinois assessed?

Business, Technology, and Applied

Sciences(Including Career and Workplace)

A “standard” is a “standard” is a “standard” if you are already using a standards-based approach to assessment.

Examples:

A. ILS The New Illinois Learning Standards for English Language Arts Incorporating the Common Core Reading (CC6.R.I.1): Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

B. CCSS Reading: (CCRL 6.1)

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Implications of the Common Core

Standards

There is an expectation, in reading, in particular that the standards cross disciplines. Specific standards in English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects were developed.

Examples:

A. CCSS Literary Reading (RL 4): Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

B. CCSS History/Social Science Reading (RH 4): Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.


Cross-Disciplinary

Standards differ in their level of specificity – which makes assessment development easier or harder.

Examples:

A. ACT College Readiness: (MCR:FU/a/20-23) Evaluate quadratic functions expressed in function notation as integer values.

B. CCSS Mathematics: (M-RNa) Extend the properties of exponents to rational exponents.


Specificity

Many districts use a framework to identify the “level of thinking” required by a standard. This determines the most appropriate type of assessment strategy.

Recall and recognize data or information

Know and understand the meaning of data or information

Apply knowledge and skills in new situations and generalize

Examples:

A. CCSS Literacy in History/Social Sciences (RHCC.8e) Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

B. CCSS Mathematics: (N-UMb) Add and subtract vectors.


Level of Thinking

Common Core State Standards generally have higher rigor at a particular grade level than pre-existent standards in both reading and mathematics. Text complexity raises the difficulty in reading.

Examples:

A. CCSS Mathematics Grade 3 (M3OA:8-9): Solve problems involving the four operations and identify and explain patterns in arithmetic.

B. ILS Mathematics Grade 3 (M6.B.1): Solve one- and two-step problems with whole numbers using addition, subtraction, multiplication and division.


Rigor

Common Core State Standards have an emphasis on skills over content. The curriculum and instructional strategies that are needed to enhance skills are much different than those needed to enhance content knowledge and understanding.

Examples:

A. ILS Reading (S-1CA): Understand statistics as a process for making inferences about…

B. CCSS Literacy in History/Social Sciences (RHCC.3F): Analyze in detail a series of events described in a text: determine whether earlier events caused later ones or simply proceeded them


Content vs. Skill

Assessments will be more performance-based. Example: Students are asked to identify the reasons Clyde Robert Bulla gives in his book

A Tree is a Plant in support of his point about the function of roots in germination.

Assessments will be more application oriented. Example: Students are asked to describe the connection between drag and flying in Fran

Hodgkin’s and True Kelley’s How People Learned to Fly by performing the “arm spinning” experiment described in the text.

Assessments will require higher levels of thinking. Example: Our school has to select a girl for the long jump at the regional championship.

The following girls are in contention. We have a school jump-off. Their results, in meters are given below. Hans says “Aisha has the longest averages. She should go to the championship. Do you think Hans is right.? Explain your reasoning.


Assessments

1. Review the alignment of your current curriculum with the Common Core

State Standards.

2. “Unpack “ standards so that there is articulation from grade to grade, increasing the difficulty at each grade level.

3. Provide resources to staff to develop instructional strategies that are successful in building knowledge and skills of all students.

4. Use both formative assessments to monitor progress and provide feedback, as well as summative assessments to measure growth.

5. As always, provide extra support for students who are behind in developing their knowledge and skills.

Steps in Transitioning to Standards-based Assessments that Measure the Common Core

Transitioning

1. Review the alignment of your current curriculum with the Common Core State Standards (first at the Central Office and then

in the schools)

Begin your review with Language Arts and Mathematics.

Examine both vertical (across a grade) and horizontal (across grades) alignment.

Examine “gaps” in the curriculum. Where is there a lack of alignment?

If you do not begin with alignment, the process of becoming “standards-based” will force alignment.

Transitioning

2. “Unpack” standards so that there is a strong relationship between content/skills and difficulty at each grade level.

Standards are not always at the same level of specificity. Use the following 5-step process.

Use a diagramming tool (e.g., web, chart, graphic organizer) to describe the relationship between the different parts of a standard.

Evaluate the verb(s) used in the standard. Determine the standard’s required level of thinking.

Examine the vocabulary. Assess the need for further clarification of terminology. Align the standard with a lesson or unit taught within a course. Set an assessment strategy – considering an assessment as formative or

summative.

Transitioning

3. Provide resources to staff to develop instructional strategies that are successful in building knowledge and skills of all

students. PARCC

The Partnership for Assessment of Readiness for College and Careers (PARCC) is a consortium of states working together to develop a common set of K-12 assessments in English and mathanchored in what it takes to be ready for college and careers. Expects to release the assessments in2015. Now, this includes end-of-year assessments in grades 3-8. PARCC Model Content Framework – English Language Arts/Literacy http://www.parcconline.org/sites/parcc/files/PARCC%20MCF%20for%20ELA%20Literacy_Fall

%202011%20Release.pdf PARCC Model Content Framework – Mathematics Grades 3 – 11

SMARTER BALANCED ASSESSMENT CONSORTIUM

This consortium (SBAC) is one of two multistate consortia awarded funding from the U.S. Department of Education to develop an assessment system based on the new Common Core State Standards. SBAC will develop a balanced set of measures and tools, each designed to serve specific purposes. They will be developing summative, interim, and formative assessments.

http://www.k12.wa.us/smarter/

Transitioning

4. Use both formative assessments to monitor progress and provide feedback, as well as summative assessments to measure

growth. Formative Assessment

(Assessment for Learning)

- Intentional process used by teachers and students

during instruction

- Provides feedback to adjust ongoing teaching and learning

- E.g., classroom, interims,homework

Summative Assessment (Assessment of Learning)

- Point-in-time assessment - Measures a predetermined

set of standards- E.g., finals, benchmark, interims, achievement tests, state tests

Transitioning

Marzano’s study of Strategies Leading to Achievement Gains

• Identifying similarities and differences (1.61)• Summarizing and note taking (1.00)• Reinforcing effort and providing recognition (.80)• Homework and practice (.77)• Nonlinguistic representation (.75)• Cooperative learning (.73)• Setting objectives and providing feedback (.63)• Generating and testing hypotheses (.61)• Questions, cues and advance organizers (.59)

- Marzano, R.J. et al

Transitioning

5. As always, provide extra support for students who are behind in developing their knowledge and skills.

The Superintendent’s Role in the Adoption of Common Core State Standards

Draft an implementation plan Communicate how the CCSS address equity Plan long-range, articulated professional development Foster communication across and within content areas Review current instructional and assessment material Create a transition plan for curricular and assessment

content

- Education Northwest, September 2011

Transitioning