wa core to college implementation partnership teams: summer institute 2013
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WA Core to College Implementation Partnership Teams: Summer Institute 2013. William S. Moore, Ph.D., Policy Associate, SBCTC Director, Core to College Alignment & Transition Mathematics Project [email protected]. What Have You Learned about the Common Core?. - PowerPoint PPT PresentationTRANSCRIPT
WA Core to College Implementation Partnership Teams:
Summer Institute 2013
William S. Moore, Ph.D., Policy Associate, SBCTCDirector, Core to College Alignment &
Transition Mathematics [email protected]
What Have You Learned about the Common Core?
I. How are the Common Core State Standards different from previous
state standards in math and English language arts?
II. What are the benefits to higher education of shifting to the CCSS?
III. What are the current challenges in implementing the CCSS?
Common Core State Standards• Clear, consistent,
rigorous standards in English language arts/literacy and mathematics
• Knowledge and skills needed for college and career success
• Developed voluntarily and cooperatively by states with input from teachers and college faculty Source:
www.corestandards.org
Common Core State Standards:Contrasting Views
“Obama Core is a comprehensive plan to dumb down schoolchildren so they
will be obedient servants of the government and probably to
indoctrinate them to accept the leftwing view of America and its history.”
Phyllis Schafly, October 2012, cited by Benjamin Riley, “Common Core-spiracy”
OR
“I see the common core as a fertile and rich opportunity for really important professional learning by teachers [because it] rests on a view of teaching as complex decision making… [requiring] instructional strategies that enable students to explore concepts and discuss them with each other, to question and respectfully challenge classmates’ assertions.”
Charlotte Danielson, interview with Education Week, 3/13/2013
Major Shifts in the CCSS:“Fewer, Higher, Clearer, Deeper”
MATH• Focus strongly where the
standards focus
• Coherence: Think across grades and link to major topics within grades
• Rigor: Require conceptual understanding, fluency, and application
www.corestandards.org
ELA• Building content knowledge
through content-rich nonfiction
• Reading, writing, and speaking grounded in evidence from text, both literary and informational
• Regular practice with complex text and its academic language
Standards for Mathematical Practices
9
Increased quantity of materials and instructional time devoted to informational
text
English Language Arts
Literaturefiction, drama,
poetry
Literary Nonfiction
Social Studies, Science, Technical Subjects
Other informational Text
David Coleman talks about cross-content
ELA: Texts Worth Reading, Questions Worth Answering
DEVELOPMENTDraft K-12 English Language Arts and Mathematics StandardsReleased for State Input
Summer 2009
WA INVOLVEMENT:Input on working drafts (CCSS Workgroup, 100+ educators)
REVIEW/INPUTPublic ReviewRevision Process
Fall 2009 / Winter/Spring 2010
WA INVOLVEMENT:- Workgroup input- Statewide survey for input- Comments on Final Drafts
ADOPTIONStates have discretion to voluntarily adopt CCSS
Finalized June 2010
WA STATUS:- 2010 Provisional Adoption- Statewide Outreach & Input.- June 2011 Bias and Sensitivity Review- July 2011 Formal Adoption
BUILD AWARENESS & CAPACITY
State Collaboration and Sharing
WA STATUS:- Phase-in support resources and structures starting in 2011-12 school year
TRANSITION & APPLICATION
•Aligned instructional materials and resources
•Aligned Assessment Systems
•Statewide assessment in 2014-15
Washington’s CCSS Implementation Effort(Summer 2009 to Present)
We are here
“I see the common core as a fertile and rich opportunity for really important professional learning by teachers [because it] rests on a view of teaching as complex decision making…[requiring] instructional strategies on teachers' parts that enable students to explore concepts and discuss them with each other, to question and respectfully challenge classmates’ assertions.”
Charlotte Danielson, interview with Education Week, 3/13/2013
Implementation Partnerships
PLUS…School DistrictsHigher EducationStatewide Education and Content Associations
Washington
Smarter Balanced Assessment Consortium
• 26 states & territories (22 governing, 3 advisory, 1 affiliate)
• K-12 & Higher Education Leads in each state
A Balanced Assessment System
Common Core State Standards specify
K-12 expectatio
ns for college and
career readiness
All students
leave high
school college
and career ready
Teachers and schools have information and tools
they need to improve
teaching and learning Interim
assessments Flexible, open,
used for actionable feedback
Summative assessments
Benchmarked to college and
career readiness
Teacher resources for
formative assessment
practicesto improve instruction
Describe Explain
Interpret
Level One(Recall)
Level Three(Strategic Thinking)
(Extended Thinking)
Level Two(Skill/
Concept)
Design
Synthesize
Connect
Apply Concepts
Critique
Analyze
Create
Prove
Arrange
Calculate
Draw
Repeat Tabulate
Recognize
Memorize
Identify
Who, What, When, Where, Why
List
Name
Use
IllustrateMeasure
Define
RecallMatch
Graph
Classify
Cause/Effect
Estimate
Compare
Relate
Infer
Categorize
Organize
Interpret
Predict
Modify
Summarize
ShowConstruct
Develop a Logical ArgumentAssessRevise
Apprise
Hypothesize
InvestigateCritique
Compare
Formulate Draw ConclusionsExplain
Differentiate
Use Concepts to SolveNon-Routine Problems
Level Four
Source: Webb, Norman L. and others, “Web Alignment Tool” 24 July 2005. Wisconsin Center of Educational Research, University of Wisconsin-Madison, 2 Feb 2006 15
Assessing the Common Core
Smarter Balanced assessments move beyond basic skills and recall to assess critical thinking and problem solving
Interim & Formative Assessment
Interim Assessment• Optional comprehensive and content-
cluster assessment to help identify specific needs of each student
• Accessible all year• Provides clear examples of expected
performance on Common Core standards
• Includes a variety of question types: selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks
• Aligned to and reported on the same scale as the summative assessments
• Fully accessible for instruction and professional development
Formative Assessment• Not a test – a digital library of
formative assessment tools & professional development resources
• Online, accessible to all teachers• Supports to tailor instruction to student
needs based on information from the assessment system
• Developed with input from teams of approx. 100 educators from each Governing State
• Resources selected according to established quality criteria
• Social media features allow teachers to rate items and share their perspectives
• Launching in September 2014
Smarter Balanced Digital LibraryOne Stop Resource Center• Assessment literacy • Formative assessment resources• Links to other resources and other components of the Smarter online system
Interactive Teacher Space• Opportunities to keep journals of practices• Key words or phrases in the journals will generate suggested lists of resources• Record resources consulted and suggest others • Teachers can request resources matched to student assessment results
Educator Involvement in Building the Smarter Balanced Digital Library
National Advisory Panel (NAP)
• 11-20 experts• Began early 2013• Provides policies and criteria
for resources
State Leadership Team (SLT)• 5- 8 members• Recruiting ends May 14• Provides training for State
Network of Educators
State Network of Educators (SNE)• 70 to 100 members• Representation from LEAs,
AEAs, content leaders, ELL, IHE
• Applications due June 3 (online)
• Provides reviews, feedback
Purposes and Users for the Summative Assessments
Grades Tested Purpose User
3-8 and 11 School/District/State Accountability Federal ESEA/NCLB
11 Student Readiness for Credit-bearing College Coursework
Higher Education Institutions
9, 10, 12 State Designed End-of-Course, Graduation Requirements, etc. State Option
3-8 and 11 Teacher/Principal Accountability State/District Option
Summative Assessment: Benefits and Limitations
Benefits
• Far more sophisticated and comprehensive measure of student knowledge and skills than most existing K-12 accountability or college placement exams.
• Linked to known, high-quality content standards (Common Core).
• Early warning for students not yet college ready.
Limitations
• Summative exams are not diagnostic in nature.
• Will not measure readiness for advanced mathematics (e.g. Calculus) requiring 12th grade instruction.
Summative Assessment:Two-pronged Approach
Computer Adaptive Test• Assesses the full range of Common
Core in English language arts/literacy and mathematics for students in grades 3-8 and 11 (interim assessments can be used in grades 9 and 10)
• Measures current student achievement and growth across time, showing progress toward college and career readiness
• Includes a variety of question types: selected response, short constructed response, extended construction response, technology enhanced
Performance Tasks• Extended projects demonstrate real-
world writing and analytical skills• May include online research, group
projects, presentations• Require 1 to 2 class periods to
complete• Included in both English language
arts/literacy and mathematics assessments
• Applicable in all grades being assessed
• Evaluated by teachers using consistent scoring rubrics
Estimated Testing Times for Summative Assessment
Test Grades CAT Perf. Task Only Total In-Class
Activity Total
English Language Arts/Literacy
3-5 1:30 2:00 3:30 :30 4:00
6-8 1:30 2:00 3:30 :30 4:00
11 2:00 2:00 4:00 :30 4:30
Math
3-5 1:30 1:00 2:30 :30 3:00
6-8 2:00 1:00 3:00 :30 3:30
11 2:00 1:30 3:30 :30 4:00
The testing window is the final 12 weeks of the academic year.
Pilot Testing & Practice Test• Pilot Test held February 20 to May 24, 2013
5,200 schools volunteered to test ~1 million students Purpose: Evaluate first 5,000 items & tasks
• Open access Practice Tests available now! Both subject areas, grades 3 through 8 and 11 Approx. 23 items & 1 performance task in ELA Uses same software as operational test Features refreshable Braille , pop-up Spanish glossary,
and other accessibility/accommodation tools• Enhancements by this Fall:
Performance tasks for math ELA classroom-based activities ASL translation and other accommodation tools Scoring rubrics
Field Test &Standard Setting
• Field test in Spring 2014 will target 2 million students — roughly 20% of eligible students in each state
• Educator recruitment has begun for item authoring and review as well as range-finding (1,000 K-12 teachers and higher education faculty will participate).
• Standard-setting will occur after field test (summer 2014). In addition to traditional workshop, Smarter Balanced will
invite broad stakeholder involvement. Stakeholders can review items and make their own cut
score recommendations. Crowd-sourced data will inform standard-setting
workshop.
Other Current Issues Cost--estimates as of March 2013:
~$22.50 per student for Summative only; ~$27.30 per student for Summative, Interim, & Formative
Sustainability: Working with UCLA/CRESST (National Center for Research on Evaluation, Standards, & Student Testing) to serve as host and partner for a sustainable Smarter Balanced
State messaging: toolkit for communication and implementation Modules on messaging, cost analysis, technology readiness,
and implementation planning States forming task force to use toolkit to develop state-
specific messages and implementation plans.
Smarter Balanced and
Higher Education
Common Core Standards Implementation: Important Roles for Higher Education
Teacher and School Leader Preparation
and Professional Development
Clear Expectations (Assessments,
Course Requirements)
Aligned Curricula (adult,
developmental, and general education)
High School Interventions (early
college, dual enrollment, etc.)
New K-12 Curricular Materials
Higher Education After Smarter Balanced:
What’s Changed?• Instead of multiple tests, with differing performance standards, all public schools in consortium states use the same test, content standards (Common Core) and performance standards.
• Grade 11 performance standards are pegged to college content-readiness, with standards for earlier grades mapped to Grade 11.
• In each state, K-12 and higher education set requirements for Grade 12 (may vary by institution type).
• Students, parents and teachers know where the academic “goal line” is and students can address deficiencies in high school.
• Working together, K-12 and higher education can develop appropriate grade 12 experiences for students at differing achievement levels.
• Colleges can target students for special programs based on Grade 8 scores (or earlier).
Higher Education After Smarter Balanced:
What Hasn’t Changed?• High school exit: Some states may use the Smarter Balanced assessment—with a lower performance standard—for high school exit, but no state currently plans to use the college content-readiness standard for this purpose.
• Admission : Colleges will continue to admit students according to their current standards and practices – the college content-readiness policy applies only to admitted students.
• Placement: While honoring the exemption from developmental education for students who have earned it, colleges may use other means to determine appropriate course placement.
• Dev ed reform: Colleges can place any student into credit-bearing courses; grades-only placement policies are unaffected.
• STEM: Colleges will need to assess additional evidence for students seeking to enter more advanced mathematics courses.
Implications of CCSS for Community & Technical Colleges
Introduce the 11th grade Common Core assessment as one element in a set of measures used in placement
Align developmental education and intro college math and English courses to the Common Core
Work directly with local K-12 partners to improve college readiness of students and reduce need for remediation in college
Barnett & Fay, February 2013, National Center for Postsecondary Research
Summary of “Thorny Issues” from End of Year Reports
Cascadia Evaluation
Clark How do we extend and build in this professional time and opportunity to support our professional growth; ways to share and distribute the work of doing tasks differently.
Spokane For cross-institutional teams visiting participating schools with a summary of the collected gap analysis data and advocate for alignment through the implementation of the CCSS: What will be the composition of the visiting teams? To what extent will the message be common to every school and how will it be unique? What is the appropriate balance of strong advocacy of alignment and respect for the processes and perspectives of the institutions visited? How can we make this effort an effective agent toward greater alignment?
Shoreline Transcript based placement, joint norming of student work, implementation of the Smarter Balanced Assessments, etc.; concerns raised that the Common Core State Standards create new and additional challenges for high school teachers that may detract from their ability to achieve their goals with their students.
Wenatchee Valley
Ensuring that there is a common HS/college understanding of the level of rigor expected for students earning an “A” or a “B” in a particular course.
Olympic None cited
Addressing Thorny Issues of Practice (TIPs) through the ‘Step-Back’ Consulting Process
1. Presenting the problem (up to 5 minutes)2. Clarifying the problem (up to 5 minutes) 3. Stepping back (20 minutes)
– Consultee becomes a silent but active observer– “Consultants” take on the problem as if it were
theirs4. Responding to the discussion (up to 10
minutes)
Professional Learning Resources PARCC Model Content
Frameworks: ELA Math
PARCC high school progression documents: Writing Speaking and listening
Achieve the Core
School Librarians & CCSS Resources
Noyce Foundation math resources
Equip rubrics (for lessons and units)
Engage NY
Math Progression documents
Math Publishers’ criteria
Mathematics Common Core Toolbox
Illustrative Mathematics
OSPI Common Core
Smarter Balanced
Core to College wiki
Three Critical CCSS Appendices for ELA
Appendix A: Research support, glossary, text complexity
Appendix B: Reading text exemplars; sample performance tasks
Appendix C: Annotated student writing samples, K-12
Structured Discussion Process:Professional Learning
1. What common themes did you hear across the project activities?
a. Successesb. Ongoing challenges/needs
2. What are the connections of what you’ve heard for the ongoing work in your partnership?
Specific Transition Courses
SREB transition courses
Expository Reading & Writing Course (CSU)
Dana Center Senior Year Capstone Course (AQR/AMDM)
Project TIME, Green River (TMP)(Detailed resources available at TMP site)
ERWC Course (CSU) Module Examples1st Semester• Rhetoric of the Op-Ed Page: What are
ethos, pathos, and logos, and how can we use these concepts to persuade others?
• Racial Profiling: Are racial and ethnic profiling real? What, if anything, do they accomplish? What should we do?
• Into the Wild (Book module): Why would a young man attempt a perilous, solo Alaskan adventure that leads to death? (Nonfiction)
2nd Semester• Language, Gender, and
Culture: How do gender and culture affect what we say and how we say it?
• Left Hand of Darkness (Book module): What if different types of humans lived on different planets within one galaxy?
• Bullying at School (Research project): How can students create and present a school Code of Conduct that deals with bullying?
Structured Discussion Process:Curricular Collaborations
1. What stands out to you about the work and/or resources described?
2. What questions do you have about the work and/or resources described?
3. What common themes/connections did you hear across the project activities?
4. What are the implications for the ongoing work in your partnership?
College Content-Readiness Policy
What is Content Readiness?English Language Arts/Literacy
Students who perform at the College Content-Ready level in English language arts/literacy demonstrate reading, writing, listening, and research skills necessary for introductory courses in a variety of disciplines. They also demonstrate subject-area knowledge and skills associated with readiness for entry-level, transferable, credit-bearing English and composition courses.
Mathematics Students who perform at the College Content-Ready level in mathematics demonstrate foundational mathematical knowledge and quantitative reasoning skills necessary for introductory courses in a variety of disciplines. They also demonstrate subject-area knowledge and skills associated with readiness for entry-level, transferable, credit-bearing mathematics and statistics courses.
Policy Framework for Grade 11 Assessment Results
• Not Yet Content-Ready - Substantial Support Needed• K-12 & higher education may offer interventionsLevel 1• Not Yet Content-Ready – Support Needed• Transition courses or other supports for Grade 12, retesting
option for statesLevel 2• Conditionally Content-Ready/Exempt from Developmental • In each state, K-12 and higher ed must jointly develop Grade
12 requirements for students to earn exemptionLevel 3
• Content-Ready/Exempt from Developmental• K-12 and higher education may jointly set Grade 12
requirements to retain exemption (optional for states)Level 4
Note: Applies only to students who matriculate directly from high school to college.
Core to College Smarter Balanced
Timetable
System policy work group (Fall 2013-Winter 2014)
Cross-sector summit gathering (~Fall 2014)
Confirm SB participation commitment (Fall 2014- January 2015)
Develop specific
proposal for SB use in higher
education
Review and endorse proposal
Explore local school/ college
partnerships
System group and institutional review (Spring 2014)
Placement Process for HS Students?
Key System Decisions re Smarter Balanced Assessment
For students scoring at level 4 on the 11th grade assessment?
For students scoring at level 3 on the 11th grade assessment? For students scoring below “college-ready” on the 11th grade assessment?
Other Key General Decisions to Address?
Other Questions to Address• Connection to multiple measures for placement, especially
use of transcript-based placement?
• Mechanisms for score reporting and cross-sector data sharing?
• Higher education engagement in cut-score setting process for the 11th grade assessment?
• Validation research for higher education purposes/needs?
• 12th grade “Launch Year” opportunities?
Structured Discussion Process:Placement Processes
1. What stands out to you about the work and/or resources described?
2. What questions do you have about the work and/or resources described?
3. What’s your immediate response to the key decisions to be made and the questions to address? What else would you need to know to make these decisions?
4. What are the implications for the ongoing work in your partnership?