Common Core State Standards and Assessment Systems - WSSDA Legislative Committee, June 17, 2011 Jessica Vavrus, Assistant Superintendent, Teaching ...
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Common Core State Standards and
Assessment Systems
WSSDA Legislative Committee, June 17, 2011
Jessica Vavrus, Assistant Superintendent,
Teaching and Learning
Office of Superintendent of Public Instruction
Randy I. Dorn, State Superintendent
What are the Common Core State
Standards?
Define knowledge and skills students should have within
K-12 education careers so that they will graduate high
school able to succeed in careers and college.
The English language arts and mathematics standards:
Align with college and work expectations;
Are clear, understandable, consistent;
Include rigorous content and application of knowledge;
Build on strengths and lessons of current state standards; and
Prepare all students for success in global economy and society.
They do not:
Dictate how teachers teach
Dictate what instructional / curricular materials should be used
Common Core Standards and Assessment Systems – WSSDA 6/17/2011| 2
Why Common Core State Standards
and Aligned Assessments?
Preparation and Competition :
The standards articulate college- and career-readiness.
Equity:
Better accommodate student and teacher mobility
Economies of Scale:
Instructional materials - increased alignment and accessibility (i.e., open
online resources)
Assessment – item banks, cost savings
Collaboration:
National experts developed; State and national expertise supporting
implementation efforts
Opportunity for ALIGNED and CONNECTED SYSTEMS:
All high performing countries have aligned standards, curriculum and
assessments. CCSS and SBAC aim to do the same for U.S.
Common Core Standards and Assessment Systems – WSSDA 6/17/2011| 3
Our goals are complementary…
“The goal of Washington’s Basic Education Act shall be to provide
students with the opportunity to become responsible and respectful
global citizens, to contribute to their own economic well-being and
that of their families and communities, to explore and understand
different perspectives, and to enjoy productive and satisfying lives.”
Washington’s Student Learning Goals:
1. Read, write, and communicate successfully
2. Know and apply core concepts and principles in all subjects
3. Think analytically, logically, and creatively
4. Understand the importance of the connection between education
and future career and educational opportunities
Common Core Standards and Assessment Systems – WSSDA 6/17/2011| 4
Structural Comparison: WA Standards vs. CCSS
English Language Arts
WA Reading, Writing, and Common Core State Standards for
Communication Standards English Language Arts (ELA)
Grades Covered K-10 K-12
One document with four strands:
Three separate standards documents for
Documents reading, writing, speaking and
reading, writing, and communication
listening, and language.
A few standards embedded within the Includes standards for Literacy in
GLEs that address reading and writing in History/Social Studies, Science, and
the content areas. Technical Subjects.
Integration
WA has separate state educational Media and Technology are integrated
technology standards for gradesK-12. throughout the standards.
The move toward “career and college readiness”…
•CCSS add grades 11 and 12
•Greater focus on increasing text complexity, argumentative writing, research
skills from early grades
•WA strength at K-3 / student goal setting
Common Core Standards and Assessment Systems – WSSDA 6/17/2011| 5
Structural Comparison: WA Standards vs. CCSS
Mathematics
WA Mathematics Standards Common Core State Standards
Grades K-8, high school standards
Presentation of Grade K-8, high school standards presented presented through six mathematical
Standards in traditional and integrated pathways. categories including specially noted
STEM standards.
Grade-level standards are broken into
Grade-level standards are broken into core
clusters of learning under several
Organization content areas, additional key content, and
domains and all have Standards for
mathematical processes.
Mathematical Practice.
Standards are accompanied by explanatory Standards have occasional examples
Examples
comments and examples. in italics.
The move toward “career and college readiness”…
•Standards for Mathematical Practice (“Habits of Mind”) denoted at each grade
level
•CCSS include more advanced standards denoted by (+) symbols starting in
Grade 6
•High school course pathways
Common Core Standards and Assessment Systems – WSSDA 6/17/2011| 6
The Evolution of the Common Core State
Standards…
State-led effort coordinated by the National Governors Association
(NGA) and the Council of Chief State School Officers (CCSSO) with
assistance from national content experts.
DEVELOPMENT REVISIONS ADOPTION APPLICATION
• Draft K-12 English • Public Review • States have discretion to • Curriculum and Training
Langage Arts and • Revision Process voluntarily adopt CCSS need to be developed for
Mathematics Standards the unique needs of states,
• Released for State Input TRANSITION AND
• Finalize June 2010 communities, and Tribal
IMPLEMENTATION Nations
• Summer 2009 • Fall 2009 / • Voluntary State • Aligned Assessments
Winter/Spring 2010 Adoptions –
Summer 2010 -
beyond
Common Core Standards and Assessment Systems – WSSDA 6/17/2011| 7Nationwide Feedback and Review for
ELA and Mathematics Standards
National organizations and workgroups (including, but not limited to…)
American Council on Education (ACE) National Council of Teachers of
American Federation of Teachers (AFT) English (NCTE)
Campaign for High School Equity (CHSE) National Writing Project (NWP)
Conference Board of the Mathematical National Council of Teachers of
Sciences (CBMS) Mathematics (NCTM)
Modern Language Association (MLA) National Education Association
(NEA)
Native Common Core State Standards Working Group (NIEA,
Summer 2010)
Purpose of the Work Group….to discuss the initiative and make recommendations
about how to ensure that Native students interests are best served by CCSS, including
sharing comments on the most recent drafts and developing materials and resources.
Strong Washington State participation…
Common Core Standards and Assessment Systems – WSSDA 6/17/2011| 8Status of State Adoptions (as of February 2011) Common Core Standards and Assessment Systems – WSSDA 6/17/2011| 9
Washington’s CCSS Involvement
Washington CCSS Workgroup (100+ participants)
Statewide Outreach and Public Survey (including 9 regional
meetings, 5 public forums, 2 statewide webinars)
2010 legislative directive (E2SSB 6696, Section 601):
“Provisional adoption” by the Superintendent by Aug. 2, 2010
Formal adoption planned in Summer 2011 Legislature otherwise takes
action during 2011 Session
Detailed report in Jan. 2011 (Includes: detailed comparison, timeline
and costs, recommendations for possible additions)
2011 Legislature
Directed OSPI to submit another report to the Legislature in January
2012
Did not take action to prevent adoption and implementation
Common Core Standards and Assessment Systems – WSSDA 6/17/2011| 10Progress since Summer 2010… Washington CCSS Workgroup (100 participants) Statewide Outreach and Public Survey (including 9 regional meetings, 5 public forums, 2 statewide webinars) Comparisons Completed Legislative Report Completed Emerging National, Regional, State Collaborations Beginning connections/alignment with Washington’s Tribal Sovereignty Curriculum Common Core Standards and Assessment Systems – WSSDA 6/17/2011| 11
Washington’s Common Core
Implementation Timeline
2010-11 2011-12 2012-13 2013-14 2014-15
Phase 1: Awareness and
Understanding, Alignment, and
Adoption
Phase 2: Build Statewide
Capacity, Collaboratively
Develop and Align Resources
and Materials
Phase 3: Professional
Development and Classroom
Transition
Phase 4: Statewide
Implementation through the
Assessment System
Common Core Standards and Assessment Systems – WSSDA 6/17/2011| 12Common Core
Implementation Activities
State-Level Activities School District Activities
Phase (includes OSPI and ESDs and other state
partners)
Phase 1: • Coordinate state and regional • Build awareness with key stakeholder
Awareness and communication efforts groups
Understanding, Alignment, • Support districts with communication • Convene district leadership teams to
and Adoption materials develop/align necessary curriculum
• Conduct state comparisons guides and other necessary materials
• Convene state workgroups to conduct • Compare “crosswalks” with current
comparisons, bias and sensitivity reviews, district curricula and materials
develop crosswalk and implementation
supports
• Participate in state/regional collaboratives
Phase 2: • Work with partners to develop state and • Send district and teacher content leaders
Build Statewide Capacity, regional support structures & materials – to participate in state/regional training
Develop Resources and deliver regionally-based training sessions sessions
Materials • Build, maintain regional content expertise • Align system to standards (leadership,
/ capacity curriculum, assessments, instructional
• Review instructional materials for practices, parent communication, report
alignment cards)
Presentation Title 1/11/2011 | 13Statewide Support Structure…
State Implementation Support Team (“Steering Committee/s”)
Consists of all OSPI, ESDs, large districts, statewide partners (inc. Higher
Education)
Role: Identity, prioritize, and align state structures, activities, and resources to
support statewide implementation
Common Core Policy / Statewide Implementation
Communications Team Workgroups
Consists of key state leaders, stakeholders Consists of OSPI, ESDs, IHEs, curriculum
Role: Coordinate and align consistent leaders, key stakeholder groups
communications messages statewide and Role: Coordinate and align system supports
identify resources for supporting for transitioning to the standards
implementation (e.g., content-specific advisory & workgroups)
Regional Implementation Networks
Consists of regional and school district educational leaders and content experts, including ESDs, IHEs, and key PD and educational
partners
Role: Participate in statewide capacity building and trainer-of-trainer sessions; coordinate and deliver aligned professional development
on the CCSS
School District Implementation Teams
Consists of school district and building leadership, coaches, teacher leaders
Role: Coordinate consistent and aligned support to buildings and teachers
Common Core Standards and Assessment Systems – WSSDA 6/17/2011| 14Next Steps for Summer 2011
Washington “Bias and Sensitivity” process in June 2011
Superintendent Dorn to “take action” in July 2011
Garner input on key transition and implementation components prior to
announcement
Implementation efforts begin in Summer 2011
Engage CCSS workgroups, key stakeholders and state content associations
Tribal Sovereignty Curriculum Alignment Workgroup
Establish CCSS implementation support “platform” and materials
Establish process for building statewide capacity around the content for widespread
support in 2012-13
Determine roles and resources related to transition
WA engagement in SMARTER Balanced Assessment Consortium
and emerging state collaboratives
Common Core Standards and Assessment Systems – WSSDA 6/17/2011| 15CCSS Guiding questions…
1. What existing state structures and expertise do you bring to the table
in supporting transition to and implementation of the CCSS in ELA and
Math?
2. What ideas to you have for partnerships around the transition to the
CCSS at the state, regional, and local levels?
3. What are key pieces that need to be in place for Summer 2011 roll-out?
Common Core Standards and Assessment Systems – WSSDA 6/17/2011| 16Assessment System
Overview
Common Core Standards and Assessment Systems – WSSDA 6/17/2011| 17SMARTER Balanced Assessment
Consortium -- Background
US Department of Education awarded grants to two multi-state
consortia for the Race-to-the-Top Assessment Program – focused on
assessment systems focused on the Common Core State Standards in
English Language Arts and Mathematics
SMARTER Balanced (WA is one of 31 states involved)
PARCC
$160 million 4-year development grant, starting October 1, 2010
$15.8 million supplemental award for implementation
Future work…
Support for special education students (1% assessment consortium) –
assessments to be based on current Common Core State Standards
Common Core Standards and Assessment Systems – WSSDA 6/17/2011| 1831 Member States Common Core Standards and Assessment Systems – WSSDA 6/17/2011| 19
The Purpose of the Consortium To develop a set of comprehensive and innovative assessments for grades 3-8 and high school in English language arts and mathematics aligned to the Common Core State Standards So that all students leave high school prepared for postsecondary success in college or a career through increased student learning and improved teaching. The assessments shall be operational across Consortium states in the 2014-15 school year. Common Core Standards and Assessment Systems – WSSDA 6/17/2011| 20
WA State Current Assessment System Components
Compared with the SBAC System
(1) General SBAC? (3) Summative SBAC?
(1)(a) Include multiple assessment formats, (3)(a) Be aligned to state standards in areas that are
YES YES
including both formative and summative being assessed
(1)(b) Enable collection of data that allows both (3)(b) Maintain and increase academic rigor YES
YES
statewide and nationwide comparisons (3)(c) Measure student learning growth over years YES
(1)(c) Balanced so that the information used...[for] (3)(d) Strengthen curriculum YES
accountability includes many data points
YES
(4) Classroom-based (SBAC = "Formative") SBAC?
(2) Formative (SBAC = "Interim") SBAC? [S]hould have the same design elements and
(2)(a) Be aligned to state standards YES YES
characteristics...[as] formative and summative
(2)(b) Measure student growth and competency at
YES
multiple points throughout the year (5) Pre- and In-service SBAC?
(2)(c) Provide rapid feedback YES [P]reservice and ongoing training...for teachers and
(2)(d) Link student growth with instructional administrators on the effective use of different YES
YES
elements types of assessments
(2)(e) Provide tests that are appropriate to the skill
YES
level of the student (6) Data Systems SBAC?
(2)(f) Support instruction for students of all abilities YES [D]ata should be collected...to be used for
(2)(g) Be culturally, linguistically, and cognitively accountability and to monitor overall student YES
YES
relevant, appropriate, and understandable achievement
(2)(h) Inform parents and draw parents into greater
YES
participation
(2)(i) Provide...results relative to student
YES
[demographic] characteristics
(2)(j) Strive to be computer-based and adaptive YES
(2)(k) Engage students in their learning YES
Common Core Standards and Assessment Systems – WSSDA 6/17/2011| 21SBAC Work Groups Transition to Common Core State Standards ** Technology Approach ** Assessment Design: Item Development Assessment Design: Performance Tasks ** Assessment Design: Test Design Assessment Design: Test Administration Reporting Formative Processes and Tools/Professional Development ** Accessibility and Accommodations Research and Evaluation **Washington is represented in these work groups. Common Core Standards and Assessment Systems – WSSDA 6/17/2011| 22
SBAC Assessment System Components
Summative assessments
benchmarked to college and
career readiness
Common Core
State Standards Teachers can access
All students leave
specify K-12 formative processes and
high school college
expectations for tools to improve
and career ready
college and career instruction
readiness
Interim assessments
that are flexible, open, and
provide actionable feedback
Common Core Standards and Assessment Systems – WSSDA 6/17/2011| 23System Highlights Common Core Standards and Assessment Systems – WSSDA 6/17/2011| 24
Summative Assessments using online adaptive technologies Summative assessments using online computer adaptive technologies Provides accurate measurement of all students Performance tasks chosen using adaptive information Variety of item types assessing full range of the CCSS Achievement and growth information Performance standards are research-based Option to take the summative tests twice a year Common Core Standards and Assessment Systems – WSSDA 6/17/2011| 25
Interim Assessments that are open and flexible Optional interim assessments using online adaptive technology Tests are non-secure and fully accessible Test content and schedule is customizable On the same scale as the summative assessments Provides clear examples of the expected performance Helps identify specific needs Teachers design items, tasks, and rubrics Common Core Standards and Assessment Systems – WSSDA 6/17/2011| 26
Formative Tools and Practices supported thru Web and PD Web-based formative assessment resources Online resources for assessment literacy, alignment to CCSS, and formative assessment guides Training in item and task development, creating scoring guides/rubrics Best practice support through online learning modules Comprehensive information portal: access to information about student progress student performance history Common Core Standards and Assessment Systems – WSSDA 6/17/2011| 27
To find out more... …Common Core State Standards: corestandards@k12.wa.us Or visit http://www.k12.wa.us/Corestandards/default.aspx ...the SMARTER Balanced Assessment Consortium can be found online at www.k12.wa.us/SMARTER Common Core Standards and Assessment Systems – WSSDA 6/17/2011| 28
Thank you. Common Core Standards and Assessment Systems – WSSDA 6/17/2011| 29
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