Common Core Learning Standards: Why now?

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Jackie Brooks DennisGeneral Manager, East Region

Pearson America’s ChoiceNovember, 2011

[email protected]

Common Core Learning Standards:Why now?

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Anticipated Outcome

• Participants will develop an understanding of the Common Core State Standards by relating their implementation to their past, current and future work.

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What are the CCSS (CCLS) and why are they important right now?

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High School GraduateCollege Readiness

Percent of ACT- Tested High School Meeting ACT College Readiness Benchmarks.

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Increase in College Remedial Reading Courses

• In 2004, 43% of students in two-year colleges received remedial courses.

• In 2004, 29% of students in four-year public colleges received remedial courses.

• Across the country, more than one-third of all students enroll in remedial courses.

• In 2008, four out of five students in remedial courses had a high school GPA of 3.0 or higher.

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Career ReadinessOver the last twenty years, there has been a marked shift in the skills that employers demand.

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Employer Needs

• Critical thinking and problem solving

• Effective communication

• Collaboration and team building

• Creativity and innovation

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What is the Common Core State Standards Initiative?

• State–led effort to ensure that all students are college and career ready.

• International benchmarking to ensure best practices from the top-performing nations.

• Cooperation among education and business.

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What are the Common Core State Standards?

Aligned with college and work expectationsFocused and coherentInclude rigorous content and application of

knowledge through high-order skillsBuild upon strengths and lessons of current state

standardsInternationally benchmarked so that all students are

prepared to succeed in our global economy and society

Based on evidence and researchState led – coordinated by NGA Center (The National

Governors Association Center for Best Practices) and CCSSO (Council of Chief State School Officers)

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Common Core State Standards: Evidence Base

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•Evidence was used to guide critical decisions in the following areas: – Inclusion of particular content

– Timing of when content should be introduced and the progression of that content

– Ensuring focus and coherence

– Organizing and formatting the standards

– Determining emphasis on particular topics in standards

•Evidence includes:

– Standards from high-performing countries, leading states, and nationally-regarded frameworks

– Research on adolescent literacy, text complexity, mathematics instruction, quantitative literacy

– Lists of works consulted and research base included in standards’ appendices

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Common Core State Standards: Evidence Base

•For example: Standards from individual high-performing countries and provinces were used to inform content, structure, and language. Writing teams looked for examples of rigor, coherence, and progression.

Mathematics1.Belgium (Flemish)2.Canada (Alberta)3.China4.Chinese Taipei5.England6.Finland7.Hong Kong8.India9.Ireland10.Japan11.Korea12.Singapore

English language arts1.Australia

• New South Wales• Victoria

2.Canada• Alberta• British Columbia• Ontario

3.England4.Finland5.Hong Kong6.Ireland7.Singapore

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Standards Development Process

• College and career readiness standards developed in summer 2009

• Based on the college and career readiness standards, K-12 learning progressions developed

• Multiple rounds of feedback from states, teachers, researchers, higher education, and the general public

• Final Common Core State Standards released on June 2, 2010

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Why is it important for schools to engage with the CCSS now?

• Important for schools to think of integrating the Common Core State Standards as a multi-year process:– Improving organizational structures – Building teacher capacity

• Some students enrolled in our schools now will need to pass CCSS-aligned state assessments to be promoted or graduate

• Schools that develop thoughtful multi-year transition plans will be ready to be held accountable for student achievement on CCSS

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46 States + DC Have Adopted the Common Core State Standards

*Minnesota adopted the CCSS in ELA/literacy only

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Why is this important?

• Before this year, every state had its own set of academic standards, meaning public education students in each state were learning to different levels

• All students must be prepared to compete with not only their American peers in the next state, but with students from around the world

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Social Justice

• Main motive for standards• Get good curriculum to all students• Start each unit with the variety of thinking and

knowledge students bring to it• Close each unit with on-grade learning in the cluster

of standards• Gives us a clearer understanding of what rigor looks

like at each grade level

The CCSS require students to “think complexly about complex tasks (rigor)” Sally Hampton, chair of the committee that developed the CCSS ELA standards

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Six Instructional Shifts in ELA/Literacy

Shift 1: PK-5, Balancing Informational & Literary Texts Shift 2: 6-12, Building knowledge in the disciplinesShift 3: Staircase of complexityShift 4: Text-based answersShift 5: Writing from sourcesShift 6: Academic vocabulary

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Six Instructional Shifts in Mathematics

Shift 1: FocusShift 2: CoherenceShift 3: FluencyShift 4: Deep understandingShift 5: ApplicationShift 6: Dual Intensity

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What the Standards do NOT define:

• How teachers should teach• All that can or should be taught• The nature of advanced work beyond the core• The interventions needed for students well below

grade level• The full range of support for English language

learners and students with special needs• Everything needed to be college and career ready

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Why do we need the Common Core?

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Reaching Students, Changing Lives: It’s PERSONAL!

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Overview of the Rest of the Day

Three two (2) hour breakout sessions repeated:

• CCLS: Assessment

• CCLS in Mathematics

• CCLS in English Language ArtsPlease complete a reflection form at the close

of the day and leave it with your session facilitator!

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Jackie Brooks DennisGeneral Manager, East Region

Pearson America’s ChoiceNovember, 2011

[email protected]

CCSS: A Look at the Process for Creating a New Type of Assessment

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Anticipated Outcomes

• Understand the consortia and the process for development of assessments aligned with the CCSS

• Analyze ELA and math sample items to discuss rigor as well as supports students will need to access similar items

• Discuss instructional practices to implement now to move students toward success on new assessments aligned with the CCSS

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A TEST THAT IS

WORTH TEACHING

TO SHOULD…

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RTTT Assessment Requirements for Comprehensive Systems

Requirements within the RTTT Assessment Program:

• Build upon shared standards for college- and career-readiness;

• Measure individual growth as well as proficiency;

• Measure the extent to which each student is on track, at each grade level tested, toward college or career readiness by the time of high school completion and;

• Provide information that is useful in informing:

– Teaching, learning, and program improvement;

– Determinations of school effectiveness;

– Determinations of principal and teacher effectiveness for use in evaluations and the provision of support to teachers and principals; and

– Determinations of individual student college and career readiness, such as determinations made for high school exit decisions, college course placement to credit-bearing classes, or college entrance.

(US Department of Education, 2009)

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Assessment

• Teachers will be able to focus their instruction on clear targets• Provide an array of training tools to use the assessment results

to inform instructional planning and better understand what CCR student performance looks like.

• The Partnership will develop challenging performance tasks and innovative, computer-enhanced items that elicit complex demonstrations of learning and measure the full range of knowledge and skills necessary to succeed in college and 21st-century careers.

• The Partnership will make available through-course assessments so that assessment of learning can take place closer in time to when key skills and concepts are taught and states can provide teachers with actionable information more frequently.

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Consortia

• Partnership for Assessment of Readiness for College and Careers, or PARCC, which consists of 26 states.

• SMARTER Balanced Assessment Consortium, which includes 31 states

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The Partnership for Assessment of Readiness for

College and Careers

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ELA-1 and ELA-2Focused Literacy Assessments

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ELA-3.

Extended Research/Writing Assessment.

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Math-1 and Math-2. Focused Assessments of

Essential Topics.

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•

Math-4. End-of-Year Mathematics Assessment.

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• Nearly every state in the nation is working individually and collectively to improve its academic standards and assessments to ensure students graduate with the knowledge and skills most demanded by college and careers

• The Common Core State Standards in English language arts/literacy and mathematics were created by educators around the nation

A Strong Foundation: The Common Core State Standards

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Key Advances of the Common Core

ANCHORED IN COLLEGE AND CAREER READINESS

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• Common Core State Standards are critical, but it is just the first step

• Common assessments aligned to the Common Core will help ensure the new standards truly reach every classroom

What’s Next?Common Assessments

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Partnership for Assessment of Readiness for College and Careers (PARCC)

Governing Board States Participating States

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K-12 and Postsecondary Roles in PARCC

K-12 Educators & Education Leaders•Educators will be involved throughout the development of the PARCC assessments and related instructional and reporting tools to help ensure the system provides the information and resources educators most need

Postsecondary Faculty & Leaders•Nearly 200 institutions and systems covering hundreds of campuses across PARCC states have committed to help develop the high school assessments and set the college-ready cut score that will indicate a student is ready for credit-bearing courses

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1. Create high-quality assessments

2. Build a pathway to college and career readiness for all students

3. Support educators in the classroom

4. Develop 21st century, technology-based assessments

5. Advance accountability at all levels

The PARCC Goals

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Goal #1: Create High Quality Assessments

Priority Purposes of PARCC Assessments:

1.Determine whether students are college- and career-ready or on track

2.Assess the full range of the Common Core Standards, including standards that are difficult to measure

3.Measure the full range of student performance, including the performance high and low performing students

4.Provide data during the academic year to inform instruction, interventions and professional development

5.Provide data for accountability, including measures of growth

6.Incorporate innovative approaches throughout the system

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• To address the priority purposes, PARCC will develop an assessment system comprised of four components. Each component will computer-delivered and will leverage technology to incorporate innovations.– Two summative, required assessment components

designed to• Make “college- and career-readiness” and “on-track”

determinations• Measure the full range of standards and full performance

continuum• Provide data for accountability uses, including measures of growth

– Two non-summative, optional assessment components designed to • Generate timely information for informing instruction,

interventions, and professional development during the school year

• An additional third non-summative component will assess students’ speaking and listening skills

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• Summative Assessment Components:– Performance-Based Assessment (PBA) administered as close to

the end of the school year as possible. The ELA/literacy PBA will focus on writing effectively when analyzing text. The mathematics PBA will focus on applying skills, concepts, and understandings to solve multi-step problems requiring abstract reasoning, precision, perseverance, and strategic use of tools

– End-of-Year Assessment (EOY) administered after approx. 90% of the school year. The ELA/literacy EOY will focus on reading comprehension. The math EOY will be comprised of innovative, machine-scorable items

• Non-Summative Assessment Components:– Diagnostic Assessment designed to be an indicator of student

knowledge and skills so that instruction, supports and professional development can be tailored to meet student needs

– Mid-Year Assessment comprised of performance-based items and tasks, with an emphasis on hard-to-measure standards. After study, individual states may consider including as a summative component


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The PARCC assessments will allow us to make important claims about students’ knowledge and

skills.•In English Language Arts/Literacy, whether students:

– Can Read and Comprehend Complex Literary and Informational Text

– Can Write Effectively When Analyzing Text– Have attained overall proficiency in ELA/literacy

•In Mathematics, whether students:– Have mastered knowledge and skills in highlighted domains

(e.g. domain of highest importance for a particular grade level – number/ fractions in grade 4; proportional reasoning and ratios in grade 6)

– Have attained overall proficiency in mathematics


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End-of-Year Assessment

•Innovative, computer-based items

Performance-BasedAssessment (PBA)

•Extended tasks•Applications of concepts and skills

Summative,Required assessment

Non-summative, optional assessment

Diagnostic Assessment• Early indicator of student knowledge and skills to inform instruction, supports, and PD

Speaking And

Listening

Optional & Flexible

Mid-Year Assessment•Performance-based•Emphasis on hard-to-measure standards•Potentially summative

English Language Arts/Literacy and Mathematics, Grades 3-11

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Goal #2: Build a Pathway to College and Career Readiness for All Students

K-2 formative

assessment being

developed, aligned to

the PARCC system

Timely student achievement data

showing students, parents and educators whether

ALL students are on-track to college and career

readiness

ONGOING STUDENT SUPPORTS/INTERVENTIONS

College readiness score to

identify who is ready for

college-level coursework

SUCCESS IN FIRST-YEAR,

CREDIT-BEARING,

POSTSECOND-ARY

COURSEWORK

Targeted interventions &

supports:•12th-grade bridge courses• PD for educators

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Goal #3: Support Educators in the Classroom

PROFESSIONAL DEVELOPMENT

MODULES

INSTRUCTIONAL TOOLS TO SUPPORT

IMPLEMENTATION

EDUCATOR-LED TRAINING TO SUPPORT

“PEER-TO-PEER” TRAINING

TIMELY STUDENT ACHIEVEMENT DATA

K-12 Educator

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Goal #4: Develop 21st Century, Technology-Based Assessments

PARCC’s assessment will be computer-based and leverage technology in a range of ways:•Item Development: Develop innovative tasks that engage students in the assessment process

•Administration– Reduce paperwork, increase security, reduce shipping/receiving

& storage– Increase access to and provision of accommodations for SWDs

and ELLs

•Scoring: Make scoring more efficient by combining human and automated approaches

•Reporting: Produce timely reports of students performance throughout the year to inform instructional, interventions, and professional development

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Goal #5: Advance Accountability at All Levels

• PARCC assessments will be purposefully designed to generate valid, reliable and timely data, including measures of growth, for various accountability uses including:

– School and district effectiveness

– Educator effectiveness

– Student placement into college-credit bearing courses

– Comparisons with other state and international benchmarks

• PARCC assessments will be designed for other accountability uses as states deem appropriate

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PARCC Timeline

SY 2011-12

Development begins

SY 2012-13

First year pilot/field testing and

related research and

data collection

SY 2013-14

Second year pilot/field testing and

related research and

data collection

SY 2014-15

Full administration

of PARCC assessments

SY 2010-11

Launch and design phase

Summer 2015

Set achievement

levels, including

college-ready performance

levels

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The Partnership for Assessment of Readiness for College and Careers

November 2011

www.PARCConline.org

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Technology and Assessments

How do schools currently use technology and assessment?

Share your ideas with a partner.


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(Common Core State Standards Initiative 2010a, 7)

Technology and Assessments (continued)

Skills assessment based on the CCSSImmersive environment assessments could be used to assess difficult-to-assess characteristicsSimulations can be used for those CCSS that emphasize skills

Technology will be used in assessment to:Help broaden innovative assessment Address assessment challenges and provide accommodations for diverse populations

Assessments will:Include items in which students manipulate graphic elementsto provide a responseBe delivered by a computerBe Scored electronicallyMay have multiple correct answersCannot be easily translated to a paper test


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Innovative English Language Arts Sample1

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Innovative English Language Arts Sample (continued)1

55

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• The through-course components in mathematics will be administered online to students in grade 6 through high school, using an equation editor-type program that allows students to enter responses to mathematical problems via the computer.

Math Assessment: Mode of Administration

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• The first two through-course components emphasize standards or clusters of standards (i.e., one to two essential topics) from the CCSS that play a central role during the first stages of mathematics instruction over the school year.

• These include standards that are prerequisites for others at the same grade level, as well as standards or clusters of standards for fields of study that first appear during the grade in question. Thus, instead of surveying an overly broad mathematical landscape as typical interim assessments currently do, these components will promote the coherent curricular structure embedded in the CCSS.

• This approach also will enable the through-course components to provide more useful results to teachers across the range of performance from a blend of one to two brief constructed-response items per topic and one extended constructed-response per topic.

• Over time, the Partnership will refine the selection of standards measured by the focused components based on which mathematical topics prove most predictive of success later in the school year.

Math-1 and Math-2.Focused Assessments of Essential Topics

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Implementation

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Why engage with the CCSS now?

• Multi-year process to:– Improving organizational structures – Building teacher capacity– Build student capacity

• Current CCSS-aligned state assessments• Thoughtful transition plans

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Overall Picture

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Reflections

What do the formats of innovative items tell you in regard to the CCSS?

How is assessment changing to compensate for the rigorous standards?

What are the current barriers to the use of technology in assessments in your district/school?

A Moment of Reflection

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Helpful Websiteswww.corestandards.org/

www.achieve.org/PARCC

http://www.p12.nysed.gov/ciai/common_core_standards

http://www.p12.nysed.gov/ciai/common_core_standards/ccstimeline.html

http://www.parcconline.org

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Documents

Common Core Learning Standards: Why now?