Transcending the Three R’s

A Survey of Current K-12 Practices in Teaching and Assessing 21st Century Skills and College/Career Readiness

CCSSO NCSAJune 28, 2012

Session Background

Increased emphasis on 21st century skills Multiple 21st century skills frameworks Common Core State Standards, Race to the Top

Districts are struggling Which 21st century skills? What do they look like? How can you teach them? How can you assess them?

Early implementers and pockets of innovation

Participants

Martin Creel, Montgomery County Public Schools

Jeff Barker, Gwinnett County Public Schools Christa Macomber, Monona Grove School

District Juan D’Brot, West Virginia Department of Ed Tim Magner, P21

Montgomery County Public Schools, MD

Martin Creel

Director of Enriched and Innovative Programs

Why MCPS Curriculum 2.0?In 2001 MCPS launched a rigorous new curriculum.As we gathered feedback from parents, teachers, and students we began hearing some of the same themes –

More science!More social studies!More art, music, and physical education!More time! (mainly from teachers)

http://www.youtube.com/watch?v=HxJHI-jCMD4

Why MCPS Curriculum 2.0?Many students have excelled in reading and math since 2001. We noticed that students who had the most success in advanced reading and math had certain characteristics as students –

Successful students are critical thinkers.Successful students are creative.Successful students know how to learn.

What is MCPS Curriculum 2.0?

New Internationally-driven standards in math, reading, and writing.

Renewed focus on teaching the whole child.

Integrates thinking, reasoning, and creativity for a lifetime of learning.

Thinking &Academic Success

Skills

http://www.montgomeryschoolsmd.org/curriculum/2.0/

Gwinnett County Public Schools, GA

Jeff Barker

Executive Director of Accountability and Assessment

Gwinnett County Public Schools (GCPS)

Assessment Audit Reorganization

Specialization Curriculum Specialists

Defined 21st century skills Curriculum Assessment Instruction

Focus on the Student What, Why and How

Gwinnett County Public Schools (GCPS)

Instituted an interim assessment program Rigorous Test Development Process

Variety of items Multiple choice Performance Gateway writing

Item Writing Webb’s Depth of Knowledge Universal Design

Simulation Automated Scoring Data Analysis at distractor level

Gwinnett County Public Schools (GCPS)

Next Steps Improving and enhancing the classroom

assessment program Expand partnerships and collaboration with

GaDOE, Pearson and other districts. Research and explore opportunities for extending

assessments for special populations including ELL students.

Implement stream-line learning management system

Monona Grove School District, WI

Christa Macomber

Data and Assessment Coordinator

Organizational ProfileMonona Grove School

DistrictEnvironment:

3000 Students [4K-12] 500+ Staff-members

Relationships Two Communities (Monona and Cottage Grove) Business community Community Services Higher Education Leadership Amongst Local and State-wide School

Districts (e.g. RTi, College & Career Readiness, Data-Driven Decision-making)

Organizational ProfileMonona Grove School District

Challenges: Equity Improving Student Learning Improving Adult Learning Budgetary Environment Policy Environment

Applying Continuous Improvement to

Strategic Planning

Monona Grove Strategic Priorities

Student Learning Budget

Customer and Workforce Focus

Process Management

Student Learning

Student Learning

Close equity gaps in the areas of reading, math, behavior, and special

education placement by implementing…

Positive Behavior Interventions and Supports (PBIS) Universal K-8 Prevention Curriculum (Tier 1) Interventions (Tier 2 and Tier 3) PBIS Coaches Training and Collaboration Data Management (SWIS)

Student Learning

Increase student achievement in literacy and math

by…

Implementing a Professional Learning Community framework that supports collaborative work on meeting strategic goals

Professional Collaboration Time Common Assessments (Formative and Summative) Data management systems Data Analysis and Support (District, Building and Classroom) Ongoing Professional Development

Student Learning

Research-based practices and resources to promote College and Career Readiness for all students

Time for professional collaboration and learning

Data and Assessment System

Technology to promote: Student access to worldwide resources on

demand Continuous learning for staff Efficient and effective operations

Continuous Improvement process

The Importance of Data in the Process

Student Learning Data 4K Benchmark Assessments DIBELS MAP and MPG Explore, Plan, ACT AIMSweb Special Ed Placement

PBIS SWIS (ODR) School Evaluation Tool (SET) Special Ed Placement

Culturally Responsive Practice Disaggregate Student

Learning Data Climate Survey Special Ed Placement

Adult Learning/Implementation Data Differentiation Rubric PLC Rubric PBIS Assessments (Team

Implementation Checklist) Special Ed Placement

How do our professional development initiatives support the Strategic Plan?

Continuous Improvement

Differentiated

Instruction

Professional Learning

Communities

PBISCulturally

Responsive Practice

•Mathew Fail & Brenda Clark

•ASQ conference

•Budget Training

•PDSA Report Cycles

•Aligned by

Design

•Kathleen Dawson (DDI Strategies)

•School site in-services

•Dylan Wiliam Formative Assessment

• Coaches Training •Culturally Responsive PBIS

•Non-Violent Crisis Intervention

• CREATE

• Beyond Diversity

• Culturally Responsive Education In-service

West Virginia Department of Education

Juan D’BrotExecutive Director

Office of Assessment and Accountability

The West Virginia Department of Education: Context

West Virginia is Highly Centralized Standards Revision

NCLB: 2001-2007 – WV Content Standards and Objectives (CSOs)

Increased rigor: 2008-2014 – 21st Century CSOs Driving standards-based instruction: Ongoing

Assessment Revision West Virginia Educational Standards Test (WESTEST): NCLB to

SY 2007-2008 WESTEST 2: 2008-2009 Revised cut scores: SY 2009-2010

The West Virginia Department of Education: Context

Recall transitioning to Evidence-Centered Design-like Development WESTEST 1

Basic Skills, low DOK, Insufficient objective sampling

WESTEST 2 Higher DOKs, much stricter item development considerations (see

harder), too many objectives, but an attempt to link evidence-based arguments about student across objectives (educator-driven).

Objective Based Sampling in the Core Content: Still objective-based (or standard) assessment and reporting A loose proxy-measure on the cognitive processes of students

West Virginia Department of Education: Framework

WESTEST 2 development was informed by P21’s Framework Critical Thinking Problem Solving Communication Collaboration Creativity Innovation

West Virginia Department of Education: Framework

Lack of evidence beyond selected response in Math, Science and Social Studies Minor evidence in ELA performance tasks

21st Century Instruction Project based learning Performance tasks Anecdotal evidence in need of review

West Virginia Department of Education: Assessment

Edvation’s assistance in gathering evidence (techSteps) How do we compile evidence? Initially for compliance with technology literacy at

8th grade Began with conversations around P21’s

Framework Let to a rubric-based performance assessment Used to engage students in inquiry-based

technology literacy activities

West Virginia Department of Education: Assessment

Edvation’s assistance in gathering evidence (techSteps) Used to engage students in inquiry-based

technology literacy activities Moving beyond anecdote Targeting a revised set of 21st century skills:

Creativity and Innovation; Critical Thinking and Problem Solving; Collaboration and Teamwork; Life and Career Skills; and Information Literacy and Research

West Virginia Department of Education: Opportunities

The transition to a Personalized Learning Landscape (to support the use of non-cognitive measures) Student ownership of the learning process Enhancing student motivation and engagement Visualizations of learning progressions Portfolio-based evidence model Targeting specifically things outside the domain of

math, ELA, science, social studies Any funders in the room?

West Virginia Department of Education: Opportunities

How? Concerted design, piloting, validation, and

implementation of Student self-assessments

Self-reports validity concerns Forced choice

Objective measures Situational judgment tests Implicit associations Conditional reasoning

Interviews or other-ratings

West Virginia Department of Education: Challenges

Non Cognitive Measures Pricey?

Development Validation Implementation Fidelity

Not the traditional focus A different kind of buy-in

West Virginia Department of Education: Challenges

Accountability 21st century skills are in the public vernacular Reframing the problem-space within and beyond

K-12 In the future of accountability? Threat to continuous improvement and

engagement Maintain a dialogue around purpose

Partnership for 21st Century Skills

Tim Magner

Executive Director