WELCOME!!!! DAY 2 Common Core Academy “Uncommonly Good Teaching”!

Linking Common Core State Standards to Instruction & Assessment Summary Presentation Melisa Hancock

Linda Darling-Hammond Becoming Internationally Competitive

The Need for Change In 1989, NCTM Standards called for changes in the Mathematics being taught to our children, because the way we were teaching math was not working for most students. The message was and is....If we keep doing what we’ve always done, we will continue to get what we’ve always gotten. HERE’S WHAT WE HAVE GOTTEN: Mountains of math anxiety Tons of mathematical illiteracy Mediocre test results or NO lasting UNDERSTANDING High School programs that barely work for half the kids nation- wide Gobs of remediation A slew of criticism Council of Teachers of Mathematics (NCTM)

Currently different sets of standards 50 different assessments Kansas – All Multiple Choice, Delta’d Items The Advancing Consortium Assessment Reform (ACAR) project supports the work of the Race to the Top assessment consortia: Partnership for Assessment of Readiness for College and Career (PARCC) and SMARTER Balanced Assessment Consortium (SBAC).

Assessment System

7 How do we get from here......to here? All students leave high school college and career ready Common Core State Standards specify K-12 expectations for college and career readiness...and what can an assessment system do to help?

8 SMARTER Computer Adaptive MOSAIC Formative Capacity Balanced Integrated System

9 Consortium has established 10 work groups Work group engagement of 80 state-level staff: Each work group: 2 co-chairs and 6 members from states; 1 liaison from the Executive Committee; 1 WestEd partner Work group responsibilities: Define scope and time line for work in its area Develop a work plan and resource requirements Determine and monitor the allocated budget Oversee Consortium work in its area, including identification and direction of vendors

10 The SMARTER Balanced Theory of Action All students leave high school college and career ready Summative adaptive assessments are benchmarked to college & career readiness Technology supports innovative & comprehensiv e assessments Technology provides increased access to learning State policies and practices support increased expectations Common Core State Standards specify K-12 expectations for college and career readiness Clear communication of expectations to stakeholders Professional capacity- building PD and other supports for teachers to instruct on the CCSS Teachers design and score assessment items & tasks Interim/Benchmark assessments are used as progress checks Teachers use formative tools and practices to improve instruction

11 1.Transition to Common Core State Standards 2.Technology Approach 3.Assessment Design: Item Development 4.Assessment Design: Performance Tasks 5.Assessment Design: Test Design 6.Assessment Design: Test Administration 7.Reporting 8.Formative Processes and Tools/Professional Development 9.Accessibility and Accommodations 10.Research and Evaluation

12 Common Core State Standards specify K-12 expectations for college and career readiness All students leave high school college and career ready Teachers can access formative processes and tools to improve instruction Teachers can access formative processes and tools to improve instruction Interim assessments that are flexible, open, and provide actionable feedback Summative assessments benchmarked to college and career readiness

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14 Assessment system that balances summative, interim, and formative components for ELA and mathematics: Summative Assessment (Computer Adaptive) Mandatory comprehensive assessment in grades 3–8 and 11 (testing window within the last 12 weeks of the instructional year) that supports accountability and measures growth Selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks Interim Assessment (Computer Adaptive) Optional comprehensive and content-cluster assessment Learning progressions Available for administration throughout the year Selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks Formative Processes and Tools Optional resources for improving instructional learning Assessment literacy

15 Mandatory comprehensive accountability measures that include computer adaptive assessments and performance tasks Computer adaptive testing offers efficient and precise measurement and quick results Assesses the full range of CCSS in English language arts and mathematics

16 Instructionally sensitive, on-demand tools and strategies aimed at improving teaching, increasing student learning, and enabling differentiation of instruction Processes and tools are research based Clearinghouse of professional development materials available to educators includes model units of instruction, publicly released assessment items, formative strategies, and materials for professional development

17 Comprehensively assesses the breadth of the Common Core State Standards while minimizing test length Allows increased measurement precision relative to fixed form assessments; important for providing accurate growth estimates Testing experience is tailored to student ability as measured during the test

18 Supports access to information about student progress toward college and career readiness Allows for exchange of student performance history across districts and states Uses a Consortium-supported backbone, while individual states retain jurisdiction over access and appearance of online reports Tied to digital clearinghouse of formative materials Graphical display of learning progression status (interim assessment)

The consortium is committed to the development of a system that is state led and will provide: Common summative tests in English language arts and Mathematics that assess student progress and mastery of core concepts and critical transferable skills using a range of formats: selected-response and constructed-response items, and performance tasks, designed together to assess the full range of standards. Formative assessment tools and supports, that are shaped around curriculum guidance which includes learning progressions, and that link evidence of student competencies to the summative system. Focused professional development around curriculum and lesson development as well as scoring and examination of student work Reporting systems that provide first-hand evidence of student performances, as well as aggregated scores by dimensions of learning, student characteristics, classrooms, schools, and districts.

20 Re-take option Optional Interim assessment system— Summative assessment for accountability Last 12 weeks of year* DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools. Scope, sequence, number, and timing of interim assessments locally determined PERFORMANCE TASKS Reading Writing Math END OF YEAR ADAPTIVE ASSESSMENT * Time windows may be adjusted based on results from the research agenda and final implementation decisions. English Language Arts and Mathematics, Grades 3–8 and High School Computer Adaptive Assessment and Performance Tasks BEGINNING OF YEAR END OF YEAR Source: INTERIM ASSESSMENT Computer Adaptive Assessment and Performance Tasks INTERIM ASSESSMENT

21 Allows students to enter college having met clear, common standards Interim assessments provide students, teachers, and parents with detailed, actionable information about knowledge and skills needed for college entry and success Students enrolled in IHEs and IHE systems will be able to be exempt from remedial courses if they have met the Consortium-adopted achievement standard for each assessment

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Assessment Tools for Implementing the Standards with experiences from the Shell Centre Hugh Burkhardt and Malcolm Swan

Lesson Units for Formative Assessment Concept lessons “Proficient students expect mathematics to make sense” – To reveal and develop students’ interpretations of significant mathematical ideas and how these connect to their other knowledge. Problem solving lessons “They take an active stance in solving mathematical problems” – To assess and develop students’ capacity to apply their Math flexibly to non-routine, unstructured problems, both from pure math and from the real world.

Standards for Mathematical “ Proficient students expect mathematics to make sense. They take an active stance in solving mathematical problems. When faced with a non-routine problem, they have the courage to plunge in and try something, and they have the procedural and conceptual tools to carry through. They are experimenters and inventors, and can adapt known strategies to new problems. They think strategically”. CCSS These standards emphasize “best practices” and focus on teaching for UNDERSTANDING.

Important Websites Bill McCallum Common Core Tools

Common Core State Standards Mathematics Curriculum Materials Analysis Project

Important Websites Bill McCallum’s Progressions

Important Websites, cont. Bill McCallum’s Illustrative Math

Progressions ss_progression_nbt_2011_04_073.pdfhttp://commoncoretools.files.wordpress.com/2011/04/cc ss_progression_nbt_2011_04_073.pdf

Progressions ss_progression_ee_2011_04_25.pdfhttp://commoncoretools.files.wordpress.com/2011/04/cc ss_progression_ee_2011_04_25.pdf

NCTM Supportive Resources NCTM High School Focus

NCTM Resources Developing Essential Understandings series: PreK-2 Number and Numerations 3-5 Rational Numbers 6-8 Proportional Reasoning HS Functions

Important Websites e.oh.us/GD/Templ ates/Pages/ODE/O DEDetail.aspx?pag e=3&TopicRelation ID=1704&ContentI D=83475http:// e.oh.us/GD/Templ ates/Pages/ODE/O DEDetail.aspx?pag e=3&TopicRelation ID=1704&ContentI D=83475 Ohio Progressions

Arizona Department of Education math/2010MathStandards/

North Carolina ds/support-tools/#crmath

Implementation Strategies: Setting Expectations Implementation of the Common Core Standards requires a shared purpose where all participants understand the task at hand. Cultivation of a shared understanding of expectations and a dedication to a common purpose will improve teaching and learning. Expectations must be high, yet attainable. We all tend to rise to the level of performance established for us... and these standards are “higher”. A commitment to standards-based instruction takes tremendous effort, time, mutual trust, respect, and follow- through.

Implementation of the Core Standards: Setting Expectations Establish the need for & importance of standards-based instruction. Create a sense of urgency for the implementation of the standards. Promote the guiding principle that application of the standards into classroom instruction is non-negotiable. Support teachers in envisioning what the Standards for Mathematical Practice will look like in their classrooms, next year. (The Standards for Mathematical Practice are the core of mathematical learning). Intertwine instruction and assessments to determine continual mastery of the standards. Prepare teachers for observations that focus on evidence of standards in daily instruction.

Setting Expectations, continued.... Promote the use of formative assessments to monitor student mastery of the standards. Intervene in a timely manner when students experience difficulties mastering the standards. Collaborate with, between, among, and across grade level, department level and content-specific teams to develop plans for closing learning gaps (Know and Understand the Learning Progressions). Ensure that resources and professional development are provided to support school-wide/district-wide implementation of the Core Standards. Be skeptical of easy alignment and quick fixes. (Be cautious of companies that claim their texts or assessment items are aligned to CCSS). Finally, pay attention to opportunities and resources provided by McCallum Toolkit, KSDE, KATM as well as national groups, such as NCTM, NCSM and the assessment consortia.

As research has repeatedly documented, “It is exceedingly difficult for policy to change practice…. Change ultimately is a problem of the smallest unit.” Assessments alone cannot change teaching and learning unless educators deeply understand how to support them and gain the skills to do so. Linda Darling-Hammond

Prepare Kansas Kids for Common Core Assessments.... NOW!