1. California Common Core State Standards (CCSS) Presentation for JUSD Bilingual Language Tutors December 13, 2013

2. CCSS Presentation Objectives Today’s Topics: An Overview of CCSS The Six Shifts in ELA and Math Details of the ELA and Math Standards Timelines for ELA, ELD, Math, and Science Assessment Changes

3. Education Acronyms Alphabet Soup – 2013/2014  These are terms you may hear out on the street…

4. Video  Why do we need Common Core Standards?

5. Grab some paper! Make two columns: Similarities to the 1997 standards and instructional practices Differences from the 1997 standards and instructional practices

6. The Common Core Standards (CCSS) were developed by the Council of Chief State School Officers and the National Governor’s Association Center for Best Practices, and were formally released on June 2, 2010. © 2011 California County Superintendents Educational Services Association 6

7. The focus of the CCSS is to guarantee that all students are college and career ready as they exit from high school. © 2011 California County Superintendents Educational Services Association 7

8. Overarching Goals for K-12 CCSS Ensure that our students are:  Meeting college and work expectations  Prepared to succeed in our global economy and society, and  Provided with rigorous content and applications of higher knowledge through higher order thinking skills. © 2011 California County Superintendents Educational Services Association 8

9. The CCSS build upon the strengths and lessons of current state standards. © 2011 California County Superintendents Educational Services Association 9

10. What are the benefits of the CCSS?  Internationally benchmarked  Student expectations are clear to parents, teachers, and the general public  Allows for collaboration with other states on best practices, instructional materials, and professional development  Reduces costs to the state © 2011 California County Superintendents Educational Services Association 10

11. The Common Core State Standards  A voluntary state-led effort coordinated by the CCSSO and NGA  Includes parents, educators, content experts, researchers, national organizations and community groups from 48 states, 2 territories and the District of Columbia © 2011 California County Superintendents Educational Services Association 11

12. Students with Special Needs The CCSS provide an historic opportunity to improve access to rigorous academic content standards for students with disabilities. Many experts in this area were involved in the development of these standards to meet IEP needs. © 2011 California County Superintendents Educational Services Association 12

13. English Learners The CCSS articulate rigorous grade level expectations to prepare all students to be college and career ready, including English learners. © 2011 California County Superintendents Educational Services Association 13

14. English Learners The development of the ELA CCSS involved linguists and EL experts. And they had a huge impact on the language and vocabulary standards The developers of the CCSS were the developers of ELD standards for the CCSS. © 2011 California County Superintendents Educational Services Association 14

15. ELD Key Features Handout  Per Assembly Bill 124, the California Department of Education (CDE) was required to update, revise, and align the state's 1999 English Language Development (ELD) standards to California's Common Core State Standards (CCSS) for English-Language Arts (ELA) that were adopted by the State Board of Education in August 2010. The State Board of Education adopted the updated California ELD standards on November 7, 2012. California ELD standards

16. ELD Key Features Handout  A set of ELD standards for each grade level, Kindergarten through grade 8, and for the high school grade spans 9-10 and 11-12  Correspondence to CCSS ELA standards noted for each ELD standard

17. ELD Key Features Handout  Three English language proficiency levels: Emerging, Expanding, and Bridging;  Standards organized into three language modes: collaborative, interpretative and productive, and three categories under the heading learning about how English works: structuring cohesive texts, expanding and enriching ideas, and connecting and condensing ideas.

18. Video  Karen Hess –  Depth of Knowledge (DOK)

19. Check your notes with a partner Similarities to the 1997 standards and instructional practices Differences from the 1997 standards and instructional practices

20. The Six Shifts (Changes)From 1997 Standards to Common Core  Look at the ELA/Literacy and Math handouts  Make notes when you gain a deeper understanding of a “Shift”  Be ready to discuss the shifts

21. ELA Shifts Math Shifts

22. The Standards for Mathematical Practice - SMPs  The same for TK-12  Replace “Mathematical Reasoning”  Assessed on the Measure of Academic Performance and Progress (the new CST)

23. Video – A Table Problem  Let’s watch a teacher using a CCSS approach to problem solving, integrating many speaking, listening, reading, and writing standards with mathematics.

24. Symbolic Representation  With a small group, think of a symbol or picture that illustrates your favorite shift(s).  Draw your symbol on a piece of paper.  Be ready to share out.

25. Activity – the Take-Aways  With your team, create a picture that illustrates your assigned shift.  Use the mini-poster paper.  Every team member must draw a piece of the picture.  Be ready to share.

26. Timelines  ELA + Math  ELD  Science  Activity –  What were you doing when…

27. CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction California Measurement of Academic Performance and Progress (CalMAPP) Assessment System: Overview Diane Hernandez, Director Assessment Development and Administration Division 2013 Assessment and Accountability Information Meeting

28. Smarter Balanced Sample Items and Performance Tasks OSPI – Assessment and Student Information October 11, 2012

29. Sample Items Smarter Balanced Website  http://www.smarterbalanced.org/sample-items-and-performance-tasks/ http://www.smarterbalanced.org/sample-items-and-performance-tasks/

30. Purpose of Sample Items and Performance Tasks  Demonstrate rigor and complexity of ELA/literacy and mathematics items  Showcase variety of item types:  Selected response  Constructed response  Technology enhanced  Performance tasks  Help teachers continue planning shifts in instruction related to Common Core State Standards (CCSS)

31. Smarter Balanced Assessment System Components 31 Common Core State Standards specify K-12 expectations for college and career readiness Common Core State Standards specify K-12 expectations 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 practices to improve instruction

32. Exploring the Sample Test Questions

33. Key Features of Sample Questions  Mathematics and English Language Arts/Literacy items  Computer Adaptive Testing items and Performance Tasks:  Selected response  Constructed response  Technology enhanced  On the spot scoring for many items  Items and tasks will be similar for summative and interim assessments

34.  Let’s try some test questions!

35. Mathematics Test Item Types Selected Response (SR) Constructed Response (CR) Extended Constructed Response (Math) (ER) Technology Enhanced (TE) Performance Tasks (PT)

36. Selected Response (SR) Items Series of options from which the student must choose a correct response(s). Will measure one or more content standard(s).

37. Selected Response

39. Constructed Response Items Allows assessment of claims and targets that are of greater complexity. Typically requires more analytical thinking and reasoning than a Selected Response item. Eliminate the “guessing” factor associated with typical Selected Response items. Administered during the Computer Adaptive Testing portion of the Summative Assessment. Artificial Intelligence (AI) may be used for scoring.

40. Constructed Response

41. Response

42. Rubric

43. Technology Enhanced Items Used when Selected Response (SR) and Constructed Response (CR) items cannot produce sufficient evidence. The hope of Smarter Balanced is that the use of Technology Enhanced (TE) items on the Summative Assessment will encourage classroom use of technology as part of instruction.

44. Technology Enhanced

46. Response

47. Technology Enhanced

48. Rubric

49. Extended Constructed Response Only in Math Part of the Performance Task Generating a Response Rather Than Selecting One Measure One or More Content Standard(s)

50. Extended Constructed Response

51. Response/Rubric

52. Provides a measure of a student’s ability to integrate knowledge and skills across multiple standards. Smarter Balanced defines this as a key component of college and career readiness. Used to better measure depth of understanding, research skills, and complex analysis, which cannot be adequately assessed with Selected Response or Constructed Response items. Performance Tasks

53. Reflect real-world problems. Multiple approaches are possible. Presents content that is relevant and meaningful to students. Address 21st century skills. Focus on big ideas rather than facts. Up to 120 minutes to administer. Examine the Performance Tasks: Determine what students need to know and be able to do to be successful.

54. Let’s look at the Language Arts Test Items

55. Technology Enhanced Vocabulary Grade 4 Item http://sampleitems.smarterbalanced.org/itempreview/s bac/ELA.htm

56. Measurements of Student Progress Reading Vocabulary Item

57. Listening Task http://sampleitems.smarterbalanced.org/itempreview/s bac/ELA.htm

58. Scoring Rubric Item Item Rubric http://sampleitems.smarterbalanced.org/itempreview/s bac/ELA.htm

59. Brief Write with Text Evidence

60. High School Proficiency Exam Writing Grade 10 Persuasive Argumentative Writing  Experience-based persuasive prompt Curfews Community officials have proposed that individuals under the age of 18 cannot be out after 9:00 p.m. unless they are with an adult. Take a position on this proposal. Write a multiple-paragraph letter persuading community officials to support your position.

61. Smarter Balanced Grade 11 Performance Task  Smarter Balanced – Nuclear Power  Source-based performance task  20-minute classroom activity (accessibility)  Part I: Research and evaluate sources (take notes and answer questions)  Part II: Write argumentative essay citing evidence from sources

62. Performance Task: Classroom Activity http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/performance-tasks/nuclear.pdf

63. Performance Task: Introduction to Activity http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/performance-tasks/nuclear.pdf

64. Performance Task: Research http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/performance-tasks/nuclear.pdf

65. Performance Task: Research Questions http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/performance-tasks/nuclear.pdf

66. Performance Task: Argumentative Essay Assignment

67. http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/performance-tasks/nuclear.pdf Performance Task: Essay Scoring Criteria

68. AB 484: Required Assessments for the 2013–14 School Year  Spring 2014 Smarter Balanced Field Test for English–language arts (ELA) and math in grades 3 — 8, and grade 11 (and a select sample in grades 9 and 10)  California Alternate Performance Assessment (CAPA) for ELA and math in grades 2 through 11  Science in grades 5, 8, and 10, including CST, CMA, and CAPA 68

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70.  Stay the Course!  More similarities than differences in the standards  Implement a truly balanced instructional program as this will support the transition  Continue to use quality assessments to inform and drive effective instruction  Provide opportunities for collaboration and planning © 2011 California County Superintendents Educational Services Association 70

71. For Further Information CDE Assessment Transition Office sbac@cde.ca.gov 916-445-8517 Technology Readiness Coordinator sbac-itreadiness@cde.ca.gov Smarter Balanced Assessment Consortium Web site http://www.smarterbalanced.org CDE Smarter Balanced Web Page http://www.cde.ca.gov/sbac/ 71