1. Common Core State Standards: An Opportunity for Progress

2. Presentation Overview Current Conditions Common Core Solutions Moving Forward

3. The Value of Education

4. Are we challenging our students? Source: College Boards 2011 One Year Out Study.

5. Are we challenging our students? Source: http://www.act.org/research/policymakers/pdf/current_standards.pdfhttp://www.act.org/research/policymakers/pdf/current_standards.pdf

6. Are our current standards rigorous? 2007: The state of Georgia declared 88% of 8 th graders proficient in reading, even though just 26% scored at or above the proficiency level on the NAEP. 2007: If you believe those who set the Illinois standards, 82 percent of its 8th graders are proficient in reading, even though the NAEP says only 30 percent are. Source: http://educationnext.org/few-states-set-worldclass-standards/

7. Are our current standards rigorous? 2009: For example, on the 4th-grade math test in 2009, West Virginia reported that 60.8 percent of its students had achieved proficiency, but 28.1 percent were proficient on the NAEP. 2009: Delaware claimed that 77 percent of its 4th-grade students were proficient in math, when NAEP shows that only 36 percent were. Source: http://educationnext.org/state-standards-rising-in-reading-but-not-in-math/

8. Are we preparing our students? http://www.act.org Student achievement is drastically low. Our nation is at a moment of crisis when it comes to preparing our students for the rigors of college and the demands of the increasingly global workplace.

9. Low Levels of Rigor Current standards feature large amounts of knowledge and recall learning targets Under-developing critical thinking abilities Disadvantaged in college and the workplace Why do we need Common Standards?

10. Low-Rigor Standards Source: http://nces.ed.gov/nationsreportcard/pdf/studies/2011458.pdfhttp://nces.ed.gov/nationsreportcard/pdf/studies/2011458.pdf

11. 25 states have moved backwards in the quality of their standards from 2005 to 2010. 21 states ELA standards received D or F grades in terms of rigor and clarity. 18 states Mathematics standards received D or F grades. The vast majority of states have standards that scored lower than the Common Core. Fordham Institute Grades Standards Source: http://www.edexcellence.net/publications/the-state-of-state-of-standards-and-the-common-core-in-2010.htmlhttp://www.edexcellence.net/publications/the-state-of-state-of-standards-and-the-common-core-in-2010.html

12. Lack of Clarity Write for a variety of purposes. Respond to variety of literary/informational texts. Competently use money. Are these standards clear to teachers, students, and parents? Why do we need Common Standards?

13. Inconsistencies Different states set different learning targets Different districts set different learning targets Different classrooms learning different topics We must expect high achievement from all students in all classrooms Why do we need Common Standards?

14. Results of Inconsistencies States requiring different content Cut scores for proficiency vary by state Students being taught and assessed at different levels of rigor based on location Students who move may be far ahead or far behind Large groups of students are disadvantaged in the national and global economies

15. Barriers to Collaboration Educators are not working from the same blueprints Chilling effect on the sharing of best practices Curricular materials not applicable to all places This creates an insular education community where everyone is doing the same work over and over again Why do we need Common Standards?

16. A set of clear, consistent, internationally- benchmarked K-12 standards in English Language Arts and Mathematics that will provide a clear and consistent framework to prepare our students for college and the workplace. CCSSI Video What is the Common Core?

17. Important! Standards are the What Standards are the overall goal we hope our children achieve. Curriculum is the How Curriculum is the individual teaching methodology used in the classroom.

18. An effort led by the National Governors Association, the Council of Chiefs of State Schools, ACT, Achieve, College Board, and many other groups that created standards voluntarily adopted by states. What is the Common Core?

19. Increased complexity of texts Focus on foundational math skills and application in novel real-world situations A return to depth as opposed to breadth Increased focus on justifying and presenting results and methods Critical reading and writing infused in all curricular areas Re-ordering of math content to reflect research- based path to college and career readiness How are Common Core Standards better?

20. Our current standards are low in rigor and do not emphasize the reasoning skills necessary for college and career success.

21. …you own a company with fifty different stores. If each had its own goals and objectives and approached them in different ways, would your company be able to implement your vision? Imagine…

22. Preparation: The CCSS will prepare students for both college and the workplace and emphasizes higher-order skills instead of knowledge and recall. Benefits of Common Core

23. Competition: The CCSS are internationally- benchmarked, ensuring that our students are prepared to be competitive in the global job market. Benefits of Common Core

24. Equity: The Common Core will foster consistent expectations not dependent on state or zip code. We will hold all students to high academic expectations. Benefits of Common Core

25. Clarity: The Common Core are focused, coherent, and clear standards. Everyone knows what is expected of our students. Benefits of Common Core

26. Collaboration: CCSSI will be a foundation for teachers, states, and districts to work together from the same blueprints. This will facilitate the sharing of best practices. Benefits of Common Core

27. 45 states have voluntarily adopted the Common Core, as well as the District of Columbia, the U.S. Virgin Islands, and the Northern Mariana Islands. Implementation Progress

28. States and territories who have not yet adopted: Alaska*, Texas, Nebraska, Minnesota*, Virginia, Puerto Rico, Guam. Implementation Progress

29. The work of implementation will determine whether or not the Common Core positively impacts student achievement in our nation. Adoption is just the beginning…

30. Implementation Staff Development is key to successful implementation http://www.ccsso.org/resources/digital_resources/common_cor e_implementation_video_series.html Math Standards https://www.youtube.com/watch?v=GlJ44te7jrw&playnext=1&li st=PL087DD8418FEDAC32

31. Resources 4 th Grade Classroom Example https://www.youtube.com/watch?v=o0KPlUvH3 nI ELA: Working with your child at home http://www.youtube.com/watch?v=9NnuDKq5q Gs&feature=relmfu

32. The CCSSO has convened the publishing community to ensure that high-quality instructional materials aligned to the Common Core are being created. Implementation: Curriculum

34. I thought there was local control over what was taught. Who gave the state the right to change our curriculum? Frequently Asked Questions

35. Is the Common Core State Standards Initiative the first step of a federal take-over of our education system? Frequently Asked Questions

36. If our schools are performing poorly now with low-rigor standards, whats going to happen when the standards get tougher?? Frequently Asked Questions

37. What questions can parents ask now to ensure that the Common Core gets properly implemented in their district? Frequently Asked Questions

38. What can schools do to keep parents informed about changes to the standards? Parent Guides to Student Success Frequently Asked Questions

39. Assessment Consortia Alabama, Arizona, Arkansas, California, Colorado, Delaware, District of Columbia, Florida, Georgia, Illinois, Indiana, Kentucky, Louisiana, Maryland, Massachusetts, Mississippi, New Jersey, New York, North Dakota, Ohio, Oklahoma, Pennsylvania, Rhode Island, South Carolina, Tennessee Alabama, Colorado, Connecticut, Idaho, Hawaii, Kansas, Iowa, Kentucky, Maine, Michigan, Missouri, Montana, North Carolina, New Hampshire, New Mexico, North Dakota, Ohio, Oregon, Pennsylvania, South Carolina, South Dakota, Utah, Vermont, Washington, West Virginia, Wisconsin, Wyoming

40. Assessment Diagnostic and interim assessments (optional) Most assessments are traditional pencil and paper Results available to schools in two-to- four weeks Support for both traditional and integrated math course sequences Field testing begins 2012, operational by 2014 Diagnostic and interim assessments (optional) Assessments are computer-adaptive Most results are available instantly, though some items may require human grading Reports link directly to professional development and research-based strategies for instruction Field testing begins 2013, operational by 2015

41. PARCC Assessment Design The priority purposes of PARCC Assessments Determine whether students are college- and career-ready or on track Assess the full range of the Common Core Standards, including standards that are difficult to measure Measure the full range of student performance, including the performance high- and low- performing students

42. PARCC Assessment Design Provide data during the academic year to inform instruction, interventions and professional development Provide data for accountability, including measures of growth Incorporate innovative approaches throughout the assessment system

43. PARCC Assessment Design 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, and Provide data for accountability uses, including measures of growth.

44. PARCC Assessment Design Two non-summative, optional assessment components designed to Generate timely information for informing instruction, interventions, and professional development during the school year.

45. PARCC Assessment Design A third non-summative component in English language arts/literacy will assess students speaking and listening skills

46. PARCC will also use technology throughout the design and implementation of the assessment system. A mix of constructed response items, performance-based tasks, and computer- enhanced, computer-scored items. Assessments will be administered via computer, and a combination of automated scoring and human scoring will be employed. http://parcconline.org/parcc-assessment-design

47. Smarter Balance Assessment Design Smarter Balanced is guided by the belief that a balanced, high-quality assessment system including formative, interim, and summative componentscan improve teaching and learning by providing information and tools for teachers and schools to help students succeed.

48. Smarter Balance Assessment Design Smarter Balanced assessments will go beyond multiple-choice questions and include short constructed response, extended constructed response, and performance tasks that allow students to complete an in-depth project that demonstrate analytical skills and real-world problem solving.

49. Smarter Balance Assessment Design Smarter Balanced assessments make use of computer adaptive technology, which is more precise and efficient than fixed-form testing. Faster results mean that teachers can use the information from optional interim assessments throughout the school year to differentiate instruction and better meet the unique needs of their students. http://www.smarterbalanced.org/resources-events/faqs/#2446

50. PARCC and Smarter Balance are collaborating to ensure that there is comparability across the two assessments at the proficiency cut score for every grade. Both consortia will jointly engage with technical and policy advisors to study cross-consortia comparability.

51. What is a Performance Task? Performance tasks challenge students to apply their knowledge and skills to respond to real-world problems. These activities are meant to measure capacities such as depth of understanding, research skills, and complex analysis, which cannot be adequately assessed with selected- or constructed-response items. Frequently Asked Questions

52. What is a summative assessment? Summative assessment refers to the assessment of the learning and summarizes the development of learners at a particular time. After a period of work, e.g. a unit for two weeks, the learner sits for a test and then the teacher marks the test and assigns a score. The test aims to summarize learning up to that point.

53. Frequently Asked Questions What is a non-summative assessment? Non-summative or Formative Assessment is part of the instructional process. Think of formative assessment as practice. Formative assessment helps teachers determine next steps during the learning process as the instruction approaches the summative assessment of student learning.

54. What questions do you have?