Hawai‘i P-20 Partnerships for Education

Hawai‘i Common Core & Smarter Balanced

Assessments

September 18, 2015

Dr. Dan Doerger

Agenda

• What does it mean to be “ready”?• Hawai‘i Common Core Standards

& Smarter Balanced Assessments–Local and National Perspectives

• Smarter Balanced Scores and UH Placement Policy

• Standards “in action”

What Does it Mean to be “Ready”?

• Achieved proficiency in essential content knowledge

• Mastered key learning skills and cognitive strategies

• Acquired practical knowledge enabling successful transitions from high school to college and career

• Built a strong foundation of identity through an on-going process of wayfinding to engage in local, national, and global contexts

What is Common Core?

• It is the WHAT not the HOW

• The Hawai‘i Common Core Standards (HCCS) define what students need to know and be able to do at each grade level from kindergarten through grade 12 in ELA and Math; how to reach those standards is up to teachers, schools, and school complexes

CCSS: A National Perspective

Initial adoption •45 states + D.C. adopted the CCSS in English and math in 2010•1 state – Minnesota – adopted the English standards only. •4 states – Alaska, Nebraska, Texas and Virginia – did not adopt the CCSS but have approved new standards.

CCSS Tally as of Today

–42 states and D.C. continue with the CCSS in place

–South Carolina, Indiana and Oklahoma have dropped

How are the HI CC Standards

different than past standards used in

Hawai‘i?

Key Difference• While CONTENT expectations are more rigorous,

the key difference is the INTENT of the standards– Demand Critical Thinking– Connectivity of standards over 12 years

• Build on prior knowledge to allow DEPTH and BREADTH

– 21st Century Skills• Technology• Cultural competency• Communications

• 80/20 vs. 20/80 (Based on Pareto Principle)

How are these Standards Different?

ELA Non-Examples and Examples

11

•In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something.

•In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair.

•In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?

What makes Casey’s experiences at bat humorous?

What can you infer from King’s letter about the letter that he received?

“The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech?

Not Text-Dependent Text-Dependent

Math Example

•What is the principle behind the answer?•This is NOT enough:

♫ "Dividing fractions, as easy as pie, Flip the second fraction, then multiply.And don't forget to simplify,

Before it's time to say goodbye" ♫

Students MUST Understand the CONCEPTS

• A question like 20 divided by 5 is asking "how many 5s in 20?”

• So ½ divided by ⅙ is asking "how many ⅙s in ½?”

• Now look at the pizzas below ... how many "⅙ slices" fit into a "½ a pizza?” 

Assessment of Common Core Standards

• Two state-led consortia created assessments– Smarter Balanced Assessments: 17

states, the US Virgin Islands, and the Bureau of Indian Education

– Partnership for Assessment of Readiness for College and Careers (PARCC): 11 states and the District of Columbia

– 5 states did not adopt Common Core– 17 states use other tests to assess CC

Smarter Balanced Assessments

• Aligned with HI Common Core Standards• Replaces the HI State Assessment (HSA)• Given at the end of 3rd, 4th, 5th, 6th, 7th, 8th

and 11th grade• Interim and Summative Assessments• Computer Adaptive• 21st Century Skills• Digital Library of Exemplary Lesson Plans

• 17 governing members in 2015-16 (15 states, USVI, BIE)

• 3 affiliate members

• Based at UCLA Graduate School of Education & Information Studies

Smarter Balanced is a state-led service that has built a new K-12 assessment system aligned to the Common Core State Standards. 

What Do the SB Scores Mean?

17

Estimated Percentage of Grade 11 Students at Each Achievement Level

Estimates based on Spring 2014 Smarter Balanced field test conducted in 21 states and USVI.

Higher Education After Smarter Balanced:

• Admission : Colleges will continue to admit students according to their current standards and practices – the college content-readiness policy applies only to admitted students.

• Placement: While honoring the exemption from developmental courses for students who have earned it, colleges may use tests (and/or other means) to determine appropriate course placement.

• Developmental education reform: Colleges can place any student into credit-bearing courses. Grades-only placement policies are unaffected.

• STEM: Colleges will need to assess additional evidence for students seeking to enter more advanced mathematics courses.

Universities in Seven States Agree to Smarter Balanced Definition of

'College Ready’• Nearly 200 colleges and universities in seven

states (Hawaii, California, Washington, Oregon, Delaware, South Dakota, Nevada) have agreed to exempt students from remedial coursework if they reach the college-readiness score on the 2015 Smarter Balanced assessment.

• Students in these states can sign up for specified credit-bearing courses without any remedial classes if they score a 4. They can enroll in specified courses with a score of 3 if they meet particular conditions

• Hawaii, Delaware, Nevada, South Dakota, Washington, and West Virginia are working on 12th grade transition courses based upon score results (California already has transition courses).

20

Smarter Balanced Placement Policy for UH System

• The Chief Council of Academic Officer and the Council of Student Affairs Officers approved the use of Smarter Balanced Scores for PLACEMENT purposes at UH System institutions

• For Math and English/Language Arts entry level courses only

• Pilot for graduating classes of 2016, 2017, 2018

Introduction to College Mathematics

• ACCN: MIC1200• Pilot for 2015-2016 Academic Year

– Pearl City (5 classes)– Farrington (2 classes)– Waialua (1 class)– Kapa‘a (1 class)

• Scaling up for 2016-2017 year• Math Summit: November 13, 2015

Standards in Action

Content Area Alignment with CCR Anchor Standards: Critical Reading

(Informational Texts)• Key Ideas and Details

• Craft and Structure

• Integration of Knowledge and Ideas

• Range of Reading and Level of Text Complexity

What is Meant By “Key Ideas and Details”?

• Cite textual evidence (Bloom’s: Comprehension)• Follow multi-step procedures/identify key steps

in a process (Bloom’s: Application)• Determine central ideas; provide accurate

summaries showing clear connections among key details and ideas (Bloom’s: Synthesis)

• Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matter uncertain (Bloom’s: Evaluation)

Content Specific Example:Social Studies: Bill of Rights

• Grade 6-8: Which statements from the original 10 amendments defend personal freedoms?

• Grades 9-10: Proposal of BoR was on September 25, 1789; Article 2 ratified as the 27th Amendment in 1992, 203 years after it was proposed; what historical/social changes between 1789 and 1992 allowed for the ratification?

• Grades 11-12: How do the changes in intent from the original 10 amendments to subsequent amendments reflect or not reflect the changes in America? With this in mind, what is the purpose of the BoR?

Cite specific textual evidence to supportanalysis of primary and secondary

sources Cite specific textual evidence to supportanalysis of primary and secondary sources

attending to features such as the date and origin of the information

Cite specific textual evidence to

supportanalysis of primary and secondary sources connecting insights gained from specific details to an understanding of the text as a whole

Cite Specific Textual Evidence

Connections to K-5

• Grade 1: Describe the connection(s) between two individuals, events, ideas, or pieces of information in a text.

• Grade 3: Describe the relationship(s) between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

• Grade 5: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Common Core Resources for Teachers

• Share My Lesson: http://www.sharemylesson.com/article.aspx?storyCode=50000148

• The Teaching Channel: https://www.teachingchannel.org/videos?page=1&categories=organizations_national,topics_common-core&load=1

• Achieve the Core: http://achievethecore.org

More Resources…

• Smarter Balanced Test Preview– http://www.smarterbalanced.org/

practice-test/

• The Standards– ELA:

http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

– Math: http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf