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Regional College Readiness Partnership
New Standards Retreat
Northern Illinois UniversitySeptember 2013
Susan C. Lane, Senior DirectorP-16 Alignment and Engagement
Massachusetts Department of Higher Education
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• What do post- secondary faculty need to know about:– the Common Core State Standards,– Next –Generation Science Standards and – the PARCC Assessments?
• What do post- secondary faculty need to know about:– A definition of College and Career Readiness
National Perspective:The Common Core State Standards
Common Core State Standards
PARCCNext
Generation Assessment
Definition of College and
Career Readiness
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Supporting Student Readiness and Success
Elementary and Secondary Education
Parents Business and Community
Leaders
Higher Education
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Renewed Collaboration, Shared Goals, Engaged Conversations
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The Common Core State Standards Identify a Set of Core Competencies that Represent A Baseline for College and
Career Readiness
What do Common Core State Standards (CCSS) address• Disparate standards across the states• Global, not neighborhood competition• For many young people, high school was not preparing them for
college or careers Why CCSS are Important
• Prepare students with knowledge and skills to succeed in college and career
• Ensure consistent expectations regardless of a student’s zip code• Provide educators, parents and students with clear, focused
guideposts• Offer economies of scale and sharing of best practices
Why Common Core State Standards?
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• Beginning in the spring of 2009, Governors and state commissioners of education from 48 states, 2 territories and the District of Columbia committed to developing a common core of state K-12 English-language arts (ELA) and mathematics standards.
• The Common Core State Standards Initiative (CCSSI) was a state-led effort coordinated by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO).
• Illinois adopted the CCSS (2010)• Illinois is participating as a governing state in PARCC, the national project to
develop an assessment system (Partnership for Assessment of Readiness for College and Careers)
• Illinois’ State Board of Education website features “Realizing Illinois” – The New Illinois Learning Standards Incorporating the Common Core and College and Career Readiness.
The Common Core State Standards Initiative
45 States + DC Have Adopted the Common Core State Standards
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* Minnesota adopted the CCSS in ELA only
Governing Board:• Christopher Koch, State Superintendent of Education, Illinois State Board of EducationAdvisory Committee on College Readiness:• Sheila Simon, Lieutenant Governor, State of IllinoisPARCC K-12 State Leads/Governing Board Deputies: • Dan Long, PARCC Project Director, Illinois State Board of Education• Susie Morrison, Deputy Superintendent, Illinois State Board of Education• Mary O’Brian, Director of Assessment, Illinois State Board of EducationHigher Education Leadership Team Members: • Daniel Cullen, Deputy Director, Illinois Board of Higher Education• Brian Durham, Senior Director for Academic Affairs, Illinois Community College Board
More than 60 Illinois State Educators, Administrators and Policy Makers are Assisting in Developing the PARCC Assessments
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Why Common Core State Standards?
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Preparation: The standards are college- and career-ready. They will help prepare students with the knowledge and skills they need to succeed in education and training after high school.
Competition: The standards are internationally benchmarked. Common standards will help ensure our students are globally competitive.
Equity: Expectations are consistent for all – and not dependent on a student’s zip code
Clarity: The standards are focused, coherent, and clear. Clearer standards help students (and parents and teachers) understand what is expected of them.
Collaboration: The standards create a foundation to work collaboratively across states and districts, pooling resources and expertise, to create curricular tools, professional development, common assessments and other materials.
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• What is different and what do these changes mean for the higher education classroom?--- Robert Rothman – Senior Fellow at the Alliance for Excellent Education commented in the Harvard Education Press July/Aug 2012
• While many say these standards are “new” others , particularly teachers of mathematics say “they are pretty much the same” as their current standards.
Common Core State Standards
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In Mathematics• Greater Focus• Coherence• Skills, Understanding, and Application• Emphasis on Practices
In English Language Arts• More Nonfiction• Focus on Evidence• Staircase of Text Complexity• Speaking and Listening• Literacy in Content Areas
Common Core State Standards
Robert Rothman- “Nine Ways the Common Core Will Change Classroom Practice” Harvard Education Letter; Vol 28, No 4, July/Aug 2012
Colleges and universities require students to – – Analyze complex text– Conduct research and apply that research to solve problems or address a particular
issue – Identify areas for research, narrow those topics and adjust research methodology
as necessary, and evaluate and synthesize primary and secondary resources as they develop and defend their own conclusions
Standards require students to –– Conduct short, focused projects and longer term in-depth research – Identify and analyze credible information – Communicate research findings both verbally and in writing
Important to Higher Education Faculty:ELA and Literacy Standards
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Claims Driving Design: ELA/Literacy
Students are on-track or ready for college and
careers Students read and
comprehend a range of sufficiently complex texts
independentlyReading Literatur
e
Reading Informat
ional Text
Vocabulary
Interpretation
and Use
Students write effectively when using and/or analyzing sources.
Written Expression
Conventions and Knowledge
of Language
Students build and present knowledge
through research and the integration, comparison, and synthesis of ideas.
The high school mathematics standards:– Identify the mathematics that all students should study in order to be college
and career ready
– Emphasize mathematical modeling and the use of mathematics and statistics
• To analyze empirical situations,
• Understand them better, and
• Improve decisions
The standards require students to:– Apply mathematical ways of thinking to real world issues and challenges
– Develop a depth of understanding and ability to apply mathematics to novel situations
Important to Higher Education Faculty: High School Mathematics Standards
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Claims Driving Design: Mathematics
Students solve problems involving the major
content for their grade level with connections to
practices
Students solve problems involving the additional
and supporting content for their grade level with
connections to practices
Students express mathematical reasoning
by constructing mathematical arguments
and critiques
Students solve real world problems
engaging particularly in the modeling practice
Students are on-track or ready for college and careers
Key Advances of the Common Core
MATHEMATICS
Focus, coherence and clarity: emphasis on key topics at each grade level and coherent
progression across grades
Balance between procedural fluency and understanding of concepts and skills
Promote rigor through mathematical proficiencies that foster reasoning and
understanding across discipline
ENGLISH LANGUAGE ARTS/LITERACY
Balance of literature and informational texts; focus on text complexity
Emphasis on argument, informative/ explanatory writing, and research
Literacy standards for history, science and technical subjects
ANCHORED IN COLLEGE AND CAREER READINESS17
KEY INSTRUCTIONAL SHIFTS IN MATHEMATICS
Each grade focuses on fewer standards:• addresses them more deeply• coherent progression across grades
Conceptual understanding of topics is foundational
Students are expected to extend their knowledge to real-life modeling & application
Key Mathematics Shifts in the Common Core State Standards
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Top Achieving Countries United States
Topic Placement
Key Instructional Shifts in Mathematics
The Common Core State Standards emphasize coherence at each grade level – making connections across content and between content and mathematical practices in order to promote deeper learning.
The standards focus on key topics at each grade level to allow educators and students to go deeper into the content.
The standards also emphasize progressions across grades, with the end of progression calling for fluency – or the ability to perform calculations or solving problems quickly and accurate.
The Standards for Mathematical Practice describe mathematical “habits of mind” or mathematical applications and aim to foster reasoning, problem solving, modeling, decision making, and engagement among students.
Finally, the standards require students to demonstrate deep conceptual understanding by applying them to new situations.21
ORGANIZATION OF CCSS FOR MATHEMATICS
Grade-Level Standards
• K-8 grade-by-grade standards organized by domain
• 9-12 high school standards organized by conceptual categories
Standards for Mathematical Practice
• Describe mathematical “habits of mind”
• Connect with content standards in each grade
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Common Core State Standards
PK-8 Domains Progression
Domains PK K 1 2 3 4 5 6 7 8
Counting and Cardinality MA
Operations and Algebraic Thinking MA
Number and Operations in Base Ten
Number and Operations - Fractions
Ratios and Proportional Relationships
The Number System MA
Expressions and Equations
Functions
Measurement and Data MA
Geometry MA
Statistics and Probability
STANDARDS FOR MATHEMATICAL PRACTICE
Eight Standards for Mathematical Practice• Make sense of problems and persevere in solving them
• Reason abstractly and quantitatively
• Construct viable arguments and critique the understanding of others
• Model with mathematics
• Use appropriate tools strategically
• Attend to precision
• Look for and make use of structure
• Look for and express regularity in repeated reasoning
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OVERVIEW OF HIGH SCHOOL MATHEMATICS STANDARDS
The high school mathematics standards:• Call on students to practice applying mathematical ways of thinking to real
world issues and challenges
• Require students to develop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly are called to do
• Emphasize mathematical modeling, the use of mathematics and statistics to analyze empirical situations, understand them better, and improve decisions
• Identify the mathematics that all students should study in order to be college and career ready
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KEY INSTRUCTIONAL SHIFTS IN ELA/LITERACY
The CCSS Shifts Build Toward College and Career Readiness for All Students
Common Core State Standards For ELA/LITERACY
College and Career Readiness (CCR) Standards
• Overarching standards for each strand that are further defined by grade-specific standards
Grade-Level Standards in English Language Arts
• K-8, grade-by-grade
• 9-10 and 11-12 grade bands for high school
• Four strands: Reading, Writing, Speaking and Listening, and Language
Standards for Literacy in History/Social Studies, Science, and Technical Subjects
• Standards are embedded at grades K-5
• Content-specific literacy standards are provided for grades 6-8, 9-10, and 11-12
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KEY INSTRUCTIONAL SHIFTS IN ELA/LITERACY
In Reading, the major advances are the shift away from literature-focused standards to a balance of literature and informational texts to reflect college- and career-ready expectations. There is also a greater focus on text complexity and at what level students should be reading.
In Writing, there is a strong emphasis on argument and informative/ explanatory writing, along with an emphasis on writing about sources or using evidence to inform an argument.
The Common Core also include Speaking and Listening expectations, including a focus on formal and informal talk, which can be done through presentations and group work.
The Language standards put a stress on both general academic and domain-specific vocabulary.
The Common Core also address reading, writing and literacy across the curriculum, and include literacy standards for science, social studies and technical subjects. These standards complement rather than replace content standards in those subjects, and are the responsibility of teachers in those specific disciplines, making literacy a shared responsibility across educators. 29
1. PARCC builds a staircase of text complexity to ensure students are on track each year for college and career reading.
2. PARCC rewards careful, close reading rather than racing through passages.
3. PARCC systematically focuses on the words that matter most—not obscure vocabulary, but the academic language that pervades complex texts.
Shift 1: Regular practice with complex text and its academic language
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4. PARCC focuses on students rigorously citing evidence from texts throughout the assessment (including selected-response items).
5. PARCC includes questions with more than one right answer to allow students to generate a range of rich insights that are substantiated by evidence from text(s).
6. PARCC requires writing to sources rather than writing to de-contextualized expository prompts.
7. PARCC also includes rigorous expectations for narrative writing, including accuracy and precision in writing in later grades.
Shift 2: Reading and writing grounded in evidence from text, literary and informational
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8. PARCC assesses not just ELA but a full range of reading and writing across the disciplines of science and social studies.
9. PARCC simulates research on the assessment, including the comparison and synthesis of ideas across a range of informational sources.
Shift 3: Building knowledge through content rich nonfiction
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Status of Next Generation Science Standards
Lead State Partners and NGSS Writing Team
Writing Team Only
Lead State Partner OnlyLead State Partner and Writing Team
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1. K-12 Science Education Should Reflect the Interconnected Nature of Science as it is Practiced and Experienced in the Real World.
2. The Next Generation Science Standards are student performance expectations – NOT curriculum.
3. The science concepts build coherently from K-12.
4. The NGSS Focus on Deeper Understanding of Content as well as Application of Content.
5. Science and Engineering are Integrated in the NGSS from K–12.
6. NGSS content is focused on preparing students for the next generation workforce.
7. The NGSS and Common Core State Standards ( English Language Arts and Mathematics) are Aligned.
Conceptual Shifts in the NGSS
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• Common Core State Standards
• Sample Content
Incorporating Math Practices into Performance Tasks
Compare the level of rigor of these tasks by identifying the Standard Of Mathematical Practices for each task.
Tito’s StrategyWhile his class was working on multiplication facts, Tito shared his way of remembering 8 x 7. Since he knew that 8 x 2 = 16 and 8 x 5 = 40, he could add the 16 and the 40 in his head to remember that 8 x 7 = 56.
a. Model Tito’s thinking using Base 10 blocks or linking cubes. Draw your model on grid paper.b. Why does his method work?c. Write a word (story) problem that could represent your model.d. Write a number sentence that could represent your model.Use Tito’s strategy to solve another multiplication problem.
Incorporating Math Practices into Performance Tasks
Compare the level of rigor of these tasks by identifying the Standard Of Mathematical Practices for each task.
What is 8 x 7?
How do you know your answer is correct?
• MP5 +• MP3: Construct viable arguments and critique the reasoning of others:
When students are asked to explain their numerical reasoning and to prove their answer is correct, they are exhibiting use of this practice.
• MP4 Model with Mathematics: : When students draw a picture or array to explain their reasoning, they are exhibiting use of models.
Incorporating Math Practices into Performance Tasks
Tito’s Strategy• MP5, MP3, MP4 +• MP6 Attend to Precision: When students are analyzing number sentences
and drawing accurate models, they are attending to precision as they express the correct answers.
• MP7 Look for and Make use of Structure: When students are able to use common sense and observe that a pattern seen in one situation (i.e., 7 things = 2 things + 5 things) can be applied in another situation (i.e.,7 groups of 8 is the same as 2 groups of 8 plus 5 groups of 8) they are exhibiting use of this practice.
• MP8 Look for and Express Regularity in Repeated Reasoning: When students are able to generalize a given numerical situation or method (i.e., Tito’s strategy) and extend it onto another problem, context, or situation, they are expressing regularity in this repeated reasoning.
EXAMPLE OF GRADE-LEVEL PROGRESSION IN READING
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• CCR Reading Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Reading Standards for Literature Reading Standards for Informational Text
Grade 3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Grade 3: Describe the relationships between a series of historical events, scientific ideas of concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
Grade 7: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot)
Grade 7: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
Grades 11-12: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Grades 11-12: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
• Students carefully consider two literary texts worthy of close study.
• They are asked to answer a few questions about each text to demonstrate their ability to do close analytic reading and to compare and synthesize ideas.
• Students write a literary analysis about the two texts.
Understanding the Literary Analysis Task
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Definition of College and Career Readiness
More Than a Decade of Progress:Massachusetts’ Grade 10 MCAS
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
38%
88%
24%
78%
English Language Arts Mathematics
% p
rofic
ient
or h
ighe
r
43
English Language Arts Mathematics
20022003
20042005
20062007
20082009
20102011
2012200
220
240
260
280
Not Low Income Low Income
20022003
20042005
20062007
20082009
20102011
2012
Not Low Income Low Income
Low Income: +22Not Low Income: +14
Low Income: +26Not Low Income: +20
Advanced
Proficient
Needs Improvement
Failing
Narrowing the Grade 10Income-Based Achievement Gap in
Massachusetts
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High remediation rates across the country representdiscrepancies between student K-12 academic preparation and academic expectations of postsecondary institutions.
N
94 Graduate from high school or get a GED
67 Complete at least some college
37 Obtain at least a Bachelor’s Degree
88 Graduate from High School or get a GED
51 Complete at Least Some College
20 Obtain at Least a Bachelor’s Degree
68 Graduate from high school or get a GED
36 Complete at least some college
12 Obtain at least a Bachelor’s Degree
Source: US Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971-2008, in The Condition of Education 2009. http://nces.ed.gov/programs/coe/2009/pdf/23_2009.pdf
White African American Latino
Why Higher Standards and New Assessments Now?By the year 2020, 65% of all jobs will require some postsecondary education or training.
To ensure future economic sustainability, we must prepare all students to access postsecondary opportunities:
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1/3 of college freshmen need remedial courses
The PARCC assessment system will impact 23 million students. 9 million of these students attend Title I schools.
Our K–12 system is not adequately preparing students for college
CCSS and PARCC have potential to substantially improve educational equity, postsecondary opportunity, and economic mobility if implemented with fidelity by K-12 and embraced by postsecondary institutions.
M
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
MA Public HS Graduates Enrollment in Developmental Courses in Initial Fall Term
Math
Wri
ting
Math
Wri
ting
Math
Wri
ting
UMass State University
Community College
0%
10%
20%
30%
40%
50%
60%2004
2009Writing
Math
Source: Massachusetts Department of Higher Education (DHE)
Why College and Career Readiness?The Rationale for Change
• Our current marker (MCAS)is 10th grade requirements for the Competency Determination (CD).
• One-quarter of our students do not enroll in college within 16 months of graduating from high school.
• 37% of graduates take at least one remedial course during their first semester in college; that number rises to 65% at community colleges.
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Definition of College and Career Readiness
College ReadinessP-16 Campus Engagement Teams and Regional Readiness Centers collaborated on a shared definition of college readiness for Massachusetts.
Career ReadinessIntegrating College
and Career Readiness
Task Force developed a definition
of career readiness for Massachusetts.
Each calls for integration
in Massachusetts’ final statewide
definition
Public review of draft definition in Fall 2012
The Boards of Elementary and Secondary Education and Higher Education approved Spring 2013
Massachusetts PARCC Coordinating Council drafted statewide definition.
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Definition of College and Career Readiness
Survey on Draft Definition
• Participants were asked about each section of the definition:
81%In Agreement
88% In Agreement
91% In Agreement
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– Overview• Academic knowledge, experiences, and intellectual
and personal qualities that are important to successful completion of entry-level, credit-bearing college courses (without need for remediation) and entry into economically viable career pathways
Definition of College & Career Readiness
Summary of Statewide Definition
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– Essential Competencies• Learning
– Academic preparation in English language arts/literacy and mathematics as contained in the Common Core State Standards and MassCore
• Workplace Readiness– Career awareness, exploration and immersion; work ethic and
professionalism; understanding of workplace culture, policy and safety; teamwork and collaboration; technical skills; knowing how to learn
• Qualities and Strengths– Learning strategies, collaboration, communication, and problem-solving skills– Higher order thinking skills of analysis, synthesis and evaluation, and thinking
critically, coherently, and creatively– Intellectual foundation grounded by motivation, intellectual curiosity,
flexibility, discipline, self-advocacy, responsibility, and reasoned beliefs
Definition of College & Career Readiness
Summary of Statewide Definition
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Clearer signal on what it
means to be “college ready”
Students on faster track to
completion, less need for
remediation
Better assessment tool for 21st
century learning
Common Core State Standards, Definition of College and Career Readiness and PARCC
The Potential
