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CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent of Public Instruction
Transitioning to the Common Core State Standards
California PTAFebruary 26, 2013
Nancy Brownell, Senior FellowJessica Valdez, Administrator
California Department of Education
TOM TORLAKSONState Superintendent of Public Instruction
California and the Common Core State Standards
The Common Core State Standards Initiative is a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). The standards were developed in collaboration with teachers, school administrators, and experts, to provide a clear and consistent framework to prepare our children for college and the workforce.
TOM TORLAKSONState Superintendent of Public Instruction
The Common Core State Standards
Benefits:•Are aligned with college and work expectations;•Are clear, understandable and consistent;•Include rigorous content and application of knowledge through high-order skills;•Build upon strengths and lessons of current state standards;
TOM TORLAKSONState Superintendent of Public Instruction
The Common Core State Standards
Benefits:•Internationally benchmarked•Evidence and research-based•Consistent expectations – no matter where you live•Opportunity for shared resources and reduced costs
TOM TORLAKSONState Superintendent of Public Instruction
The Common Core State Standards
• Feedback and review from national organizations, including:
TOM TORLAKSONState Superintendent of Public Instruction
Source: http://www.corestandards.org/in-the-states
TOM TORLAKSONState Superintendent of Public Instruction
TOM TORLAKSONState Superintendent of Public Instruction
Common Core Standards for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects
• The CCSS for English-Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects are organized around the College and Career Readiness (CCR) Standards for Reading, Writing, and Speaking and Listening.
• Each strand is headed by a set of CCR Anchor Standards that is identical across all grades and content areas.
• The anchor standards lend coherence to the document both across the content areas and across the grades.
TOM TORLAKSONState Superintendent of Public Instruction
Balanced Representation of Literary and Informational Text
• Kindergarten through grade 5 10 Reading standards for literature 10 Reading standards for informational text Writing standards that explicitly call for opinion pieces,
narratives, and informative/explanatory texts
• Grades 6–12 10 Reading standards for literature 10 Reading standards for informational text Writing standards that explicitly call for arguments, narratives,
and informative/explanatory texts An additional set of standards for reading and writing in
history/social studies, science and technical subjects
TOM TORLAKSONState Superintendent of Public Instruction
Informational Text• Includes the subgenres of exposition,
argument, and functional text in the form of personal essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical, scientific, technical, or economic accounts (including digital sources) written for a broad audience
Source: page 33 of the CCSS for ELA and Literacy in History/Social Studies, Science, and Technical Subjects
TOM TORLAKSONState Superintendent of Public Instruction
Literacy in History/Social Studies, Science, and Technical Subjects: Grades 6–12
• Set the expectation that students will read and write in non-ELA classrooms and develop informational/technical writing skills
• Provide an acknowledgement of unique text structures found in informational text
• Maintain the focus on discipline-specific vocabulary, critical analysis, and evidence across the curriculum
TOM TORLAKSONState Superintendent of Public Instruction
Technical Subjects
Technical subjects – A course devoted to a practical study, such as engineering, technology, design, business, or other workforce-related subject; a technical aspect of a wider field of study, such as art or music
Source: Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects: Appendix A
TOM TORLAKSONState Superintendent of Public Instruction
Critical Analysis/Use of Evidence
• Describe how reasons support specific points the author makes in a text. (2.RI.8)
• Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. (8.SL.3)
• Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases. (11-12.WHST.1.b)
TOM TORLAKSONState Superintendent of Public Instruction
Focus on Text Complexity
• By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently. (5.RL.10)
• Initiate and participate effectively in a range of collaborative discussions (one-on one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
(11-12.SL.1)
TOM TORLAKSONState Superintendent of Public Instruction
Increased Student Collaboration
• With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. (3.W.6)
• Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (9-10.SL.1)
TOM TORLAKSONState Superintendent of Public Instruction
Vocabulary Acquisition and Use• Use words and phrases acquired through
conversations, reading and being read to, and responding to texts. (K.L.6)
• Use precise language and domain-specific vocabulary to inform about or explain the topic. (7.W.2.d)
• Determine the meaning of word and phrase as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). (9-10.RL.4)
TOM TORLAKSONState Superintendent of Public Instruction
Increased Use of Multimedia and Technology
• Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas and themes. (4.SL.5)
• Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). (7.RL.7)
• Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (11-12.RST.7)
TOM TORLAKSONState Superintendent of Public Instruction
Transitioning to the CCSS
• Building knowledge through content-rich nonfiction
• Reading, writing and speaking grounded in evidence from text, both literary and informational
• Regular practice with complex text and its academic language
Source: http://www.achievethecore.org/steal-these-tools
TOM TORLAKSONState Superintendent of Public Instruction
Mathematical Proficiency as defined by the California Framework (2006)
TOM TORLAKSONState Superintendent of Public Instruction
Common Core Standards for Mathematics
The standards for mathematics:
• Are focused, coherent, and rigorous
• Aim for clarity and specificity
• Stress conceptual understanding of key ideas
• Balance mathematical understanding and procedural skill
• Are internationally benchmarked
TOM TORLAKSONState Superintendent of Public Instruction
Two Types ofInterrelated Standards
• Mathematical Practices (the same at every grade level)
• Mathematical Content (different at each grade level)
TOM TORLAKSONState Superintendent of Public Instruction
Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Describe ways students engage with the subject matter throughout the elementary, middle and high school years
TOM TORLAKSONState Superintendent of Public Instruction
CCSS Domains K–5
Domain K 1 2 3 4 5
Counting and Cardinality (CC) Operations and Algebraic Thinking (OA) Number and Operations in Base Ten (NBT)
Measurement and Data (MD)
Geometry (G) Number and Operations – Fractions (NF)
TOM TORLAKSONState Superintendent of Public Instruction
CCSS Domains 6–8
Domain 6 7 8
Ratios and Proportional Relationships (RP)
The Number System (NS)
Expressions and Equations (EE) Geometry (G) Statistics and Probability (SP)
Functions (F)
TOM TORLAKSONState Superintendent of Public Instruction
High School MathematicsThe CCSS high school standards are organized in 6 conceptual
categories: Number and Quantity Algebra Functions Modeling (*) Geometry Statistics and Probability
California additions: Advanced Placement Probability and Statistics Calculus
Modeling standards are indicated by a (*) symbol.Standards necessary to prepare for advanced courses in mathematics are indicated by a (+) symbol.
TOM TORLAKSONState Superintendent of Public Instruction
Model Course Pathways for Mathematics
Pathway ATraditional in U.S.
Geometry
Algebra I
Courses in higher level mathematics: Precalculus, Calculus (upon completion of Precalculus), Advanced Statistics, Discrete Mathematics, Advanced Quantitative
Reasoning, or other courses to be designed at a later date, such as additional career technical courses.
Pathway BInternational Integrated approach
(typical outside of U.S.)
.
Mathematics II
Mathematics I
Algebra II Mathematics III
TOM TORLAKSONState Superintendent of Public Instruction
Transitioning to the CCSS
1. Focus strongly where the standards focus
2. Coherence: Think across grades, and link to major topics within grades
3. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application
Source: http://www.achievethecore.org/
TOM TORLAKSONState Superintendent of Public Instruction
TOM TORLAKSONState Superintendent of Public Instruction
CDE CCSS Web page
http://www.cde.ca.gov/re/cc
•Subscribe:[email protected]@mlist.cde.ca.gov
•Contact us: [email protected]
TOM TORLAKSONState Superintendent of Public Instruction
Questions?Nancy Brownell
Senior Fellow
California Department of Education
California State Board of Education
916-319-0693
Smarter Balanced Assessment System
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
practicesto improve instruction
TOM TORLAKSONState Superintendent of Public Instruction
Smarter Balanced Assessment Consortium Basics• To develop a set of comprehensive and innovative
assessments for grades 3-8 and 11 in English language arts and mathematics aligned to the Common Core State Standards
• Students leave high school prepared for postsecondary success in college or a career through increased student learning and improved teaching
• Computer based and computer adaptive
• The assessments are scheduled to be operational in the 2014-15 school year
TOM TORLAKSONState Superintendent of Public Instruction
24 states educating approximately 20 million public K-12 students
Smarter Balanced Member States
TOM TORLAKSONState Superintendent of Public Instruction
State Governance and Participation
• Consortium led by state K-12 and higher education representatives. All major decisions subject to state vote.
• Two California representatives on Smarter Balanced Executive Committee (Co-chair Deb Sigman, Higher Education Representative Beverly Young)
• Over 80 staff from member states and higher education institutions across the nation are involved in workgroups helping to design the system.
• Expert advice from an array of standing advisory panels.
TOM TORLAKSONState Superintendent of Public Instruction
Smarter Balanced Work Groups and California Members
1. Item Development/Performance Tasks – Linda Hooper2. Validation and Psychometrics/Test Design – Jamie Contreras3.Test Administration/Student Access – Shobhana Rishi4.Formative Assessment Practices and Professional Learning/Transition to CCSS – Laura Watson5.Technology Approach/Reporting – Rodney Okamoto (Co-chair)
TOM TORLAKSONState Superintendent of Public Instruction
Smarter Balanced Milestones
2010-11 2011-12 2012-13 2013-14 2014-15
SBE adopted Common Core
State StandardsAugust 2010
California joined Smarter
Balanced Assessment ConsortiumJune 2011
Assessment reauthorization
outreach effort to develop
recommendations
STAR Program sunsets
July 1, 2014
Smarter Balanced
assessments implemented
Spring 2014Field testing of
Summative Assessments
Spring 2013Pilot testing of
Summative Assessments
Technology Readiness Tool
LaunchedMarch 2012
Technology Strategy
Framework and System
Requirements Specifications
ReleasedDecember 2012
Preliminary test blueprints approved
November 2012
SSPI’s Report with recommendations
delivered to the Legislature
January 2013
TOM TORLAKSONState Superintendent of Public Instruction
Preliminary Test Blueprints• Approved by governing states in November 2012
• Include critical information about the number of items, score points, and depth of knowledge for items associated with each assessment target
• Guide the development of items and performance tasks, the pilot and field tests, score reporting, standard setting, and ongoing research
• Are considered preliminary until after review of the data gathered from the pilot and field tests
• Links to blueprints available on the Smarter Balanced Web page at http://www.smarterbalanced.org/smarter-balanced-assessments/
TOM TORLAKSONState Superintendent of Public Instruction
Revised Draft Initial Achievement Level Descriptors (ALDs)
• Initial draft ALDs were released for public comment November 27, 2012, through January 15, 2013 and February 4 through 20.
• The revised draft ALD documents, online survey for providing feedback, and recording of Webinar highlighting the revisions are available at http://www.smarterbalanced.org/achievementlevel-descriptors-and-college-readiness.
• Governing states are expected to adopt the initial ALDs in Spring 2013.
TOM TORLAKSONState Superintendent of Public Instruction
Technology Readiness Tool• Generates device and network “readiness
reports” at the school level.
• Reports show a general level of readiness:– 0% - 25% (red)– 26% - 50% (orange)– 51% - 75% (yellow)– 76% - 100% (green)
TOM TORLAKSONState Superintendent of Public Instruction
• Two samples for school participation:
1) Scientific 2) Volunteer
• There will be no scores or individual student data associated with either sample.
• The pilot test is untimed but depending on the grade, content area, and types of items administered, test times are expected to range from 2 to 3 hours.
Smarter BalancedSpring 2013 Pilot Test
TOM TORLAKSONState Superintendent of Public Instruction
Spring 2013 Pilot Test —Scientific Sample
• Test window: February 20–May 24, 2013• Nearly 1,200 California schools have confirmed
participation!• CDE is assisting participating schools by submitting
required student data.• Search for selected CA schools by county and district and
view participation status on the CDE Smarter Balanced Web page at http://www.cde.ca.gov/ta/tg/sa/smarterbalanced.asp. Select the “Spring 2013 Pilot Test” hyperlink.
• Deadline for registering to participate is February 28, 2013
TOM TORLAKSONState Superintendent of Public Instruction
Spring 2013 Pilot Test —Volunteer Sample
• Open to all schools in member states
• Test window: April 9 through May 10, 2013
• Nearly 1,800 California schools have registered!
• Participation in volunteer pilot available any time during the testing window
• Schools volunteer by completing the volunteer survey at: https://www.surveymonkey.com/s/SmarterBalancedPilot
• Deadline for registering to participate is March 27, 2013
TOM TORLAKSONState Superintendent of Public Instruction
Upcoming Opportunity for Teacher Involvement
• Smarter Balanced digital library of formative assessment tools and practices
• State Network of Educators to be formed to review proposed tools and practices for inclusion in the digital library
• Recruitment of State Network of Educators expected to begin in Spring 2013
TOM TORLAKSONState Superintendent of Public Instruction
Legislative Update
State•Assembly Bill 484 (Bonilla)•Senate Bill 247 (Liu)
Federal•Education technology bill (Miller)
TOM TORLAKSONState Superintendent of Public Instruction
For Further Smarter Balanced Information
Join the CDE Smarter Balanced listserv by sending a blank e-mail to:
Contact the CDE Transition [email protected]
916-445-8517
Visit the Smarter Balanced Assessment Consortium Web Site
http://www.smarterbalanced.org/
Visit the CDE Smarter Balanced Web Page http://www.cde.ca.gov/sbac/