WELCOME!!!!DAY 2 Common Core Academy“Uncommonly Good Teaching”!

WELCOME!!!!DAY 2 Common Core Academy“Uncommonly Good Teaching”!

Linking Common Core State Standards to Instruction & Assessment

Linking Common Core State Standards to Instruction & Assessment

Summary PresentationMelisa Hancock

Linda Darling-HammondLinda Darling-Hammond

BecomingInternationally Competitive

Assessment System

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The Challenge

How do we get from here...

...to here?

All studentsleave high

school college and career

ready

Common Core State

Standards specify K-12 expectations

for college and career

readiness...and what can an assessment system

do to help?

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Historical Development of the SMARTER Balanced Assessment Consortium

SMARTER• Computer

Adaptive

MOSAIC• Formative

Capacity

Balanced• Integrated

System

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Consortium Work Groups

Consortium has established 10 work groups

Work group engagement of 80 state-level staff:

• Each work group: 2 co-chairs and 6 members from states; 1 liaison from the Executive Committee; 1 WestEd partner

Work group responsibilities:

• Define scope and time line for work in its area

• Develop a work plan and resource requirements

• Determine and monitor the allocated budget

• Oversee Consortium work in its area, including identification and direction of vendors

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The SMARTER Balanced Theory of Action

All students leave high

school college and

career ready

Summative adaptive

assessments are benchmarked to college & career

readiness

Technology supports

innovative & comprehensiv

e assessments

Technology provides

increased access to learning

State policies and practices

support increased

expectations

Common Core State

Standards specify K-12 expectations

for college and career

readiness

Clear communication of

expectations to stakeholders

Professional capacity-building

PD and other supports for teachers to

instruct on the CCSS

Teachers design and

score assessment

items & tasks

Interim/Benchmark assessments are used as progress

checks

Teachers use formative tools and

practices to improve

instruction

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Work Groups

1. Transition to Common Core State Standards

2. Technology Approach

3. Assessment Design: Item Development

4. Assessment Design: Performance Tasks

5. Assessment Design: Test Design

6. Assessment Design: Test Administration

7. Reporting

8. Formative Processes and Tools/Professional Development

9. Accessibility and Accommodations

10.Research and Evaluation

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Common Core State Standards

specify K-12 expectations for

college and career

readiness

All students leave high school college and career ready

Assessment System Components

Teachers can accessformative processes

and tools to improve instruction

Interim assessments that are flexible, open,

and provide actionable feedback

Summative assessments

benchmarked to college and career

readiness

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Responsible Flexibility

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Assessment System Components

Assessment system that balances summative, interim, and formative components for ELA and mathematics:

• Summative Assessment (Computer Adaptive)

• Mandatory comprehensive assessment in grades 3–8 and 11 (testing window within the last 12 weeks of the instructional year) that supports accountability and measures growth

• Selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks

• Interim Assessment (Computer Adaptive)

• Optional comprehensive and content-cluster assessment

• Learning progressions

• Available for administration throughout the year

• Selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks

• Formative Processes and Tools

• Optional resources for improving instructional learning

• Assessment literacy

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Summative Assessments

• Mandatory comprehensive accountability measures that include computer adaptive assessments and performance tasks

• Computer adaptive testing offers efficient and precise measurement and quick results

• Assesses the full range of CCSS in English language arts and mathematics

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• Instructionally sensitive, on-demand tools and strategies aimed at improving teaching, increasing student learning, and enabling differentiation of instruction

• Processes and tools are research based

• Clearinghouse of professional development materials available to educators includes model units of instruction, publicly released assessment items, formative strategies, and materials for professional development

Formative Processes and Tools

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Key Features: Computer Adaptive Testing

• Comprehensively assesses the breadth of the Common Core State Standards while minimizing test length

• Allows increased measurement precision relative to fixed form assessments; important for providing accurate growth estimates

• Testing experience is tailored to student ability as measured during the test

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Key Features: Tailored, Online Reporting

• Supports access to information about student progress toward college and career readiness

• Allows for exchange of student performance history across districts and states

• Uses a Consortium-supported backbone, while individual states retain jurisdiction over access and appearance of online reports

• Tied to digital clearinghouse of formative materials

• Graphical display of learning progression status (interim assessment)

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The System

Re-take option

Optional Interim assessment system—

Summative assessment for accountability

Last 12 weeks of year*

DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools.

Scope, sequence, number, and timing of interim assessments locally determined

PERFORMANCETASKS

• Reading• Writing• Math

END OF YEARADAPTIVE

ASSESSMENT

* Time windows may be adjusted based on results from the research agenda and final implementation decisions.

English Language Arts and Mathematics, Grades 3–8 and High School

Computer AdaptiveAssessment andPerformance Tasks

BEGINNING OF YEAR

END OF YEAR

Source: http://www.ets.org

INTERIM ASSESSMENT

Computer AdaptiveAssessment andPerformance Tasks

INTERIM ASSESSMENT

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Achieving College Readiness

• Allows students to enter college having met clear, common standards

• Interim assessments provide students, teachers, and parents with detailed, actionable information about knowledge and skills needed for college entry and success

• Students enrolled in IHEs and IHE systems will be able to be exempt from remedial courses if they have met the Consortium-adopted achievement standard for each assessment

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Timeline

Assessment Toolsfor

Implementing the Standards

with experiences from the Shell Centre

Hugh Burkhardt and Malcolm Swan

Standards for Mathematical

“Proficient students expect mathematics to make sense. They take an active stance in solving mathematical

problems. When faced with a non-routine problem, they have the

courage to plunge in and try something, and they have the procedural and conceptual tools to carry

through. They are experimenters and inventors, and can adapt

known strategies to new problems. They think strategically”.

CCSSThese standards emphasize “best practices” and focus on teaching for

UNDERSTANDING.

Important WebsitesImportant Websites

• http://commoncoretools.wordpress.com/

Bill McCallum Common Core Tools

Important WebsitesImportant Websites

• http://ime.math.arizona.edu/progressions/

Bill McCallum’s Progressions

Important WebsitesImportant Websites

• http://illustrativemathematics.org/

Bill McCallum’s Illustrative Math

ProgressionsProgressions• http://commoncoretools.files.wordpress.com/2011/04/ccss_progression_nbt_2011_04_073.pdf

ProgressionsProgressions• http://commoncoretools.files.wordpress.com/2011/04/ccss_progression_ee_2011_04_25.pdf

NCTM Supportive ResourcesNCTM Supportive ResourcesNCTM High School Focus

http://www.nctm.org/standards/content.aspx?id=23749

NCTM ResourcesNCTM Resources

Developing Essential Understandings Series:

PreK-2 Number and Numerations

3-5 Rational Numbers

6-8 Proportional Reasoning

HS Functions

Important WebsitesImportant Websites

• http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1704&ContentID=83475

Ohio Progressions

Arizona Department of Education

Arizona Department of Education

http://www.ade.az.gov/standards/math/2010MathStandards/

Lesson Units for Formative Assessment

• Concept lessons“Proficient students expect mathematics to make sense”– To reveal and develop students’ interpretations of

significant mathematical ideas and how these connect to their other knowledge.

• Problem solving lessons“They take an active stance in solving mathematical problems”– To assess and develop students’ capacity to apply their

Math flexibly to non-routine, unstructured problems, both from pure math and from the real world.

Recommendations for Districts-NOW:• Get to know the Common Core State Standards for

Mathematics through both grade-level and vertical teams, in professional learning communities where possible.

• Support teachers in envisioning what the Standards for Mathematical Practice will look like in their classrooms, next year. The Standards for Mathematical Practice are the core of mathematical learning.

• Use the critical areas of focus in grades K-8 to consider how to: 1. Focus instruction on the big ideas at a grade level. Rather than teaching standards individually, consider joining standards together in support of the critical areas of focus. 2. Understand the learning progressions. Vertical teams should use the critical areas of focus to make connections between the grades by examining how the learning in one grade builds on the learning that is expected in the previous year and builds toward the next year.

Progressions

• The Common Core State Standards in mathematics were built on progressions: narrative documents describing the progression of a topic across a number of grade levels, informed both by research on children's cognitive development and by the logical structure of mathematics

• They can explain why standards are sequenced the way they are, point out cognitive difficulties and pedagogical solutions, and give more detail on particularly knotty areas of the mathematics.

• A clear understanding of these progressions are necessary and will be useful in teacher preparation and professional development, organizing curriculum, and writing textbooks.

(Concern: Overload of material in grade 6)

What Should Districts Be Doing . . . cont.

• Use Achieve’s Model Pathways (Mathematics Appendix A) to support discussions of how to focus high school mathematics courses. The units are essentially the same across the two pathways, and they serve the same purpose as the critical areas for grades K-8.

• Look for ways to use previous mathematics in service of new ideas (at grade level) rather than re-teaching mathematics that students should have learned in previous grades.

• Develop support structures for struggling students in the middle grades and earlier, so that all students get access to the regular curriculum and some students get additional support. (This is what Response to Intervention, MTSS is all about.)

• Be skeptical of easy alignment and quick fixes. • Finally, pay attention to opportunities and resources provided by McCallum

Toolkit, KSDE, KATM as well as national groups, such as NCTM, NCSM and the assessment consortia.

Prepare Kansas Kids for Common Core Assessments . . . . NOW!