Bob McCain, Principal - NHMSCraig Creller, MathematicsDiane Filardo, Assessment

Administrator Overview8/25/2011

The CCSS are coming to Norwalk Public Schools

CCSS Leadership Triangulation

Assessments

Common CoreState Standards

Instruction

August, 2011 - 45 States + DC Have Adopted the

Common Core State Standards

*Minnesota adopted the CCSS in ELA/literacy only

What is the CCSS Initiative?

A significant and historic opportunity for

states to collectively develop and adopt a

core set of academic standards in Mathematics and English/Language

Arts

• Over the years, every state in the nation was working individually to improve its academic standards and assessments to ensure students graduate with the knowledge and skills most demanded by college and careers

• Now, the Common Core State Standards in English Language Arts (ELA) and Mathematics were created by educators around the nation to unify a common curriculum to ensure student success

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A Strong Foundation: The Common Core State Standards

Why is this initiative important?

• These Common Core Standards will be a critical first step to bring about real and meaningful transformation of our education system to benefit all students

• The Common Core Standards help define the knowledge and skills all students need to succeed in college and careers

• Expectations will be consistent for all students

What will the CCSS Accomplish?

• Provides consistency across states• Allows for equal access • Prepares students to compete globally• Allows for more focused professional

development• Allows for the development of a common

assessment• Provides the opportunity to compare and

evaluate policies that affect student achievement across states

Key Advances of the Common Core

ANCHORED IN COLLEGE AND CAREER READINESS

The Nationwide “Proficiency” ProblemNCLB – AYP Achievement

Throughout the United States there is a large

discrepancy between the percentage of

students

achieving “proficiency" in both Mathematics

and Reading on individual State Tests…

“Proficiency” Problem

and those judged proficient on the National Assessment of Educational Progress (NAEP) and all international assessments comparing United States students to students from other countries

• Common Core State Standards are critical, but they are just the first step

• Common assessments aligned to the Common Core will help ensure the new standards truly reach every classroom and “Proficiency” will be a national standard

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CCSS and then Common Assessment

CCSS Leadership Triangulation

Assessments

Common CoreState Standards

Instruction

Connecticut and the CCSS

• Adopted by the State Board on July 7, 2010 • Support the State Board’s 5-Year Plan• Support Connecticut’s Secondary School

Reform• The Core is internationally benchmarked • The Core prepare all students to succeed in a

global economy

ELA (K-12)Only 37% of the CCSS and CT’s were excellent matches

Mathematics (K-12)Less than half of the CCSS and CT Math standards

were excellent matches

CCSS and CT Curriculum Translation?

We have no choice but to rewrite the Math and ELA curriculums by 2014 to align with the CCSS.

Mathematics The K-5 standards provide students with a solid foundation in whole

numbers, addition, subtraction, multiplication, division, fractions and decimals

The 6-8 standards describe robust learning in geometry, algebra, and probability and statistics

Modeled after the focus of standards from high-performing nations, the standards for grades 7 and 8 include significant algebra and geometry content

Students who have completed 7th grade and mastered the content and skills will be prepared for algebra, in 8th grade or after

MathematicsGrades 9-12 organized in conceptual categories or

modules/progressions under the headings:

•Number and Quantity•Algebra•Functions•Geometry•Statistics and Probability•Modeling

Design and OrganizationStandards for Mathematical Practice• Carry across all grade levels• Describe habits of mind of a mathematically expert student

Standards for Mathematical Content• K-8 standards presented by grade level• Organized into domains that progress over several grades• Grade introductions give 2–4 focal points at each grade level• High school standards presented by conceptual theme

(Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability)

English Language Arts

• Contains an “Introduction” with clarifications and guidance • Standards are organized by grade-level (K-8) and grade-band (9-10; 11-12)

• Standards are divided into Reading, Writing, Speaking, Listening, and Language strands

• Is aligned to the NGA/CCSSO College- and Career-Readiness Standards released in September 2009

English Language Arts

• The Standards comprise three main sections: a comprehensive K-5 section and two content area-specific sections for grades 6-11, one in English language arts and one in history/social studies and science

• Contains appendices with research supporting the standards, examples of illustrative texts, and samples of student writing

CCSS Leadership Triangulation

Assessments

Common CoreState Standards

Instruction

Overview

In 2009, the U.S. Department of Education announced a Race to the Top Assessment Program to provide funding to consortia of States to develop the next assessment.

In June 2010 Connecticut joined together to form the SMARTER Balanced Assessment Consortium and submitted an application for the Race to the Top Assessment competition.

In September 2010 the Department awarded two Comprehensive Assessment Systems grants; one to SBAC and the other to the Partnership for Assessment of Readiness for College and Careers (PARCC).

Less cost and more capabilities through scope of work sharing and collaboration

More control through shared interoperable open-source software platforms: Item authoring system, item banking, and adaptive testing platform no longer exclusive property of vendors

Better service for students with disabilities and ELL students through common, agreed-upon protocols for accommodations

1. Transition to Common Core State Standards2. Technology Approach3. Assessment Design: Item Development4. Assessment Design: Performance Tasks5. Assessment Design: Test Design6. Assessment Design: Test Administration7. Reporting8. Formative Processes and Tools/Professional Development9. Accessibility and Accommodations10. Research and Evaluation

Assessment System ComponentsAssessment 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

Designed as item sets that provide actionable information about student progress

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

The System

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, Grade 11

Computer AdaptiveAssessment andPerformance Tasks

BEGINNING OF YEAR

END OF YEAR

Source: http://www.ets.org

INTERIM ASSESSMENT

Computer AdaptiveAssessment andPerformance Tasks

INTERIM ASSESSMENT

Computer Adaptive Testing (CAT)

A Computerized Adaptive Test (CAT) dynamically adjusts to the trait level of each examinee as the test is being administered.

Efficiency: CATs are more efficient than conventional tests—they

generally reduce test length by 50% or more.

Control of measurement precision: A properly designed CAT can measure or classify all

examinees with the same degree of precision.

Advantages of CAT versus Conventional Tests

Reporting: Results can be made available more quickly

Test Security/Item Exposure: All students are not presented with the same items

More Flexibility for Computer Capacity: Students do not need to be assessed on the same schedule

Psychological IssuesCAT equalizes the psychological environment of the

test across ability levels.

High-ability students will get about 50% correct.

Low-ability students will get about 50% correct.

...the SMARTER Balanced Assessment Consortium can be found online at

http://www.k12.wa.us/SMARTER/

CSDE Web site at

http://www.sde.ct.gov/sdeStudent Assessment Link – SBAC

Teaching and Learning Link – CCSS

We need to work together for the future of all of Norwalk's

students!!!