EVA KUBINSKI SPECIAL EDUCATION TEAM WISCONSIN DPI TITLE III CONFERENCE BEST WESTERN INNTOWNER...

EVA KUBINSKISPECIAL EDUCATION TEAM

WISCONSIN DPI

TITLE III CONFERENCEBEST WESTERN INNTOWNER

MADISON, WISCONSIN

OCTOBER 20, 2011

Common Core State Standards and Diverse

Learners

October 20, 2011Wisconsin Department of Public Instruction

1

Agenda

IntroductionCommon Core State Standards in Wisconsin

What are you doing with the Common Core State Standards?

AssessmentsQuestions


2

Overview


Current practices in Wisconsin- curriculum and assessment

Common Core State Standards The Future of the Wisconsin State

Assessment System- Smarter Balanced Assessment Consortia and Dynamic Learning Maps Consortia

What does this change mean for you?

3

Access to the General Curriculum for Diverse Students

What it looks like… Same/ similar materials

and activities as peers in general education

May require simplification and modification of language but working to keep the key ideas intact

Current status… Many students

receiving more academic instruction

Some educators worry about loss of focus on language and basic skills

October 20, 2011Wisconsin Department of Public InstructionWisconsin Department of Public Instruction 21, 2011

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But…is it happening?

Wisconsin Department of Public Instruction

Some students are not doing as well as we’d expectResults of a research study DPI is participating in

(2% GSEG), found that between 40 to 60 percent of students who chronically scored in the lowest 10% on the WKCE were NOT students with disabilities.

Question: are students actually getting access to general education content on which they are later tested?

We have an opportunity with the new CCSS to address this concern.

October 20, 2011

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A student cannot demonstrate proficiency on a state or other assessment if they are not first TAUGHT the content that will be tested

What students are taught directly impacts how well they will perform academically and on assessments.


Remember:6

Common Core State Standards

Wisconsin Department of Public Instruction October 20, 2011

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History of Standards-Led Education


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1994 – Reauthorization of ESEA “Improving America’s Schools Act – IASA” required states to adopt, adapt or create standards and assessments

1998: Wisconsin adopted the Model Academic Standards (18 subject areas)

2001: No Child Left Behind (NCLB) brought accountability for standards-based education to the forefront

2007: Wisconsin begins to a deep look at standards revision with partners American Diploma Project and Partnership with the 21st Century Skills

2009: Wisconsin joins the Common Core Initiative2010: Wisconsin adopts the Common Core State

Standards (CCSS)

October 20, 2011

What are the Common Core State Standards


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About the CCSS


These standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs. The standards: 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; Are informed by other top performing countries, so that all

students are prepared to succeed in our global economy and society; and

Are evidence-based

October 20, 2011

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What is the Big Deal?


The CCSS Initiative is a “sea change” in education for teaching and learning!

The CCSS mandates the student learning outcomes for every grade level.

The CCSS forces a common language. You and your colleagues will begin using this language as you work with and instruct your students.

The students will be tested and instructional effectiveness will be measured based on the CCSS.

Federal funding and possible waivers are tied to CCSS adoption, implementation and accountability.

English Language Arts and Mathematics are just the beginning – more subject area standards are being developed.

October 20, 2011

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When Educational Components Align:


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General Curriculum(State Standards)

Instruction Assessment (Skills Taught) (State

Test)

(adapted from Aligning IEPS to the Common Core State Standards, by G. Courtade & D. Brower)

October 20, 2011

Example:


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Multiplication is a 3rd Grade State Standard

Instruction to Multiplication Items Multiply by 1-12 (State

Test)

(adapted from Aligning IEPS to the Common Core State Standards, by G. Courtade & D. Brower)

October 20, 2011

WHAT WILL BE THE IMPACT ON YOUR TEACHING?

How will the CCSS affect you and your teaching?

Are you included in district CCSS discussions?

What do you think will be the hardest part of implementing and using the CCSS?

What is the impact of your students being English Language Learners?


STOP

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WHAT DO THEY LOOK LIKE?

Common Core State Standards (CCSS)


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Strands of English Language Arts Standards


Reading: Text complexity and growth of comprehension Grades K-5: Literature and Informational Text Grades K-5: Reading Standards – Foundational

Skills Grades 6-12: Literature and Informational Text

Writing: Text types, responding to reading, and research

Speaking and Listening: Flexible communication and collaboration

Language: Conventions and vocabulary

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Old to New – English Language Arts“Reading Informational Text”

1998 to June 2010 (WI Model Academic Standard)

June 2010 and Beyond(Common Core State Standard)

6th Grade

None 8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

8th Grade

Evaluate the themes and main ideas of a work considering its audience and purpose

2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

Has many interpretatio

ns

More Specific

Wisconsin Department of Public Instruction 17

WMAS to CCSS


1998 to June 2010 (WI Model Academic

Standard)

June 2010 and Beyond(Common Core State Standard)

3rd Grade Math

None 3. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1

4th Grade Math

B.4.1 Represent and explain whole numbers*, decimals, and fractions with physical materials number lines and other pictorial models* verbal descriptions place-value concepts and notation symbolic renaming (e.g., 43=40+3=30+13)

1. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

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Standards for Mathematical

Content

Standards for Mathematical

Practice

Overview of Mathematics Standards

Wisconsin Department of Public Instruction 19

WHAT DOES IT LOOK LIKE IN WISCONSIN?

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DISCIPLINARY LITERACY



What is Disciplinary Literacy?21

“In Wisconsin, disciplinary literacy is defined as the confluence of content knowledge, experiences, and skills merged with the ability to read, write, listen, speak, think critically and perform in a way that is meaningful within the context of a given field.”

http://dpi.wi.gov/cal/pdf/section2.pdf



Wisconsin Foundations for Disciplinary Literacy

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1. Academic learning begins in early childhood and develops across all disciplines

2. Content knowledge is strengthened when educators integrate discipline-specific literacy into teaching and learning

October 20, 2011


Foundations continued23

3. Literacy skills of reading, writing, listening, speaking and critical thinking improve when content-rich learning experiences motivate and engage students.

4. Students demonstrate their content knowledge through reading, writing, listening, and speaking as part of a content-literate community

October 20, 2011


Literacy in Multiple Languages24

“Increasing economic, security, cross-cultural and global demands underscore the value of literacy in more than one language. Students who think, read, write and communicate in multiple languages are an asset to our own country and can more easily interact and compete in the world at large.”

Wisconsin's Approach to Literacy in All Subjects: What is Disciplinary Literacy?

October 20, 2011


Disciplinary Literacy and ELLs25

ELL student needs are addressed when you use disciplinary literacy strategies in the subjects you teach

Haven’t you used them with ELLs currently or in the past?

Build prior knowledgeBuild specialized

vocabularyLearn to deconstruct

complex sentencesUse knowledge of

text structures and genres to predict main and subordinate ideas

October 20, 2011


Disciplinary Literacy and ELLs continued

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Haven’t we been doing a lot of this already???

Map graphic (and mathematical) representations against explanations in the text

Pose discipline relevant questions

Compare claims and prepositions across texts

Use norms for reasoning within the discipline (i.e., what counts as evidence to evaluate texts)

October 20, 2011


What is the Roll-out Plan for CCSS?

October 20, 2011

The scheduled timeline is for the full roll-out to occur in Wisconsin from 2010 through 2015

All other Wisconsin Model Academic Standards remain in effect for the time being

There is a timeline to review and possibly revise each subject area’s standards on a seven-year cycle posted at www.dpi.wi.gov/standards

27

October 20, 2011Wisconsin Department of Public InstructionWisconsin Department of Public Instruction 28

Impact on Wisconsin State Assessment System?

SMARTER Balanced Assessment Consortium (SBAC)

Dynamic Learning Maps Consortium (DLM)


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WKCE


We will not be taking this opportunity to talk about the WKCE. It will continue to be administered until a new test is available. More on that topic to come in this presentation.

If you are interested in seeing example items, you can got to the release items page at http://dpi.wi.gov/oea/releaseitems.html

Please contact Eva, Erin Faasuamalie (Special Ed Team) or Kristen Burton (OEA) if you have questions about student participation in the WKCE.

October 20, 2011

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If you have a student with a Significant Cognitive DisabilityIf you have a student with a Significant Cognitive Disability

Student is taught using a curriculum aligned with the Extended Grade Band Standards.

Student has significant disabilities and even with extensive modifications cannot participate in general education curriculum.

These difficulties are not caused by excessive absences or social, cultural or environmental factors.

The student’s IEP team would determine if he/she would take the WAA-SwD.

What about the WAA-SwD


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Next we will talk about what that student’s assessment options will look like in the future.

And contact Eva, Erin or Kristen if you have current question about student participation in the WAA-SwD


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ESSENCE

Common Core State StandardsEnglish Language Arts and Mathematics

SBAC Test DLM Test

SBAC ConsortiumSupportive Materials

DLM Common Core

Essential Elements


October 20, 2011Wisconsin Department of Public Instruction 34

SMARTER Balanced Assessment Consortium SMARTER Balanced Assessment Consortium Member States Member States

October 20, 2011Wisconsin Department of Public Instruction 35

System Components


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

1.Computer adaptive summative assessmenta. Grades 3–8 and 11 (testing window within the

last 12 weeks of the instructional year)b. Selected response, enhanced constructed

response, technology enhanced, and performance tasks

2.Computer adaptive interim assessmenta. Learning progressionsb. Administered throughout the year

3.Formative Tools and Processes

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IHE Collaboration


GOAL: Better prepare students for college and career readiness.

Collaborate with IHEs to create student achievement standards that define college ready

Students will enter IHE systems having met common, clear college ready standards

Students will be able to track readiness for college and careers throughout high school

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Wisconsin’s Assessment Plan


2011-12 Consortium will build the technology platform, item development, design professional development components

2012-13 States to begin limited field testing of SMARTER system

2013-14 Large-scale field testing; common reporting developed

2014-15 Fully operational summative assessment given in all SMARTER states

In the meantime: Wisconsin will continue to administer the WKCE to meet

the accountability requirements

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For Students with Significant Cognitive For Students with Significant Cognitive DisabilitiesDisabilities……


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The Purpose of the Consortium


New extended standards based on the Common Core State Standards - Common Core Essential Elements

Learning maps, which will include tasks of various proficiency levels leading to formative assessment and tools for educators.

Annual summative assessment (used for accountability purposes) – replace the WAA-SwD

Professional development modules for teacher training

40

DLM Consortium Member States


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Timeline


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Common Core Essential Elements

The Common Core Essential Elements (CCEE) are specific statements of the content and skills that are linked to the Common Core State Standards (CCSS) grade level specific expectations for students with significant cognitive disabilities.


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Common Core Essential Elements

October 20, 2011

Are:• Links to grade level

Common Core State Standards (CCSS)

• Statements of content and skills that provide a bridge for students with SCD to achieve grade differentiated expectations

• Provide challenge and rigor appropriate for students with SCD in consideration of the significance of their disabilities

Are not:• Downward extension to

pre-K standards• General essence

statements• Statements of

functional skills

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The Future of Alternate Assessment


Wisconsin will participate in the development of a new assessment if the test design fits with our needs, or we will develop our own assessment based on the new standards. We should have a better sense of that within the next school year.

The grant will also develop an alternate assessment aligned to those standards, with expected completion by 2014-15.

The current WAA-SwD will continue to be administered until another assessment is available.

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How Will These Changes Affect You?


Are you represented at the table as curriculum and benchmarks are developed?

Are you getting additional training and professional development if needed in curriculum development and assessment?

Need to ensure that our general education peers and colleagues understand the needs of our students who are English Language Learners Accommodations, adaptations, augmentations to materials Universal design for learning concepts Not slower and lower-level materials – need to be grade-

leveled Culturally –responsive!

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What Supports Will ELLs Need to Meet CCSS?


Important Skills for ELLs – Reading and Writing


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Students demonstrate independence by requesting clarification and asking relevant questions

Become self-directed learners, effectively seeking out and using resources to assist them

They respond to the varying demands of textThey come to understand other perspectives

and cultures(AFT, 10/21/2010)

October 20, 2011

Important Skills for ELLs – Speaking and Listening


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Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on other’s ideas and expressing their own clearly and persuasively L2 acquisition occurs through meaningful interactions

with native L2 speakers

Ask and answer questions in order to seek help, get information, or clarify is something is not understood

(AFT, 10/21/2010)October 20, 2011

Important Skills for ELLs – Language


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Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning and style, and to comprehend more fully when reading or listening

Knowledge of language should include: Pragmatic knowledge Linguistic knowledge

Recognize variations from standard English in their own and others’ writing and speaking and identify and use strategies to improve expression in conventional language

(AFT, 10/21/2010)

October 20, 2011

What Teachers Need: Next Steps


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Familiarity with CCSSAligned English Language Proficiency StandardsWell-developed, content-rich curriculumInstructional resourcesFormative and summative AssessmentsSupportive technology and learning environmentAccess to high-quality professional development(Diane August, CAL)

October 20, 2011


How to Teach Language to ELLs With Content?

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Build backgroundComprehensible

inputStrategies for

successPractice and

applicationFrequent, formative

assessment(AFT, 10/21/2010)


For More Information


DPI Content and Learning [email protected]

DPI Office of Educational [email protected] [email protected]

DPI Special Education [email protected] [email protected] 608-266-2899

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EVA KUBINSKI SPECIAL EDUCATION TEAM WISCONSIN DPI TITLE III CONFERENCE BEST WESTERN INNTOWNER...

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