What This Means for Us Carol L. Jenkins Senior Director for Testing June 24, 2011 Carol L. Jenkins...
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Transcript of What This Means for Us Carol L. Jenkins Senior Director for Testing June 24, 2011 Carol L. Jenkins...
Common Core State Standards
What This Means for Us
Carol L. JenkinsSenior Director for Testing
June 24, 2011
Evaluation and ResearchTesting Office
Once upon a time in 2008….
DPI gave birth to a bouncing baby project they named
ACRE Accountability and Curriculum Reform
Effort
Let’s start at the very beginning
North Carolina’s comprehensive initiative to redefine…
◦Standard Course of Study◦Student Assessment Progress◦School Accountability Model
So what is ACRE?
ACRE Accountability and Curriculum Revision Effort
A Simple Vision
Essential Standards
Assessments
Accountability
Courtesy of NCDPI
Between 2008-2013
The ACRE initiative would
Identify most critical knowledge and skills students need to learn
Create new tests for grades 3-8 and High School with◦ More open ended questions◦ More technology◦ More real world applications
Between 2008-2013
The ACRE initiative would also
Provide a new model for measuring school success ◦ Would give parents and educators more relevant
information about how well schools are preparing students for college, work, and adulthood
Then along came…
Common Core State Standards
A consortia of states working to develop shared K-12 standards in Mathematics and English Language Arts
What is it?
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) is a state-led effort coordinated by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO). www.corestandards.org
Courtesy of SBAC
The Common Core State Standards Initiative
K-12 learning progressions developed leading to college and career readiness in high school
Multiple rounds of feedback from states, teachers, researchers, higher education, and the general public
June 2, 2010: Final Common Core State Standards (CCSS) was released
Courtesy of SBAC
Common Core State Standards
Timeline Overview
June 2, 2010Final Common Core Standards Released
2009
Common Core State Standards Initiative Created
2008
ACRE Implemented
Timeline Overview
June 3, 2010
North Carolina Adopts Common Core
Standards
All new standards are benchmarked against the best in national and international academic expectations.
What does this mean for NC?
ACRE assimilates Common Core State Standards into its ongoing plan
We’re already well on the way
And now we’re part of a national consortia to benchmark our standards
What’s the impact on ACRE?
The DPI Timeline….
The DPI Timeline
The US Department of Education’s Race-to-the-Top competition awarded extra points to a state’s application if the state provided evidence of adopting, or moving toward adoption of “a” common core of standards
When adopting the standards, states may not remove standards, but may add to them as long as the added state-specific standards comprise no more than 15% of the total
Courtesy of SBAC
Then came Race to the Top
Timeline Overview
August 24, 2010
North Carolina Awarded Race to the
Top
You now have…
ACRE
Common Core
Race to the Top
Common Core and the Consortia
As of June 22, 2011, 46 states (including DC) have adopted the Common Core State Standards
The states that have not yet adopted the standards: Alaska, Nebraska, Texas, and Virginia
Courtesy of SBAC
Current status of state adoptions of Common Core State Standards
46 States Have Adopted the Common Core State Standards
Courtesy of SBAC
MT and ND Have Joined
All in agreement to create nationally benchmarked curriculum in Math and ELA
But… how do you assess them?
Now what?
$350 million of RttT funds was set aside for awards to consortia of states to design and develop common K-12 assessment systems
September, 2010 – USDoE awarded grants to◦ PARCC – Partnership for Assessment of Readiness
for College and Careers◦ SBAC – Smarter Balanced Assessment Consortium
They have 4 years to develop assessments to be administered during the 2014-15 school year
Race to the Top Competition for Assessment Development
Courtesy of SBAC
Also in September, 2010 – NC joined SBAC
NC is a governing state As a governing state, NC has decision
making participation◦ Greater leadership obligation◦ Formal voting status
http://www.k12.wa.us/SMARTER/default.aspx
North Carolina’s status
Governing vs. Advisory States
Governing Status Advisory Status
You can only be a member of one consortium
You have voting rights You have greater
decision making ability
Greater leadership responsibility
34 states
You can be a member of both consortia
You have no voting rights
Less of a leadership role
8 states
30 SBAC States as of June 7,2011
Courtesy of SBAC
24 PARCC States as of June 14, 2011
Courtesy of PARCC
Governing State Advisory State
CA No Longer Part of PARCC
Comparison of Both Consortia
PARCC SBAC
Paper/pencil option for grades 3-5
6-12 will be on-line (but not computer adaptive)
Will have writing test as part of assessment
No paper/pencil option, but will have p/p for 3 years to allow for transition, infrastructure, and student familiarity with computers
No writing test
Will be computer adaptive
Comparison of Both Consortia
PARCC SBAC
Through course design By 12 weeks should
know material and will be tested on it
Grade stays with student
Quarterly assessments add up to summative score
Issue: What happens with remediation?
No expectation by a certain point
Whenever want to assess student will be able to measure the material the student knows
Interim assessments are for informational purposes
Are non-secure; open to teachers
Summative at the end of the year (last 12 weeks)
Through-courseASSESSMENT4
• Speaking• Listening
25%
Through-courseASSESSMENT 1• ELA• Math
50%
Through-courseASSESSMENT 2• ELA• Math
90%
END OF YEARCOMPREHENSIVE
ASSESSMENT
75%
Through-courseASSESSMENT 3• ELA• Math
PARTNERSHIP RESOURCE CENTER: Digital library of released items, formative assessments, model curriculum frameworks, curriculum resources, student and educator tutorials and practice tests, scoring training modules, and professional development materials
Summative assessment for accountability
Required, but not used tor accountability
21-Jun-11
English Language Arts and Mathematics, Grades 3 - 11
The PARCC Design
Courtesy of SBAC
Optional Interim assessment system —no stakes
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
2 PERFORMANCETASKS Each:
• Reading/Writing• Math
COMPUTERADAPTIVE TESTS w/
Re-take Option
The SMARTER Balanced Design
* 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 Adaptive Tests and Performance Tasks
INTERIM ASSESSMENT
Computer Adaptive Tests and Performance Tasks
INTERIM ASSESSMENT
(Source: ETS K-12 Center for Assessment and Performance Management)Courtesy of SBAC
29Apr. 8, 2011
The SMARTER Balanced Theory of Action
All students leave high school college and career ready
Adaptive summative assessments
benchmarked to college & career readiness
Common Core State Standards
specify K -12 expectations for college and career readiness
99Apr. 8, 2011
Summative assessments using online computer adaptive technologies• Efficiently provide accurate measurement of all students, across
the spectrum of knowledge and skills, with shorter tests• Incorporate adaptive precision into performance tasks and events• Will assess full range of CCSS in English language arts and
mathematics; will include a variety of item types• Describe both current achievement and growth across time,
showing progress toward college- and career-readiness• Scores can be reliably used for state-to-state comparability, with
standards set against research-based benchmarks • The option of giving the summative tests twice a year.
10Apr. 8, 2011
The SMARTER Balanced Theory of Action
All students leave high school
college and career ready
Adaptive summative assessments
benchmarked to college & career
readiness
Common Core State Standards
specify K-12 expectations for college and career readiness
Interim assessments that are flexible and
open
1111Apr. 8, 2011
Optional interim assessments• Are aligned to and reported on the same scale as the summative
assessments• Help identify specific needs of each student, so teachers can
provide appropriate, targeted instructional assistance• Incorporate significant involvement of teachers in item and task
design and scoring• Are non-secure and fully accessible for use in instruction and
professional development activities • Provide students and teachers with clear examples of the expected
performance on common standards.
33Apr. 8, 2011
The SMARTER Balanced Theory of Action
All students leave high school college and career ready
Adaptive summative assessments
benchmarked to college & career readiness
Common Core State Standards
specify K -12 expectations for college and career readiness
Teachers can access
formative tools and
practices to improve
instruction
Interim assessments that are flexible and
open
1313Apr. 8, 2011
Web-based formative assessment resources• Online resources on assessment literacy, aligning assessments
to CCSS, and formative assessment guides• Training for local development of item and tasks and design
and use of scoring guides • Support of best practices through online learning modules • Comprehensive information portal, providing:
educator access to information about student progress toward college- and career-readiness
exchange of student performance history across districts and states
27Apr. 8, 2011
The SMARTER Balanced Theory of Action
All students leave high
school college and career
ready
Summative adaptive assessments are benchmarked to
college and career readiness
Technology supports
innovative and comprehensive
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 and tasks
Interim assessmentsare used as
progress checks
Teachers use formative tools and practices
to improve instruction
Courtesy of NCDPI
DPI’s Computer Adaptive Testing Timeline 2012/2013All EOCs available onlineFollowing assessments specifically developed for online environment:◦EOG Science Grades 5 and 8◦NCExtend 2 Science Grades 5 and 8◦NCExtend2 Math and ELA Grades 3-8◦EOC – English II, Algebra I, and Biology◦NCExtend2 – English II, Algebra I, and
Biology
All EOCs and EOGs will be developed specifically for online environment
Limited use of alternate paper/pencil version
DPI’s Computer Adaptive Testing Timeline 2014/2015