Implementing the Common Core State Standards: an Extraordinary Opportunity

1. Implementing the Common Core State Standards: an Extraordinary Opportunity

2. “ A foolish consistency is the hobgoblin of little minds, adored by little statesmen and philosophers and divines.” -Emerson • Why the Common Core State Standards? • Highlight of major shifts • What’s on the Test: Smarter-Balanced Consortium • Resources and PD Opportunities SDE Welcome and Update

3. The Foundation: Standards describe what  we want students to know and be able to do - our shared vision of what skills and knowledge are important and valued Origin of the Common Core State Standards The Foundation: Standards describe what  we want students to know and be able to do - our shared vision of what skills and knowledge are important and valued The Framing: Curriculum is the detailed plan for how the standards are taught and in what order [not a national curriculum] What is the role of standards? The Framing: Curriculum is the detailed plan for how the standards are taught and in what order [not a national curriculum] The Finish Work: Instruction is the fine grain of how the curriculum is taught The Finish Work: Instruction is the fine grain of how the curriculum is taught The Inspection: Assessment reveals level of standards mastery-An INTEGRATED system The Inspection: Assessment reveals level of standards mastery-An INTEGRATED system

4. In 2008 State chiefs, governors and CCSSO studied current standards and national achievement results: • Status quo: A mile wide and an inch deep, declining achievement on international assessments • Teachers, researchers, higher ed. education experts began work on the standards, nearly all states have adopted-evidence of exceptional cooperation • The goal: Fewer and deeper standards that raise the bar, are internationally benchmarked; consistent creation of deeper learning opportunities Origin of the Standards

5. Need increase in text complexity K-12, foster close reading of these texts, and perseverance, literacy owned across all content areas • Writing is primary, not secondary. Students should write about complex texts, not their summer vacation. Goal: foster fluent, flexible, rhetorically agile writers • Creation and delivery of material orally highly valued as is collaboration with peers • Strategic use of digital resources, including research skills, is highly valued • Need to provide deeper learning opportunities to highest cognitive level: Creation English Language Arts and Literacy: Core Concepts

6. Fewer concepts, deeper dive into each [more rigor] • Emphasis on conceptual and procedural understanding-not rote memorization of formulas • Clear Learning Progression across grades • Emphasize Math Practices-skills needed to indicate proficiency: • Make sense of problems and persevere in solving • Model with mathematics • Construct viable arguments, critique other’s reasoning • Reason abstractly and quantitatively Mathematics: Core Concepts

7. Old School, Cliff Notes version [the 12 day, 15 city European Tour]: • One class session on Transcendentalists, summary, no primary texts, tested by matching: Who wrote Walden? • “I think it’s about some dude who went fishing.” • Common Core: • Read actual writings of Thoreau on civil disobedience and trace the lineage of this movement through Gandhi's work in India, the civil rights movement [MLK] in the US, and the Arab Spring. • Research and collaborate with a partner to create and deliver an oral presentation, standing for questions. • Individuals write an organized, detailed analysis on this topic, citing relevant text reference. Peer revise/edit. Final draft. • Must reach the classroom and change instructional practice A Sea Change: not nibbling around the edges

8. Those scoring below proficient [21] on ACT had common factor: • Inability to answer questions associated with complex texts [Seen across all subgroups] • One remedial reading course= 30% chance of graduating college versus 69% • Despite more complex text in the workplace, text complexity has declined steadily over the last 50 years. • http://www.corestandards.org/assets/Appendix_A.pdf • “Appendix A: ELA and Literacy in History, Social Studies, Science, and Technical Subjects”……… This reflects interdisciplinary approach; everyone owns literacy Text Complexity: Many Students not College and Career Ready

9. Can’t just look at simple word frequency or sentence length metrics [quantitative]– Grapes of Wrath rates at the 2-3 grade level • Multiple Levels of meaning [qualitative] must factor in equation [familiar language to convey sophisticated ideas] • Reader and Task Considerations-Professional Educators select for particular students or tasks CCSS View of Text Complexity

10. College and Career Ready Writing Standard #9: • “Draw evidence from literary and informational text to support analysis, reflection, and research.” [same for grades 4-12] • A. “Apply grade 11-12 Reading Standards to literature ...how two or more texts treat similar subjects” [specific to grades 11-12] • B. “Apply grades 11-12 Reading Standards to literary nonfiction…delineate and evaluate reasoning in seminal US texts…” • On page 47 of your ELA CCSS Booklet Key Change: Marriage of Reading and Writing

11. Goal: Foster flexible, fluent, and rhetorically agile writers • Well versed and practiced in…… • Narrative • Informational and • Persuasive Writing • They consider purpose and audience • Writing will be assessed at every grade in 2014-15 • Changing NCLB’s unintended consequence Writing is Primary not Secondary

12. demonstrate independence • build strong content knowledge • respond to demands of audience, task, purpose and discipline. • comprehend and critique • value evidence • use technology and digital media strategically and capably • come to understand other perspectives and cultures Students who are college and career ready…

13. Smarter-Balanced Assessment Consortium [SBAC] • More than 30 states, Idaho is a lead • [Economy of size –Idaho gets a lot!] • Evidence based approach, support from national assessment, and educational experts • Common Core in force in all Idaho Schools 2013-14 • SBAC tests replace ISAT in 2014-15!! • [except for science] Grades 3-8 and 11 tested • http://www.k12.wa.us/SMARTER/default.aspx

14. A National Consortium of States • 29 states representing 48% of K-12 students • 21 governing, 8 advisory states • Washington state is fiscal agent

15. What’s on the Test? • We test what we value! • SBAC tests will adhere closely to CCSS in a fully integrated system • With supports/tools/resources for teachers and students: interim banks [2014] and formative tools [2012]

16. Item Types-Not the same old test • Computer adaptive • Technology enhanced,[drag and click] • Constructed response [paragraph or two] • Emphasis on Performance Assessment [@50% of SBAC tests]: • On demand writing • Performance tasks, some over several days, multiple standards, use texts, video, speaking, listening, writing • Sample items • http://www.smarterbalanced.org/smarter-balanced-assessments/ • Item Writing Modules: • http://www.smarterbalanced.org/smarter-balanced- • assessments/item-writing-and-review/

17. What is performance assessment? • If you want to know if someone can do something, have them do it and score it by a set of rules [Rubrics] • Authentic, active, requires creativity and synthesis and application –highest cognitive complexity • Rubrics with student responses provide a platform for instruction and common language around learning • Marriage of assessment and instruction-Formative • SBAC: Writing will be assessed at every grade

18. Try your hand Write short paragraph about the first time you rode a rollercoaster. Directive: Which best communicates this experience [narrative mode]? a. The line was a long line. It took a long time to get to the front. I felt sort of funny before I rode the rollercoaster. I am glad I road the rollercoaster after all. I ride it all the time now when I go there.

19. Try your hand, cont. • Looming before us was the infamous Wild Mouse Rollercoaster. The line of miners going up Chilkoot Pass had nothing on this one. Several birthdays came and went before we reached the front, while my stomach did wingovers, sweat beading on my forehead. Here we go! Visible still are my finger prints embedded in car 29’s safety bar. • It took 45 minutes to get to the front of the line, and I was getting nervous. I got more and more nervous until we finally reached the front. We were on, and it was fun, but I did not let go of the bar. I really like the part that goes through the pool of water. Now it is my favorite ride. • Build a Rubric; Learning progressions

20. SBAC Review Opportunities • Teacher involvement in all facets of test development is foundational principle for SBAC • Opportunities to review items; stimuli, eventually hand scoring • Contact: arishell@sde.idaho.gov • to volunteer to help with review/write pilot items

21. Resources/PD Opportunities • SDE Common Core Toolbox, deconstructed standards, Hunt Videos, sample units, PD list • http://www.sde.idaho.gov/site/common/ • Webinars on CCSS subjects and office hours-fall 2012 • Continued Summer Seminars with Strategic Partners; Best Practices Institutes • Teacher Newsletter • http://www.sde.idaho.gov/site/edsource/ • 21st Century UDL Master Teacher Lesson Plan project, sample units across content areas shared statewide on SchooNet

22. Creating Synergy in Existing Programs • Infuse CCSS training/concepts in all existing programs: • PTE • Schoolnet • School improvement efforts • Capacity Builders • Response to Intervention • After school programs • Curricular Materials • This is a marathon, not a sprint!