Common Core State Standards and Diverse Learners

1. Common Core State Standards and Diverse Learners Eva Kubinski Special Education Team Wisconsin DPI Title III Conference Best Western InnTowner Madison, Wisconsin October 20, 2011 Wisconsin Department of Public Instruction

2. Agenda Introduction Common Core State Standards in Wisconsin What are you doing with the Common Core State Standards? Assessments Questions Wisconsin Department of Public Instruction

3. 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? Wisconsin Department of Public Instruction

4. 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 21, 2011 Wisconsin Department of Public Instruction Wisconsin Department of Public Instruction

5. But…is it happening? • Some students are not doing as well as we’d expect • Results 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. Wisconsin Department of Public Instruction

6. Remember: • 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. Wisconsin Department of Public Instruction

7. Common Core State Standards Wisconsin Department of Public Instruction

8. History of Standards-Led Education • 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 Initiative • 2010: Wisconsin adopts the Common Core State Standards (CCSS) Wisconsin Department of Public Instruction

9. What are the Common Core State Standards “Common Core 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.” (NGA & CCSSO, 2010) http://www.corestandards.org Wisconsin Department of Public Instruction

10. 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 Wisconsin Department of Public Instruction

11. 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. Wisconsin Department of Public Instruction

12. When Educational Components Align: 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) Wisconsin Department of Public Instruction

13. Example: 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) Wisconsin Department of Public Instruction

14. STOP 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? WHAT WILL BE THE IMPACT ON YOUR TEACHING? Wisconsin Department of Public Instruction

15. Common Core State Standards (CCSS) What do they look like? Wisconsin Department of Public Instruction

16. 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 Wisconsin Department of Public Instruction

17. Old to New – English Language Arts“Reading Informational Text” More Specific Has many interpretations Wisconsin Department of Public Instruction Wisconsin Department of Public Instruction

18. WMAS to CCSS Wisconsin Department of Public Instruction

19. Overview of Mathematics Standards Standards for Mathematical Content Standards for Mathematical Practice Wisconsin Department of Public Instruction Wisconsin Department of Public Instruction

20. DISCIPLINARY LITERACY What does it look like in Wisconsin? Wisconsin Department of Public Instruction

21. What is Disciplinary Literacy? “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 Department of Public Instruction

22. Wisconsin Foundations for Disciplinary Literacy 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

23. Foundations continued 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

24. Literacy in Multiple Languages • “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?

25. Disciplinary Literacy and ELLs • 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 knowledge • Build specialized vocabulary • Learn to deconstruct complex sentences • Use knowledge of text structures and genres to predict main and subordinate ideas

26. Disciplinary Literacy and ELLs continued • 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)

27. What is the Roll-out Plan for CCSS? • 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

28. Wisconsin Department of Public Instruction Wisconsin Department of Public Instruction

29. Impact on Wisconsin State Assessment System? • SMARTER Balanced Assessment Consortium (SBAC) • Dynamic Learning Maps Consortium (DLM) Wisconsin Department of Public Instruction

30. 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. Wisconsin Department of Public Instruction

31. What about the WAA-SwD If 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. Wisconsin Department of Public Instruction

32. 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 Wisconsin Department of Public Instruction

33. Common Core State Standards English Language Arts and Mathematics ESSENCE DLM Common Core Essential Elements SBAC Consortium Supportive Materials SBAC Test DLM Test Wisconsin Department of Public Instruction

34. Wisconsin Department of Public Instruction

35. SMARTER Balanced Assessment Consortium Member States Wisconsin Department of Public Instruction

36. System Components Assessment system that balances summative, interim, performance, and formative components for ELA and mathematics: • Computer adaptive summative assessment • Grades 3–8 and 11 (testing window within the last 12 weeks of the instructional year) • Selected response, enhanced constructed response, technology enhanced, and performance tasks • Computer adaptive interim assessment • Learning progressions • Administered throughout the year • Formative Tools and Processes Wisconsin Department of Public Instruction

37. 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 Wisconsin Department of Public Instruction

38. 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 Wisconsin Department of Public Instruction

39. For Students with Significant Cognitive Disabilities… Wisconsin Department of Public Instruction

40. 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 Wisconsin Department of Public Instruction

41. DLM Consortium Member States Wisconsin Department of Public Instruction

42. Timeline Wisconsin Department of Public Instruction

43. 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. Wisconsin Department of Public Instruction

44. Common Core Essential Elements 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

45. 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. Wisconsin Department of Public Instruction

46. 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! Wisconsin Department of Public Instruction

47. What Supports Will ELLs Need to Meet CCSS? Wisconsin Department of Public Instruction

48. Important Skills for ELLs – Reading and Writing • 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 text • They come to understand other perspectives and cultures • (AFT, 10/21/2010) Wisconsin Department of Public Instruction

49. Important Skills for ELLs – Speaking and Listening • 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) Wisconsin Department of Public Instruction

50. Important Skills for ELLs – Language • 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) Wisconsin Department of Public Instruction