CCSS & SBAC

1. CCSS & SBAC March 13, 14, 15, 16, & 20, 2012

2. Goals Of Presentation • Update on CCSS Implementation • Update on SMARTER Balanced Assessment • Provide Resources and Tools

3. 5 Topics • 8 Key Messages • CCSS – ELA & Math • NECAP Assessment Changes • SMARTER Balanced Assessment • Implementation Framework/Timeline & Resources

4. Topic 1

5. Eight Messages about the CCSS

6. Jobs in Today’s (and Tomorrow’s) Workforce Require More Education and Training Source: Carnevale, Anthony P. et al. (June 2010). Help Wanted: Projections of Jobs and Education Requirements Through 2018. Georgetown Center on Education and the Workforce. ww9.georgetown.edu/grad/gppi/hpi/cew/pdfs/FullReport.pdf

7. In 1950, 60% of jobs were classified as unskilled, attainable by young people with high school diplomas or less. Today, less than 20% of jobs are considered to be unskilled. Sources: Carnevale, Anthony P. and Donna Desrochers (2003). Standards for What? The Economic Roots of K-12 Reform. Education Testing Services. http://www.learndoearn.org/For-Educators/Standards-for-What.pdf ; Skills to Compete. http://www.skills2compete.org National Center for Higher Education Management Systems, analysis of 2009 American Community Survey. http://www.higheredinfo.org

8. 42% of Community College Students take at least 1 remedial course nationally. • 20% of University freshmen have to take at least 1 remedial course nationally. • This remediation costs $1.3 billion annually. • Only 37% of students who remediate 1 or more class go on to graduate.

9. Gary L. Williamson (2006) found a 350L (Lexile) Gap between the difficulty of end-of-high school and college texts – a gap equivalent to 1.5 standard deviations or the difference between grade 4 and grade 8 texts on NAEP Source: Gary Williamon 2006)(from Appendix A of the CCSS)

10. 46% of all students move during school age years

12. Survey of NH Districts: CCSS Implementation(n=64)*October 2011

13. Topic 2

14. Common Core State Standards: An Overview English Language Arts & Literacy for History/Social Studies, Science and Technical Subjects (K-12) Mathematics (K-12)

15. Criteria for New Standards • Fewer, clearer, and higher (Consistent, rigorous, and shared aligned with college and work expectations) • Aligned with college and work expectations • Include rigorous content and application of knowledge through high-order skills • Build upon strengths and lessons of current state standards (think DNA of education) • Internationally benchmarked, so that all students are prepared to succeed in our global economy and society • Based on evidence and research

17. English Language Arts and Literacy • Focus and coherence • Coherent progressions develop literacy skills across grade levels • Focus on text complexity • Students required to read texts of increasing complexity • College and career readiness in writing • Students required to write using evidence from informational reading. • Literacy as a shared responsibility • Literacy skills in reading and writing included in history/social studies, science, and technical areas

20. Text Complexity Increases

24. Mathematics • Focus and coherence • Focus on key topics at each grade level. • Coherent progressions across grade levels. • Balance of concepts and skills • Content standards require both conceptual understanding and procedural fluency. • Mathematic practices (8 practices) • Foster reasoning and sense making in mathematics. • College and career readiness • Level is ambitious but achievable.

25. Topic Placement in Top Achieving Countries

26. Topic Placement in the U.S.

27. International Comparison

28. CCSS Distribution of Emphasis

29. CCSS versus GLE/GSE emphasis In NECAP

31. National Council of Teachers of Mathematics NCTM • Mathematical Process Standards • Communication • Connections • Representations • Problem Solving • Reasoning • Proof • www.nctm.org

32. New Hampshire Connection to 8 Mathematical Practices PreK-16 Numeracy Action Plan for the 21st Century http://www.education.nh.gov/innovations/pre_k_num/index.htm

33. Topic 3

34. NECAP Assessment Changes in Mathematics

35. Topic 4

36. SMARTER Balanced • Computer Adaptive • Multiple Choice, Constructed Response, Technology Enhanced • Performance Tasks • Writing, listening and speaking • Emphasis of mathematical practices

37. Components of SBAC System • Summative Assessments • Grades 3-8 and 11 in ELA and Mathematics • Computer Adaptive Testing • Performance Tasks • Interim Assessments • Optional • Progress of Students • Linked to content clusters in CCSS • Formative Tools and Processes • Evidence of progress toward learning goals

39. English Language Arts and Literacy Content Specs • Literacy (Grades 3-8): Students can demonstrate progress toward college and career readiness in English language arts and literacy. • Literacy (High School): Students can demonstrate college and career readiness in English language arts and literacy.

40. English Language Arts and Literacy Content Specs • Claim #1 - Students can read closely and analytically comprehend a range of increasingly complex literary and informational texts. • Claim #2 - Students can produce effective and well-grounded writing for a range of purposes and audiences. • Claim #3 - Students can employ effective speaking and listening skills for a range of purposes and audiences. • Claim #4 - Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.

41. Mathematics ContentSpecs • Claim #1 Conceptual Understanding and Procedural Fluency: Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency. • Claim #2 Problem Solving: Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.

42. Mathematics Content Specs • Claim #3 Communicating Reasoning: Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. • Claim #4 Modeling and Data Analysis: Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.

43. Topic 5

44. CCSS Implementation/Transition • Individually - brainstorm tasks/steps/activities that you feel your school/district needs to do in terms of implementing CCSS (“To Do List”) • Have a table discussion • Come up with one to three common tasks to share out with whole group • Share

45. Implementation Framework and Timeline • Framework of CCSS implementation tasks for schools and districts • Provide guidance with embedded timeline • Cluster activities by leadership, curriculum, instruction, assessment, and accountability • Starting point for some • Progress checks for some

46. Professional Learning Opportunities • NECAP/CCSS Sessions – March 13-16, 20 • North Country Education Services – March 28 & 29 • SERESC – April 11 and 12 • Collaboration with SERESC & LESCN Centers • Future Plans

47. CCSS Resources NH DOE Website Tools/Resources: www.education.nh.gov/spotlight/ccss/index.htm www.education.nh.gov/spotlight/ccss/index.htm

48. Common Core Standards www.corestandards.org www.corestandards.org

49. SMARTER Balanced Assessment www.smarterbalanced.org www.smarterbalanced.org

50. Technology Readiness Tool The Technology Readiness Tool assesses current capacity and compares that to the technology that will be needed to administer the new online assessments in four areas: • 1. Computers & other devices • 2. Ratio of devices to test-takers • 3. Network and infrastructure • 4. Personnel (staffing & training) • www.assess4ed.net