Common Core State Standards Our goals for today…

2. Common Core State StandardsOur goals for today… Participants will… • Deepen their understanding of the vertical articulation of the standards • Deconstruct a standard and begin to evaluate its rigor as defined by Hess’s Cognitive Rigor matrix • Consider implications for their work • Learn more about the Smarter Balanced Assessment System • Learn about Text Complexity

3. Vision Every Washington Student and Educator Core Values Purpose Career and College Ready learning expectations for K-12 All students leave high school college and career ready Our Vision:Every student will have access to the CCSS standards through high quality instruction aligned with the standards every day; and every educator is prepared and supported to implement the standards in their classrooms every day. Our Purpose: To develop a statewide system with resources that supports all school districts in their preparation of educators and students to implement the CCSS.

4. Implementation Timeline

5. Smarter Balanced Assessment Consortium A Peek at the Assessment System

6. The Purpose of the Consortium • To develop a comprehensive and innovative assessment system for grades 3-8 and high school in English language arts and mathematics aligned to the Common Core State Standards, so that... • ...students leave high school prepared for postsecondary success in college or a career through increased student learning and improved teaching [The assessments shall be operational across Consortium states in the 2014-15 school year]

7. Smarter Balanced Assessment System: A National Consortium of States • 27 states representing 43% of K-12 students • 21 governing, 6 advisory states • Washington state is fiscal agent • WestEd provides project management services

8. A Balanced Assessment System Summative assessments Benchmarked to college and career readiness Teachers and schools have information and tools they need to improve teaching and learning Common Core State Standards specify K-12 expectations for college and career readiness All students leave high school college and career ready Teacher resources for formative assessment practices to improve instruction Interim assessments Flexible, open, used for actionable feedback

9. System Highlights English Language Arts and Mathematics, Grades 3–8 and High School BEGINNING OF YEAR END OF YEAR 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. INTERIM ASSESSMENT INTERIM ASSESSMENT Computer Adaptive Assessment and Performance Tasks Computer Adaptive Assessment and Performance Tasks • PERFORMANCE • TASKS • Reading • Writing • Math END OF YEAR ADAPTIVE ASSESSMENT Scope, sequence, number, and timing of interim assessments locally determined Re-take option Optional Interim assessment system— Summative assessment for accountability * Time windows may be adjusted based on results from the research agenda and final implementation decisions. Source: http://www.ets.org

10. Support for Special Populations • Accurate measures of progress for students with disabilities and English Language Learners • Accessibility and Accommodations Work Group engaged throughout development • Outreach and collaboration with relevant associations “ Common- Core Tests to Have Built-in Accommodations - June 8, 2011 ”

11. Accessibility and Accommodations State Involvement in Getting the Work Done: Consortium Work Groups Work group engagement of 90 state-level staff: Formative Assessment Practices and Professional Learning Item Development • Each work group: • Led by co-chairs from governing states • 6 or more members from advisory or governing states • 1 liaison from the Executive Committee • 1 WestEd partner Performance Tasks 1 Work group responsibilities: Reporting 2 Technology Approach • Define scope and time line for work in its area • Develop a work plan and resource requirements • Determine and monitor the allocated budget • Oversee Consortium work in its area, including identification and direction of vendors 3 Test Administration 4 Test Design 5 Transition to Common Core State Standards 6 Validation and Psychometrics 7 8 9 10

12. Time and format • Summative: For each content area - ELA & Math • Computer Adaptive Testing (CAT) • Selected response (MC), Constructed Response (open-ended), Technology enhanced (e.g., drag and drop, video clips, limited web-interface) • Performance Tasks (like our CBAs) • Up to 2 per content area in grades 3-8 • Up to 6 per content area in High School

13. Time and format • Summative: - Administration window is last 12 weeks of school - For each content area - ELA & Math • Shorter option for states (~3 hours ELA, ~2 hours Math) • Scale score on comprehensive test (met/not met determination) • Longer option for states (~5 hours ELA, ~3 hours Math) • Able to report data on claims for individual students

14. Time and format • Interim assessments • Can be used as often as needed • Can be customized by districts/schools • To focus on selected strands • To clone summative test • Will use Computer Adaptive Technology • Released items from summative item bank

15. Washington’s Testing System Transition Current Testing System • Reading and Math: Grades 3–8 and 10 • Writing: Grades 4, 7, 10 • Science: Grades 5, 8, 10 SBAC/CCSS Testing System • English/Language Arts and Math: Grade 3–8 and 11* • Science exams are required under ESEA but are not included in SBAC *11th grade to measure college and career readiness. We are working with higher ed to explore the possible use of these measures as an alternative for college placement (or entrance). ()

16. Washington’s Context…Proposed Summative Assessments in 2014–15

17. Seven Key PrinciplesSBAC: Theory of Action, pp. 1 & 2 • An integrated system • Evidence-based approach • Teacher involvement • State-led with transparent governance • Focus: improving teaching and learning • Actionable information – multiple measures • Established professional standards

18. “Students can demonstrate progress toward college and career readiness in English Language arts and literacy.” Claims for the ELA/Literacy Summative Assessment • “Students can demonstrate college and career readiness in English language arts and literacy.” Overall Claim for Grades 3-8 • “Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.” Overall Claim for Grade 11 • “Students can produce effective and well-grounded writing for a range of purposes and audiences.” Claim #1 - Reading • “Students can employ effective speaking and listening skills for a range of purposes and audiences.” Claim #2 - Writing • “Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.” Claim #3 - Speaking and Listening Claim #4 - Research/Inquiry

19. ELA ComparisonWashington State & Smarter Balanced

20. Text Complexity Analysis The Placemat

21. Performance Task:Introduction to Activity http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/performance-tasks/nuclear.pdf

22. Performance Task: Research http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/performance-tasks/nuclear.pdf

23. Performance Task:Research (continued) http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/performance-tasks/nuclear.pdf

24. Performance Task: Research Questions http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/performance-tasks/nuclear.pdf

25. Performance Task:Argumentative Essay Assignment http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/performance-tasks/nuclear.pdf

26. Performance Task:Essay Scoring Criteria http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/performance-tasks/nuclear.pdf

27. Structure of the Smarter Balanced Assessment Consortium English Language Arts Item Specifications • Evidence Statements • Task Models • Sample Items

28. Structure of Item Specification Table

29. The Smarter Balanced Assessment Consortium ELA Content Specifications • Claim 1: Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Reading, literary and informational text. • Claim 2: Students can produce effective and well grounded writing for a range of purpose 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/inquiry to investigate topics, and to analyze, integrate, and present information.

30. Claim 1 • Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. • Targets 1–7 correspond with literary texts • Targets 8–14 correspond with informational texts

31. Claim 2 • Students can produce effective and well grounded writing for a range of purpose and audiences. • Targets 1, 3, & 6: Revise/Write Brief Texts • Targets 2, 4, & 7: Compose Full Texts including essays and narratives • Target 5: Use of text features, e.g., headings, subheadings, etc. • Target 8: Language & Vocabulary Use • Target 9: Edit/Clarify

32. Claim 3 • Students can employ effective speakingand listening skills for a range of purposes and audiences. • Language & Vocabulary Use • Clarify Message 3. Plan/Speak/Present 4. Listen/Interpret

33. Claim 4 • Students can engage in research / inquiry to investigate topics, and to analyze, integrate, and present information. 1. Plan/Research 2. Interpret & Integrate Information 3. Analyze Information/Sources 4. Use Evidence

34. Smarter Balanced Release Items • Let’s take a look at a few items • These items are released for educators to learn from and begin to understand more about the assessment system • Read with an open mind and know that they are draft items • http://www.smarterbalanced.org/smarter-balanced-assessments/

35. Cognitive Rigor and Depth of Knowledge • The level of complexity of the cognitive demand. • Level 1: Recall and Reproduction • Requires eliciting information such as a fact, definition, term, or a simple procedure, as well as performing a simple algorithm or applying a formula. • Level 2: Basic Skills and Concepts • Requires the engagement of some mental processing beyond a recall of information. • Level 3: Strategic Thinking and Reasoning • Requires reasoning, planning, using evidence, and explanations of thinking. • Level 4: Extended Thinking • Requires complex reasoning, planning, developing, and thinking most likely over an extended period of time.

36. Cognitive Rigor Matrix This matrix from the Smarter Balanced Content Specifications for ELA draws from both Bloom’s (revised) Taxonomy of Educational Objectives and Webb’s Depth-of-Knowledge Levels below.

37. Common Core State Standards in English Language Arts Vertical Articulation at a Glance

38. Reflection • How comfortable are you with the Common Core? • How many of you have accessed the Common Core on line or possess a copy of it? • How many of you are using information from the Common Core Appendices or from the standards in your role as a teacher, administrator, or staff developer?

39. Current WA Standards (GLEs) – Grades K-10 Common Core ELA Standards – Grades K-12 Writing Communication (includes Speaking and Listening) Reading Language Media & Tech

40. The ELA Document Structure Introduction page 10 • K-5 page 11 • Reading • Foundational Skills • Writing • Speaking and Listening • Language • 6-12 page 35 • Reading • Writing • Speaking and Listening • Language • Literacy in History/Social Studies, Science, and Technical Subjects Appendices A, B, C

41. College and Career Readiness Anchor Standards for ELA • College and Career Readiness (CCR) Standards – Overarching standards for each of four ELA strands that are further defined by grade-specific standards • Reading- 10 • Writing - 10 • Speaking and Listening - 6 • Language - 6

42. What is Vertical Articulation Vertical alignment asks: • How are the content standards/objectives related from one year/grade to the next? • Knowledge or skills extend to a wider range of content • Deeper understanding of the (cognitive process) for same content • New content or skills

43. Example of Grade-Level Progression in Reading CCSS Reading Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

44. Quality of Content Alignment • Content standards are clearly articulated across grades if: Related standards are clearly differentiated. What new knowledge or skill is required? One or both standards may not be described in sufficient detail. Differences in terminology are explained. Different words for the same skill? Terminology The meaning of terms appears to be expanded.

45. Bloom’s Taxonomy Labels the type of thinking (verbs) needed to complete a task; tracing the verbs reveals a deepening of the cognitive processes through a standard from K-12.

46. CONTENT TASK STUDENT TEACHER This is important because… Task Predicts Performance Elevate the cognitive demand of the task, and you elevate the performance.

47. Bloom’s Revised Taxonomy • Taxonomy of cognitive objectives • 1950s- developed by Benjamin Bloom • Means of qualitatively expressing different kinds of thinking • Adapted for classroom use as a planning tool and continues to be one of the most universally applied models • Provides a way to organize thinking skills into six levels, from the most basic to the higher order levels of thinking • 1990s- Lorin Anderson (former student of Bloom) revisited the taxonomy, and as a result, a number of changes were made (Pohl, 2000, Learning to Think, Thinking to Learn, pp. 7-8)

48. A ComparisonOriginal Revised • Evaluation • Synthesis • Analysis • Application • Comprehension • Knowledge • Creating • Evaluating • Analyzing • Applying • Understanding • Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

49. Bloom’s Taxonomy Levels

50. Back-mapping the ELA CCSS • Starting with college and career readiness • Standards for each grade level are identified • Working backward from grade 11-12 to 9-10 to 8 etc. • Establishes a clear, aligned K-12 pathway, linking elementary, middle, high school, and end-of-high school college and career readiness