Common Core State Standards

1. Common Core State Standards Idaho State Department of Education http://www.sde.idaho.gov/site/common/

2. These standards define the knowledge and skills students should have within K-12 grades so they will graduate from high school able to succeed in entry-level, credit-bearing academic post-secondary courses (college or professional-technical) and in the workforce. English Language Arts and Mathematics Standards

3. Are aligned with college and workforce expectations; Are more focused and coherent; Include rigorous content and application of knowledge through higher-order skills; Build upon strengths and lessons of current state standards; Are benchmarked against standards in other top-performing countries. Are built on extensive research. The Standards (cont.)

4. The CCSS were approved by the Legislature in January 2011, the Standards will go into effect in the 2013-2014 school year. Here is the timeline for implementation: 2011-2012 Professional development 2012-2013 Professional development 2013-2014 Common core state standards taught in Idaho classrooms – Professional development cont. 2014-2015 New common assessments delivered Implementation

5. Professional Development and Support Professional Knowledge and Growth Curriculum/Instruction Stakeholder Engagement Assessment Bridging K-12 and Post Secondary Braiding Common Core implementation with existing state initiatives such as RTI Implementation

6. Districts may start implementation sooner than 2013 if they choose The current ISAT will remain in place until a new assessment is deployed in 2014-2015 Idaho is part of the Smarter Balanced Assessment Consortium - http://www.sde.idaho.gov/site/commonAssessment/ Implementation

7. Sample instructional unit Purpose: Provide educators an exemplar unit called “Great Conversations” to address writing about what one reads, which is articulated in Common Core writing standard #9 and across the reading standards. The unit will contain 5-6 texts, which will be mainly literary non-fiction, and will show how several texts can be grouped coherently into a unit of study. The exemplar unit will illustrate the type of questions a teacher could ask students about a text and sample student answers that could be provided orally or in writing. Creators/Lead Authors: Sue Pimentel and David Coleman, lead ELA standards writers Timeline: Projected completion in July 2011 Implementation Tools and Resources for ELA

8. Visual depiction of how the standards work together Purpose: Create a visual depiction of (1) how each of the reading standards relate to one another, (2) how each of the writing standards relate to one another, and (3) how the reading and writing standards connect. This graphic is intended to illustrate how standards connect to and reinforce other standards and that standards should not be taught in isolation. Creators/Lead Authors: Sue Pimentel and David Coleman, lead ELA standards writers Timeline: Projected completion in early summer of 2011 Implementation Tools and Resources for ELA

9. What Do Teachers Need to Know? • The new standards are more rigorous and demanding than standards of 37 states • Standards are held in common by so many states that it should mean less tailoring of textbooks and assessments • Standards are internationally benchmarked • Multiple texts (and text types), critical reading, the use of technology are stressed • Text difficulty is given importance • Backmapping is used to show how attainment can be accomplished

10. ELA History Reading StandardsReading Standards for Literacy in History/Social Studies 6–12

11. History: Textual evidence/sources Grades 6–8 • Cite specific textual evidenceto support analysis of primary and secondary sources. • Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. Grades 9–10 • Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. • Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. Grades 11–12 • Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. • Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

12. ELA Science and Technical SubjectsReading Standards for Literacy in Science and Technical Subjects 6–12

13. Science: Critical thinking Grades 6–8 • Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. Grades 9–10 • Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. Grades 11–12 • Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept resolving conflicting information when possible.

14. “Gearing Up” Become familiar with the Critical Areas for their grade level. “Unpack” the big ideas, skills and concepts for at least one Critical Area. Understand how the Critical Areas help organize and bring focus to grade level standards. Implementation Tools and Resources for Mathematics

16. The new standards support improved curriculum and instruction due to increased: Focus, via critical areas at each grade level. Coherence, through carefully developed connections within and across grades. Clarity, with precisely worded standards that cannot be treated as a checklist. Rigor, including a focus on College and Career Readiness and Standards for Mathematical Practice throughout Pre-K-12. Implementation Tools and Resources for Mathematics

17. http://commoncoretools.wordpress.com/ Curriculum analysis tool Examples of structure in the content standards The data part of the Measurement and Data Progression Massachusetts resources to help teachers engage with the standards Complete draft progression for CC and OA (Counting and Cardinality and Operations and Algebraic Thinking) Implementation Tools and Resources for Mathematics

18. Implementation Tools and Resources PTA Parent Guides Purpose: Provide grade-by-grade parent guides that reflect the Common Core State Standards. Individual guides were created for grades K-8 and two were created for grades 9-12 (one for English language arts/literacy and one for mathematics). Eleven Guides were created in all.   Website:www.PTA.org/parentsguide State education agencies, school districts, state boards of education, and state/local PTAs may co-brand the Guides. The modifiable Guides are available online at: http://www.globalprinting.com/national-pta/(Username: pta user, Password: global). Creators: PTA and Common Core State Standards writers Who to Contact: National PTA at parentsguide@pta.org Status: Complete

19. Idaho’s Role: The Next Generation of Assessments Wendy St. Michell Idaho State Department of Education August 2011

20. The Challenge ...to here? How do we get from here... Common Core State Standards specify K-12 expectations for college and career readiness All studentsleave high school college and career ready ...and what can an assessment system do to help?

21. SMARTER Historical Development of the SMARTER Balanced Assessment Consortium MOSAIC • Computer Adaptive Balanced • Formative Capacity • Integrated System

22. The Purpose of the Consortium • To develop a set of comprehensive and innovative assessments for grades 3-8 and high school in English language arts and mathematics aligned to the Common Core State Standards • 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

23. 29 Member States

24. Organizational Chart

25. Assessment System Overview

26. Assessment System Components Summative assessments benchmarked to college and career readiness Common Core State Standards specify K-12 expectations for college and career readiness Teachers can access formative processes and tools to improve instruction All students leave high school college and career ready Interim assessments that are flexible, open, and provide actionable feedback

27. The System 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

28. Current and Upcoming Activities • Master Work Plan (available now) • Content Specifications Work (September 2011) • Technology Readiness Tool (March 2012) • Item Specifications RFP (out to bid now) • Types of items: selected response, constructed response, technology enhanced, performance tasks. • Item Writing begins August 2012 • Piloting technology system – Oct. 2012-Jan. 2013 • Items pilot – April 2013 • Standards setting August 2014

29. Achieving College Readiness • Allows students to enter college having met clear, common standards • Interim assessments provide students, teachers, and parents with detailed, actionable information about knowledge and skills needed for college entry and success • Students enrolled in IHEs and IHE systems will be able to be exempt from remedial courses if they have met the Consortium-adopted achievement standard for each assessment

30. Timeline

31. Benefits of Multi-State Consortium • Less cost and more capabilities through scope of work sharing and collaboration • More control through sharedinteroperable open-source software platforms: Item authoring system, item banking, and adaptive testing platform no longer exclusive property of vendors • Provides state-to-state comparability, with standards set against research-based benchmarks. • Better service for students with disabilities and EL students through common, agreed-upon protocols for accommodations

32. To find out more... ...the SMARTER Balanced Assessment Consortium can be found online at www.k12.wa.us/SMARTER and http://www.sde.idaho.gov/site/commonAssessment/

33. Contact Information Rob Sauer, Deputy Superintendent Content, Innovation, and Choice rcsauer@sde.idaho.gov 208-332-6934 Dr. Carissa Miller, Deputy Superintendent Assessment cmiller@sde.idaho.gov 208-332-6901 Christine Avila, Mathematics Coordinator cavila@sde.idaho.gov 208-332-6932 Liz Smith, English Language Arts Coordinator emsmith@sde.idaho.gov 208-332-6948