Common Core State Standards

1. Common Core State Standards What’s It All About? Race to the Top Assessment Consortia Kathryn Edwards, Ph.D Consultant III, Curriculum Support and Assessment Unit

2. Overview • Elementary and Secondary Education Act Assessment Requirements • California Assessments Used • Partnership for Assessment of Readiness for College and Careers (PARCC) • Smarter Balanced Assessment Consortium (SBAC)

3. Elementary and Secondary Education Act (ESEA) Assessment Requirements Reading/language arts in grades 3–8 and at least once in grades 10–12 Mathematics in grades 3–8 and at least once in grades 10–12 Science at least once during each of three specified grade spans: grades 3–5, 6–9, and 10–12

4. California Assessments Used for ESEA Standardized Testing and Reporting (STAR) Program: California Standards Tests (CSTs) California Modified Assessment (CMA) California Alternate Performance Assessment (CAPA) California High School Exit Examination

5. This aspect of the new system is a needed change! I am concerned or worried about . . . The Impact: Changes in CA Assessment

6. Race to the Top Assessment Grants

7. Two Consortia Awarded Funds • Smarter Balanced Assessment Consortium (SBAC) • On September 2, 2010, SBAC awarded $160 million • Partnership for Assessment of Readiness for College and Career (PARCC) • On September 2, 2010, PARCC awarded $170 million • An additional $15.9 million awarded to each consortium for the purpose to help all participating states with the transition to common core and common assessments

8. RTTT Assessment Requirements for Comprehensive Systems Requirements within the RTTT Assessment Program: • Build upon shared standards for college and career-readiness; • Measure individual growth as well as proficiency; • Measure the extent to which each student is on track, at each grade level tested, toward college or career readiness by the time of high school completion and; • Provide information that is useful in informing: • Teaching, learning, and program improvement; • Determinations of school effectiveness; • Determinations of principal and teacher effectiveness for use in evaluations and the provision of support to teachers and principals; and • Determinations of individual student college and career readiness, such as determinations made for high school exit decisions, college course placement to credit-bearing classes, or college entrance. (US Department of Education, 2009)

9. The Comprehensive Consortia

10. Constructed-response Selected response (End-of-year) Performance tasks Computer-enhanced Video, multimedia, interactive text Item Types

11. A Grain of Salt

12. Changing Landscape • New State Superintendent of Public Instruction • New Governor • New Legislature • Office of the Secretary of Education • Potential changes in State Board of Education • California Office to Reform Education (CORE) • Role of local educational agencies • Role of the U.S. Department of Education

13. Partnership for the Assessment of Readiness for College and Careers (PARCC) • Consortium of 26 states • California is currently a participating state • Governor, State Superintendent of Public Instruction and State Board of Education President required to sign MOU • Florida is fiscal agent • ACHIEVE is Project Manager • Assess grades 3 through 8 and once in grades 10-12 • Possible high school end-of-course

14. Governing Arizona Arkansas District of Columbia Florida Illinois Indiana Louisiana Maryland Massachusetts New York Rhode Island Tennessee Advisory Alabama California Colorado Delaware Georgia Kentucky Mississippi New Hampshire New Jersey North Dakota Ohio Oklahoma Pennsylvania South Carolina PARCC States

15. PARCC Theory of Action • More Meaningful Standards: The Partnership’s assessment system will be anchored in the Common Core State Standards which are consistent across states, clear to the public, and provide an on-ramp to college and careers. • Higher Quality Tests: PARCC assessments will include sophisticated items and performance tasks to measure critical thinking, strategic problem solving, research and writing. • Through-Course Testing: Students will take parts of the assessment at key times during the school year, closer to when they learn the material. • Maximize Technology: PARCC assessments in most grades will be computer based. • Cross-State Comparability: States in PARCC will adopt common assessments and common performance standards.

16. PARCC Distributed Summative Assessment System Overall assessment system will include a mix of constructed response items, performance tasks, and computer-enhanced, computer-scored items ELA/literacy • 3 “through-course” components • administered after 25%, 50%, and 75% of instruction • Speaking & listening components • administered after 75% of instruction (not part of summative score) • End-of-year component • administered after 90% of instruction Mathematics • 3 “through-course” components • administered after 25%, 50%, and 75% of instruction • End-of-year component • administered after 90% of instruction

17. Distributed Assessment Advantages • Through-course approach will focus instruction throughout the year and nearer to the assessment • The sum of the components address the full range of the common core • Allows for multiple measures across the full range of performance • Allows for in-depth assessment of writing and mathematics problem-solving • Both through-course and end-of-year components provide data that teachers can use to adjust instruction

18. Sample Item • Extended Constructed Response • Delineate and evaluate the argument that Thomas Paine makes in Common Sense. Assess the reasoning present in his analysis, including the premises and purposes of his essay. • CCSS Match: 11-12.R1.8

19. Sample Item • Our school has to select a girl for the long jump at the regional championship. Three girls are in contention. We have a school jump-off. Their results, in meters are given in the table below. Hans says, “Aisha has the longest average. She should do to the championship. Do you think Hans in right? Explain your reasoning. CCSS Match: 7.SP.4 and Mathematical Practice 2 and 3

20. PARCC: Two Types of Summative Tests END OF YEAR COMPREHENSIVE ASSESSMENT FOCUSED ASSESSMENTS • One to three tasks that assess a • few “keystone” standards/topics • Given at three points during the • school year, near the end of quarters • Results within 2 weeks to inform • instruction and intervention • Taken on computer, with mixed • item types • Scored entirely by computer for • fast results • Scores from focused assessments and end-of-year test • will be combined for annual accountability score.

21. PARCC: Focused Assessments 1 and 2 25% 50% • Focused • ASSESSMENT 1 • ELA • Math • Focused • ASSESSMENT 2 • ELA • Math • In a single session/class period, students in grades 3 - 11 will: • ELA: Read texts, draw evidence to form conclusions, and prepare a written • analysis • Math: For each of 1 or 2 essential topics (standards or clusters of standards), • complete 1 to 3 constructed response tasks

22. PARCC: Focused Assessment 3 75% • Over several sessions/class periods, students will complete a project-like task that draws on a range of skills. Examples: • ELA: Locate digital information, evaluate and • select sources, and compose an essay or • research paper • Math: Perform a multi-step performance task • that requires application of mathematical • skills and reasoning and may require • technological tools • Focused • ASSESSMENT 3 • ELA • Math • Focused • ASSESSMENT4 • Speaking • Listening • Speaking/Listening task: Conducted in classroom, • not used for accountability, scored by teacher.

23. PARCC: End-of-Year Assessment 90% • Composed of 40 to 65 questions of a range of item types • including innovative technology-enhanced items to sample • the full year of standards • Scored by computer • Will make major investment in enhanced item types • To accurately assess high- and low-performing students, will • include items above and below grade level, and may consider • leveled or adaptive tests if needed END OF YEAR COMPREHENSIVE ASSESSMENT

24. PARCC: Resources, Tools, Supports PARTNERSHIP RESOURCE CENTER: Digital library of released items, formative assessments, model curriculum frameworks, curriculum resources, student and educator tutorials and practice tests, scoring training modules, and professional development materials • Partnership Resource Center: • Interactive Data Tool for accessing data and creating customized reports • Exemplar lesson plans • Formative assessment items and tasks • Professional development materials regarding test administration, • scoring, and use of data • Online practice tests • Item development portal • Tools and resources developed by Partner states • Optional “ready-to-use” performance tasks for K-2

25. The PARCC System English Language Arts and Mathematics, Grades 3 - 11 25% 50% 75% 90% PARTNERSHIP RESOURCE CENTER: Digital library of released items, formative assessments, model curriculum frameworks, curriculum resources, student and educator tutorials and practice tests, scoring training modules, and professional development materials • Focused • ASSESSMENT 1 • ELA • Math • Focused • ASSESSMENT 2 • ELA • Math • Focused • ASSESSMENT 3 • ELA • Math END OF YEAR COMPREHENSIVE ASSESSMENT • Focused • ASSESSMENT4 • Speaking • Listening Summative assessment for accountability Required, but not used tor accountability

26. Formal Reporting Mechanisms • Periodic Feedback Reports • After each through-course and end-of-year component • Audience: Parents, students, teachers, and school and district leaders • Annual Stakeholder Reports • Comprehensive annual report • Audience: Parents, students, teachers, school and district leaders, higher education officials and leaders, state officials/administrators, and policymakers • Item Analysis Reports • Annual report provides detailed analysis of content and quality of student responses to items and tasks • Reporting Levels • Ethnic group, ED, gender, SWD, ELL

27. PARCC Proposed Timeline

28. SMARTER Balanced Assessment Consortium • Consortium of 30 states • California is currently not participating with this consortium • Washington is fiscal agent • WestEd is Project Manager • Assess grades 3 through 8 and grade 11

29. Governing Connecticut Hawaii Idaho Kansas Maine Michigan Missouri Montana North Carolina New Mexico Nevada Oregon Utah Vermont Washington Wisconsin West Virginia Advisory Alabama Colorado Delaware Iowa Kentucky North Dakota New Hampshire New Jersey Ohio Oklahoma Pennsylvania South Carolina South Dakota SBAC States

30. SBAC: Two Components of the Summative Assessment + END OF YEAR ADAPTIVE ASSESSMENT PERFORMANCE TASKS • One reading task, one writing • task and 2 math tasks per year • Measure the ability to integrate • knowledge and skills, as required • in CCSS • Computer-delivered, during final • 12 weeks of the school year* • Scored within 2 weeks • A computer adaptive assessment • given during final 12 weeks* of the • school year • Multiple item types, scored by • computer • Re-take option, as locally • determined * Time windows may be adjusted based on results from the research agenda and final implementation decisions.

31. SBAC: Performance Tasks Last 12 weeks of year* • Sample performance tasks: • ELA: Select texts on a given theme, • synthesize the perspectives presented, • conduct research, and write a reflective • essay. • Math: Review a financial document and read • explanatory text, conduct a series of • analyses, develop a conclusion, and provide • evidence for it. • PERFORMANCE • TASKS • Reading • Writing • Math • Roughly half of the performance tasks for grades 9 through 11 will assess • ELA or math within the context of science or social studies.

32. SBAC: End-of-Year Assessment Last 12 weeks of year* • Composed of approximately 40 to 65 questions per content • area. • Uses adaptive delivery to provide maximally accurate scores • across the full spectrum of student achievement and to • increase student engagement. • Includes selected-response, technology-enhanced constructed- • response, and extended constructed-response items. END OF YEAR ADAPTIVE ASSESSMENT • Scores from items that can be scored immediately will be • reported, and then updated as scores from those requiring • human scoring or artificial intelligence are completed. • A re-take option is available. Re-take option

33. SBAC: Summative Components Last 12 weeks of year* • Student scores from the performance tasks • and end-of-year adaptive assessment will be • combined for each student’s annual score • for accountability. • Performance tasks may begin prior to the • final 12 weeks of the year, based on research • studies and final implementation decisions. END OF YEAR ADAPTIVE ASSESSMENT • PERFORMANCE • TASKS • Reading • Writing • Math Re-take option Note: This Consortium will also investigate an alternative summative format in which the end-of-year adaptive assessment is replaced with a series of adaptive assessments, each of which assesses a smaller block of standards.

34. SBAC Supports: Interim Assessment System Optional system of computer adaptive assessments The number, timing, and standards assessed (full grade level or smaller clusters) can be customized based on the local curriculum Multiple item types, similar to end-of-year summative assessment, including performance tasks (delayed scoring) Reports of student results will link teachers to related student resources and teacher professional development resources

35. SBAC Supports:Comprehensive Electronic Platform Last 12 weeks of year* DIGITAL CLEARINGHOUSE of formative assessments, released items and tasks, model instructional units, educator training and professional development tools and resources, scoring training modules, and teacher collaboration tools. • The system portal for information about the CCSS, SBAC, and assessment results: • Reporting suite with differentiated tools available to students, educators, • parents, and policymakers, with visualization tools • Vetted instructional units and model curricula • Research-based instructional strategies and interventions • Issue-focused chat rooms • Formative assessment items, released performance tasks, and rubrics • Professional development modules and videos • Item development/scoring training modules and tools

36. The SBAC System English Language Arts and Mathematics, Grades 3 – 8 and High School Optional Interim assessment system — no stakes Summative assessment for accountability 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 • PERFORMANCE • TASKS • Reading • Writing • Math END OF YEAR ADAPTIVE ASSESSMENT Computer Adaptive Assessment and Performance Tasks Computer Adaptive Assessment and Performance Tasks Scope, sequence, number, and timing of interim assessments locally determined Re-take option

37. Implementation Milestones SBAC PARCC

38. California Context Readiness for Computer-Based Testing • California’s assessment vendor conducted a survey and in-person site visits • Conclusions: • Feasible but expensive • Need multi-year rollout • District/school environment difficult for administering fair, standard & secure test • Budget commitment • Education Week • CA ranked lowest quintile in overall technology leadership among states • Average of 3.8 students to one computer in U.S. • Average of 5 students to one computer in CA

39. Challenges and Considerations • Measurement • Use of individual student growth in determinations of teacher and principal effectiveness • Equating and reliability of through-course assessments • Curricular Flexibility at the local level • Tension: Modular assessments given across the year require greater uniformity in sequencing of instruction, but place assessment closer to the time of instruction. • ESEA Reauthorization • Will it align? • Political Will • Will states that didn’t win state RTTT grants remain in the consortia? Will new Governors?

40. Other Challenges and Considerations • California Assessment System • STAR, CAHSEE Reauthorization in 2012-2013 • Grade 2 testing • End of course assessments • Implementation Funding • Technology infrastructure/hardware • Professional Development • Leadership and funding • What else?

41. Implications for My Work . . .

42. Resources • Full text of the Common Core California Standards: http://www.scoe.net/castandards/index.html (Outside Source) • Information about the common core: http://www.corestandards.org/ (Outside Source) • Information about the common core including implementation timelines: http://www.cde.ca.gov/ci/cc/ • PARCC information: http://www.fldoe.org/parcc/ (Outside Source) • SBAC information: www.k12.wa.us/SMARTER (Outside Source) • Center for K-12 and Performance Management at ETS: http://www.k12center.org/publications.html (Outside Source)