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Introduction to the Common Core State Standards (CCSS) & New Assessments. SLUSD Board of Education Presentation May 1, 2012 Presentation by Mike Walbridge, Director of Curriculum and Instruction. Based on information from:.

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introduction to the common core state standards ccss new assessments

Introduction to the Common Core State Standards (CCSS)& New Assessments

SLUSD Board of Education Presentation

May 1, 2012

Presentation by Mike Walbridge,

Director of Curriculum and Instruction

based on information from
Based on information from:

Tom Adams, CDE Curriculum Frameworks & Instructional Resources Division

Carrie Roberts, CDE Professional Learning and Support Division

Deborah V.H. Sigman, Dep. Supt; District, School & Innovation Branch of the California Department of Education (CDE)

Christyan Mitchell, Ph.D., SMARTER Balanced Assessment Consortium PMP

Dr. Veronica Aguila,President of Aguila & Associates



Overview of Common Core State Standards (CCSS)

Common Core ELA

Common Core Math

Common Core Assessments

Statewide Implementation Plans

SLUSD Transition Plans & Questions




Adopted by 45 States plus DC and U.S. Virgin Islands


california and the common core state standards
California and the Common Core State Standards

Senate Bill 1 from the Fifth Extraordinary Session (SB X5 1):

established an Academic Content Standards Commission (ACSC) to develop standards in mathematics and English–language arts

stated that 85 percent of the standards were to consist of the CCSS with up to 15 percent additional material

directed the State Board of Education (SBE) to adopt or reject recommendations of the ACSC

Adopted August 2010


ccr ela literacy strands
CCR ELA/Literacy strands

College and Career Readiness (CCR) Anchor Standards are divided into four interrelated literacy strands.


balanced representation of literary and informational text
Balanced Representation of Literary and Informational Text

2009 NAEP Reading Assessment:

Distribution of literary and informational passages

Source: National Assessment Governing Board. (2008). Reading framework for the 2009 National Assessment of Educational Progress,


ela california additions 15 allowed
ELA California additions (15% allowed)
  • Formal presentations, Grades 1-12
  • Penmanship, Grades 2-4
  • Career and consumer documents for writing in Grade 8
  • Analysis of text features in informational text, Grades 6-12


the three priorities
The Three Priorities
  • Students will read sufficiently complex texts closely
  • Students will extract information and gain knowledge from these texts
  • Students will write clear arguments based on the information they have read
common core standards for mathematics
Common Core Standards for Mathematics

Two Types of Standards

Mathematical Practice (recurring throughout the grades)

Mathematical Content (different at each grade level)


standards for mathematical practice
Standards for Mathematical Practice



standards for mathematical content k 8
Standards for Mathematical Content K-8

Organization of Grade Level standards



math california additions 15 allowed
Math California additions (15% allowed)
  • Calculus and AP Probability and Statistics
  • Operations and Algebraic Thinking additions in Grades 2 through 5
  • Measurement and data additions in Grades 2
  • Grade 6--the Number System
  • 2 Options for Eighth Graders
    • Algebra 1
    • Eighth Grade CC Math Standards
    • K-7 standards augmented to prepare for either option
  • Clearer grade-to-grade organization


grade 8 mathematics
Grade 8 Mathematics

The CCSS prepare students for Algebra 1 in grade 8.

The CCSS also include a set of challenging grade 8 standards to prepare students for success in higher math, including Algebra 1.


high school mathematics
High School Mathematics


Source: Appendix A of the CCSS for Mathematics at


Smarter Balanced Assessment Consortium (SBAC)

  • There are two groups of states developing assessments
    • Smarter Balanced Assessment Consortium (SBAC)
    • Partnership for Assessment of Readiness of College and Careers (PARCC)
  • In late 2011 California moved from PARCC to SBAC
a national consortium of states
A National Consortium of States
  • 27 states representing 43% of K-12 students
  • 21 governing, 6 advisory states
  • Washington state is fiscal agent
the sbac goals
The SBAC Goals

To develop a set of comprehensive and innovativeassessments for grades 3-8 and 11 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


a balanced assessment system
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

teacher involvement

Professional development

  • Formative tools and processes
  • Data from summative and interim assessments
  • Test item development
  • Test scoring
  • Formative tool development
  • Professional development cadres
Teacher Involvement


Participate In


Benefit From

key features computer adaptive testing
Key Features: Computer Adaptive Testing
  • Comprehensively assesses the breadth of the Common Core State Standards while minimizing test length
  • Allows increased measurement precision relative to fixed form assessments; important for providing accurate growth estimates
  • Testing experience is tailored to student ability as measured during the test
key features tailored online reporting
Key Features: Tailored, Online Reporting
  • Supports access to information about student progress toward college and career readiness
  • Allows for exchange of student performance history across districts and states
  • Uses a Consortium-supported backbone, while individual states retain jurisdiction over access and appearance of online reports
  • Links teachers to digital clearinghouse of formative materials
  • Graphical display of learning progression status (interim assessment)
sample performance task
Sample Performance Task
  • Phase 1/Day 1: Directions: Write an imaginary or real story telling about someone losing a tooth. Be sure to have a beginning, middle, and ending.
  • Phase 2/Day 2: Students will hear selected read-aloud text. Directions: Using your notes, write two to four paragraphs describing and comparing different tooth traditions. Be sure to
    • (1) tell some things that are the same about the traditions,
    • (2) tell some things that are different about the traditions, and
    • (3) explain something interesting that you learned OR tell about your tooth tradition.

English Language

Development Standards

Supplemental Instructional Materials Review

Professional Development Modules

Mathematics Framework

English Language Arts Framework

September/November 2012

November 2012/January 2013

September 2013

November 2013

May 2014

common core state standards implementation
Common Core State Standards: Implementation

The State Board of Education (SBE) adopted the CCSS on 2010

Last SBE mathematics adoption in 2007

Last SBE English language arts (ELA) adoption in 2008

New assessments scheduled for


Next likely SBE adoption of materials in 2016 (Mathematics) and 2018 (ELA)

implementation update
Implementation Update

Assembly Bill 124 (Fuentes)

ELD Standards

Senate Bill 140 (Lowenthal)

Supplemental Materials

Assembly Bill 250 (Brownley)


assembly bill 250 brownley
Assembly Bill 250 (Brownley)

Superintendent sponsored

Begins process for the development and adoption of curriculum frameworks aligned to the Common Core State Standards

Extends the operative date of the state’s assessment system by one year

Creates professional learning modules


slusd tentative transition plans
SLUSD Tentative Transition Plans:

Mar 2011: We put out an Intro &FAQ

Apr 2011-Mar 2012: We waited for Sacramento to finalize an implementation plan & for comprehensive resources to be ready

Apr 2012: We are presenting this info to principals, BCC and school board (May 1)

May 2012: Send team to CCSS Toolkit Training of Trainers Sessions #1and #2 through ACOE

2012-13 & beyond: Trainers use toolkit to present sessions


slusd faqs

When are these new standards coming?

Why are we identifying essential standards if they are changing?

What about Frameworks, Materials, Training and Assessments?

Why are we making new assessments and getting trained on materials?

If the new assessments are quarterly benchmarks will we have two assessment systems?


slusd impact in 2012 13
SLUSD Impact in 2012-13:

Ed Services, and especially C&I, staff will need to devote increasing amounts of time to the implementation

Teacher trainings/task forces will require a combination of using staff meeting time, collaboration/PLC time and substitutes for release time

We will need to evaluate our current instructional materials and identify supplementary materials if necessary

Funding in 2012-13: Title II funds should be sufficient


slusd impact in 2013 14 and beyond
SLUSD Impact in 2013-14 and beyond:

Continued from 2012-13:

Ed Services, and especially C&I staff, will need to devote increasing amounts of time to the implementation

Teacher trainings/task forces will require a combination of using staff meeting time, collaboration/PLC time and substitutes for release time

Funding in 2013-14 and beyond: Title II funds may need to be supplemented

Additional Impact:

We will need to purchase identified supplementary materials

Funding in 2013-14 and beyond: Lottery funds and the $200,000 set aside from Tier 3 IMFRP may need to be supplemented by additional IMFRP funds.


example of back mapping design
Example of “back mapping” design

Reading CCR #5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text … relate to each other and the whole.

9-10.RI.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text ….

6-8.H.5: (History/Social Studies) Describe how a text presents information (e.g., sequentially, comparatively, causally).

4.RI.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

K.RI.5: Identify the front cover, back cover, and title page of a book.


math sample items cont
Math Sample Items (cont.)

These are from 7thGrade Math Standards:

  • Item a – Geometry - 7.4 - Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.
  • Item b - Ratios and Proportional Relationships - 7.3 -Use proportional relationships to solve multistep ratio and percent problems.
ela sample performance task cont
ELA Sample Performance Task (cont.)

Standards Assessed with this Task (3rd Grade ELA):

  • Writing Standards:
  • W.3.2. Write informative/explanatory pieces (a-d)
  • W.3.3. Write narratives (a-d)
  • W.3.5. With guidance and support from peers and adults, strengthen writing as needed by revising and editing.
  • (formative evidence) W.3.6. With guidance and support from adults, use technology to produce and publish
  • writing.
  • Speaking and Listening Standards:
  • SL.3.2. Identify the main ideas and supporting details of information presented graphically, visually, orally, or
  • multimodally.
  • SL.3.4. Report on a topic or recount stories or experiences with appropriate facts and descriptive details.
  • Language Standards:
  • L.3.1. Observe conventions of grammar and usage.
  • L.3.2. Observe conventions of capitalization, punctuation, and spelling.
  • L.3.3. Make effective language choices. a. Use words for effect.