Current (led by ccsso and nga): Current


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Current (led by CCSSO and NGA):

  • Current (led by CCSSO and NGA):

  • K-12 English Language Arts Common Core State Standards

  • K-12 Mathematics Common Core State Standards

  • Future (currently led by various national associations):

  • Next Generation Science Standards(draft by Fall 2011)

  • (Framework currently under development)

  • English Language Development Standards (within 1 year)

  • Social Studies (within 2 years)

  • Arts (development may begin in January 2011)





Equity: Expectations are consistent for all – and not dependent on a student’s state of residence.

    • Equity: Expectations are consistent for all – and not dependent on a student’s state of residence.
    • States have time to consider what state-specific additions to the standards might look like
    • Collaboration: The standards create a foundation to work collaboratively across states and districts, pooling resources and expertise, to create curricular tools including textbooks, professional development, common assessments and other materials.
    • Opportunities for ALIGNED and CONNECTED SYSTEMS:
      • “Common standards” is a common thread among current and evolving national initiatives and opportunities
      • Standards – Instruction – Assessment


Building on the strength of current standards across many states, the CCSS are designed to be:

  • Building on the strength of current standards across many states, the CCSS are designed to be:

    • Focused, coherent, clear and rigorous
    • Internationally benchmarked
    • Anchored in college and career readiness*
    • Evidence and research based


What the Standards do NOT define:

  • What the Standards do NOT define:

  • How teachers should teach

  • All that can or should be taught

  • The nature of advanced work beyond the core

  • The interventions needed for students well below grade level

  • The full range of support for English language learners and students with special needs

  • Everything needed to be college and career ready

  • Citation: www.corestandards.org/



  • External and State Feedback teams included:

    • K-12 teachers
    • Higher ed. faculty
    • State curriculum and assessments experts
    • Researchers
    • National organizations (including, but not limited, to):


K-12 Common Standards:

    • K-12 Common Standards:
  • Core writing teams in English Language Arts and Mathematics (See www.corestandards.org for list of team members) drafted standards

    • External and state feedback teams provided on-going feedback to writing teams throughout the process
    • Draft K-12 standards were released for public comment on March 10, 2010; 9,600 comments received nationwide (~ 900 from WA)
    • Validation Committee of leading experts reviewed standards
    • Final standards were released June 2, 2010
    • As of September 8, 2010, 36 states have formally adopted the common core state standards.




Current WA Standards (GLEs) – Grades K-10

  • Current WA Standards (GLEs) – Grades K-10

  • Common Core ELA Standards – Grades K-12



College and Career Readiness (CCR) Standards

    • College and Career Readiness (CCR) Standards
      • Overarching standards for each strand that are further defined by grade-specific standards
    • Grade-Level Standards in English Language Arts
      • K-8, grade-by-grade
      • 9-10 and 11-12 grade bands for high school
      • Four strands: Reading, Writing, Speaking and Listening, and Language
    • Standards for Literacy in History/Social Studies, Science, and Technical Subjects
      • Standards are embedded at grades K-5
      • Content-specific literacy standards are provided for grades 6-8, 9-10, and 11-12
    • Media and Technology are integrated throughout the standards.


Three main sections

  • Three main sections

    • K−5 (cross-disciplinary)
    • 6−12 English Language Arts
    • 6−12 Literacy in History/Social Studies, Science, and Technical Subjects (Shared responsibility for students’ literacy development)
  • Three appendices

    • Appendix A: Research and evidence; glossary of key terms, overview of each strand
    • Appendix B: Reading text exemplars; sample performance tasks
    • Appendix C: Annotated student writing samples


Reading

  • Reading

  • Balance of literature and informational texts

  • Text complexity

  • Writing

  • Emphasis on writing argumentative, informative/explanatory, and narrative texts

  • Emphasis on research

  • Speaking and Listening

  • Inclusion of formal and informal talk

  • Language

  • Value of general academic and domain-specific vocabulary

  • Emphasis on the conventions of English and the effective use of language





Grade-Level Standards

    • Grade-Level Standards
      • K-8 grade-by-grade standards organized by domain
      • 9-12 high school standards organized by conceptual categories (Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability)
        • Course progressions included in Appendices
      • Some standards go beyond “career and college readiness level” (e.g., STEM concepts, denoted by “+”) are a thread throughout but go beyond what all students will need to know and at high school may lead to a 4th year of math
    • Standards for Mathematical Practice
      • Describe mathematical “habits of mind”
      • Standards for mathematical proficiency: reasoning, problem solving, modeling, decision making, and engagement
      • Carry across grade levels and connect with content standards in each grade




Focus and coherence

  • 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.

  • Mathematical practices

  • Foster reasoning and sense-making in mathematics.

  • College and career readiness

  • Level is ambitious but achievable.



Involvement since November 2009

  • Involvement since November 2009

  • 2010 legislation (E2SSB 6696, Section 601) provides for:

    • “Provisional adoption” by the Superintendent by Aug. 2, 2010
    • Detailed report due to Legislature in Jan. 2011
      • To include: detailed comparison, timeline and costs, recommendations for possible additions
    • Formal adoption and implementation will begin following 2011 session unless otherwise directed by the Legislature


Now is the time to begin revision of WA Reading and Writing standards (originally developed in 2005)

  • Now is the time to begin revision of WA Reading and Writing standards (originally developed in 2005)

  • WA participation in SMARTER Balanced Assessment Consortium…





US Department of Education has awarded grants to two multi-state consortia for the Race-to-the-Top Assessment Program

  • US Department of Education has awarded grants to two multi-state consortia for the Race-to-the-Top Assessment Program

    • SMARTER Balanced (WA is one of 31 states involved)
    • PARCC
  • $160 million 4-year grant, starting October 1, 2010



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.

  • 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.

  • The assessments shall be operational across Consortium states in the 2014-15 school year.

  • Note: States must have formally adopted the Common Core State Standards by January 2012 in order to remain in the Consortium.









  • To ensure that all students leave high school prepared for postsecondary success in college or a career through increased student learning and improved teaching.



How do we get from here...

  • How do we get from here...









Summative assessments using online computer adaptive technologies

  • Summative assessments using online computer adaptive technologies

    • Efficiently provide accurate measurement of all students, across the spectrum of knowledge and skills
    • Incorporate adaptive precision into performance tasks and events
    • Will assess full range of CCSS in English language arts and mathematics
    • Describe both current achievement and growth across time, showing progress toward college- and career-readiness
    • Scores can be reliably used for state-to-state comparability, with standards set against research-based benchmarks
    • The option of giving the summative tests twice a year.


Optional interim/benchmark and formative assessments

  • Optional interim/benchmark and formative assessments

    • Are aligned to and reported on the same scale as the summative assessments
    • Help identify specific needs of each student, so teachers can provide appropriate, targeted instructional assistance
    • Incorporate significant involvement of teachers in item and task design and scoring
    • Are non-secure and fully accessible for use in instruction and professional development activities
    • Provide students and teachers with clear examples of the expected performance on common standards.


Online, tailored reporting system

  • Online, tailored reporting system

    • Supports educator 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 permissions and front-end “look” of online reports.


Benefits and efficiencies from “economies of scale” due to a multi-state consortium

  • Benefits and efficiencies from “economies of scale” due to a multi-state consortium

    • Cost savings: SMARTER English language arts/mathematics estimated at ~$21 per student (below current for almost all SBAC states)
      • [Interim/benchmark & formative an additional ~$7 per student]
    • Shared interoperable open source software platforms: Item generation, item banking, and adaptive testing no longer exclusive property of vendors
    • Common, agreed-upon protocols for accommodations for students with disabilities and ELL students.


SMARTER Balanced Consortium Deliverables:

  • SMARTER Balanced Consortium Deliverables:

    • 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 to be used in the 2014-15 school year.
  • The future…

    • Support for special education students (1% assessment consortium) – assessments to be based on current Common Core State Standards








The four State Learning Goals from the 1993 Basic Education Act remain intact.

  • The four State Learning Goals from the 1993 Basic Education Act remain intact.

    • Read with comprehension, write effectively, and communicate successfully in a variety of ways and settings and with a variety of audiences;
    • Know and apply the core concepts and principles of mathematics; social, physical, and life sciences; civics and history, including different cultures and participation in representative government; geography; arts; and health and fitness;
    • Think analytically, logically, and creatively, and to integrate different experiences and knowledge to form reasoned judgments and solve problems; and
    • Understand the importance of work and finance and how performance, effort, and decisions directly affect future career and educational opportunities.


Washington’s current Learning Standards in all subjects should continue to be implemented in classrooms.

  • Washington’s current Learning Standards in all subjects should continue to be implemented in classrooms.

    • Current state assessments will align with these standards through the 2013-14 school year.
  • If the Common Core State English language arts and mathematics standards are formally adopted in WA,

      • They would be phased in over 2 years to replace WA’s current reading, writing, and mathematics standards by the 2014-15 year.


July 2010

  • July 2010

  • Provisional adoption announced July 19th

  • August – December 2010

  • Complete and share comparisons between WA standards and Common Core

  • External educator and stakeholder input / involvement

    • Conduct statewide information sessions in collaboration with stakeholders
    • Solicit input on additions and other implementation considerations (including what resources (materials, professional development, etc.) would be needed for implementation) ***
  • Complete legislative report (due January 2011)



January – April 2011

  • January – April 2011

    • 2011 Legislative Session underway
    • Formal adoption and implementation will begin following 2011 session unless otherwise directed by the Legislature
    • Continue collaboration within SMARTER Balanced Assessment consortium
  • April 2011 – and beyond (assuming formal adoption)

  • Develop Resources, Train Staff, Phase-in and Implement Common Core Standards

  • Develop comprehensive assessment system with full implementation in 2014-15 school year.





What are the benefits and challenges these initiatives bring to WA school districts?

  • What are the benefits and challenges these initiatives bring to WA school districts?

  • What key information and/or messages do your districts need regarding:

    • Common Core State Standards Initiative
    • SMARTER Balanced Assessment Consortium
  • When is this information needed?

    • What are the best methods of communication?


For your districts, what would be needed during each Phase to support transitioning to the standards?

  • For your districts, what would be needed during each Phase to support transitioning to the standards?

      • Support / Communication materials
      • Professional Development
      • Other?
  • What would be effective approach/es for supporting districts in transitioning to the standards?

  • What are some specific examples of “costs” to implement standards?





Two state-level comparisons

  • Two state-level comparisons

    • External Analysis – Hanover Research (final drafts completed)
    • Washington-led Comparison (work done in late August; currently being compiled)
  • Multiple purposes

    • Snapshot of “how well” WA standards match to the CCS
    • Snapshot of “how well” CCS match to WA standards
  • So that…

    • WA educators can have a clear understanding of CCS in relation to current standards
    • We can determine what areas may need augmentation in which grades for subsequent support










  • Both available online – early October at

  • http://www.k12.wa.us/Corestandards/default.aspx





Adoption ≠ Implementation

    • Adoption ≠ Implementation
    • State Superintendent has authority to adopt –
      • Following collaboration, input, and buy-in from key partners and stakeholder groups (State Board, Legislature, state curriculum advisors, content experts, etc.)
    • When considering adoption, States must adopt 100% of the CCSS, but may adopt additional standards (“up to” 15%)
      • States responsible for setting the criteria and assessing the additions
    • Once adopted, implementation would be phased in over several school years; assessment would follow in 2014-15 school year


Up to states to define:

  • Up to states to define:

    • Is there key content that is present in existing state standards that does not exist in the Common Core?
      • Is the missing content required by state laws/regulations to include in the standards? Are there other compelling reasons to add content?
    • What are the implications of adding content?
      • How will this affect assessment?
      • How much will this affect commonality with other states?
      • Does it dilute the standards?
      • Impact on the classroom?
  • “Common-sense guideline” to meet specific state needs

    • Key factor in CCS development: “clear and focused” standards
    • Literal interpretation by states would undermine the purpose of the initiative


Adopting “as-is”

  • Adopting “as-is”

  • Considering required content for their states

  • Considering adding narrative to frame documents for the state, not adding content



  • Please share with us your input on whether or not Washington should add to the standards by completing an online survey accessible through a link at:

  • http://www.k12.wa.us/Corestandards/default.aspx

  • Available for completion through October 30th.



Join a statewide Webinar

  • Join a statewide Webinar

    • September 28, 3:30 – 5:00pm
    • October 28, 3:30 – 5:00pm
  • Attend a public forum (all held from 6:00pm – 7:30pm)

    • October 13, Yakima, ESD 105 Office, Ahtanum Room
    • October 14, Spokane, ESD 101 Office, Classroom 1
    • October 21, Vancouver, Evergreen School District
    • October 25, Westside, Shoreline Center, Mt. Rainier Room
  • Complete the online survey about whether or not WA should add to the Common Core Standards (Iink to survey available at www.k12.wa.us/corestandards/ late September)

  • Note: OSPI will compile all input and include with recommendations in the report to the Legislature due in January 2011.



Washington State’s Core Standards Informational Web Site:

  • Washington State’s Core Standards Informational Web Site:

  • www.k12.wa.us/corestandards/

  • Email: corestandards@k12.wa.us

  • CCSSO/NGA Common Core Standards Initiative Web Site:

  • www.corestandards.org/

  • www.corestandards.org/Standards/index.htm

  • Achieve resources:

  • http://www.achieve.org/achievingcommoncore_implementation



  • These Standards are not intended to be new names for old ways of doing business.

  • They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms.

  • It is time to recognize that standards are not just promises to our children, but promises we intend to keep.

  • Citation: www.corestandards.org/








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