Common Core State
Standards
and
Partnership for Assessment
of Readiness for College and
Careers
An Overview
Cassandra Brown
Division of Florida Colleges
March 7, 2013
Agenda
• What are the CCSS?
– History
– Old vs. New
– Using Standards
• What is PARCC?
– Assessment Components
– Item Prototypes
• Timelines
– FCAT to PARCC
– Teacher Assessments
• Moving Forward
– Review Current Practices
– Action Plan
Jumping In
• What do you feel is missing from the
current set of standards?
• What do you already know about the
Common Core State Standards?
• What knowledge, skills, and behaviors
does a student need to be successful in
school, life, and work?
• List words you feel describe the Common
Core State Standards or should describe a
new set of standards?
Common Core State Standards
•Provide a consistent, clear understanding of what students
are expected to learn, so teachers and parents know what
they need to do to help them.
•Designed to be robust and relevant to the real world,
reflecting the knowledge and skills that our young people
need for success in college and careers.
•With American students fully prepared for the future, our
communities will be best positioned to compete
successfully in the global economy.
Creating the Standards
State led effort to establish a
single set of clear, voluntary,
shared educational standards for
English/language arts and
mathematics.
The National Governor
Association (NGA) and the Chief
Council of State School Officers
(CCSSO) brought together a
teachers, experts, parents, and
school administrators to draft
the standards.
Core Writing Teams in
English/Language Arts and
Mathematics
Extended work teams:
•Postsecondary faculty
•K-12 teachers
•State curriculum and
assessment experts
•Representatives from
State Higher Education
Executive Officers (SHEEO)
and National Association
of State Boards of
Education (NASBE)
Creating the Standards
• Writing teams looked for examples of rigor,
coherence, and progression.
• Standards from high performing countries
and provinces were used to inform content,
structure, and language.
• Mathematics – Belgium, Canada, China
• ELA – Australia, Canada, England, Finland
• Experts reviewed to ensure alignment with
previously-prepared college and career ready
graduation standards.
States Adopting
Common Core State Standards
• Final standards were
released in June
2010.
• Florida adopted the
standards in July
2010.
• 46 states and DC
have adopted the
CCSS.
*Minnesota adopted the CCSS in ELA/literacy only
Transitioning to CCSS
• The CCCSS signify the need to change
practice in at least three primary areas:
– Content
– Instruction
– Assessment
• More than just replacing current standards.
• Opportunity to think about what and how to
teach and purposefully plan for student
success.
How Are CCSS Different - ELA
https://www.teachingchannel.org/videos/anal
yzing-text-as-a-group
• Vertical alignment Standards establish a
“staircase” of increasing
complexity in what students
must be able to read.
• Standards require the
progressive development of
reading comprehension so
students gain more from
what they read as they
progress through the
grades.
How Are CCSS Different - ELA
• Focus on what students read
– Informational text accounts for 80% of what
students will read in postsecondary institutions
and careers.
– Emphasis on reading informational text across
curriculum
• Expected to closely read multiple texts,
analyze texts, and use evidence to support
claims
– Write to sources
• Research skills taught throughout the
standards.
– Study multiple topics and solve problems with
short and extended projects
Example of Learning Progression
• Grade 3 – Students learn subject-verb and pronounantecedent agreement.
• Grade 4 – Learn to produce complete sentences.
• Grade 5 – Recognize and correct inappropriate shifts in
verb tense.
• Grade 6 – Recognize and correct inappropriate shifts in
pronoun number and person.
• Grade 7 – Place phrases and clauses within a sentence,
recognizing and correcting misplaced modifiers
• Grade 8 – Recognize and correct inappropriate shifts in
verb choice and mood.
• Grade 9 – Use parallel structure.
Rothman, Robert. (2011). Something in Common. Harvard Education Press
How Are CCSS Different - Math
• The Importance of Focus in Mathematics
– Mathematical Practices
• Habits of Mind
– Principle Focus
• Content in Standards- builds across grade levels
• Procedural Skills and Conceptual Understanding
• Fluency and Application
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How Are CCSS Different - Math
• Standards stress skills and conceptual
understanding.
• Deep mastery and greater command of material.
– K-5 - Strong foundation for algebra is built with
number and operations.
– Middle - Hands-on learning in geometry, algebra and
probability and statistics.
– High school – Use of mathematics with structure and
coherence. Ability to apply mathematics in other
disciplines and worldwide. Emphasis on modeling.
https://www.teachingchannel.org/videos/teaching-fractions
Example of Learning Progression
• Grade 3 – Students understand fractions
as numbers.
• Grade 4 – Students expected to extend
their understanding by demonstrating they
can add and subtract fractions.
• Grade 5 – Students are expected to
understand multiplication and division of
fractions.
Rothman, Robert. (2011). Something in Common. Harvard Education Press
A Note on Calculators
• PARCC mathematics assessments for Grades 3 – 5
will not allow for calculator usage.
• Grades 6-7 assessments will have an online four
function calculator with square root.
• Grade 8 assessments will have a scientific
calculator.
• High school assessments will have a calculator with
similar functions of a TI-84 graphing calculator.
• All assessments will be divided into calculator and
non-calculator sessions.
– Sessions will be locked, meaning the student cannot
return to a session once it is completed.
http://www.parcconline.org/sites/parcc/files/PARCCApproved
CalculatorPolicy-July%202012.pdf
Key Advances of the Common
Core
MATHEMATICS
ENGLISH LANGUAGE ARTS/LITERACY
Focus, coherence and clarity: emphasis on
key topics at each grade level and coherent
progression across grades
Balance of literature and informational
texts; focus on text complexity
Procedural fluency and understanding of
concepts and skills
Emphasis on argument, informative/
explanatory writing, and research
Promote rigor through mathematical
proficiencies that foster reasoning and
understanding across discipline
Speaking and listening skills
High school standards organized by
conceptual categories
Literacy standards for history, science and
technical subjects
ANCHORED IN COLLEGE AND CAREER READINESS
Using the Standards
• CCSS – http://www.corestandards.org/
• Take a moment to look through the following
handouts
–
–
–
–
–
How to Read the Standards
Mathematical Practices
Text Complexity
ELA and Math CCSS
Examples of CCSS
• Note major differences, similarities from current
practice.
• Think about curriculum and instructional shifts.
Partnership for Assessment of
Readiness for College and
Careers - PARCC
Building the Assessment
• There are two consortia developing
innovative assessments for the CCSS.
– Smarter Balance Assessment Consortium
(SBAC)
– Partnership for Assessment of Readiness for
College and Careers (PARCC)
• States may choose a consortium and
become a governing or member state.
• Florida is a PARCC state.
PARCC States
Arizona
Arkansas
District of Columbia
Florida (Fiscal Agent)
Georgia
Illinois
Indiana
Louisiana
Maryland
Massachusetts (Board
Chair)
Mississippi
New Jersey
New Mexico
New York
Oklahoma
Rhode Island
Tennessee
Engagement of Florida Education Stakeholders
• Florida DOE staff participate on the leadership
team and other staff groups.
– Commissioner sits on the Governing Board.
– There is a Higher Education Leadership Team and
Advisory Council for College Readiness.
• Hundreds of Florida educators provided input
on the assessment.
– Educator cadre of 24 Florida educators provide
ongoing input on the development of the PARCC
assessments.
• Florida K-12 teachers, curriculum specialists, and
administrators
• Florida postsecondary content-area faculty
21
PARCC Goals
1. Create high-quality assessments
2. Build a pathway to college and career
readiness for all students
3. Support educators in the classroom
4. Develop 21st century, technology-based
assessments
5. Advance accountability at all levels
PARCC Assessment Design
• English Language Arts/Literacy and
Mathematics, Grades 3-11
• Computer based
• Four assessments
– Diagnostic Assessments (2)
• Early indicator of student knowledge to inform
instruction and student interventions
– Performance-Based and End of Year
Assessments (2)
• Applications of knowledge learned
• Accountability measure
– Speaking and Listening Assessment (Optional)
Assessment Design
English Language Arts/Literacy and Mathematics, All Grades
2 Optional Assessments/Flexible Administration
Diagnostic Assessment
• Early indicator of
student knowledge
and skills to inform
instruction, supports,
and PD
• Non-summative
Mid-Year Assessment
• Performance-based
• Emphasis on hardto-measure
standards
• Potentially
summative
Performance-Based
Assessment (PBA)
• Extended tasks
• Applications of
concepts and skills
• Required
End-of-Year
Assessment
• Innovative,
computer-based
items
• Required
Speaking And Listening Assessment
• Locally scored
• Non-summative
24
Assessment Outcomes - Math
• Mathematics:
• Students have mastered the knowledge &
skills in highlighted domains for a particular
grade level.
• For example, in grade 4, whether students
have mastered numbers and fractions
• Students have attained overall proficiency in
mathematics – e.g. whether they are “collegeand career-ready” in mathematics by the end
of high school or are on-track in earlier
grades.
Assessment Outcomes - ELA
• ELA/Literacy assessment:
• Students can read and comprehend
complex literary and informational
text
• Can write effectively to sources
• Have attained overall proficiency in
ELA/literacy
• Whether they are “college- and career-ready”
in ELA/literacy by the end of high school or are
on-track in earlier grades.
Item Prototypes
• PARCC has released sample item and
task prototypes.
• Responses are interactive and are more
than multiple choice responses.
• http://www.parcconline.org/samples/itemtask-prototypes
Item and Task Prototypes –
Grade 3 Mathematics
28
Item and Task Prototypes –
Grade 3 Mathematics
29
Item and Task Prototypes –
Grade 3 Mathematics
30
Item and Task Prototypes –
High School Mathematics
31
Grade 6 (Slider Ruler)
Sample Item
Drag the slider to explore the relationship between the number of inches and the number
of centimeters.
Select all of the statements that accurately represent the relationship between the number of
inches and the number of centimeters.
•The ratio of centimeters to inches is 1 to 2.54.
•The ratio of centimeters to inches is 2.54 to 1.
•i = 2.54c, where i represents the number of inches and c represents the number of centimeters
•c = 2.54i, where i represents the number of inches and c represents the number of centimeters
•For every centimeter, there are 2.54 inches.
•For every inch, there are 2.54 centimeters.
Item and Task Prototypes – Reading
•Rather than measuring reading comprehension
using 4-option multiple-choice test items as on
many traditional tests, the Common Core
assessment will use a wide variety of test items.
•These include more traditional item types as well
as innovative items types such as drag-and-drop, or
multiple choice items that have two or more parts
to each question.
33
Narrative Task (Grade 6):
Jean Craighead George’s
Excerpt from Julie of the Wolves
34
Understanding the Narrative Writing Task
• Students read one or two brief texts and
answer a few questions to help clarify their
understanding of the text(s).
• Students then write either a narrative story
or a narrative description (e.g., writing a
historical account of important figures;
detailing a scientific process; describing an
account of events, scenes, or objects).
35
Texts Worth Reading?
• Range: Example of assessing literature and helping to satisfy
the 55%-45% split of informational text to literature at the 6-8
grade-band.
• Quality: Julie of the Wolves was a winner of the Newbery
Medal in 1973. This text about a young Eskimo girl surviving
on her own in the tundra by communicating with wolves offers
a story rich with characterization and imagery that will appeal
to a diverse student population.
• Complexity: Quantitatively and qualitatively, the passages
have been validated and deemed suitable for use at grade 6.
36
Questions Worth Answering?
•Types of Questions
–Evidence-Based Selected-Response Item
–Technology Enhanced Constructed-Response
Item
–Prose Constructed Response Item
•Multiple question types used to challenge
students’ command of evidence with
complex texts.
37
Grade 6 Evidence-Based SelectedResponse Item #1
Part A
What does the word “regal” mean as it is used in the passage?
a. generous
b. threatening
c. kingly*
d. uninterested
Part B
Which of the phrases from the passage best helps the reader understand
the meaning of “regal?”
a. “wagging their tails as they awoke”
b. “the wolves, who were shy”
c. “their sounds and movements expressed goodwill”
d. “with his head high and his chest out”*
38
Item and Task Prototypes –
Grade 6 Reading
39
Grade 6 Technology-Enhanced
Selected-Response Item
Part A
Choose one word that describes Miyax based on evidence from the text. There is more than one
correct choice listed below.
A.
reckless
B.
lively
C.
imaginative*
D.
observant*
E.
impatient
F.
confident
Part B
Find a sentence in the passage with details that support your response to Part A. Click on that
sentence and drag and drop it into the box below.
Part C
Find a second sentence in the passage with details that support your response to Part A. Click on that
sentence and drag and drop it into the box below.
40
Grade 6 Prose Constructed-Response Item
In the passage, the author developed a strong
character named Miyax. Think about Miyax and
the details the author used to create that
character. The passage ends with Miyax
waiting for the black wolf to look at her.
Write an original story to continue where the
passage ended. In your story, be sure to use
what you have learned about the character
Miyax as you tell what happens to her next.
41
Item and Task Prototypes –
Grade 3 Reading
42
Item and Task Prototypes
Grade 7 Text-Based Research Simulation Writing Task
“You have read three texts describing Amelia Earhart. All three include
the claim that Earhart was a brave, courageous person. The
three texts are:
a. “Biography of Amelia Earhart”
b. “Earhart's Final Resting Place Believed Found”
c. “Amelia Earhart’s Life and Disappearance”
Consider the argument each author uses to demonstrate Earhart’s
bravery.
Write an essay that analyzes the strength of the arguments about
Earhart’s bravery in at least two of the texts. Remember to use textual
evidence to support your ideas.”
43
Build a Pathway to College and Career
Readiness for All Students
K-2 formative
assessment
being
developed,
aligned to the
PARCC system
K-2
Student achievement data
showing students, parents
and educators whether ALL
students are on-track to
college and career readiness
3-8
College
readiness score
to identify who
is ready for
college-level
coursework
Targeted
interventions &
supports:
th
•12 -grade bridge
courses
• PD for educators
High
School
SUCCESS IN
FIRST-YEAR,
CREDIT-BEARING,
POSTSECONDARY
COURSEWORK
ONGOING STUDENT SUPPORTS/INTERVENTIONS
44
Support Educators in the Classroom
INSTRUCTIONAL TOOLS TO
SUPPORT IMPLEMENTATION
PROFESSIONAL DEVELOPMENT
MODULES
K-12 Educator
STUDENT ACHIEVEMENT DATA
EDUCATOR-LED TRAINING TO
SUPPORT “PEER-TO-PEER”
TRAINING
45
Develop 21st Century, Technology-Based
Assessments
The assessment will be computer-based and leverage
technology in a range of ways:
• Item Development
– Develop innovative tasks that engage students in the assessment
process
• Administration
– Reduce paperwork, increase security, reduce shipping/receiving &
storage
– Increase access to and provision of accommodations for SWDs and
ELLs
• Scoring
– Make scoring more efficient by combining human and automated
approaches
• Reporting
– Produce reports of students performance throughout the year to
inform instruction, interventions, and professional development
46
Advance Accountability at All Levels
• Common Core assessments will be purposefully
designed to generate valid, reliable and timely data,
including measures of growth, for various accountability
uses including:
– School and district effectiveness
– Educator effectiveness
– Student placement into college, credit-bearing courses
– Comparisons with other state and international
benchmarks
• Common Core assessments will be designed for other
accountability uses as states deem appropriate.
47
Timelines
Timeline Through First Common Core
Assessment Administration in 2014-2015
PARCC Tools & Resources
Partnership
Resource
Center
launched
Spring
2013
Pilot/field
testing begins
Professional
development
modules
released
Summer
2013
K-2 Formative
Tools Released
Fall
2013
Winter
2014
College-ready
tools released
Spring
2014
Diagnostic
assessments
released
Summer
2014
Expanded field
testing
Fall
2014
Summative
Assessments
(2014-15 SY)
Winter
2015
Optional Diagnostic
and Midyear
Assessments
Spring
2015
Standard
Setting in
Summer 2015
Assessment Implementation
49
Transition from FCAT to Common Core Assessments
Assessments in 2012-13, and 2013-14
Assessments in 2014-15
FCAT 2.0 Reading Grades 3 to 10
Common Core English Language Arts
Grades 3 to 11
FCAT 2.0 Writing Grades 4, 8, 10
FCAT 2.0 Mathematics Grades 3 to 8
Common Core Mathematics Grades 3
to 8
Florida Algebra 1 EOC
Common Core Algebra 1 EOC
Florida Geometry EOC
Common Core Geometry EOC
Common Core Algebra 2 EOC
FCAT 2.0 Science
FCAT 2.0 Science
Florida Biology 1 EOC
Florida Biology 1 EOC
Florida US History EOC
Florida US History EOC
Florida Civics EOC
Florida Civics EOC
50
FTCE Subject Area Exam Timeline
FTCE Subject Area Examinations
Tentative Rollout Date (to include
CCSS)
Pre K – 3
July – Sept 2013
Math 6-12
English 6-12
Mar – June 2014
Math 5-9
General Knowledge
May – June 2014
Elementary Ed
Science subtests of GK and Elem Ed will still include Next Generation SSS
Common Core Assessments & Legislation
• Current Florida Statute addresses
assessments and accountability.
• Adoption of Common Core
assessments and any accountability
measures to be linked to these
assessments will require legislative
approval, including approval of
budget.
52
Moving Forward
Next Steps
• What needs to be done?
• By who and by when?
• What resources?
• What are the barriers?
• How will you communicate the need for change?
• How will you involve cross-college collaboration?
• How will you revise your current assessment
system to assess candidate/completers’
understanding and knowledge of CCSS?
Critical Questions
• What instructional shifts are necessary to implement
the CCSS?
• Where will candidates learn and practice this
information within each program?
• What changes will need to be made to the current
curriculum and its delivery?
• What might programs need to “let go” in order to
ensure candidates have the “deep content”
knowledge and are able to teach the content with
these strategies?
• What kinds of faculty professional development will
need to be conducted – for both Education and Arts
& Sciences?
Critical Questions
• Who are the major stakeholders who will
be instrumental in the integration and
implementation of the CCSS?
• What resources are available and what will
be needed to successfully accomplish
these major instructional shifts?
• What major barriers do you anticipate
encountering during the process of
integrating/implementing the CCSS into
the curricula?
Implementation Efforts
• Teacher educators should look to the
CCSS to signal what their students should
know and be able to do to succeed as
effective teachers:
– How are the state’s current K-12 standards
currently embedded in teacher preparation
programs?
– How might this need to change?
– How can faculty ensure their aspiring
teachers know how to analyze and interpret
standards to guide their teaching?
Things You Can Do Now
• Connect Common Core with Current Practice
– Read through standards with highlighters and
highlight what is currently being taught, somewhat
taught and not teaching/or not at grade level
– Use CPALMS for updated course outlines
• Learn with Students
– Use videos from Hunt Institute and Teaching Channel
on CCSS in classes to give students an introduction
• Have students identify standards found in video clips.
• Common Core channel with 148 videos and Let’s Chat Core
Series
• Model
– Faculty should use same instructional strategies of
CCSS to model effective teaching.
Things the Department Can Do Now
• Ongoing Professional Learning
– Retreat/In-service on standards to take time
to read, analyze, incorporate them
– Use resources from Florida and other states
– CCSS Focus/Component during every faculty
meeting
• Connect with content faculty (English and
Math) to introduce CCSS
– Invite content faculty to in-service or CCSS
focused meetings
Things the Department Can Do Now
• Form a CCSS Institution Team
– Team includes COE faculty, content faculty,
leadership, district personnel, teachers
– Team attends trainings, shares information,
creates workshops, maintains connections
• Connect with local school districts
– Ask to be included in their PD.
– Ask that your in-service students are included.
• Re-connect with current teaching
– Visit classrooms, offer to co-teach, get involved to
experience district implementation. Use new
standards.
Long-term Implementation
• Take a “hard look” at what CCSS means for
your program.
– Backward mapping design – What does a first year
teacher need to know for their grade/content?
– Using identified competencies, work backwards to match
to standards.
• Re-think methods and assessment courses.
– Include instructional practices and methods of CCSS and
formative assessments.
– Use the PARCC Model Content Frameworks.
– Use Item Specific Information included with each prototype
item.
• Engage the entire institution.
– All faculty will need to be prepared for CCSS because their
incoming students will be prepared using CCSS.
Resources
•
•
•
•
•
•
•
•
CCSS – http://www.corestandards.org/
PARCC - http://www.parcconline.org/
Achieve – http://achieve.org/
Teaching Channel https://www.teachingchannel.org/videos?categories
=topics_common-core
The Hunt Institute http://www.youtube.com/user/TheHuntInstitute
Academic Vocab http://www.englishcompanion.com/pdfDocs/acvocab
ulary2.pdf
CCSS Toolbox http://www.ccsstoolbox.com/
Achieve the Core - http://www.achievethecore.org/
Resources
• Florida CCSS Institute
– http://www.fldoe.org/schools/ccc.asp
• Georgia
– https://www.georgiastandards.org/CommonCore/Pages/default.aspx
• Oregon
– http://www.ode.state.or.us/search/page/?id=3566
• Indiana
– http://www.doe.in.gov/achievement/curriculum/res
ources-implementing-indianas-common-corestandards
Contact Information
Cassandra Brown, Coordinator of
Postsecondary Readiness
Division of Florida Colleges
325 W. Gaines Street, Suite 1532
Tallahassee, Florida 32399
(850) 245-7823
[email protected]
Contact Information
Deb Willacey
Mathematics Curriculum Specialist
Office of Mathematics and Science
FLDOE Bureau of Curriculum and Instruction
325 W. Gaines Street ~ Suite 432
Tallahassee, FL 32399
(850) 245-0830
http://www.fldoe.org/bii/oms.asp