56
The Common Core State Standards Focus for School Board Members NSBA webinar ♦ March 6, 2012 Center for Public Education Kentucky School Boards Association
The Common Core State Standards
Focus for School Board Members
NSBA webinar ♦ March 6, 2012Center for Public Education
Kentucky School Boards Association
Today’s presenters
• Patte Barth, NSBA’s Center for Public Education
• Roberta Stanley, NSBA’s federal relations
• Bill Scott, Kentucky School Boards Association
• Kerri Schelling, KSBA
3
The Common Core Standards are intended to be:
• Aligned with college and work expectations• Focused and coherent• Include rigorous content and application of knowledge
through high-order skills• Build upon strengths and lessons of current state
standards• Internationally benchmarked so that all students are
prepared to succeed in our global economy and society• Based on evidence and research• State led – coordinated by NGA Center and CCSSO
SOURCE: Common Core State Standards, www.corestandards.org
The Common Core Standards process:
• CCSSO and NGA’s Center for Best Practices
• Advisory group: Achieve, Inc.; ACT, Inc.; College
Board, NASBE, and SHEEO
• Two rounds of public review
• Final documents released June 2010
• No federal dollars for development; foundation support
46 states & DC have adopted the CCSS
adoptednot adopted
5
CCSS vs NCLBCommon Core State Standards No Child Left Behind
INFLEXIBLE on CONTENTstates must adopt 100% of CCSS K-12 standards
INFLEXIBLE on ASSESSMENTmust begin assessments on CCSS within three years
FLEXIBLE on ACCOUNTABILITYno requirements for public accountability
FLEXIBLE on CONTENT states define their own standards
INFLEXIBLE on ASSESSMENTmust assess state standards yearly 3-8 and once in high school
INFLEXIBLE on ACCOUNTABILITYnumerous provisions
NSBA & CCSS
• supports NGA/CCSSO state-led process• supports federal funding for research and/or
help to states for developing assessments• opposes federal mandates or coercion, eg. a
condition for receiving Title 1 funds• opposes a national test
What’s in the standards – English language arts
Reading• Balance of literature and informational texts• Text complexityWriting• Emphasis on argument/informative• Writing about sourcesSpeaking and Listening• Inclusion of formal and informal talkLanguage• Stress on general academic and domain-specific
vocabulary
SOURCE: Common Core Standards, June 2010
What’s different? English language arts
Standards for reading and writing in history/social studies, science, and technical subjects• Complement rather than replace content standards
in those subjects• Responsibility of teachers in those subjects
Alignment with college and career readinessexpectations
SOURCE: Common Core Standards, June 2010
What’s in the standards –Mathematics
• Number & quantity• Algebra - algebraic thinking K-5
• Functions• Modeling - high school
• Geometry• Statistics & probability• Emphasis on Mathematical practice
SOURCE: Common Core Standards, June 2010
What’s different? –Mathematics
Modeling -- choosing and using mathematics and statistics to represent and analyze everyday situations to understand them better
Eg., planning a table tennis tournament for 7 players with 4 tables and everyone plays each player
SOURCE: Common Core Standards, June 2010
Pathways through high school mathematics
Traditional sequence Integrated sequence• 2 algebra courses• 1 geometry course• DPS included• 1 higher course
• 3 integrated courses• all include number, algebra, geometry, DPS• 1 higher course
SOURCE: Common Core Standards, Mathematics Appendix A, 2010
Algebra II
Geometry
Algebra I
Math III
Math II
Math I
pre-calculus, calculus, advanced statistics, discrete math,
advanced quantitative reasoning, specific technical
POS
State CCSSassessment consortia
• formed to develop common “next generation” assessments aligned to the CCSS
• supported by $346 million federal grants
• PARCC: Partnership for Assessment of Readiness for College & Careers headed by Achieve, Inc.
• SMARTER Balanced Assessment Consortium headed by Washington state department of education
13
What’s in common?
• intended to assess higher order thinking at grades 3-8 and high school
• measure growth and proficiency
• computer-administered online to provide rapid feedback
• both summative assessments for accountability, and formative assessments to monitor students’ progress
• aligned resources, ie., model lessons, diagnostic tools, professional development
14
How do PARCC/SMARTER differ?
• PARCC is computer-delivered; SMARTER will be “computer adaptive”
• SMARTER is developing comprehensive high school assessment; PARCC is developing EOC high school assessments, including for two math pathways
• SMARTER is budgeted to translate assessments into 5 languages, one of which will be Spanish
15
Points of collaborationSMARTER & PARCC
• working to ensure comparability of scores
• developing protocols for Artificial Intelligent scoring
• examining interoperable technology infrastructure
• working toward same deadlines
16SOURCE: Center for K-12 Assessment & Performance Management at ETS, webinar April 4, 2011
24 states & DC are in the PARCC consortium
participantnon participant
17
28 states are in the SMARTER consortium
participantnon participant
18
46 states & DC are involved
involvednot involved
19
Next Generation Science Standards
• Collaboration of Achieve, NRC, AAAS, NSTA and 26 lead states
• “Internationally benchmarked”• First draft to be released in 2012; 2 public reviews• Intended to be adopted ‘in whole’• Carnegie Corp, Noyce Foundation & Dupont sponsors
20
What will be in the standards
Science• Practices: behaviors necessary
to the work of scientists & engineers
• Cross-cutting concepts: the ‘big ideas’, eg., patterns, scale, cause & effect, etc.
• Disciplinary core ideas: physical sciences; life sciences, earth & space sciences; and engineering, technology & applications.
SOURCE: Next Generation Science Standards, www.nextgenscience.org21
26 lead states – Next Generation Science Standards
participantnon participant
22
Other assessment consortia
• Alternative assessments: $67 million to Dynamic Learning Maps (DLM) and National Center and State Collaboration (NCSC)– Assessments for students with “most significant cognitive
impairments”
• Assessments for ELL: $10.5 million to ASSETS, Assessment Services Supporting Els Through Technology Systems
23SOURCE: The K-12 Center at ETS, www.k12center.org
The Common Core State Standards
The challenges
ACT’s ‘first look’ at the common core standards
English language arts
Percent of 2009 11th graders scoring at college-career ready benchmark
SOURCE: ACT, Inc., A First Look at the Common Core and College and Career Readiness, December 201025
ACT’s ‘first look’Achievement gap - ELA
Percent of 2009 11th graders scoring at college-career ready benchmark
SOURCE: ACT, Inc., A First Look at the Common Core and College and Career Readiness, December 201026
Technology needs
• 33 states offer some level of online testing• Most don’t assess all students• Most are voluntary• Most are summative only• Most schools will need more computers &
more bandwidth
27SOURCE: SETDA, Technology Requirements for Large Scale, Computer-Based & Online Assessment, June 2011
District needs
• Professional development for staff• Aligned assessments & curriculum• Aligned instructional materials• Supports for students
28
The Common Core State Standards
How states are preparing
State survey
• Most states say CCSS are more rigorous than their current standards
• Most states say full implementation will take at least until 2013 or beyond
• All are developing professional development materials & guides for districts
SOURCE: Year 2 of implementing common core state standards: States’ progress and challenges, Center on Education Policy, January 2012
State survey (con’t)
• Most states have established partnerships between state education agency and higher ed
• Half are aligning undergraduate admissions policies with CCSS
SOURCE: Year 2 of implementing common core state standards: States’ progress and challenges, Center on Education Policy, January 2012
School district challenges
• Almost 3/5 of districts in CCSS states view CCSS as more rigorous
• 2/3 are developing plans and timelines• 3/4 view adequate funding as a major challenge• 2/3 say they are getting inadequate guidance
from state• Few see teacher/principal resistance as a major
challenge although 3/5 see it as a minor oneSOURCE: Common Core State Standards: Progress and Challenges in School Districts’ Implementation, Center on Education Policy, September 2011
The Common Core State Standards
The federal view
Federal Policy and CCSSRace to the Top• One of four reform areas: standards & assessments.• States do not have to adopt common standards to be
eligible; but get points for doing so, more points for joining larger consortium (e.g. CCSSO/NGA).
• Points for supporting transition to new standards/assessments.
• Same criteria applied to assessments.• Make up 70 points of 500 points total.• 11 states and DC received RTTT funds (I and II), 9
more states eligible for phase III.
Federal Policy and CCSSNCLB waivers• ED announced waivers 9-23-2011.• 10 broad areas of flexibility include: waive 2014 deadline of 100%
proficiency; waive identification of schools for improvement; free up 20% set-aside for choice and tutoring, 10% for professional development, etc.
• In exchange for four reform principles, include: develop and implement rigorous college- & career-ready standards & assessments in reading & math.
• Adopt English language proficiency standards aligned to new standards and assessments.
• Flexibility through 2013-2014 school year, can apply for extension.
Federal Policy and CCSSCollege- and career- ready standards must be:• Standards that are common to a significant number of states (states
can supplement up to 15% with additional standards for a content area); or
• Standards that are approved by a “state network of institutions of higher education”, certify students will not need remedial courses (a network of 4-year IHEs that enroll at least 50% of students who attend state’s 4-year public IHEs).
High quality assessments must be:• Valid, reliable and fair; measure college & career readiness.• Measure student growth.
Passage of Senate Bill 1 in 2009 propelled Kentucky into a new era in public education
Mutual accountability for K-12 and post secondary systems
Preparing all students for life after high school… ◦college and career readiness for all.
Changes in Kentucky’s System
37
New academic standards New assessments Program reviews Improved professional
development New accountability system Unified plan for improving
college/career readiness
38
38
Senate Bill 1 (2009)
90% of fastest growing jobs require at least two (2) years of education beyond high school.
80% of all jobs require some training beyond high school.
Nation’s colleges need to increase number of degrees by 10% per year to meet demand.
Kentucky = 5,200 more graduates per year
Where Are the Jobs?
39
High School Graduation Rate = 76%
38 % of Kentucky’s 2011 high school graduates were College or Career Ready
High remediation rate = fewer college degrees
Kentucky’s Challenge
40
Added cost with no credits
Adds time/expense to college education
Result: more likely to leave w/o diploma
College freshmen requiring remedial reading have 17% chance of attaining degree in 8 years
Remedial Courses = Major Obstacle to College Degrees
41
42
College Ready Criteria
ACT (11th Grade) English – 18 Mathematics – 19 Reading – 20
COMPASS (12th Grade) KYOTE (12th Grade)
Must meet one of the following requirements to be considered College Ready:
43
College Readiness System
ACT’s College Readiness Benchmarks* are early indicators of likely college success based on student EXPLORE, PLAN, or ACT scores.
Test Content Area
EXPLORE
8th
PLAN10th
ACT11th
English English 13 15 18
Math Algebra 17 19 19
Reading Social Sciences
15 17 20
Science Biology 20 21 24* Reflects the minimum score needed on an ACT subject area test to indicate a 50%
chance of obtaining a “B” or better or a 75% chance of obtaining a “C” or better in the corresponding credit-bearing college course.
44
Academic:a) Armed Services Vocational Aptitude Battery
(ASVAB)b) ACT Work Keys (applied math, locating
information and reading for information) Technical:
a) Kentucky Occupational Skills Standards Assessment (KOSSA)
b) Industry certificates
Career Ready CriteriaMust meet one benchmark for academic area and one for technical area.
1. Course/Assessment Alignment with Standards2. Transitional Interventions3. Acceleration
o Advance KYo Project Lead the Way
4. Persistence to Graduation –- Collection and Use of Data5. Academic and Career Advising6. Career Readiness Definition/Pathways7. Innovative Routes To Graduation8. District 180/Turnaround Low Performing Schools9. New Accountability Model
College/Career Readiness Strategies
45
10 years of research by Iowa Association of School Boards and NSBA
Do school boards make a difference in student achievement?
What are the specific board roles that impact student achievement?
The Lighthouse Project
Set clear and high expectations Create the conditions for success Hold the system accountable Create the public will to succeed Learn as a board team
Leadership Roles ofEffective Boards
Embrace the new standards!− Clearer and more rigorous− Focused on specific knowledge and skills
necessary for postsecondary success How much does your board know
about new standards?
Set Clear and High Expectations
Support high quality professional development− Do teachers have sufficient time and
support to learn new standards?− What can the board do to support
this effort?
Create Conditionsfor Success
Monitor district’s progress toward successful implementation of the new
standards
What is the district doing to prepare? What kind of reports does the board
receive?
Hold the System Accountable
Help public understand significance of new standards
Engage local media in your efforts
Create the PublicWill to Succeed
Include relevant topics on board agendas & work sessions
Use multiple sources of information⁻ Kentucky Department of Education₋ Kentucky Educational Television₋ Prichard Committee – “Ready Kentucky”
Learn as a Board Team
Partnerships with state agencies and organizations (accurate/timely/consistent information)
Whole board training modules Statewide training opportunities Facilitation of community discussions
KSBA’s Support of Board Leadership
Bill Scott, executive [email protected]
Kerri Schelling, director, board team development
Kentucky School Boards Associationwww.ksba.org
Learn more
Learn moreNSBA resourcesRace to the Top
www.nsba.org/economicstimulusNCLB waivers
Conference calls, weekly highlights, Webinarwww.nsba.org/advocacy
[email protected]. Department of Education Website
http://www.ed.gov/esea/flexibility
