of 45
8/13/2019 Transitioning to the Common Core
1/45
Transitioning to the Common Core
Strengthening Student Success ConferenceOctober 9, 2013
Barbara Murchison Linda Michalowski
Administrator Vice ChancellorCommon Core Systems Student Services andImplementation Office Special ProgramsCalifornia Department of Education California Community Colleges
8/13/2019 Transitioning to the Common Core
2/45
Student Success Task ForceRecommendation 1.1
Increasing student readiness for college: Calls for California community colleges to collaborate
with the SBE and CDE to define college and career
readiness, improve the alignment between highschool exit standards and entry-level expectations forcollege-level, credit bearing work
Work with CDE to support implementation of the new
Common Core and K-12 assessments Transition the EAP to the new 11 th grade assessment
8/13/2019 Transitioning to the Common Core
3/45
TOM TORLAKSONState Superintendentof Public Instruction
Common Core Standards for English LanguageArts & Literacy in History/Social Studies,
Science, and Technical Subjects
The CCSS for English-Language Arts and Literacy inHistory/Social Studies, Science, and TechnicalSubjects are organized around the College and
Career Readiness (CCR) Standards for Reading,Writing, and Speaking and Listening.
Each strand is headed by a set of CCR AnchorStandards that is identical across all grades and
content areas.
The anchor standards lend coherence to thedocument both across the content areas and acrossthe grades.
8/13/2019 Transitioning to the Common Core
4/45
TOM TORLAKSONState Superintendentof Public Instruction
Balanced Representation of Literary
and Informational Text Kindergarten through grade 5
10 Reading standards for literature10 Reading standards for informational text
Writing standards that explicitly call for opinion pieces,narratives, and informative/explanatory texts
Grades 6 1210 Reading standards for literature
10 Reading standards for informational textWriting standards that explicitly call for arguments, narratives,and informative/explanatory textsAn additional set of standards for reading and writing inhistory/social studies, science and technical subjects
8/13/2019 Transitioning to the Common Core
5/45
TOM TORLAKSONState Superintendentof Public Instruction
Informational Text Includes the subgenres of exposition,
argument, and functional text in theform of personal essays, speeches,
opinion pieces, essays about art orliterature, biographies, memoirs, journalism, and historical, scientific,technical, or economic accounts(including digital sources) written fora broad audience
Source: page 33 of the CCSS for ELA and Literacyin History/Social Studies, Science, and Technical
Subjects
8/13/2019 Transitioning to the Common Core
6/45
TOM TORLAKSONState Superintendentof Public Instruction
Literacy in History/SocialStudies, Science, and Technical
Subjects: Grades 6 12
Set the expectation that students will read andwrite in non-ELA classrooms and develop
informational/technical writing skills
Provide an acknowledgement of unique textstructures found in informational text
Maintain the focus on discipline-specificvocabulary, critical analysis, and evidenceacross the curriculum
8/13/2019 Transitioning to the Common Core
7/45
TOM TORLAKSONState Superintendentof Public Instruction
Technical Subjects
Technical subjects A course devoted toa practical study, such as engineering,technology, design, business, or otherworkforce-related subject; a technicalaspect of a wider field of study, such asart or music
Source: Common Core State Standards for English Language Arts andLiteracy in History/Social Studies, Science and Technical Subjects :
Appendix A
8/13/2019 Transitioning to the Common Core
8/45
TOM TORLAKSONState Superintendentof Public Instruction
Critical Analysis/Use ofEvidence
Describe how reasons support specific points theauthor makes in a text. (2.RI.8)
Delineate a speakers argument and specific claims,evaluating the soundness of the reasoning andrelevance and sufficiency of the evidence andidentifying when irrelevant evidence is introduced.(8.SL.3)
Develop claim(s) and counterclaims fairly and
thoroughly, supplying the most relevant data andevidence for each while pointing out the strengthsand limitations of both claim(s) and counterclaims in adiscipline-appropriate form that anticipates theaudiences knowledge level, concerns, values, andpossible biases. (11-12.WHST.1.b)
8/13/2019 Transitioning to the Common Core
9/45
TOM TORLAKSONState Superintendentof Public Instruction
Focus on Text Complexity
By the end of the year, read and comprehendliterature, including stories, dramas, and poetry, at thehigh end of the grades 4 5 text complexity bandindependently and proficiently. (5.RL.10)
Initiate and participate effectively in a range ofcollaborative discussions (one-on one, in groups, andteacher-led) with diverse partners on grades 11 12topics, texts, and issues, building on others ideas andexpressing their own clearly and persuasively.(11-12.SL.1)
8/13/2019 Transitioning to the Common Core
10/45
TOM TORLAKSONState Superintendentof Public Instruction
Increased Student
Collaboration With guidance and support from adults, use
technology to produce and publish writing (usingkeyboarding skills) as well as to interact andcollaborate with others. (3.W.6)
Initiate and participate effectively in a range ofcollaborative discussions (one-on-one, in groups,and teacher-led) with diverse partners on grades9-10 topics, texts, and issues, building on othersideas and expressing their own clearly andpersuasively. (9-10.SL.1)
8/13/2019 Transitioning to the Common Core
11/45
TOM TORLAKSONState Superintendentof Public Instruction
Vocabulary Acquisition and Use
Use words and phrases acquired throughconversations, reading and being read to, andresponding to texts. (K.L.6)
Use precise language and domain-specificvocabulary to inform about or explain the topic.(7.W.2.d)
Determine the meaning of word and phrase as they
are used in the text, including figurative andconnotative meanings; analyze the cumulativeimpact of specific word choices on meaning andtone (e.g., how the language evokes a sense oftime and place; how it sets a formal or informaltone). (9-10.RL.4)
8/13/2019 Transitioning to the Common Core
12/45
TOM TORLAKSONState Superintendentof Public Instruction
Increased Use of Multimediaand Technology
Add audio recordings and visual displays topresentations when appropriate to enhance thedevelopment of main ideas and themes. (4.SL.5)
Compare and contrast a written story, drama, orpoem to its audio, filmed, staged, or multimediaversion, analyzing the effects of techniques uniqueto each medium (e.g., lighting, sound, color, orcamera focus and angles in a film). (7.RL.7)
Integrate and evaluate multiple sources ofinformation presented in diverse formats andmedia (e.g., quantitative data, video, multimedia)in order to address a question or solve a problem.(11-12.RST.7)
8/13/2019 Transitioning to the Common Core
13/45
TOM TORLAKSONState Superintendentof Public Instruction
Transitioning to the CCSS
Building knowledge through content-richnonfiction
Reading, writing and speaking groundedin evidence from text , both literary andinformational
Regular practice with complex text andits academic language
Source: http://www.achievethecore.org/steal-these-tools
8/13/2019 Transitioning to the Common Core
14/45
TOM TORLAKSONState Superintendentof Public Instruction
Mathematical Proficiencyas defined by the California Framework (2006)
ConceptualUnderstanding
DOINGMATH
ProblemSolving
ProceduralSkills
8/13/2019 Transitioning to the Common Core
15/45
TOM TORLAKSONState Superintendentof Public Instruction
Common Core Standards
for MathematicsThe standards for mathematics:
Are focused, coherent, and rigorous
Balance mathematical understanding andprocedural skill
Are internationallybenchmarked
8/13/2019 Transitioning to the Common Core
16/45
TOM TORLAKSONState Superintendentof Public Instruction
Two Types of
Interrelated Standards Mathematical Practices
(the same at every grade level)
Mathematical Content
(different at each grade level)
8/13/2019 Transitioning to the Common Core
17/45
TOM TORLAKSONState Superintendentof Public Instruction
Standards forMathematical Practice
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Describe ways students engage with the subject matterthroughout the elementary, middle and high school years
8/13/2019 Transitioning to the Common Core
18/45
TOM TORLAKSONState Superintendentof Public Instruction
CCSS Domains K 5
Domain K 1 2 3 4 5
Counting and Cardinality (CC) Operations and Algebraic
Thinking (OA)
Number and Operations in BaseTen (NBT)
Measurement and Data (MD)
Geometry (G) Number and Operations Fractions (NF)
8/13/2019 Transitioning to the Common Core
19/45
TOM TORLAKSONState Superintendentof Public Instruction
CCSS Domains 6 8
Domain 6 7 8
Ratios and ProportionalRelationships (RP)
The Number System (NS)
Expressions and Equations (EE)
Geometry (G)
Statistics and Probability (SP) Functions (F)
8/13/2019 Transitioning to the Common Core
20/45
TOM TORLAKSONState Superintendentof Public Instruction
High School MathematicsThe CCSS high school standards are organized in 6 conceptual
categories:Number and QuantityAlgebraFunctions
Modeling ( *)GeometryStatistics and Probability
California additions:Advanced Placement Probability and StatisticsCalculus
Modeling standards are indicated by a (*) symbol.Standards necessary to prepare for advanced courses in
mathematics are indicated by a ( +) symbol.
8/13/2019 Transitioning to the Common Core
21/45
TOM TORLAKSONState Superintendentof Public Instruction
Model Course Pathways forMathematics
Pathway A
Traditional in U.S .
Geometry
Algebra I
Courses in higher level mathematics: Precalculus, Calculus (upon completion ofPrecalculus), Advanced Statistics, Discrete Mathematics, Advanced Quantitative
Reasoning, or other courses to be designed at a later date, such as additional careertechnical courses .
Pathway B
International Integrated approach(typical outside of U.S .)
Mathematics II
Mathematics I
Algebra II Mathematics III
8/13/2019 Transitioning to the Common Core
22/45
TOM TORLAKSONState Superintendentof Public Instruction
Transitioning to the CCSS
1. Focus strongly where the standards focus
2. Coherence : Think across grades, and linkto major topics within grades
3. Rigor : In major topics, pursue conceptualunderstanding , procedural skill and
fluency , and application
Source: http://www.achievethecore.org/
8/13/2019 Transitioning to the Common Core
23/45
TOM TORLAKSONState Superintendentof Public Instruction
California Joins Smarter Balanced
Assessment Consortium On June 9, 2011 California joined the
Smarter Balanced Assessment
ConsortiumMemorandum of Understandingsigned by Superintendent Torlakson,
Governor Brown, and State Board ofEducation President Kirst
Governing state role
Decision-making capacity
8/13/2019 Transitioning to the Common Core
24/45
TOM TORLAKSONState Superintendentof Public Instruction
Assessment System Components
Summative Assessment
Interim Assessments
Performance Tasks
Formative Assessment Practices
Online Reporting
8/13/2019 Transitioning to the Common Core
25/45
TOM TORLAKSONState Superintendentof Public Instruction
Six Item Types
Selected Response Short Constructed Response Extended Constructed Response Performance Tasks
Technology-Enabled Technology-Enhanced
8/13/2019 Transitioning to the Common Core
26/45
TOM TORLAKSONState Superintendentof Public Instruction
Example: Grade 7 Mathematics
8/13/2019 Transitioning to the Common Core
27/45
TOM TORLAKSONState Superintendentof Public Instruction
Example: Grade 11 English
Language Arts
8/13/2019 Transitioning to the Common Core
28/45
TOM TORLAKSONState Superintendentof Public Instruction
8/13/2019 Transitioning to the Common Core
29/45
TOM TORLAKSONState Superintendentof Public Instruction
CDE CCSS Web page
http://www.cde.ca.gov/re/cc
Subscribe: [email protected]@mlist.cde.ca.gov
Contact us:[email protected]
8/13/2019 Transitioning to the Common Core
30/45
Transitioning the Early Assessment Program
Purpose of the Early Assessment ProgramEarly Warning
Identify students before their senior year whoneed additional work in English and/orMathematics before entering college
Identify Student ReadinessInform students, families, and high schools ofstudents readiness for college -level work inEnglish and Mathematics
12th
Grade InterventionsMotivate students to take needed steps in 12 th grade to improve college readiness
8/13/2019 Transitioning to the Common Core
31/45
CCC EAP Implementation , 2008-20 13
SB 946 authorized the CCCs to implement EAP and accessstudent test data
Use of EAP test results for placement of studentsdemonstrating college readiness in English and/or math:
Effective January 1, 2009
List of colleges accepting EAP results on CCCCOwebsite: http://extranet.cccco.edu/Divisions/StudentServices/EAP.aspx
As of Fall 2013, 73 community colleges are accepting EAPresults and others are in discussion to adopt EAP
8/13/2019 Transitioning to the Common Core
32/45
www.collegeEAP.org
8/13/2019 Transitioning to the Common Core
33/45
8/13/2019 Transitioning to the Common Core
34/45
What is Smarter Balanced?
A consortium of 26 states and territories workingtogether to build next-generation formative, interim
and summative assessments for K-12 schools tied to
the Common Core State Standards in Englishlanguage arts/literacy and mathematics.
Funding from the federal Race to the Top
Assessment grant (~$175M) and foundations (~$3M). Governed by member states on a consensus model.
8/13/2019 Transitioning to the Common Core
35/45
Smarter Balanced AssessmentConsortium
26 states &territories (21governing, 4advisory, 1
affiliate) K-12 & Higher
EducationLeads in eachstate
8/13/2019 Transitioning to the Common Core
36/45
Purposes and Users for theSummative Assessments
Grades Tested Purpose User
3-8 and 11 School/District/State Accountability FederalESEA/NCLB
11 Student Readiness for Credit-bearingCollege Coursework
HigherEducationInstitutions
9, 10, 12 State Designed End-of-Course,Graduation Requirements, etc. State Option
3-8 and 11 Teacher/Principal Accountability State/DistrictOption
8/13/2019 Transitioning to the Common Core
37/45
Why is Higher EducationInvolved in Smarter Balanced?
Common Core State Standards are anchored inexpectations for college readiness.
Higher education agreed when states applied forfederal grant to participate in design of assessmentswith goal of recognizing 11 th grade exam as evidenceof college content-readiness.
Oppo r tuni ty to imp rove co l lege readiness , redu cerem ediat ion , and boo s t c om ple tion .
8/13/2019 Transitioning to the Common Core
38/45
Smarter Balanced Goals for Higher Education Colleges and universities recognize the Smarter
Balanced Grade 11 assessment as a valid measure ofcollege content-readiness as defined by the CommonCore State Standards.
Colleges and universities agree on a commonperformance standard in English language arts/literacyand mathematics for college content-readiness.
Colleges and universities use the Smarter Balanced
assessment as evidence that students are ready forcredit-bearing course work and can be exempted fromdevelopmental courses.
8/13/2019 Transitioning to the Common Core
39/45
Expectations of Higher Education
What is Expected
Participation in assessmentdesign
Lead role in defining collegereadiness and standard- settingfor 11 th grade assessment
Agreement on performancestandards for exemption from
developmental courses in Englishand math
What is NOT Expected
Use of Smarter Balancedassessment for admission
Standardization of admissioncriteria or standards
Standardization of developmentalor first-year curricula
Complete reliance on theSmarter Balanced assessmentfor placement decisions (otherdata points and assessmentsmay be used)
8/13/2019 Transitioning to the Common Core
40/45
College 'Content' ReadinessEnglish
LanguageArts/Literacy
Students who perform at the College Content-Ready level in
English language arts/literacy demonstrate reading, writing,listening, and research skills necessary for introductory coursesin a variety of disciplines. They also demonstrate subject-areaknowledge and skills associated with readiness for entry-level,transferable, credit-bearing English and composition courses.
Mathematics Students who perform at the College Content-Ready level inmathematics demonstrate foundational mathematicalknowledge and quantitative reasoning skills necessary forintroductory courses in a variety of disciplines. They alsodemonstrate subject-area knowledge and skills associated withreadiness for entry-level, transferable, credit-bearingmathematics and statistics courses.
8/13/2019 Transitioning to the Common Core
41/45
Policy Frameworkfor Grade 11 Assessment Results
Not Yet Content-Ready - Substantial Support Needed K-12 & higher education may offer interventionsLevel 1 Not Yet Content-Ready Support Needed Transition courses or other supports for Grade 12, retesting
optionLevel 2 Conditionally Content-Ready/Exempt from Developmental In each state, K-12 and higher ed must jointly develop Grade
12 requirements to earn exemptionLevel 3
Content-Ready/Exempt from Developmental K-12 and higher education may jointly set Grade 12
requirements to retain exemption (optional for states)Level 4
Note: Applies only to students who matriculate directly from high
school to college.
8/13/2019 Transitioning to the Common Core
42/45
Next Steps for Higher Education
Reporting System Development Summer Fall 2013
States Determine Grade 12 Requirements 2013-14 Academic Year
Comparability with PARCC Spring Fall 2013
Career Readiness Policy * Spring 2013- Winter 2014Validation Research Planning Spring- Fall2013
Validation Research Implementation Spring 2014 - 2017
Standard-setting* Summer 2014
Development of Reporting ALDs * Spring-Summer 2014
Institutional participation decisions Beginning Fall 2014
8/13/2019 Transitioning to the Common Core
43/45
California Community CollegesInvolvement in SBAC Implementation
Intersegmental SBAC Collaborative tocoordinate faculty involvement and discussionamong the public higher education segments
and K-12 CCC Work Group on College and Career
Readiness and the Common Core
National Governors Association grant to supportintersegmental collaboration
8/13/2019 Transitioning to the Common Core
44/45
Learn More Visit
SmarterBalanced.org for the latest newsand developments
Sign up for the e-newsletter
Follow onTwitter:@SmarterBalanced
8/13/2019 Transitioning to the Common Core
45/45
Transitioning to the Common Core
For more information:
Linda Michalowski Barbara MurchisonVice Chancellor Administrator
Student Services and Common Core SystemsSpecial Programs Implementation Branch [email protected] [email protected]
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]