Transcript Why is the CCSS Initiative Important?

What is the CCSS Initiative?
 State-led effort
 Shared set of clear educational standards
English language arts and mathematics
 Designed to ensure students graduating
from high school are prepared to go to
college or enter the workforce
for
Why is the CCSS
Initiative Important?
 Every child across the country will be given
the tools they need to succeed
 High standards that are consistent across
states
 Clear set of expectations
 Preparation to compete here at home, but
also with students from around the world
External Drivers
 Education Trends
 Changing Society/Workplace
 Technology
 Global Competition
 Economic Trends
 Focus on Math and Science
Of Wal-Mart’s 6,000 suppliers,
5,000 are in China.
Source: National Academy of Science
Global Economics
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Software written in India
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MRIs read moments later by radiologists in Australia
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Pilots in U.S. guide unmanned aircraft in Afghanistan
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U.S. now ranks 22nd worldwide in the density of broadband internet
penetration and 72nd in density of mobile telephone
subscriptions
Source: National Academy of Science
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IBM’s PC business is now owned by a Chinese company
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GE has now located the majority of its Research and
Development (R & D) personnel outside the United States
 Eight of ten global companies with the largest
R & D budgets
have established R & D facilities in China, India or both.
Source: National Academy of Science
 In a survey of global firms planning to build
new R & D facilities, 77% say they will build
in China or India
 During a recent period, two high-rise
buildings were constructed in LA – over
5,000 were built in Shanghai
Source: National Academy of Science
High Speed Rail
 Japan
 France
 China
 U.S.
Miles
Source: National Academy of Science
1,524 Miles
1,163 Miles
742 Miles
225
China has 5,612 miles now under
construction and one plant
produces 200 trains each year
capable of operating at 217mph.
The United States has none under
construction.
Source: National Academy of Science
U.S. Economy
June 2010:
 There were 32 unemployed individuals
competing for each opening in the
construction industry
 There were 7 competing for each
manufacturing job
Source: National Academy of Science
U.S. Economy
In the past 5 Years:
 4,755,000 private sector jobs eliminated
 676,000 government jobs added
U.S. Economy
As of June 2010, over half of the U.S. workforce:
 Had their work hours reduced
 Took a pay cut
 Were forced to take unpaid leave
 Worked part time
Source: National Academy of Science
30 years ago, 10% of CA’s General Fund went
to Higher Education and 3% to Prisons
Today…Nearly 11% goes to Prisons and 8% to
Higher Education
Source: National Academy of Science
Challenges for U.S. Business
 Highest corporate tax rate and going
higher
 Spend twice as much on litigation as on
research/development
Source: National Academy of Science
The great majority of newly
created jobs are the
indirect or direct result of
advancements in science
and technology.
The World Economic Forum
ranks the
United States 48th in
quality of mathematics and
science education.
The United States ranks 27th among
developed nations in the
proportion of college students
receiving undergraduate degrees in
science or engineering.
Source: National Academy of Science
China graduates more
English-speaking
engineers than the United
States.
Source: National Academy of Science
Saudi Arabia just created a new
research university with an
endowment of $10 billion.
It took MIT 142 years to obtain that
level of endowments.
Source: National Academy of Science
In 2009, 51% of the United
States patents were
awarded to non-United
States companies.
Source: National Academy of Science
The total annual federal
investment in research in
mathematics, the physical
sciences and engineering is now
equal to the increase in the
United States healthcare costs
every nine weeks.
Source: National Academy of Science
The main reason the retirement
system is in trouble…
People are living longer
 1935 life expectancy in the U.S.
 2010 life expectancy in the U.S.
- 60
- 78
The CCSS Initiative will enable participating
states to work together to:
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Make expectations for students clear to parents,
teachers and the general public
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Encourage the development of textbooks, digital
media and other teaching materials aligned to the
standards
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Develop and implement comprehensive assessment
systems
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Evaluate policy changes needed to help students
and educators meet the standards
What makes this process different
from other efforts to create CCSS?
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State-led
Support of educators across the country
Support of prominent education,
and state leaders’ organizations
business
Are these national standards?
The federal government was NOT
involved in the development of the
Standards. This has been a state-led
and driven initiative from the
beginning. States have voluntarily
adopted the standards.
Who or what entity determines
the common core state standards?
 Council of Chief State School Officers and the
National Governors Association led the
standards development process in
consultation with teachers, parents, experts
and administrators.
 To ensure an open, inclusive and rigorous
process several working groups and
committees have been formed.
By what criteria are the standards
being developed?
 Aligned with expectations for college and
career success
 Clear, so that educators and parents know
what they need to do to help students learn
 Consistent across all states, so that students
are not taught to a lower standard just
because of where they live

Include both content and the application of knowledge
through high-order skills

Build upon strengths and lessons of current
state
standards and standards of top-performing nations
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Realistic, for effective use in the classroom
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Informed by other top performing countries, so that all
students are prepared to succeed in our global economy
and society
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Evidence and research-based criteria have been set by
states through their national organizations CCSSO and the
NGA
Common Core News in Arkansas
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The State Board of Education adopted the Common
Core State Standards (CCSS) on
July 12, 2010.
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Statewide ELA and Mathematics committees have
completed an analysis between the CCSS and
Arkansas Curriculum Frameworks.
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Professional development recommendations are
being generated as one of the products of the
committee work.
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A CCSS Task Force has been formed to help
communicate this statewide initiative at all levels.
What happens after states adopt
Common Core Standards?
 The Common Core State Standards are the first step in
transforming our education system. For systemic change to
occur:
 Educators must be given resources, tools, and time to
adjust classroom practice.
 Instructional materials need to be developed that align to
the standards.
 Assessments will be developed to measure student
progress.
 Federal, state, and district policies will need to be reexamined to ensure they support alignment of the common
core -- throughout the system -- with student achievement.
Overview of the Partnership
for Assessment of College
and Career Readiness
(PARCC)
October 2010
Race to the Top Assessment Program
Competition
$350 million of Race to the Top Fund set aside for awards to consortia of
states to design and develop common K-12 assessment systems aligned to
common, college- and career-ready standards.
Competition asked consortia to design assessment systems that meet dual
needs of:
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Accountability
Instructional improvement
In September 2010, the U.S. Department of Education awarded two grants:
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Partnership for Assessment of Readiness for College and Careers
(PARCC)
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Smarter Balanced Assessment Consortium (SBAC)
The winning consortia have four years to develop assessments systems, and
participating states will administer new assessments statewide by 2014-2015.
PARCC States
13 Governing States
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Arizona
Arkansas
District of Columbia
Florida (Fiscal Agent)
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Georgia
Illinois
Indiana
Louisiana
Maryland
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Massachusetts (Board Chair)
New York
Rhode Island
Tennessee
Kentucky
Mississippi
New Jersey
North Dakota
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Ohio
Oklahoma
Pennsylvania
South Carolina
12 Participating States
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Alabama
California
Colorado
Delaware
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PARCC’s Fundamental Goal
States in the Partnership are committed to
building their collective capacity to increase
the rates at which students graduate from high
school prepared for success in college and the
workplace.
Theory of Action:
Assessment System Design
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More Meaningful Standards: The Partnership’s assessment system will
be anchored in the Common Core State Standards which are consistent
across states, clear to the public, and provide an on-ramp to college and
careers.
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Higher Quality Tests: PARCC assessments will include sophisticated
items and performance tasks to measure critical thinking, strategic problem
solving, research and writing.
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Through-Course Testing: Students will take parts of the assessment at
key times during the school year, closer to when they learn the material.
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Maximize Technology: PARCC assessments in most grades will be
computer based.
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Cross-State Comparability: States in PARCC will adopt common
assessments and common performance standards.
Theory of Action:
Intended Outcomes
States in PARCC will use the common assessments to:
Report achievement results based on a clear definition of college and career
readiness, so students will know if they are on track early enough to make
adjustments.
Compare results against a common high standard because readiness
shouldn’t differ across states or income levels.
Help make accountability policies better drivers of improvement by basing them
on more sophisticated and meaningful assessments.
Promote good instruction by providing teachers useful, meaningful and timely
information, which will help them adjust instruction, individualize interventions, and
fine-tune lessons throughout the school year.
Theory of Action:
Key Stakeholders
Teachers, School Leaders, District Administrators, and State Officials
Stakeholders will regularly and quickly have a wider variety of useful
performance data.
Higher Education
Assessments will identify whether students are ready for and prepared to
succeed in entry-level, credit bearing postsecondary courses by the time they
graduate from high school.
Parents, Students, and the Public
The Partnership’s assessments will, for the first time, give information about
student performance relative to children in other states and against achievement
standards anchored in college- and career-ready knowledge and skills.
PARCC Timeline
Oct. 2010
Sept. 2011
Launch and
design phase
began
Development
phase begins
Sept. 2012
Sept. 2013
Sept. 2014
Summer 2015
First year field
testing and
related research
and data
collection
begins
Second year
field testing
begins and
related research
and data
collection
continues
Full
administration
of PARCC
assessments
begins
Set
achievement
levels,
including
college-ready
performance
levels
Communications and Engagement
Partnership-Wide and State-LevelCommunications
Mechanisms:
 Public outreach beginning in Fall 2010
 Targeted coalition-building within each state
 College-ready outreach strategy for students and
families
 K-12 educator engagement strategy
 Higher education engagement strategy