Transcript From Standards to Assessments

Common Core Standards
Allen Sylvester, Ph.D.
[email protected]
Debbie Sylvester
[email protected]
June 2010
Gains or Losses???
Age 9 NAEP math:
• 1986 to 1990 (+8 points) and 1999 to 2004 (+9 points)
approximately 2 points per year gains.
• 2004 to 2008 (+4 points)
only 1 point per year - rates have declined since
NCLB.
Age 13 NAEP math:
• 1999 to 2004 (+5 points), or 1 point per year.
• 2004 to 2008 (+2 points), or half a point per year.
Age 17 math:
• 1999 to 2004 essentially no change
• 2004 to 2008 flat to slightly lower
Gains or Losses???
Age 9 NAEP math:
From 2004-08, the black-white gap widened by 2 points and the
Hispanic-white gap remained unchanged, with no changes being
statistically significant.
Age 13 NAEP math:
From 2004 to 2008, the black-white score gap closed 2 points and
the Hispanic-white score gap remained unchanged, with no changes
being statistically significant.
Age 17 math:
The black-white gap closed one point from 2004-2008, while the
Hispanic-white gap widened by two points, with no changes being
statistically significant.
Advance Organizer
1.History of Standards in Kansas
(How did we get here?)
2.What is the “Common Core” all about?
3.Why is the “Common Core” important/good for
everyone?
4.Why do we need a change now?
5.What do they look like?
6.What happens next?
7.NCLB vs. “Blueprint” (if time allows)
How did we get here?
Part 1: (the “good old days..”)
• 1983 – A Nation at Risk; the beginning of standards-based education.
• 1989 – NCTM first edition of “Curriculum and Evaluation Standards
for School Mathematics” was published.
• 1990 – KATM (NOT KSDE) under the direction of Sue Neal created a
document called Kansas Curriculum Standards.
• 1993 – KSDE Standards committee (Kim Gattis)
• the first “official” KS Math Standards
• written for "end of grade 4th grade", "end of 8th grade" and “10th grade”.
• 1997 – KSDE Standards committee (Kim Gattis) revised version 1993.
• It took 7 drafts before the 1999 version was accepted by KSBE.
• 2000 -- New state assessments were created
• testing at grades 4, 7 and 10.
And then….
How did we get here?
Part 2: (The Empire Strikes Back…)
• 2001 – No Child Left…Behind.
• Testing in grades 3-8, and once in High School.
• Initially used the 1999 assessments & standards
• 2002 – KSDE (Ethel Edwards)
• It took 11 drafts before it was approved in July 2003 by KSBE.
• New state assessments based on this version started in spring 2006.
• 2007 – ESEA (NCLB) due for reauthorization, no action taken
• 2009 – Barak Obama elected President
• 2009 – Economic “downturn”
And then…
How did we get here?
Part 3: (A New Hope…)
• 2009 – RACE TO THE TOP!
• September 2009 – NGA & CCSSO publish “College & Career Ready
Standards”
• December 2009 – CCSSO releases “Common Core” to States
• KSDE convenes the fourth “Standards Committee”
• To revise KS standards in compliance with RTTT
• January 2009 – RTTT application due, Kansas submits application
• March 2009 – Public draft of “Common Core” released.
• March 2009 – Kansas doesn’t win RTTT funding.
• June 2009 – Final draft of “Common Core” released.
Race to the Top?
…As you may know, the Kansas State Board of
Education voted unanimously last week to not apply for
funding in Phase II of the Race to the Top grant. After
placing 29th in Phase I of the competition, staff from the
Kansas State Department of Education carefully
analyzed the reviewers’ comments and concluded
there was little chance of earning the necessary points
in the second round. Kansas is proud to be a localcontrol state in terms of education, and The Race to the
Top competition simply does not appear to favor such
states…
--Letter from KSBE to Sec. Duncan, April 23, 2010
What is the Common Core State
Standards Initiative?
“The Common Core State Standards Initiative is a significant
and historic opportunity for states to collectively develop
and adopt a core set of academic standards in mathematics
and English language arts.” – NGA, 2010.
A common core of standards that are:
•Internationally benchmarked
•Aligned with work and post-secondary
•Inclusive of higher order skills
•Based on research and evidence
•Inclusive of rigorous content and skills
From Dr. Alexa Posney’s May 2009 presentation “Common Core Standards”
Why is this important?
• Currently, every state has its own set of academic
standards, which means public education students in each
state are learning at different levels.
• All students must be prepared to compete with not only
their American peers in the next state, but with students
from around the world.
• 48 states and 3 territories have signed on to the Common
Core State Standards Initiative led by the NGA and CCSSO.
• This initiative will potentially affect 43.5 million students
which is about 87% of the student population.
(Source: SchoolDataDirect.org; 2007)
From Dr. Alexa Posney’s May 2009 presentation “Common Core Standards”
Why is a common core of state standards
good for parents?
• Helps parents understand exactly what students
need to know and be able to do
• Helps parents support their children and
educators by making expectations clear and goals
high
• Provides equal access to a high quality education
• Provides opportunities to meaningfully engage
parents
From Dr. Alexa Posney’s May 2009 presentation “Common Core Standards”
Why is a common core of state standards
good for educators?
• Allows for more focused pre-service and professional
development
• Assures that what is taught is aligned with
assessments including formative, summative, and
benchmarking
• Provides the opportunity for instructors to tailor
curriculum and teaching methods
• Informs the development of a curriculum that
promotes deep understanding for all children
From Dr. Alexa Posney’s May 2009 presentation “Common Core Standards”
Why is a common core of state standards
good for states?
• Allows states to align curricula to internationally
benchmarked standards
• Allows states to ensure professional development for
educators is based on best practices
• Creates the opportunity for America to compete for highwage, high-skill jobs in a knowledge-based economy
• Allows for the development of a common assessment
• Gives states the opportunity to compare and evaluate
policies that affect student achievement across states
• Creates potential economies of scale around areas such as
curriculum development and assessment
From Dr. Alexa Posney’s May 2009 presentation “Common Core Standards”
Why is a common core of state
standards good for students?
• It will help prepare students with the knowledge and
skills they need to succeed in college and careers
• Expectations will be consistent for all kids and not
dependent on a student’s zip code
• It will help students with transitions between states
• Clearer standards will help students understand what
is expected of them and allow for more self-directed
learning by students
From Dr. Alexa Posney’s May 2009 presentation “Common Core Standards”
P20 Alignment Team
The Kansas P20 Council will determine how well
prepared high school students are to continue
their education, enter the workforce, or
participate in training in the work force by
forming a P20 Alignment Team.
From Dr. Alexa Posney’s May 2009 presentation “Common Core Standards”
What the “common core standards” look like:
• Fewer, clearer, and higher
• Articulate to parents, teachers, and the
general public expectations for what students
will know and be able to do, grade by grade,
and when they graduate from high school
• Internationally benchmarked
• Research and evidence based
• Ready for states to adopt
(Kentucky already has…)
How to read the Common Core grade level standards
•Standards define what students should understand and be able to do.
•Clusters are groups of related standards.
•Domains are larger groups of related standards.
Kansas to Common Core Conversion Chart (patent pending)
“Current” Kansas Standards call it a(n):
“Common Core” calls it a(n):
Standard
Domain
Benchmark
Cluster
Indicator
Standard
Kindergarten (overview only)
Counting and Cardinality
• Know number names and the count
sequence.
• Count to tell the number of objects.
• Compare numbers.
Number and Operations in Base Ten
• Work with numbers 11–19 to gain
foundations for place value.
Measurement and Data
• Describe and compare measurable
Operations and Algebraic Thinking
attributes.
• Understand addition as putting
• Classify objects and count the number
together and adding to, and understand of objects in categories.
subtraction as taking apart and taking
Geometry
from.
• Identify and describe shapes.
• Analyze, compare, create, and compose
shapes.
1st Grade (overview only)
Operations and Algebraic Thinking
• Represent and solve problems
involving addition and subtraction.
• Understand and apply properties of
operations and the relationship
between addition and subtraction.
• Add and subtract within 20.
• Work with addition and subtraction
equations.
Number and Operations in Base Ten
• Extend the counting sequence.
• Understand place value.
• Use place value understanding and
properties of operations to add and
subtract.
Measurement and Data
• Measure lengths indirectly and by
iterating length units.
• Tell and write time.
• Represent and interpret data.
Geometry
• Reason with shapes and their
attributes.
2nd Grade (overview only)
Operations and Algebraic Thinking
• Represent and solve problems
involving addition and subtraction.
• Add and subtract within 20.
• Work with equal groups of objects to
gain foundations for multiplication.
Number and Operations in Base Ten
• Understand place value.
• Use place value understanding and
properties of operations to add and
subtract.
Measurement and Data
• Measure and estimate lengths in
standard units.
• Relate addition and subtraction to
length.
• Work with time and money.
• Represent and interpret data.
Geometry
• Reason with shapes and their
attributes.
3rd Grade (overview only)
Operations and Algebraic Thinking
• Represent and solve problems involving
multiplication and division.
• Understand properties of multiplication
and the relationship between multiplication
and division.
• Multiply and divide within 100.
• Solve problems involving the four
operations, and identify and explain patterns
in arithmetic.
Number and Operations in Base Ten
• Use place value understanding and
properties of operations to perform multidigit arithmetic.
Number and Operations—Fractions
• Develop understanding of fractions as
numbers.
Measurement and Data
• Solve problems involving measurement and
estimation of intervals of time, liquid volumes,
and masses of objects.
• Represent and interpret data.
• Geometric measurement: understand
concepts of area and relate area to
multiplication and to addition.
• Geometric measurement: recognize
perimeter
as an attribute of plane figures and distinguish
between linear and area measures.
Geometry
• Reason with shapes and their attributes.
4th Grade (overview only)
Operations and Algebraic Thinking
• Use the four operations with whole
numbers to solve problems.
• Gain familiarity with factors and multiples.
• Generate and analyze patterns.
Number and Operations in Base Ten
• Generalize place value understanding for
multidigit whole numbers.
• Use place value understanding and
properties of operations to perform multidigit arithmetic.
Number and Operations—Fractions
• Extend understanding of fraction
equivalence and ordering.
• Build fractions from unit fractions by
applying and extending previous
understandings of operations on whole
numbers.
• Understand decimal notation for fractions,
and compare decimal fractions.
Measurement and Data
• Solve problems involving measurement and
conversion of measurements from a larger
unit to a smaller unit.
• Represent and interpret data.
• Geometric measurement: understand
concepts of
angle and measure angles.
Geometry
• Draw and identify lines and angles, and
classify
shapes by properties of their lines and angles.
5th Grade (overview only)
Operations and Algebraic Thinking
• Write and interpret numerical expressions.
• Analyze patterns and relationships.
Number and Operations in Base Ten
• Understand the place value system.
• Perform operations with multi-digit whole
numbers and with decimals to hundredths.
Number and Operations—Fractions
• Use equivalent fractions as a strategy to
add and subtract fractions.
• Apply and extend previous understandings
of multiplication and division to multiply and
divide fractions.
Measurement and Data
• Convert like measurement units within a
given measurement system.
• Represent and interpret data.
• Geometric measurement: understand
concepts of volume and relate volume to
multiplication and to addition.
Geometry
• Graph points on the coordinate plane to
solve real-world and mathematical problems.
• Classify two-dimensional figures into
categories based on their properties.
6th Grade (overview only)
Ratios and Proportional Relationships
• Understand ratio concepts and use ratio
reasoning to solve problems.
The Number System
• Apply and extend previous understandings
of multiplication and division to divide
fractions by fractions.
• Compute fluently with multi-digit numbers
and find common factors and multiples.
• Apply and extend previous
understandings of numbers to the
system of rational numbers.
Expressions and Equations
• Apply and extend previous understandings
of arithmetic to algebraic expressions.
• Reason about and solve one-variable
equations and inequalities.
• Represent and analyze quantitative
relationships between dependent and
independent variables.
Geometry
• Solve real-world and mathematical
problems involving area, surface area, and
volume.
Statistics and Probability
• Develop understanding of statistical
variability.
• Summarize and describe distributions.
7th Grade (overview only)
Ratios and Proportional Relationships
• Analyze proportional relationships and use
them to solve real-world and mathematical
problems.
The Number System
• Apply and extend previous understandings
of operations with fractions to add, subtract,
multiply, and divide rational numbers.
Expressions and Equations
• Use properties of operations to generate
equivalent expressions.
• Solve real-life and mathematical problems
using numerical and algebraic expressions
and equations.
Geometry
• Draw, construct and describe geometrical
figures and describe the relationships
between them.
• Solve real-life and mathematical problems
involving angle measure, area, surface area,
and volume.
Statistics and Probability
• Use random sampling to draw inferences
about a population.
• Draw informal comparative inferences about
two populations.
• Investigate chance processes and develop,
use, and evaluate probability models.
8th Grade (overview only)
The Number System
• Know that there are numbers that are not
rational, and approximate them by rational
numbers.
Expressions and Equations
• Work with radicals and integer exponents.
• Understand the connections between
proportional relationships, lines, and linear
equations.
• Analyze and solve linear equations and
pairs of simultaneous linear equations.
Functions
• Define, evaluate, and compare functions.
• Use functions to model relationships
between quantities.
Geometry
• Understand congruence and similarity using
physical models, transparencies, or geometry
software.
• Understand and apply the Pythagorean
Theorem.
• Solve real-world and mathematical
problems involving volume of cylinders, cones
and spheres.
Statistics and Probability
• Investigate patterns of association in
bivariate data.
High School (Part 1 of 5)
Number and Quantity (Overview)
The Real Number System
• Extend the properties of exponents to
rational exponents
• Use properties of rational and irrational
numbers.
Quantities
• Reason quantitatively and use units to
solve problems
The Complex Number System
• Perform arithmetic operations with complex
numbers
• Represent complex numbers and their
operations on the complex plane
• Use complex numbers in polynomial
identities and equations
Vector and Matrix Quantities
• Represent and model with vector quantities.
• Perform operations on vectors.
• Perform operations on matrices and use
matrices in applications.
High School (Part 2 of 5)
Algebra (Overview)
Seeing Structure in Expressions
• Interpret the structure of expressions
• Write expressions in equivalent forms to
solve problems
Arithmetic with Polynomials and Rational
Functions
• Perform arithmetic operations on
polynomials
• Understand the relationship between zeros
and factors of polynomials
• Use polynomial identities to solve
problems
• Rewrite rational expressions
Creating Equations
• Create equations that describe numbers or
relationships
Reasoning with Equations and Inequalities
• Understand solving equations as a process
of reasoning and explain the reasoning
• Solve equations and inequalities in one
variable
• Solve systems of equations
• Represent and solve equations and
inequalities graphically
High School (Part 3 of 5)
Functions (Overview)
Interpreting Functions
• Understand the concept of a function and
use function notation
• Interpret functions that arise in
applications in terms of the context
• Analyze functions using different
representations
Building Functions
• Build a function that models a relationship
between two quantities
• Build new functions from existing functions
Linear, Quadratic, and Exponential Models
• Construct and compare linear and
exponential models and solve problems
• Interpret expressions for functions in terms
of the situation they model
Trigonometric Functions
• Extend the domain of trigonometric
functions using the unit circle
• Model periodic phenomena with
trigonometric functions
• Prove and apply trigonometric identities
High School (Part 4 of 5)
Geometry (Overview)
Congruence
• Experiment with transformations in the plane
• Understand congruence in terms of rigid
motions
• Prove geometric theorems
• Make geometric constructions
Similarity, Right Triangles, and Trigonometry
• Understand similarity in terms of similarity
transformations
• Prove theorems involving similarity
• Define trigonometric ratios and solve
problems involving right triangles
• Apply trigonometry to general triangles
Circles
• Understand and apply theorems about circles
• Find arc lengths and areas of sectors of circles
Expressing Geometric Properties with
Equations
• Translate between the geometric description
and the equation for a conic section
• Use coordinates to prove simple geometric
theorems algebraically
Geometric Measurement and Dimension
• Explain volume formulas and use them to
solve problems
• Visualize relationships between two
dimensional and three-dimensional objects
Modeling with Geometry
• Apply geometric concepts in modeling
situations
High School (Part 5 of 5)
Statistics & Probability (Overview)
Interpreting Categorical and
Conditional Probability and the Rules of
Quantitative Data
Probability
• Summarize, represent, and interpret
• Understand independence and conditional
data on a single count or measurement variable probability and use them to interpret data
• Summarize, represent, and interpret data on • Use the rules of probability to compute
two categorical and quantitative variables
probabilities of compound events in a uniform
• Interpret linear models
probability model
Making Inferences and Justifying Conclusions Using Probability to Make Decisions
• Understand and evaluate random processes • Calculate expected values and use them to
underlying statistical experiments
solve problems
• Make inferences and justify conclusions from • Use probability to evaluate outcomes of
sample surveys, experiments and observational decisions
studies
What happens next?
• Adoption of the common core state standards is
“voluntary” for states…until ESEA is reauthorized.
• Each state will follow its individual process for coalitionbuilding and adoption.
• States choosing to adopt the common core state standards
have agreed the common core will represent at least 85%
of the state’s standards in mathematics and English
language arts
• Consortia of states will voluntarily come together to
develop new, innovative, common assessments
• Kansas is a member of two consortia:
– “Balanced” and “Smarter”
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.
Be aware…
Kansas State Assessments for the 2010-11 School Year
The Kansas State Assessments for the 2010-11 school year will
continue to measure the current content standards. KSDE has
received questions regarding assessments of the Common Core
Standards in 2010-11. To date, no decision has been made to
adopt the Common Core Standards in Kansas. Additionally, the
Common Core Standards themselves have not been
finalized. KSDE is operating under the assumption that any
assessment measuring the Common Core Standards (which
again are not complete and have not been adopted in Kansas)
is at least four years away. KSDE is basing this assumption on
recent discussions with national testing experts that comprise its
Technical Advisory Council.
How are NCLB & “Blueprint” different?
NCLB:
• States required to adopt “challenging” standards;
• no requirements on content or rigor of standards;
• all students “proficient” by 2014.
Blueprint:
• “College and career ready” standards;
• common core standards or work with public university system to
ensure standards adequately prepare students to enter college
without remediation;
• all students “college and career” ready by 2020
How are NCLB & “Blueprint” different?
NCLB:
• Students in grades 3-8 and high school tested annually on state-determined
assessments in reading and math;
• data disaggregated by subgroups.
Blueprint:
• High-quality statewide assessments align with new state standards;
• only those states that have implemented assessments based on “common”
state standards by 2015 will receive formula funds to create assessments;
• data collection will also include
graduation rates,
college enrollment rates and rates of college enrollment without
remediation;
performance targets created and based on school and subgroup growth
and graduation rates
How are NCLB & “Blueprint” different?
NCLB:
• Adequate yearly progress (AYP);
• 100 percent proficient by 2014;
• sanctions for not meeting AYP
Blueprint:
• student growth and schoolwide progress over time;
• designate “reward” districts for schools and districts that make
major inroads in turning around low-performing schools;
• designate “challenge” schools, districts and states for lowestperforming 5 percent of schools in each state;
• “reward” districts and states will have greater flexibility while
“challenge” districts and states may face restrictions on the use of
federal funds
How is teacher quality determined?
NCLB:
• “Highly qualified” teachers
Blueprint:
• Effective teachers based on student growth;
• evaluation systems that reflect state standards for
effectiveness & differentiate teachers and principals
across at least three performance levels;
• track teacher and principal performance back to
preparation programs
This is our “Political Reality”…
Luck favors the prepared!