Common Core State Standards

Idaho State Department of Educationhttp://www.sde.idaho.gov/site/common/

English Language Arts and Mathematics Standards

• These standards define the knowledge and skills students should have within K-12 grades so they will graduate from high school able to succeed in entry-level, credit-bearing academic post-secondary courses (college or professional-technical) and in the workforce.

The Standards (cont.)• Are aligned with college and workforce

expectations; • Are more focused and coherent;• Include rigorous content and application of

knowledge through higher-order skills;• Build upon strengths and lessons of current state

standards;• Are benchmarked against standards in other top-

performing countries.• Are built on extensive research.

Implementation• The CCSS were approved by the Legislature in

January 2011, the Standards will go into effect in the 2013-2014 school year.

• Here is the timeline for implementation: – 2011-2012 Professional development– 2012-2013 Professional development – 2013-2014 Common core state standards taught in

Idaho classrooms – Professional development cont. – 2014-2015 New common assessments delivered

Implementation Professional Development and Support

•Professional Knowledge and Growth•Curriculum/Instruction•Stakeholder Engagement•Assessment•Bridging K-12 and Post Secondary•Braiding Common Core implementation with existing state initiatives such as RTI

Implementation

• Districts may start implementation sooner than 2013 if they choose

• The current ISAT will remain in place until a new assessment is deployed in 2014-2015

• Idaho is part of the Smarter Balanced Assessment Consortium - http://www.sde.idaho.gov/site/commonAssessment/

Implementation Tools and Resources for ELA

• Sample instructional unit• Purpose: Provide educators an exemplar unit called “Great

Conversations” to address writing about what one reads, which is articulated in Common Core writing standard #9 and across the reading standards. The unit will contain 5-6 texts, which will be mainly literary non-fiction, and will show how several texts can be grouped coherently into a unit of study. The exemplar unit will illustrate the type of questions a teacher could ask students about a text and sample student answers that could be provided orally or in writing.

• Creators/Lead Authors: Sue Pimentel and David Coleman, lead ELA standards writers

• Timeline: Projected completion in July 2011

Implementation Tools and Resources for ELA

• Visual depiction of how the standards work together

• Purpose: Create a visual depiction of (1) how each of the reading standards relate to one another, (2) how each of the writing standards relate to one another, and (3) how the reading and writing standards connect. This graphic is intended to illustrate how standards connect to and reinforce other standards and that standards should not be taught in isolation.

• Creators/Lead Authors: Sue Pimentel and David Coleman, lead ELA standards writers

• Timeline: Projected completion in early summer of 2011

What Do Teachers Need to Know?

• The new standards are more rigorous and demanding than standards of 37 states

• Standards are held in common by so many states that it should mean less tailoring of textbooks and assessments

• Standards are internationally benchmarked• Multiple texts (and text types), critical reading, the use of

technology are stressed• Text difficulty is given importance• Backmapping is used to show how attainment can be accomplished

ELA History Reading StandardsReading Standards for Literacy in History/Social Studies 6–12

Grades 6–8 students: Grades 9–10 students: Grades 11–12 students:

Key Ideas and Details

1. Cite specific textual evidence to support analysis of primary and secondary sources.

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

3. Identify key steps in a text’s description of a process related to history/ social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

Craft and Structure

4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/ social studies.

4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/ social studies.

4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

5. Describe how a text presents information (e.g., sequentially, comparatively, causally).

5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

5. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

6. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

Integration of Knowledge and Ideas

7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

8. Distinguish among fact, opinion, and reasoned judgment in a text.

8. Assess the extent to which the reasoning and evidence in a text support the author’s claims.

8. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

9. Analyze the relationship between a primary and secondary source on the same topic.

9. Compare and contrast treatments of the same topic in several primary and secondary sources.

9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Range of Reading and Level of Text Complexity

10. By the end of grade 8, read and comprehend history/ social studies texts in the grades 6–8 text complexity band independently and proficiently.

10. By the end of grade 10, read and comprehend history/ social studies texts in the grades 9–10 text complexity band independently and proficiently.

10. By the end of grade 12, read and comprehend history/ social studies texts in the grades 11-CCR text complexity band independently and proficiently.

History: Textual evidence/sources

Grades 6–8• Cite specific textual evidence to support analysis of primary and secondary sources.• Determine the central ideas or information of a primary or secondary source; provide an

accurate summary of the source distinct from prior knowledge or opinions.

Grades 9–10• Cite specific textual evidence to support analysis of primary and secondary sources,

attending to such features as the date and origin of the information.• Determine the central ideas or information of a primary or secondary source; provide an

accurate summary of how key events or ideas develop over the course of the text.

Grades 11–12• Cite specific textual evidence to support analysis of primary and secondary sources,

connecting insights gained from specific details to an understanding of the text as a whole.• Determine the central ideas or information of a primary or secondary source; provide an

accurate summary that makes clear the relationships among the key details and ideas.

ELA Science and Technical SubjectsReading Standards for Literacy in Science and Technical

Subjects 6–12Grades 6–8 students: Grades 9–10 students: Grades 11–12 students:

Key Ideas and Details

1. Cite specific textual evidence to support analysis of science and technical texts.

1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

Craft and Structure

4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.

5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.

6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.

6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.

Integration of Knowledge and Ideas

7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

8. Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.

8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

Range of Reading and Level of Text Complexity

10. By the end of grade 8, read and comprehend science/ technical texts in the grades 6–8 text complexity band independently and proficiently.

10. By the end of grade 10, read and comprehend science/ technical texts in the grades 9–10 text complexity band independently and proficiently.

10. By the end of grade 12, read and comprehend science/ technical texts in the grades 11-CCR text complexity band independently and proficiently.

Science: Critical thinking

Grades 6–8•Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

Grades 9–10•Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

Grades 11–12 •Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept resolving conflicting information when possible.

Implementation Tools and Resources for Mathematics

“Gearing Up”• Become familiar with the Critical Areas for their

grade level.• “Unpack” the big ideas, skills and concepts for at

least one Critical Area. • Understand how the Critical Areas help organize

and bring focus to grade level standards.

Implementation Tools and Resources for Mathematics

The new standards support improved curriculum and instruction due to increased:

•Focus, via critical areas at each grade level.

•Coherence, through carefully developed connections within and across grades.

•Clarity, with precisely worded standards that cannot be treated as a checklist.

•Rigor, including a focus on College and Career Readiness and Standards for Mathematical Practice throughout Pre-K-12.

Implementation Tools and Resources for Mathematics

• http://commoncoretools.wordpress.com/

• Curriculum analysis tool

• Examples of structure in the content standards

• The data part of the Measurement and Data Progression

• Massachusetts resources to help teachers engage with the standards

• Complete draft progression for CC and OA (Counting and Cardinality and Operations and Algebraic Thinking)

Implementation Tools and Resources

• PTA Parent Guides • Purpose: Provide grade-by-grade parent guides that reflect the Common

Core State Standards. Individual guides were created for grades K-8 and two were created for grades 9-12 (one for English language arts/literacy and one for mathematics). Eleven Guides were created in all.   Website: www.PTA.org/parentsguide State education agencies, school districts, state boards of education, and state/local PTAs may co-brand the Guides. The modifiable Guides are available online at: http://www.globalprinting.com/national-pta/  (Username: pta user, Password: global).  

• Creators: PTA and Common Core State Standards writers• Who to Contact: National PTA at parentsguide@pta.org• Status: Complete

Idaho’s Role:

The Next Generation of AssessmentsWendy St. Michell

Idaho State Department of Education

August 2011

The Challenge

How do we get from here... ...to here?

All studentsleave high school

college and career ready

All studentsleave high school

college and career ready

Common Core State Standards

specify K-12 expectations for

college and career readiness

Common Core State Standards

specify K-12 expectations for

college and career readiness

...and what can an assessment system

do to help?

Historical Development of the SMARTER Balanced Assessment Consortium

• Computer Adaptive

• Formative Capacity

• Integrated System

The Purpose of the Consortium

• To develop a set of comprehensive and innovative assessments for grades 3-8 and high school in English language arts and mathematics aligned to the Common Core State Standards

• Students leave high school prepared for postsecondary success in college or a career through increased student learning and improved teaching

• The assessments shall be operational across Consortium states in the 2014-15 school year

29 Member States

Organizational Chart

Assessment System Overview

Common Core State Standards

specify K-12 expectations for

college and career readiness

Common Core State Standards

specify K-12 expectations for

college and career readiness

All students leave high school college and career ready

All students leave high school college and career ready

Assessment System Components

Teachers can accessformative processes and tools to improve

instruction

Teachers can accessformative processes and tools to improve

instruction

Interim assessments that are flexible, open, and provide actionable

feedback

Interim assessments that are flexible, open, and provide actionable

feedback

Summative assessments benchmarked to college

and career readiness

Summative assessments benchmarked to college

and career readiness

The System

Re-take option

Optional Interim assessment system—

Summative assessment for accountability

Last 12 weeks of year*

DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools.

Scope, sequence, number, and timing of interim assessments locally determined

PERFORMANCETASKS

• Reading• Writing• Math

END OF YEARADAPTIVE

ASSESSMENT

* Time windows may be adjusted based on results from the research agenda and final implementation decisions.

English Language Arts and Mathematics, Grades 3–8 and High School

Computer AdaptiveAssessment andPerformance Tasks

BEGINNING OF YEAR

END OF YEAR

Source: http://www.ets.org

INTERIM ASSESSMENT

Computer AdaptiveAssessment andPerformance Tasks

INTERIM ASSESSMENT

Current and Upcoming Activities• Master Work Plan (available now)

• Content Specifications Work (September 2011)

• Technology Readiness Tool (March 2012)

• Item Specifications RFP (out to bid now)

– Types of items: selected response, constructed response, technology enhanced, performance tasks.

• Item Writing begins August 2012

• Piloting technology system – Oct. 2012-Jan. 2013

• Items pilot – April 2013

• Standards setting August 2014

Achieving College Readiness• Allows students to enter college having met clear,

common standards• Interim assessments provide students, teachers, and

parents with detailed, actionable information about knowledge and skills needed for college entry and success

• Students enrolled in IHEs and IHE systems will be able to be exempt from remedial courses if they have met the Consortium-adopted achievement standard for each assessment

Timeline

• Less cost and more capabilities through scope of work sharing and collaboration

• More control through shared interoperable open-source software platforms: Item authoring system, item banking, and adaptive testing platform no longer exclusive property of vendors

• Provides state-to-state comparability, with standards set against research-based benchmarks.

• Better service for students with disabilities and EL students through common, agreed-upon protocols for accommodations

Benefits of Multi-State Consortium

To find out more...

...the SMARTER Balanced Assessment Consortium can be found online at

www.k12.wa.us/SMARTERand

http://www.sde.idaho.gov/site/commonAssessment/

Contact Information

Rob Sauer, Deputy Superintendent Content, Innovation, and Choice

rcsauer@sde.idaho.gov

208-332-6934

Dr. Carissa Miller, Deputy Superintendent Assessment

cmiller@sde.idaho.gov

208-332-6901

Christine Avila, Mathematics Coordinator

cavila@sde.idaho.gov

208-332-6932

Liz Smith, English Language Arts Coordinator

emsmith@sde.idaho.gov

208-332-6948