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					Common Core Standards
     CCSS Background
The Common Core State Standards Initiative is a state-led
  effort by the National Governors Association Center for
  Best Practices (NGA Center) and Council of Chief State
  School Officers (CCSSO).

Writing of the standards was informed by:
   – Best state standards and top performing countries
   – Experience of teachers, content experts, states, and
      leading research
   – Feedback from the general public

    The Standards Are:
• Are aligned with college and work expectations;
• Are clear, understandable and consistent;
• Include rigorous content and application of knowledge
  through high-order skills;
• Build upon strengths and lessons of current state
• Are informed by other top performing countries, so that
  all students are prepared to succeed in our global
  economy and society; and
• Are evidence-based.
Mission of CCSS Initiative
• consistent, clear understanding of
  what students are expected to learn
• knowledge and skills that our young
  people need for success in college and
• compete successfully in the global

Who or what entity determines the
common core state standards?

1. A standards development workgroup
2. An expert feedback group
3. A validation committee

Knowledge Taxonomy

1.   Awareness
2.   Comprehension
3.   Application
4.   Analysis
5.   Synthesis
6.   Evaluation
      Application Model

1. Knowledge in one discipline
2. Application within discipline
3. Application across disciplines
4. Application to real-world
   predictable situations
5. Application to real-world
   unpredictable situations
    California Academic Content
    Standards Commission (CACSC)

SB X5 1 created the 21 member standards
• 11 Governor Appointees
• 5 Senate Appointees
• 5 Assembly Appointees

Not less than half must be current teachers.
    California adopts the
    Common Core Standards
• The standards commission reviewed and
  approved the common core standards
  with a supplement of 15% to add rigor
  and relevance

• 13 of the 21 commission members
   are public school teachers
    California’s Additional 15%
    • added information to address any
      perceived gaps
    • ensured that the rigor of California’s
      existing standards would be
    CaCCSS Math Standards
    View From The Inside

The Politics
     The Resources
            The Issues
                  Midnight Deadline
                       Challenges and Hope
                             The Heroes
    CaCCSS Math Standards
    View From The Inside

The Politics
     Governor’s Choices
     1998 Landscape
     The Brown Act
    CaCCSS Math Standards
    View From The Inside

The Resources
     SCOE Crosswalks
     Math Experts – Zimba, Milgram, Wu
     CMC Leaders – Woods, Willebrand,
    CaCCSS Math Standards
    View From The Inside

The Issues
      RTTT and Deadlines (July 15, Aug 2,
      Pronouns, Handwriting, Science, Social
      Wurman-Evers Negotiation
      Grade 8 Algebra
      Criteria for 15% and Rigor
    CaCCSS Math Standards
    View From The Inside

Midnight Deadline
     “Obstructionist” and 14-2
     The Calahan Sprint
     Pool Party
    CaCCSS Math Standards
    View From The Inside

Challenges and Hope
      Framework Committee/”Coursefying”
      Assessment, PD, Funding
      Mathematical Modeling, Real-life
      Conceptual Development
      Integrated HS Mathematics
   CaCCSS Math Standards
   View From The Inside

The Heroes
     The Politicians
     CMC and BSMARTE
     SCOE Staff
     Heather Calahan
     Scott Farrand
1. Make sense of problems and persevere in solving them
2. Reason abstractly and quantitatively
3. Construct viable arguments and critique the reasoning of
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
Standards (by grade
• Defines what students
  should understand and
  be able to do
• Immediately follow the
  overview page
Presentation by William McCallum, University of Arizona, Algebra Forum
• Goal for 8th grade students is Algebra 1

• Two options for grade 8 that prepare students for college and career

    – Algebra 1

        • Grade 8 Common Core and the high school Algebra content

    – Grade 8 Common Core

        • Goal of grade 8 Common Core is to finalize preparation for
          students to take Algebra I in high school
   High School Highlights
Conceptual categories (6 total)
  1.   Number and Quantity
  2.   Algebra
  3.   Functions
  4.   Modeling (embedded in other areas)
  5.   Geometry
  6.   Statistics and Probability
         Grade             California Standard                         Common Core

First            Number Sense                                Number and Operations in Base Ten
                 1.1 Count, read, and write whole numbers    Extend the counting sequence.
                 to 100.                                     1. Count to 120, starting at any
                                                             number less than 120. In this range,
                                                             read and write numerals and
                                                             represent a number of objects with a
                                                             written numeral.
Fourth           Number Sense                                Number and Operations--Fractions
                 1.5 Explain different interpretations of    Extend understanding of fraction
                 fractions, for example, parts of a whole,   equivalence and ordering.
                 parts of a set, and division of whole       1.     Explain why a fraction a/b is
                 numbers by whole numbers; explain           equivalent to a fraction (n × a)/(n ×
                 equivalence of fractions.                   b) by using visual fraction models,
                 1.7 Write the fraction represented by the   with attention to how the number
                 drawing of parts of a figure; represent a   and size of the parts differ even
                 given fraction by using drawings; …         though the two fractions themselves
                                                             are the same size. Use this principle
                                                             to recognize and generate equivalent
    Grade      California Standard                         Common Core

Seventh     Statistics, Data Analysis, and     Statistics and Probability
            Probability                        Use random sampling to draw inferences
            (Grade 6)                          about a population.
            2.1 Compare different              1.     Understand that statistics can be
            samples of a population with       used to gain information about a
            the data from the entire           population by examining a sample of the
            population…                        population; generalizations about a
            2.2 Identify different ways of     population from a sample are valid only if
            selecting a sample…and which       the sample is representative of that
            methods make a sample more         population. Understand that random
            representative for a population.   sampling tends to produce representative
            2.4     Identify data that         samples and support valid inferences.
            represent sample errors and
            explain why the sample…might
            be biased.
 Timeline 1                          Timeline 2
 • Frameworks: May                   • Frameworks: May
   2013                                2015
 • Instructional                     • Instructional
   Materials: November                 Materials: November
   2014                                2017

      PARCC vs. SMARTER               Comparison of Assessment Consortia:
                 RTTT Grant Fund Winners to Develop Assessments Based on Common Core Standards

                            PARCC                                  SMARTER/(SBAC)

             Partnership for Assessment of                      SMARTER Balanced
               Readiness for College and                     Assessment Consortium
                    Careers (PARCC)                                   (SBAC)
                       26 States                                     31 States
            Test students' ability to:                     Test students using:

              - Read complex text                              - Computer adaptive
              - Complete research projects                       technology that will ask
              - Excel at classroom speaking                      students tailored
                and listening assignments                        questions based on
              - Work with digital media                          their previous answers

 - For both consortia: periodic assessments could replace already existing
tests, such as interim assessments that are in common use in many
classrooms today.
 - Both consortia are designing their assessment systems with the
substantial involvement of experts and teachers of English learners and
students with disabilities to ensure that these students are appropriately
               PARCC’s Goals

     1. Build a pathway to college and career
     2. Construct assessments that enable cross-
        state comparisons
     3. Create better assessments
     4. Make better use of technology in
     5. Match investments in testing with
        investments in teaching
           Goal #3: Create Better Assessments
     The PARCC assessment system will include:
     • A mix of item types – short answer, longer open
       response and performance-based – in addition to
       richer multiple choice items that:
        – Better reflect the sophisticated knowledge and skills found in the
          English and math Common Core State Standards and
        – Will encourage teachers to focus on helping each student develop a
          deep understanding of the subject matter, rather than just
          narrowing their instruction in order to “teach to the test”

     • Testing at key points throughout the year to give
       teachers, parents and students better information
       about whether students are “on track” or need
31     some additional support in particular areas
            Goal #4: Make Better Use of
            Technology in Assessments
PARCC’s computer-based assessments will:
• Produce real-time snapshots of students’ knowledge
• Give parents, students and teachers the ability to adjust
  accordingly rather than waiting until the end of the
  school year when it’s too late to make changes
PARCC assessments will be scored:
• By a combination of artificial intelligence (AI) and human
• States will individually determine the extent to which
  teachers will be involved in scoring

 Source: PARCC-Overview-2-8-11.ppt, Achieve Website,
         SMARTER Balanced Assessment
Summative assessments using online computer-adaptive
    • Efficiently provides accurate measurement of all students, better
    than a “one size fits all” approach
    • Assesses full range of CCSS in English language arts and math
    • Describes both current achievement and growth across time,
    indicating progress toward college- and career-readiness
    • Scores provide reliable state-to-state comparability, with
    standards set against national and international benchmarks
    • States and districts have option of giving the summative tests
    twice a year

 Source: 0812 - 1100 - plen - Susan Gendron.ppt,
      SMARTER Balanced Assessment

Optional interim and formative assessments
   • Aligned to and reported on the same scale as the
   summative assessments
   • Helps identify specific needs of each student, so
   teachers can provide appropriate, targeted instructional
   • Teachers involved in item and task design and scoring,
   with interim/formative assessments being non-secure
   and fully accessible
   • Provides students with clear examples of the expected
   performance on common standards
      SMARTER Balanced Assessment

Online, tailored reporting system
   • Supporting educator access to information about
   student progress toward career and college readiness
   • Student performance history can be transported across
   districts and states
   • Although the backbone of the reporting system is
   provided by the Consortium, individual states retain
   jurisdiction over access permissions and front-end “look”
   of online reports
Assessment Items
• Through-Course vs. End-of-Course
• RTTT Application
• Other presentations

    PARCC Assessment Items
• Source: PARCC Assessment Consortia
  Application: Appendix (A) (3) – A, Example
  Item Types: English Language Arts/Literacy
  and Mathematics

  Assessment Items
• Source: 0812 - 1100 - plen - Susan
                Assessment Design
Grade/   Type of       Type of Data   Frequency           Number of       Administration   Scoring
ELA      Component     produced                           items           Mode             Method

3-8      Summative     Scale score    Once annually –     30 Selected     Computer         Computer
         assessing     for            1-2 opportunities   response        Adaptive, SR,    Adaptive:
         Common Core   achievement                                        ECR, TE          automated
                       and growth                         3 Extended                       computer
                                                          constructed     Computer         scoring
                                                          response        Delivered:
                                                                          teacher          Performance
                                                          7 Technology    administered     Event
                                                          enhanced        performance      Combination
                                                                          event            of AI and
                                                          1 Performance                    teacher

                                           Smarter Balanced Assessment Consortium
                    Assessment Design
Grade   Type of     Type of Data   Frequency           Number of items   Administration   Scoring
/ ELA   Component   produced                                             Mode             Method
HS      Summative   Scale score    Once annually –     30 Selected       Computer         Computer
        assessing   for            1-2 opportunities   response          Adaptive, SR,    Adaptive:
        Common      achievement                                          ECR, TE          automated
        Core        and growth     Must be             3 Extended                         computer
                                   administered at     constructed       Computer         scoring
                                   grade 11, may       response          Delivered:
                                   administer in                         teacher          Performance
                                   grades 9 & 10       7 Technology      administered     Event
                                                       enhanced          performance      Combination
                                                                         event            of AI and
                                                       3 Performance                      teacher

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