California Common Core
State Standards (CCSS)
Presentation for JUSD
Bilingual Language Tutors
December 13, 2013
CCSS Presentation Objectives
Today’s Topics:
• An Overview of CCSS
• The Six Shifts in ELA and Math
• Details of the ELA and Math Standards
• Timelines for ELA, ELD, Math, and Science
• Assessment Changes
Education Acronyms
Alphabet Soup – 2013/2014
These are terms you may hear
out on the street…
Video
Why do we need
Common Core Standards?
Grab some paper!
Make two columns:
Similarities to the
1997 standards and
instructional practices
Differences
from the 1997
standards and instructional
practices
The Common Core Standards (CCSS)
were developed by the Council of
Chief State School Officers and the
National Governor’s Association
Center for Best Practices, and were
formally released on June 2, 2010.
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© 2011 California County Superintendents Educational Services Association
The focus of the CCSS is to
guarantee that all students are
college and career ready as they
exit from high school.
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© 2011 California County Superintendents Educational Services Association
Overarching Goals for K-12 CCSS
Ensure that our students are:
Meeting college and work
expectations
Prepared to succeed in our global
economy and society, and
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Provided with rigorous content
and applications of higher
knowledge through higher order
thinking skills.
© 2011 California County Superintendents Educational Services Association
The CCSS build upon the
strengths and lessons of
current state standards.
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© 2011 California County Superintendents Educational Services Association
What are the benefits of the CCSS?
 Internationally benchmarked
 Student expectations are clear
to parents, teachers, and the
general public
 Allows for collaboration with
other states on best practices,
instructional materials, and
professional development
 Reduces costs to the state
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© 2011 California County Superintendents Educational Services Association
The Common Core State Standards
 A voluntary state-led effort
coordinated by the CCSSO and
NGA
 Includes parents, educators,
content experts, researchers,
national organizations and
community groups from 48
states, 2 territories and the
District of Columbia
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© 2011 California County Superintendents Educational Services Association
Students with Special Needs
The CCSS provide an historic
opportunity to improve access to
rigorous academic content standards
for students with disabilities.
Many experts in this area were
involved in the development of these
standards to meet IEP needs.
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© 2011 California County Superintendents Educational Services Association
English Learners
The CCSS articulate rigorous grade
level expectations to prepare all
students to be college and career
ready, including English learners.
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© 2011 California County Superintendents Educational Services Association
English Learners
The development of the ELA CCSS
involved linguists and EL experts.
And they had a huge impact on the
language and vocabulary standards
The developers of the CCSS were the
developers of ELD standards for the
CCSS.
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© 2011 California County Superintendents Educational Services Association
ELD Key Features Handout
 Per Assembly Bill 124, the California
Department of Education (CDE) was
required to update, revise, and align the
state's 1999 English Language
Development (ELD) standards to
California's Common Core State Standards
(CCSS) for English-Language Arts (ELA)
that were adopted by the State Board of
Education in August 2010. The State
Board of Education adopted the updated
California ELD standards on November 7,
2012.
ELD Key Features Handout
A set of ELD standards for each
grade level, Kindergarten through
grade 8, and for the high school
grade spans 9-10 and 11-12
Correspondence to CCSS ELA
standards noted for each ELD
standard
ELD Key Features Handout
Three English language proficiency
levels: Emerging, Expanding, and
Bridging;
Standards organized into three
language modes: collaborative,
interpretative and productive, and
three categories under the heading
learning about how English works:
structuring cohesive texts,
expanding and enriching ideas, and
connecting and condensing ideas.
Video
Karen Hess –
Depth of Knowledge
(DOK)
Check your notes with a partner
Similarities
to
the 1997 standards
and instructional
practices
Differences
from the
1997 standards and
instructional
practices
The Six Shifts (Changes)From
1997 Standards to Common Core
Look at the ELA/Literacy and Math
handouts
Make notes when you gain a deeper
understanding of a “Shift”
Be ready to discuss the shifts
ELA Shifts
Math Shifts
The Standards for Mathematical
Practice - SMPs
The same for TK-12
Replace “Mathematical
Reasoning”
Assessed on the Measure of
Academic Performance and
Progress (the new CST)
Video – A Table Problem
Let’s watch a teacher using a
CCSS approach to problem
solving, integrating many
speaking, listening, reading,
and writing standards with
mathematics.
Symbolic Representation
With a small group, think of a
symbol or picture that
illustrates your favorite shift(s).
Draw your symbol on a piece of
paper.
Be ready to share out.
Activity – the Take-Aways
With your team, create a
picture that illustrates your
assigned shift.
Use the mini-poster paper.
Every team member must draw
a piece of the picture.
Be ready to share.
Timelines
ELA + Math
ELD
Science
Activity –
What were you doing when…
2013 Assessment and
Accountability
Information Meeting
California Measurement of
Academic Performance and
Progress (CalMAPP)
Assessment System: Overview
Diane Hernandez, Director
Assessment Development and Administration
Division
CALIFORNIA DEPARTMENT OF EDUCATION
Tom Torlakson, State Superintendent of Public Instruction
Smarter Balanced
Sample Items and Performance Tasks
October 11, 2012
OSPI – Assessment and Student Information
Sample Items
Smarter Balanced Website
 http://www.smarterbalanced.org/sample-items-and-performance-tasks/
Purpose of Sample Items and
Performance Tasks
 Demonstrate rigor and complexity of
ELA/literacy and mathematics items
 Showcase variety of item types:
Selected response
Constructed response
Technology enhanced
Performance tasks
 Help teachers continue planning shifts in
instruction related to Common Core State
Standards (CCSS)
Smarter Balanced Assessment System
Components
Common
Core State
Standards
specify
K-12
expectations
for college
and career
readiness
Summative
assessments
Benchmarked to
college and career
readiness
Teachers and
schools have
information and
tools they need to
improve teaching
and learning
Teacher resources for
formative assessment
practices
to improve instruction
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Interim assessments
Flexible, open, used for
actionable feedback
All students
leave
high school
college
and career
ready
Exploring the
Sample Test Questions
Key Features of Sample Questions
 Mathematics and English Language Arts/Literacy
items
 Computer Adaptive Testing items and
Performance Tasks:
Selected response
Constructed response
Technology enhanced
 On the spot scoring for many items
 Items and tasks will be similar for summative
and interim assessments
Let’s try some test
questions!
Mathematics Test Item Types
•
Selected Response (SR)
•
Constructed Response (CR)
•
Extended Constructed Response (Math)
(ER)
•
Technology Enhanced (TE)
•
Performance Tasks (PT)
Selected Response (SR)
Items
• Series of options from which the
student must choose a correct
response(s).
• Will measure one or more
content standard(s).
Selected Response
Selected Response
Constructed Response Items
•
•
•
•
•
Allows assessment of claims and targets
that are of greater complexity.
Typically requires more analytical thinking and
reasoning than a Selected Response item.
Eliminate the “guessing” factor associated with
typical Selected Response items.
Administered during the Computer Adaptive
Testing portion of the Summative Assessment.
Artificial Intelligence (AI) may be
used for scoring.
Constructed Response
Response
Rubric
Technology Enhanced Items
•
•
Used when Selected Response (SR)
and Constructed Response (CR) items
cannot produce sufficient evidence.
The hope of Smarter Balanced is that
the use of Technology Enhanced (TE)
items on the Summative Assessment
will encourage classroom use of
technology as part of instruction.
Technology Enhanced
Technology Enhanced
Response
Technology Enhanced
Rubric
Extended Constructed
Response
•
Only in Math
•
Part of the Performance Task
•
•
Generating a Response Rather Than
Selecting One
Measure One or More Content Standard(s)
Extended Constructed Response
Response/Rubric
Performance Tasks
•
•
•
Provides a measure of a student’s ability
to integrate knowledge and skills across
multiple standards.
Smarter Balanced defines this as a key
component of college and career
readiness.
Used to better measure depth of
understanding, research skills, and
complex analysis, which cannot be
adequately assessed with Selected
Response or Constructed Response items.
Performance Tasks
•
•
•
•
•
•
Reflect real-world problems.
Multiple approaches are possible.
Presents content that is relevant and
meaningful to students.
Address 21st century skills.
Focus on big ideas rather than facts.
Up to 120 minutes to administer.
Examine the Performance Tasks:
Determine what students need to know and be able to do to be
successful.
•Let’s look at the
Language Arts Test
Items
Technology Enhanced
Vocabulary Grade 4 Item
http://sampleitems.smarterbalanced.org/itempreview/s
bac/ELA.htm
Measurements of Student
Progress Reading Vocabulary Item
Listening Task
http://sampleitems.smarterbalanced.org/itempreview/s
bac/ELA.htm
Item Rubric
Item
Scoring
Rubric
http://sampleitems.smarterbalanced.org/itempreview/s
bac/ELA.htm
Brief Write with Text Evidence
High School Proficiency Exam Writing
Grade 10
Persuasive Argumentative Writing
Experience-based persuasive prompt
Curfews
Community officials have proposed that individuals under the age
of 18 cannot be out after 9:00 p.m. unless they are with an adult.
Take a position on this proposal. Write a multiple-paragraph letter
persuading community officials to support your position.
Smarter Balanced
Grade 11 Performance Task
Smarter Balanced – Nuclear Power
Source-based performance task
20-minute classroom activity
(accessibility)
Part I: Research and evaluate sources
(take notes and answer questions)
Part II: Write argumentative essay citing
evidence from sources
Performance Task:
Classroom Activity
http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/performance-tasks/nuclear.pdf
Performance Task:
Introduction to Activity
http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/performance-tasks/nuclear.pdf
Performance Task: Research
http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/performance-tasks/nuclear.pdf
Performance Task:
Research Questions
http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/performance-tasks/nuclear.pdf
Performance Task:
Argumentative Essay Assignment
http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/performance-tasks/nuclear.pdf
Performance Task:
Essay Scoring Criteria
http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/performance-tasks/nuclear.pdf
AB 484: Required Assessments
for the 2013–14 School Year
Spring 2014 Smarter Balanced Field Test
for English–language arts (ELA) and math
in grades 3—8, and grade 11 (and a select
sample in grades 9 and 10)
 California Alternate Performance
Assessment (CAPA) for ELA and math in
grades 2 through 11
Science in grades 5, 8, and 10, including
CST,
CMA, and CAPA
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Stay the Course!
More similarities than differences in the
standards
Implement a truly balanced instructional
program as this will support the transition
Continue to use quality assessments to inform
and drive effective instruction
Provide opportunities for collaboration and
planning
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© 2011 California County Superintendents Educational Services Association
For Further Information
CDE Assessment Transition Office
sbac@cde.ca.gov
916-445-8517
Technology Readiness Coordinator
sbac-itreadiness@cde.ca.gov
Smarter Balanced Assessment
Consortium Web site
http://www.smarterbalanced.org
CDE Smarter Balanced Web Page
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http://www.cde.ca.gov/sbac/