Implementing Indiana’s Common Core Standards

Zach FoughtyDirector of College and Career

ReadinessIndiana Department of Education

Implementing Indiana’s Common Core Standards

Agenda

• Why “common” College and Career Readiness standards? Didn’t we have great standards before?

• What are Indiana’s Common Core (INCC)?

• How will we assess INCC?

• Disparate standards across states• Global competition• Today’s jobs require different skills• For many young people, a high

school degree isn’t preparing them for college or a good job

Do we need “common” standards?

• “College” means much more than just pursuing a four- year degree at a university.

• Includes any postsecondary education or training experience (two- and four-year, certifications)

• “College ready” – possess the English and mathematics knowledge and skills necessary to qualify for and succeed in entry-level, credit-bearing college courses without remedial coursework.

College readiness

• A “career” is not just a job, but provides a family-sustaining wage and pathways to advancement

• A job may be obtained with a high school diploma, but offers no guarantee of advancement or mobility

• “Career ready” – possess the English and mathematics knowledge and skills necessary to qualify for and succeed in the postsecondary job training and/or education necessary for their chosen career

Career readiness

• In Indiana, we must update standards at least every 6 years (by statute)

• IAS: “A mile wide and an inch deep”– CCSS represents a different type of rigor

• INCC and IAS rated similarly in 2010 Fordham analysis– Equally rigorous, IAS had more supports– Gap closed?

http://doe.in.gov/commoncore

What about our standards (IAS)?

Indiana Common Core Standards

Standards for College and Career Readiness

• “Common Core Standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs.”

(NGA & CCSSO, 2010)

What are the INCC?

• INCC for English language arts and Literacy in History/Social Studies, Science, and Technical Subjects– K-5: INCC for ELA– 6-12: INCC for ELA + Literacy standards for

virtually every other area– Not content standards for H/SS, Sci, TS

• INCC for Mathematics– K-Algebra II Content Standards– K-12 (16?): Math Practices (applicable in many

subjects)

So what are the INCC exactly?

1. Fewer, clearer, higher2. Aligned with college and work expectations3. Include rigorous content and application of

knowledge through higher-order skills4. Build on strengths and lessons of current

standards5. Informed by top-performing countries6. Evidence and/or research based7. Realistic and practical for the classroom8. Consistent across all states

Criteria for development

• Led by Council of Chief State School Officers and National Governor’s Association

• Started with “College and Career Ready Graduation Standards” (September 2009)

• CCSS writing teams (math and ELA) drafted first public version (March 2010)

• 10,000+ public comments were considered in finalizing the current version (June 2010)

How were they developed?

46* States + DC, DoDEA

*Minnesota adopted ELA only

Key advances of the INCC

MATHEMATICS

Focus: Focus strongly where the standards focus

Coherence: Think across grades, and link to major topics

Rigor: In major topics, pursue conceptual understanding,

procedural skill and fluency, and application

**NEW** Standards for Mathematical Practice

ENGLISH LANGUAGE ARTS/LITERACY

Building knowledge through content-rich nonfiction

Reading, writing, and speaking grounded in evidence from

text, both literary and informational

Regular practice with complex text and its academic language

**NEW** Literacy standards for history, science and technical

subjects

ANCHORED IN COLLEGE AND CAREER READINESS

ANCHORED IN COLLEGE AND CAREER READINESS

Indiana Common Core Standards

Mathematics Key Advances

• Significantly narrow the scope of content and deepen how time and energy is spent

• Focus deeply only on what is emphasized in the standards, so that students gain strong foundations

(Student Achievement Partners, 2012)

Focus

• Carefully connect learning within and across grades so that students can build new understanding on foundations

• Each standard is an extension of previous learning, not a disconnected topic – build on the conceptual understanding from previous grades

(Student Achievement Partners, 2012)

Coherence

• Example: Data representation

(Student Achievement Partners, 2012)

Coherence

• Example: Geometric measurement

(Student Achievement Partners, 2012)

Coherence

• Students must have a balance of:– Solid conceptual understanding– Procedural skill and fluency– Application of skills in problem solving

situations

• Requires equal intensity in time, activities, and resources in pursuit of all three

(Student Achievement Partners, 2012)

Rigor

Mathematical Practices

Priorities in Mathematics

GradePriorities in Support of Rich Instruction and Expectations of Fluency/Conceptual Understanding

K-2Addition and subtraction, measurement using whole number quantities

3-5Multiplication and division of whole numbers

6Ratios and proportional reasoning; early expressions and equations

7Ratios and proportional reasoning; arithmetic of rational numbers

8 Linear algebra

Indiana Common Core Standards

ELA/Literacy Key Advances

• Informational text makes up vast majority of required reading in college/workplace (80%)

• Informational text is harder for students to comprehend than narrative text

• INCC moves percentages to:– 50:50 at elementary level– 75:25 at secondary level (includes ELA,

science, social studies) (Student

Achievement Partners, 2012)

Content-rich Nonfiction

• “Rigorous, text-dependent questions require students to demonstrate that they can follow the details of what is explicitly stated and make valid claims and inferences that square with the evidence in the text.”

(PARCC Model Content Framework, 2012)

Text-based Evidence

• Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands

• Quantitative measures – word length or frequency, sentence length, and text cohesion

• Reader and task considerations – motivation, knowledge, and experiences

Overview of Text Complexity

Grade Bands and Lexile RangesText Complexity Grade Band in

INCC

Old Lexile Ranges*

Lexile Ranges Aligned to CCR Expectations

K-1 N/A N/A

2-3 450-725 450-790

4-5 645-845 770-980

6-8 860-1010 955-1155

9-10 960-1115 1080-1305

11-12 1070-1220 1215-1355* Currently, less than 50% of students meet the old Lexile ranges by graduation

Assessing INCCPARCC: Partnership for

Assessment of Readiness for College and Careers

www.PARCConline.org

• Common Standards are critical, but it is just the first step

• Common assessments aligned to Indiana’s Common Core will help ensure the new standards truly reach every classroom

What’s Next?

PARCC States

• K-12 Educators & Education Leaders– Educators will be involved throughout the

development of the PARCC assessments and related instructional and reporting tools

• Postsecondary Faculty & Leaders– Nearly 750 institutions and systems covering

hundreds of campuses across PARCC states have committed to help develop the high school assessments and set the college-ready cut score that will indicate a student is ready for credit-bearing courses

K-12 and Postsecondary Roles

1. Create high-quality assessments

2. Build a pathway to college and career readiness for all students

3. Support educators in the classroom

4. Develop 21st century, technology-based assessments

5. Advance accountability at all levels

6. Build an assessment that is sustainable and affordable

PARCC Goals

• Priority Purposes of PARCC:1. Determine whether students are college- and career-ready

or on track

2. Assess the full range of the Common Core Standards, including standards that are difficult to measure

3. Measure the full range of student performance, including the performance high and low performing students

4. Provide data during the academic year to inform instruction, interventions and professional development

5. Provide data for accountability, including measures of growth

6. Incorporate innovative approaches throughout the system

Goal #1: High Quality Assessments

• Performance-Based Assessment:– Administered as close to the end of the school

year as possible. The ELA/literacy PBA will focus on writing effectively when analyzing text. The math PBA will focus on applying skills, concepts, and understandings to solve multi-step problems requiring math practices.

• End-of-Year Assessment:– Administered after approx. 90% of the school

year. The ELA/literacy EOY will focus on reading comprehension. The math EOY will be comprised of innovative, machine-scorable items.

Goal #1: Summative Components

• Diagnostic Assessment:– Designed to be an indicator of student

knowledge and skills so that instruction, supports and professional development can be tailored to meet student needs.

• Mid-Year Assessment:– Comprised of performance-based items and

tasks, with an emphasis on hard-to-measure standards. After study, individual states may consider including as a summative component.

Goal #1: Non-Summative Components

• In ELA/Literacy, whether students:– Can read and comprehend complex literary and

informational text– Can write effectively when analyzing text– Have attained overall proficiency in ELA/Literacy

• In Mathematics, whether students:– Have mastered knowledge and skills in

highlighted domains (e.g. domain of highest importance for a particular grade level – number/ fractions in grade 4; proportional reasoning and ratios in grade 6)

– Have attained overall proficiency in mathematics

Goal #1: Claims about Students

Goal #2: CCR for All Students

K-2 formative

assessment being

developed, aligned to the PARCC

system

Timely student achievement data showing students,

parents and educators whether

ALL students are on-track to college and

career readiness

ONGOING STUDENT SUPPORTS/INTERVENTIONS

College readiness score to identify who is

ready for college-

level coursework

SUCCESS IN FIRST-YEAR,

CREDIT-BEARING, POSTSECONDARY

COURSEWORK

Targeted interventions & supports:

•12th-grade bridge courses• PD for educators

• PARCC assessment will be computer-based and leverage technology in a range of ways:– Item development: Develop innovative tasks that

engage students in the assessment process– Administration: reduce paperwork, increase security,

reduce shipping/receiving & storage; increase access to and provision of accommodations for SWDs and ELLs

– Scoring: Make scoring more efficient by combining human and automated approaches

– Reporting: Produce timely reports of students performance throughout the year to inform instructional, interventions, and professional development

Goal #4: Technology-Based

PARCC Timeline

Fall 2011

Winter 2012

Spring2012

Summer 2012

PARCC Assessment Implementation

PARCC Tools & Resources

Model Content

Frameworks released (Nov 2011)

Educator Leader Cadres

launched

Item and task prototypes released

Item development begins

Updated Model Content

Frameworks Released

Fall2012

PARCC TimelinePARCC Tools & Resources

College-ready tools released

Partnership Resource

Center launched

Professional development

modules released

Diagnostic assessments released

Pilot/field testing begins

Expanded field testing of diagnostic

assessment

Optional Diagnostic and Midyear PARCC Assessments

Spring2013

Summer 2013

Winter 2014

Spring2014

Summer 2014

Fall2013

Fall2014

PARCC Assessment Implementation

Expanded field testing

K-2 Formative

Tools Released

Winter 2015

Spring2015

Summative PARCC

Assessments (2014-15 SY)

Standard Setting in Summer

2015

When will we get there?

Year Instruction Assessment

2011-12

Indiana Standards & Essential CCSS

Indiana Standards

2012-13

Indiana Standards & Essential CCSS

Indiana Standards

2013-14

CCSS and Essential Indiana Standards

Indiana Standards

2014-15

CCSS CCSS