Next Generation Standards and Assessment in West Virginia Jan Barth, Special Assignment to State Superintendent
The West Virginia Journey The Vision, The Work, The Delivery Developing New Standards - Rigor - Content - Context - Skills - Technology --
Policy Revisions Began in 2005
CSO Format: Teach 21 Interactive
WVDE has 21 st century learning skills and technology tools standards that overlay the content standards. WVDE proposes to maintain the overlay with the Common Core Standards.
21 st Century Learning: Learning Skills and Technology Tools As
Learning Skills and Technology Tools: 21 st Century Learning
Adopt Common Core Standards and modify /align state curriculum Deliver professional development based on school-level needs around the Common Core (classroom level/jobembedded) Support classroom decision-making based on balanced assessments of the Common Core Provide student/family/educator support to ensure students master the Common Core Standards
What do we know about the correlation between the National Common Core Standards and the 21 st Century Content Standards and Objectives for WV Schools?
Characteristics of Common Core Reading/Language Arts Three Broad Areas Reading Writing Speaking & Listening (Media Literacy) Types of Writing Types of Text Grade Spans K-3 4-5 6-8 9-12
K-5 Numbers & Operations Geometry Measurement 6-8 Number & Operations Algebra Geometry & Measurement Data & Probability
WVDE has 21 st century learning skills and technology tools standards that overlay the content standards. WVDE proposes to maintain the overlay with the Common Core Standards.
Common Core Mathematics The authors provide us with clear statements of what mathematics should be learned at each grade level. Statements tell the teacher to include depth of knowledge levels, Bloom s Taxonomy and levels of cognitive demand.
Common Core Mathematics The math Common Core embraces the notion of teaching less and learning more. The Common Core emphasizes that we can no longer allow students to just follow a teacher-directed procedure and memorize. For ALL students to transcend the Algebra I level in mathematics, we must ensure coherent understanding at all grade levels in core mathematics.
WVDE content coordinators kept abreast of edits to the Common Core. WV keeps informed through national content organizations, CCSSO, NASBE, and other national affiliations Since the State Board approved the Common Core Standards in May 2010, WVDE is prepared to begin the alignment process with groups of K-12 teachers, members of Higher Education faculty, district and RESA staff in August.
Modify /Align state curriculum policy Deliver professional development based on school-level needs around the Common Core (classroom level/jobembedded) Align state resources Support classroom decision-making based on balanced assessments of the Common Core Provide student/family/educator support to ensure students master the Common Core Standards
Transitioning to International Rigor: Common Core Standards, Common Core Assessments and Common Core Performance
Conduct Alignment Study of WESTEST 2 to Common Core Standards (use refresh clause if necessary) Develop Acuity to Common Core Standards Continue to develop capacity of teachers to utilize classroom assessments Use WESTEST 2/ Acuity assessments to measure student growth through 2014 in R/LA and Math WESTEST 2 and Acuity CTB contracts expire in 2014. WV will transition to Common Core Assessments in 2014-15. Transition to balanced assessment system: SMARTER Balanced Consortia will develop performance assessments to learning progressions
The federal language in SFSF and RTTT grant applications calls for states to commit to and create internationally rigorous Proficiency (Mastery) cut scores on their accountability assessments. There is reason to believe nationally-developed common cut scores for proficiency and college readiness will be developed.
National conversations address the verifications of state performance distribution compared to NAEP performance level distributions. NAEP 2009 Mathematics Performance Level Distribution by % WV Below Basic Basic Proficient Advanced At or Above Proficient Grade 4 23% 49% 26% 2% 28% Grade 8 39% 41% 17% 2% 19% WESTEST 2 2009 Mathematics Performance Level Distribution by % Novice Partial Mastery Mastery Above Mastery Distinguished At or Above Mastery Grade 4 2% 33% 36% 19% 9% 64% Grade 8 18% 29% 40% 12% 1% 53% Current WESTEST 2 performance cut scores for Mastery fall short of national rigor.
National conversations now address verification of state performance distribution against TIMSS performance. International 2009 Mathematics Performance Level Distribution by % TIMSS Low Intermediate High Advanced At or Above High Grade 4 23% 41% 21% 5% 26% Grade 8 29% 31% 13% 2% 15% WESTEST 2 2009 Mathematics Performance Level Distribution by % WESTEST 2 Novice Partial Mastery Mastery Above Mastery Distinguished At or Above Mastery Grade 4 2% 33% 36% 19% 9% 64% Grade 8 18% 29% 40% 12% 1% 53% Current WESTEST 2 performance cut scores for Mastery fall short of international rigor.
2009 cut scores show that our Mastery level compares: at the lower levels of Basic on National Assessment of Educational Progress (NAEP). at the D+ level on Trends in Mathematics and Science Study (TIMSS). (Phillips, 2009) Conclusion: WV does not currently use cut scores that are as rigorous as national or international cut scores to determine Mastery Level for our students. WV will determine and use for Mastery transitional cut scores that are increasingly aligned to more rigorous national and international cut scores and use these cuts through 2014.
Create Transitional Cut Scores in 2010 (to be used thru 2014) Commit to 40% Mastery level proficiency cut score per content area, per grade level. These cuts: will place WV Mastery level at the upper levels of Basic on NAEP. will place WV Mastery level at C+ on TIMSS. Conclusions: The 40% cuts will create transitional cut scores for Mastery that align more to national/international rigor in 2010. By 2014, a common cut score for Proficiency will be determined based on the products/research from the RTTT grants. Recommendations: WV will use the transitional cuts beginning in 2010 through 2014.
The WVDE submitted the following requests in the WV Accountability Workbook: use of the new proficiency Mastery level cuts to determine % at mastery targets for 2010 AYP and waiver of current AYP Proficiency Model for a Scale Score Growth Model for 2011 if the data provides more flexibility.
A committee of mathematics and English/reading language arts teachers at the high school and college levels met with the West Virginia Department of Education (WVDE) staff in September 2007 to determine the College Readiness Standards. The Higher Education Policy Commission (HEPC) convened a group of representatives from West Virginia colleges and universities to define college readiness skills in English and mathematics. These college readiness skills were compared to the 11 th grade 21 st century reading and English language arts and mathematics Content Standards and Objectives (CSOs) provided by the WVDE.
The Grade 11 WESTEST 2 reading/language arts and mathematics results will identify college readiness by a defined cut score which will be determined by the WVDE and the Higher Education Policy Commission. The student cut score will not be used to determine college admissions. Students who perform at or above these cut scores will be deemed ready to enroll and succeed in college-credit-bearing freshman level mathematics and English courses. Students who perform below the mathematics cut score will be placed in a college transition course for mathematics. West Virginia Board of Education Policy 2510: Assuring the Quality of Education: Regulations for Education Programs requires students in the professional pathway and college bound students in the skilled pathway, who do not meet the state assessment college readiness benchmark in mathematics, to take the appropriate college transition course during their senior year.
State Plan provides opportunities to measure Student attainment of challenging career and technical skill proficiencies aligned to industry recognized standards Student attainment of industry recognized credential Student attainment of academic proficiencies
WVDE has developed measures in all areas of concentration 101 CTE concentrations defined 4 core classes defined for each concentration e.g., Pre-Engineering Concentration consists of Introduction to Engineering Design, Principles of Engineering, Digital Electronics and Civil Engineering and Architecture End-of-Concentration performance-based assessment for each concentration Each assessment has three performance tasks that include an oral and written component Each assessment is industry certified and scorers are recruited from industry and post secondary
http://careertech.k12.wv.us/
Measures of academic proficiency Profile of CTE completers compared to WESTEST 2 results for 11 th grade students in WV to assure academic achievement is comparable All CTE completers also assessed via ACT WorkKeys Locating Information; Reading for Information; and Applied Mathematics Students who meet WorkKeys benchmarks receive WV workforce readiness credential that is endorsed by WV Workforce Investment Council
Impact of Performance Indicators Each school is required to develop a plan of improvement for any concentration that does not meet one or more of the Core Indicators Improvement Plan is monitored by WVDE Failure to make substantial improvement leads to program audit by WVDE and/or loss of funding for the concentration