Presentation made at the November 18, 2011 IASA Workshop titled "Leading in this New Age of Student, Teacher and Principal Accountability

1. Marilynn Kulieke, Ph.D.
Laura Murray, Ph.D.
November 18, 2011

2. Presentation Overview
1. Role of Leadership in Transitioning to Common
Core Standards
2. What the Superintendent Needs to Know: A Road Map for
Success
3. Assessment and the PARCC Consortium
4. Questions and Answers

3. Leadership
What are the characteristics of great leadership for
Superintendents transitioning to Common Core Standards?
1. Develop and communicate strong beliefs
2. Accept responsibility
3. Surround yourself with great people
4. Study, read, learn independently
“Leadership can be learned and developed through practice as well
as by studying the leadership, ideas, and behaviors of great leaders.”
– Rudolph Guiliani with Ken Kursh

4. Leadership
“The true measure of a successful
organization is not what it knows but
what it does with what it knows.”
- Warran Bennis

5. Leadership
• Its test is not logic, but results
• Its essence is not knowing, but doing
•Its only authority is performance

6. Mythbusters: CCS Edition
1. Illinois Adopted CCS in June 2010
True. However, the implementation is a process. Illinois plans to
completely transition to CCS by 2014. Currently standards
exist in English, Language Arts, and Mathematics. There are
plans for developing both Science and Social Studies
2. The standards will be implemented through NCLB led by the
federal government
False. CCS was developed at the state level through
collaboration between state and education leaders.
– ISBE 2011

7. Mythbusters (continued)
3. No teachers were involved in writing the standards
False. The standards were developed through collaboration
between content experts, states, teachers, school
administrators, and parents.
4. The standards tell teachers what to do
False. The standards are a clear set of shared goals. Local
teachers and administrators will decide how the standards
are to be met.
– ISBE 2011

8. Mythbusters (continued)
5. 48 States worked on the Common Core Standards.
True. Which states were not involved in the process?
6. The standards prepare students for Algebra 1 in 8th Grade.
True. In order to better prepare all students for high school
mathematics and college coursework in the STEM
disciplines, the Common Core teaches students Algebra 1 in
8th grade.
– ISBE 2011

9. ISBE Position
According to the ISBE in July 2011:
• Illinois is not aligning state standards to CCS BUT
TRANSITIONING to CCS by 2014.
• There will be CCS in science by 2012.
• Social Science is just beginning to develop CCS.

10. Design of English and Language Arts
Standards
1. Reading – balance of literature and informational tests; text
complexity
2. Writing – emphasis on argument and informative writing; writing
using primary sources
3. Speaking and listening – inclusion of formal and informal talk
4. Language – stress on general academic and domain-specific
vocabulary
5. Embedded in ELA are standards for reading and writing in social
science, science, and technology

11. Design of K-12 ELA Standards
• K-8 listed by grade-level
• 9-12 listed in two year bands (9 and 10; 11 and 12) to
allow for flexibility in course design

12. Illinois Standards to Common Core
Common Core Standard CC IL Illinois Matched
Grade Grade Standard
Use knowledge that every 1 1 Demonstrate phonological
syllable must have a vowel awareness (e.g., counting
sound to determine the and syllabus) of sounds in
number of syllables in a words.
printed word.

13. Illinois Standards to Common Core
Common Core Standard CC IL Illinois Matched
Grade Grade Standard
Propel conversations by 11-2 11-12 1. Analyze and defend
posing and responding to interpretation
questions that probe 2. Evaluate how text is
reasoning and evidence; used to express ideas
ensure a hearing for a full 3. Critically evaluate
range of positions, clarify, information
verify, or challenge ideas and
conclusions.

14. Mathematics
Focus and coherence
•Focus on key topics at each grade level
•Coherent progression across grade levels
Balance of concepts and skills
•Content standards require both conceptual understanding
and procedural fluency
Mathematical practices
•Foster reasoning and sense making
•Real world implications and applications
College and career readiness
•Level is ambitious but achievable
•Algebra 1 in 8th grade

15. Design of K-8 Math Standards
Domain – overarching ideas that connect types across
grade levels
Clusters – demonstrate the grade-by-grade progress of
task complexity
Standards – define what a student should know and be
able to do at a specific grade level

16. Design of 9-12 Math Standards
Organized by conceptual categories:
• Numbers and quantity
• Algebra
• Functions
• Modeling
• Geometry
• Statistics and Probability

17. Illinois Standards to Common Core
Common Core Standard CC IL Illinois Matched
Grade Grade Standard
Identify and describe shapes. K K-3 Identify related two and
Describe objects in the three dimensional shapes
environment using names of including circle-sphere,
shapes, and describe the square-cube, triangle-
relative position of these pyramid, rectangle-
objects such as above, rectangular prism and their
below, beside, and next to. basic properties.

18. Illinois Standards to Common Core
Common Core Standard CC IL Illinois Matched
Grade Grade Standard
Understand and apply the 8 6-8 Compute distances,
Pythagorean Theorem. lengths and measures of
Explain a proof of the angles using proportions,
Pythagorean Theorem and the Pythagorean theorem
its converse. and its converse.

19. Illinois Standards to Common Core
Common Core Standard CC IL Illinois Matched
Grade Grade Standard
Create equations that 9-12 6-8 Solve problems using
describe numbers or numeric, graphic or
relationship. Create symbolic representations of
equations and inequalities in variables, expressions,
one variable and use them to equations and inequalities.
solve problems. Include
equations arising from linear
and quadratic functions, and
simple rational and
exponential functions.

20. Mathematics Debate
Procedures, calculus, discrete
mathematics, advanced quantitative
reasoning
Algebra 2 Mathematics 3
Geometry Mathematics 2
Algebra 1 Mathematics 1
Typical pathway (U.S.) Integrated Pathway (Outside U.S.)

21. Presentation Overview
1. Role of Leadership in Transitioning to Common
Core Standards
2. What the Superintendent Needs to Know: A Road Map for
Success
3. Assessment and the PARCC Consortium
4. Questions and Answers

22. Road Map for Success
ISBE/Common Core Website
•http://www.isbe.state.il.us/common_core/default.htm
•Location Directions:
1. Navigate to the ISBE Common Core homepage
2. The ISBE Common Core Website will be displayed. From here you will be able to
locate all information relevant to the Common Core State Standards.
Common Core: English Language Arts
•http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
•Location Directions:
1. Located on the ISBE Common Core Website there will be a box with Common Core
links located on the right. You will click on English Language Arts in a PDF or Excel
format.
2. Page 8 will provide information on how to read the standards and what is in each
appendix.
Common Core: Mathematics
•http://www.corestandards.org/assets/CCSI_Math%20Standards.pdf
•Location Directions:
1. Located on the ISBE Common Core Website there will be a box with Common Core
links located on the right. You will click Mathematics in a PDF or Excel format.
2. Page 3-4 include the introduction for the mathematic standards.

23. Road Map for Success
PARCC and the 2014-2015 Assessment
• Description: 26 states are working together in the Partnership for the Assessment of
Reading for College and Careers. The new assessment system will greatly increase the
number of graduating students who are ready to succeed after graduation. Illinois is one of
the 11 states serving on PARCC’s governing board, helping to lead the way.
•http://parcconline.org/
National Parent Teacher Association
• Description: The Parents’ Guide to Student Success was developed in response to the
Common Core Standards in ELA and mathematics. National PTA created the guides for
grades K-8 and two for grades 9-12.
•http://www.pta.org/4446.htm

24. Presentation Overview
1. Role of Leadership in Transitioning to Common
Core Standards
2. What the Superintendent Needs to Know: A Road Map for
Success
3. Assessment and the PARCC Consortium
4. Questions and Answers

25. Standards-based  Overall, it is believed that students
educated in the United States are not
Assessment competitive in a global economy.
State and
The Perfect Storm Business Universities Local
Federal
Government
Government
 External Solutions to the Education
Problem: Unprecedented Accountability
Common State, Exit, E RTI and
Race to The
Core ntrance Monitoring
Top
Initiative Testing Initiatives
 Internal Solutions to the Unprecedented
Accountability: Standards-based
Curriculum, Instruction, and Assessment
Summative
Aligned Instructional and
Curriculum Changes Formative
Assessments

26. CCSS and Assessment
Online Paper and
We may not know with Assessments Pencil
? ?
certainty what type of State
assessments will be given in Based on
Illinois in 2014. Standards
But we do know that your
district will be well positioned
if it uses a…. Rubrics or
Checklists
?
Standards-based approach
to assessment

27. Standards-based Assessment
Curriculum Instruction
Standards-based Common
assessments are Core State
aligned with curriculum Standards
and instruction for
maximum learning
And must be driven by Assessments
the Common Core State
Standards

28. Which Standards?
Illinois
Learning
ACT Standards
College (ISAT) WorkKeys
Readiness Skills
Standards (PSAE)
(PSAE)
Common Core State
Standards
Objectives Objectives
and and
STEM Standards
Standards
Skills from
from
(Science, Current
Curriculum Technology,
Materials Assessments
Engineering,
and
Mathematics)

29. Which Grade Level???
Grade
11
Grades
Grades 3 to 5
K to 2
Grades
9 to 12
Grades
K to 5 Grades
3 to 8

30. In which content areas are students in
Illinois assessed?
Social Sciences
Sciences
Language
Arts and Mathematics
2014-2015
Literacy
2014-2015
Business,
Technology,
Fine Arts and Applied
Physical
World Education Sciences
(Including Career
Languages and and Workplace)
Health

31. Implications of the Common Core
Standards
A “standard” is a “standard” is a “standard” if you are already
using a standards-based approach to assessment.
Examples:
A. ILS The New Illinois Learning Standards for English Language Arts
Incorporating the Common Core Reading (CC6.R.I.1):
Cite textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text.
B. CCSS Reading: (CCRL 6.1)
Cite textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text.

32. Implications of the Common Core
Cross-Disciplinary
There is an expectation, in reading, in particular that the
standards cross disciplines. Specific standards in English
Language Arts and Literacy in History/Social Studies,
Science, and Technical Subjects were developed.
Examples:
A. CCSS Literary Reading (RL 4): Determine the meaning of words and phrases
as they are used in a text, including figurative and connotative meanings;
analyze the impact of a specific word choice on meaning and tone.
B. CCSS History/Social Science Reading (RH 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.

33. Implications of the Common Core
Specificity
Standards differ in their level of specificity – which makes
assessment development easier or harder.
Examples:
A. ACT College Readiness: (MCR:FU/a/20-23) Evaluate quadratic functions
expressed in function notation as integer values.
B. CCSS Mathematics: (M-RNa) Extend the properties of exponents to rational
exponents.

34. Implications of the Common Core
Level of Thinking
Many districts use a framework to identify the “level of
thinking” required by a standard. This determines the most
appropriate type of assessment strategy.
Recall and recognize data or information
Know and understand the meaning of data or information
Apply knowledge and skills in new situations and generalize
Examples:
A. CCSS Literacy in History/Social Sciences (RHCC.8e) Delineate and evaluate
the argument and specific claims in a text, assessing whether the reasoning is
valid and the evidence is relevant and sufficient; identify false statements and
fallacious reasoning.
B. CCSS Mathematics: (N-UMb) Add and subtract vectors.

35. Implications of the Common Core
Rigor
Common Core State Standards generally have higher rigor
at a particular grade level than pre-existent standards in
both reading and mathematics. Text complexity raises the
difficulty in reading.
Examples:
A. CCSS Mathematics Grade 3 (M3OA:8-9): Solve problems involving the four
operations and identify and explain patterns in arithmetic.
B. ILS Mathematics Grade 3 (M6.B.1): Solve one- and two-step problems with
whole numbers using addition, subtraction, multiplication and division.

36. Implications of the Common Core
Content vs. Skill
Common Core State Standards have an emphasis on skills
over content. The curriculum and instructional strategies that
are needed to enhance skills are much different than those
needed to enhance content knowledge and understanding.
Examples:
A. ILS Reading (S-1CA): Understand statistics as a process for making inferences
about…
B. CCSS Literacy in History/Social Sciences (RHCC.3F): Analyze in detail a series
of events described in a text: determine whether earlier events caused later
ones or simply proceeded them

37. Implications of the Common Core
Assessments
 Assessments will be more performance-based.
 Example: Students are asked to identify the reasons Clyde Robert Bulla gives in his book
A Tree is a Plant in support of his point about the function of roots in germination.
 Assessments will be more application oriented.
 Example: Students are asked to describe the connection between drag and flying in Fran
Hodgkin’s and True Kelley’s How People Learned to Fly by performing the “arm spinning”
experiment described in the text.
 Assessments will require higher levels of thinking.
 Example: Our school has to select a girl for the long jump at the regional championship.
The following girls are in contention. We have a school jump-off. Their results, in meters are
given below. Hans says “Aisha has the longest averages. She should go to the
championship. Do you think Hans is right.? Explain your reasoning.

38. Transitioning
Steps in Transitioning to Standards-based
Assessments that Measure the Common Core
1. Review the alignment of your current curriculum with the Common Core
State Standards.
2. “Unpack “ standards so that there is articulation from grade to grade,
increasing the difficulty at each grade level.
3. Provide resources to staff to develop instructional strategies that are
successful in building knowledge and skills of all students.
4. Use both formative assessments to monitor progress and provide
feedback, as well as summative assessments to measure growth.
5. As always, provide extra support for students who are behind in developing
their knowledge and skills.

39. Transitioning
Begin your review with Language Arts and Mathematics.
Examine both vertical (across a grade) and horizontal (across grades)
alignment.
 Examine “gaps” in the curriculum. Where is there a lack of alignment?
If you do not begin with alignment, the process of becoming “standards-
based” will force alignment.

40. Transitioning
Standards are not always at the same level of specificity. Use the following 5-step
process.
 Use a diagramming tool (e.g., web, chart, graphic organizer) to describe the
relationship between the different parts of a standard.
 Evaluate the verb(s) used in the standard. Determine the standard’s required level
of thinking.
 Examine the vocabulary. Assess the need for further clarification of terminology.
 Align the standard with a lesson or unit taught within a course.
 Set an assessment strategy – considering an assessment as formative or
summative.

41. Transitioning
PARCC
The Partnership for Assessment of Readiness for College and Careers (PARCC) is a
consortium of states working together to develop a common set of K-12 assessments in English and math
anchored in what it takes to be ready for college and careers. Expects to release the assessments in
2015. Now, this includes end-of-year assessments in grades 3-8.
 PARCC Model Content Framework – English Language Arts/Literacy
 http://www.parcconline.org/sites/parcc/files/PARCC%20MCF%20for%20ELA%20Literacy_Fall%202011%2
0Release.pdf
 PARCC Model Content Framework – Mathematics Grades 3 – 11
SMARTER BALANCED ASSESSMENT CONSORTIUM
This consortium (SBAC) is one of two multistate consortia awarded funding from the U.S. Department of
Education to develop an assessment system based on the new Common Core State Standards. SBAC will
develop a balanced set of measures and tools, each designed to serve specific purposes. They will be
developing summative, interim, and formative assessments.
 http://www.k12.wa.us/smarter/

42. Transitioning
 Formative Assessment  Summative Assessment
(Assessment for Learning) (Assessment of Learning)
- Intentional process used by - Point-in-time assessment
teachers and students during - Measures a predetermined
instruction set of standards
- Provides feedback to adjust - E.g., finals, benchmark,
ongoing teaching and interims, achievement
learning tests, state tests
- E.g., classroom, interims,
homework

43. Transitioning
 Marzano’s study of Strategies Leading to Achievement Gains
• Identifying similarities and differences (1.61)
• Summarizing and note taking (1.00)
• Reinforcing effort and providing recognition (.80)
• Homework and practice (.77)
• Nonlinguistic representation (.75)
• Cooperative learning (.73)
• Setting objectives and providing feedback (.63)
• Generating and testing hypotheses (.61)
• Questions, cues and advance organizers (.59)
- Marzano, R.J. et al

44. Transitioning
 Draft an implementation plan
 Communicate how the CCSS address equity
 Plan long-range, articulated professional development
 Foster communication across and within content areas
 Review current instructional and assessment material
 Create a transition plan for curricular and assessment content
- Education Northwest, September 2011

45. Presentation Overview
1. Role of Leadership in Transitioning to Common
Core Standards
2. What the Superintendent Needs to Know: A Road Map for
Success
3. Assessment and the PARCC Consortium
4. Questions and Answers