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What was the involvement process (for writing the standards?)

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What was the involvement process (for writing the standards?)

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You can see a condensed overview of the development process here.

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To start, there are some resources (handouts/flyers) online in both English and Spanish. (Click here for informational handouts) (Click here for a video in English only) (Click here for videos from Council of the Great City Schools in both English and Spanish)

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CCSS = Common Core State Standards. CCSS-M = Math and CCSS-ELA = English Language Arts

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What is the connection between SBAC and Common Core State Standards?

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What is the connection between SBAC and Common Core State Standards?

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Smarter Balanced Assessment Consortium (SBAC or Smarter Balanced) is the testing consortium (the way we assess) the Common Core standards.  The 2 main consortiums were SBAC and PARCC. California elected to join the Smarter Balanced Assessment Consortium (SBAC).  There are blueprints available on SBAC that show the connections between the test and standards.  (Link to SBAC site here.)

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Teachers use formative assessment during instruction to gain actionable feedback that they can use to adjust their instruction and improve student learning. Learn more about the Formative Assessment Process (PDF).

To support formative assessment, the Digital Library is an online collection of high-quality instructional and professional learning resources contributed by educators for educators. These resources are aligned to college- and career-ready standards standards and help educators implement the formative assessment process to improve teaching and learning.

Check out the Digital Library page for more information about the resources-including Playlists -available to teachers.

Optional interim assessments allow teachers to check student progress throughout the year, giving them information they can use to improve their instruction and help students meet the challenge of college- and career-ready standards. These tools are used at the discretion of schools and districts, and teachers can employ them to check students' progress at mastering specific concepts at strategic points during the school year. The interim assessments consist of the following features:

Interim Comprehensive Assessments (ICAs) that test the same content and report scores on the same scale as the summative assessments.

Interim Assessment Blocks (IABs) that focus on smaller sets of related concepts and provide more detailed information for instructional purposes.

High-quality test items that are developed in the same way as those used for the summative assessments.

Questions that can be machine scored by the Smarter Balanced Test Delivery Engine (some questions such as constructed-response items and performance tasks need to be scored by teachers locally).

Top 3 Reasons for teachers to use the Interim Assessments
Summative assessments determine students' progress toward college and career readiness in English language arts/literacy and math. These are given at the end of the school year and consist of two parts: a computer adaptive test and a performance task. The summative assessments:

Accurately describe both student achievement (how much students know at the end of the year) and student growth (how much students have improved since the previous year) to inform program evaluation and school, district, and state accountability systems

Include writing at every grade and ask students to solve multi-step, real-world problems in mathematics; and

Capitalize on the strengths of computer adaptive testing: efficient and precise measurement with a quick turnaround of results.

More than 220 colleges and universities have agreed to use results of the high school summative assessments as evidence of student readiness for entry-level, credit-bearing courses.
Learn more about the development and design of the summative assessment, including content specifications, item/task specifications, and test blueprints.

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Smarter Assessments - Smarter Balanced Assessment Consortium

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Teachers use formative assessment during instruction to gain actionable feedback that they can use to adjust their instruction and improve student learning. Learn more about the Formative Assessment Process (PDF). To support formative assessment, the Digital Library is an online collection of high-quality instructional and professional learning resources contributed by educators for educators.

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Are there parts for just California in Common Core?

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Are there parts for just California in Common Core?

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Each state was allowed to add up to 15% of their own standards to CCSS (in both ELA and Math) across all grade levels. In California, additions (mostly clarifying standards) are noted in the framework by being bolded and with CA behind.  (Screenshot here shows an example in Grade 4). At the elementary level, there are not significant additions.