Transition to New Standards
Development of Common Core State Standards (CCSS) was timely for Washington—a review and revision of existing reading and writing standards was scheduled for 2010. While the mathematics standards
were revised in 2008, that revision moved our state closer to alignment with the CCSS, and will ease the transition and implementation of the CCSS in the coming years. The revision process provided an opportunity to secure an external review of the Washington standards for clarity and rigor.
Comparison with current standards
OSPI facilitated two comparative analyses to evaluate the match between the Common Core State Standards and Washington standards.
The first analysis was completed by Hanover Research as an external comparison of Washington standards to the Common Core State Standards:
The second comparative analysis was conducted by Washington educators:
The Common Core State Standards will be rolled out to state teachers beginning in the 2012-13 school year. During the 2011-12 school year, OSPI and statewide educational partners, including the nine Educational Service Districts, will begin key transitional activities that will include forming advisory groups and developing regional support structures and materials.
With adoption of the Common Core State Standards, OSPI and its partners will oversee a four-phase implementation strategy that begins in 2011-12 with developing awareness of what the standards are and how they differ from existing standards, and will conclude in 2014-15 with implementation of a new assessment system to measure student achievement of the standards.
Click to enlarge, download, or print
Three-Year Transition Plan for Mathematics (PDF) – While districts can determine their own plan for implementing the Common Core State Standards (CCSS) for Mathematics, the following is a transition plan for those districts who want guidance on how to begin implementing portions of the CCSS. This plan is based on the understanding that the 2008 Washington K-8 Learning Standards will be assessed through 2013-2014. Replacing aligned standards with CCSS domains allows districts to slowly move teachers to the CCSS by emphasizing areas that overlap between the two sets of standards. The cited CCSS domains would be taught in lieu of those 2008 WA standards aligned to these CCSS domains. Any professional development should incorporate the Standards for Mathematical Practice in each domain.
Three-Year Transition Plan for English Language Arts (PDF) – This guidance for districts outlines what OSPI and statewide partners are committed to providing in terms of support for Washington’s schools as we transition to the Common Core State Standards. This framework shows the basic calendar for support availability, and is based on the understanding that the Washington K-10 Reading and Writing Standards (EALRs and GLEs) will be assessed through 2013-2014.
Smarter Balanced—Changes Ahead in Assessment
The Smarter Balanced Assessment Consortium (SBAC) will develop and implement a “new generation” assessment system for participating states that will be piloted in 2013 and operational in the 2014-15 school year.
Participating states have committed to implementing the following features:
- Common CCSS-based computer adaptive summative assessments that make use of technology-enhanced item types and teacher-developed and scored performance events;
- Computer adaptive interim/benchmark assessments—reflecting learning progressions or content clusters—that provide more in-depth and/or mid-course information about what students know and can do in relation to the CCSS;
- Research-supported instructionally sensitive tools, processes, and practices developed by state educators that can be used formatively at the classroom level to improve teaching and increase learning;
- Focused ongoing support to teachers through professional development opportunities and exemplary instructional materials linked to the CCSS;
- Online reporting and tracking system that enables access to key types of information about student progress toward college- and career-readiness and about specific strengths and limitations in what students know and are able to do at each grade level; and
- Cross-state communications network to inform stakeholders about SBAC activities and ensure a common focus on the goal of college- and career-readiness for all students.
For more information: