The Partnership for Assessment of Readiness for College and Careers PARCC Educator Leader Cadre Kick Off Convening Summ

1. The Partnership for Assessment of Readiness for College and Careers PARCC Educator Leader Cadre Kick Off Convening Summer, 2012 Doug Sovde, Carrie Piper, and Bonnie Hain Achieve Sasheen Phillips, Ohio Department of Education

2. Overview Objective: You will gain a working understanding of PARCC’s goals, design, how it is connected to instruction, and the goals and roles of the PARCC Educator Leader Cadres. PARRC 101: The Basics PARCC 201: ECD and the Content Frameworks PARCC 301: ECD and Claims & Task Types Goals and Roles for Educator Leader Cadre Participants

3. PARCC 101 The Basics

4. The Common Core State Standards lay the foundation toward ensuring that students are ready for college and career.

5. PARCC will provide information to determine how students are progressing in that learning. States, districts, schools, and teachers can use this information to inform • Student Interventions • Systemic changes • Curricular and instructional changes

6. K-12 and Postsecondary Roles in PARCC K-12 Educators & Education Leaders • Educators will be involved throughout the development of the PARCC assessments and related instructional and reporting tools to help ensure the system provides the information and resources educators most need 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

7. The PARCC Goals • Create high-quality assessments • Build a pathway to college and career readiness for all students • Support educators in the classroom • Develop 21st century, technology-based assessments • Advance accountability at all levels • Build an assessment that is sustainable and affordable

8. Partnership for Assessment of Readiness for College and Careers (PARCC)

9. The People of PARCC: K-12 and Postsecondary Roles K-12 Educators & Education Leaders • Educators will be involved throughout the development of the PARCC assessments and related instructional and reporting tools to help ensure the system provides the information and resources educators most need 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

10. The People of PARCC: Governance & Committee Structure Advisory Committee on College Readiness (ACCR) Advises Governing Board on postsecondary issues; Gov State reps vote on key college-ready matters Governing Board Deals with major policy issues Steering Committee Technical Advisory Committee (TAC) Responsible for technical and research work Leadership Team (LT) Responsible for operation and management Higher Education Leadership Team (HELT) Responsible for postsecondary engagement to advance college readiness ACCR Steering Committee HELT Working Groups Responsible for advancing research and planning around key higher education issues Technical Working Groups(TWG) Domain-specific technical advisors, appointed by TAC and Leadership Team LT Steering Group Sustainability OWG Responsible for long-term governance strategy Design, Development and Implementation Committees Responsible for day-to-day-aspects of major projects – e.g. assessment development, technology Operational Working Groups (OWG) Responsible for day-to-day-aspects of specific projects and vendor contracts – e.g. item development and tech architecture (incl. LT and some HELT)

11. The PARCC Goals • Create high-quality assessments • Build a pathway to college and career readiness for all students • Support educators in the classroom • Develop 21st century, technology-based assessments • Advance accountability at all levels • Build an assessment that is sustainable and affordable

12. Goal #1: Create High Quality Assessments Priority Purposes of PARCC Assessments: • Determine whether students are college- and career-readyor on track • Assess the full range of the Common Core Standards, including standards that are difficult to measure • Measure the full range of student performance, including the performance high and low performing students • Provide data during the academic year to inform instruction, interventions and professional development • Provide data for accountability, including measures of growth • Incorporate innovative approaches throughout the system

13. Assessment DesignEnglish Language Arts/Literacy and Mathematics, Grades 3-11 2 Optional Assessments/Flexible Administration • End-of-Year • Assessment • Innovative, computer-based items • Required • Mid-Year Assessment • Performance-based • Emphasis on hard-to-measure standards • Potentially summative • Performance-Based • Assessment (PBA) • Extended tasks • Applications of concepts and skills • Required • Diagnostic Assessment • Early indicator of student knowledge and skills to inform instruction, supports, and PD • Non-summative • Speaking And Listening Assessment • Locally scored • Non-summative, required

14. Non-Summative Optional Assessment Components Optional Assessments/Flexible Administration • 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 • Mid-Year Assessment • Performance-based • Emphasis on hard to measure standards • Potentially summative • Diagnostic Assessment • Early indicator of student knowledge and skills to inform instruction, supports, and PD 14

15. Summative Assessment Components • Performance-Based Assessment (PBA) 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 mathematics PBA will focus on applying skills, concepts, and understandings to solve multi-step problems requiring abstract reasoning, precision, perseverance, and strategic use of tools • End-of-Year Assessment (EOY) 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 • End-of-Year • Assessment • Innovative, computer-based items • Performance-Based • Assessment (PBA) • Extended tasks • Applications of concepts and skills 15

16. Promoting Student Access • Contractors must adhere to the following principles: • Use Universal Design principles to create accessible assessments throughout every stage and component of the assessment • Minimize/eliminate features of the assessment that are irrelevant to what is being measured, so that all students can more accurately demonstrate their knowledge and skills • Measure the full range of complexity of the standards • Use technology to make all components of the assessment as accessible as possible

17. Use of Technology

18. Technology Guidelines for PARCCVersion 1.0, April 2012 • Desktops, laptops, netbooks (Windows, Mac, Chrome, Linux), thin client, and tablets (iPad, Windows, and Android) will be compatible devices provided they are configured to meet the established hardware, operating system, and networking specifications- and are able to be “locked down”.

19. Goal #2: Build a Pathway to College and Career Readiness 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 College readiness score to identify who is ready for college-level coursework • Targeted interventions & supports: • 12th-grade bridge courses • PD for educators SUCCESS IN FIRST-YEAR, CREDIT-BEARING, POSTSECONDARY COURSEWORK ONGOING STUDENT SUPPORTS/INTERVENTIONS

20. Goal #3: Support Educators in the Classroom INSTRUCTIONAL TOOLS TO SUPPORT IMPLEMENTATION PROFESSIONAL DEVELOPMENT MODULES K-12 Educator TIMELY STUDENT ACHIEVEMENT DATA EDUCATOR-LED TRAINING TO SUPPORT “PEER-TO-PEER” TRAINING

21. Goal #3: Instructional Supports and Tools Model Content Frameworks • Support implementation of the CCSS; support development of assessment blueprints; provide guidance to state, district- and school-level curriculum leaders in the development of aligned instructional materials • Released November 9, 2011; Re-Release late June; Final in August. • www.parcconline.org/parcc-content-frameworks • Provide educators with examples of ways to implement the CCSS in schools; allow for the development and sharing of ideas for instructional implementation of the CCSS; encourage development of additional PARCC tools • Expected Spring 2013 Professional Learning Modules Model Instructional Units Model Instructional Units

22. Goal #3: Supports and Tools (continued) Professional Development Modules Item and Task Prototypes • Develop professional development modules focused on assessments to help teachers, school and district leaders, and testing coordinators understand the new assessment system and use of the data • Expected Fall 2013 • Develop models of innovative, online-delivered items and rich performance tasks proposed for use in the PARCC assessments. • Expected Summer 2012 Partnership Resource Center • One-stop shop for PARCC resources; provide an online warehouse for all PARCC tools and resources as well as other instructional material being developed by PARCC states and districts and national organizations • Expected Spring 2013

23. Goal #4: Develop 21st Century, Technology-Based Assessments PARCC’s 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

24. Goal #5: Advance Accountability at All Levels • PARCC assessments will be purposefully designed to generate valid, reliable and timely data, including measures of growth,for various accountability uses including: • School and district effectiveness • Educator effectiveness • Student placement into college-credit bearing courses • Comparisons with other state and international benchmarks • PARCC assessments will be designed for other accountability uses as states deem appropriate

25. Implementation and Instructional Support

26. PARCC’s Implementation Support & Stakeholder Engagement To support state efforts to implement and transition to the Common Core and next generation assessments, PARCC will facilitate: • Strategic planning and collective problem solving for the implementation of CCSS and PARCC assessments • Collaborative efforts to develop the highest priority instructional and support tools • Multi-state support to build leadership cadres of educators • Multi-state support to engage the postsecondary community around the design and use of the assessments

27. Implementation Estimating costs over time, including long-term budgetary planning Transitioning to the new assessments at the classroom level Ensuring long-term sustainability Policy Student supports and interventions Accountability High school course requirements College admissions/ placement Perceptions about what these assessments can do Technical Developing an interoperable technology platform Transitioning to a computer-based assessment system Developing and implementing automated scoring systems and processes Identifying effective, innovative item types Areas of Focus for Transition to PARCC

28. PARCC Highlights:The Work is Underway • Quarterly Governing Board meetings where major decisions have been made around assessment design, procurement schedule, committee structure and by-laws • Consortium-wide and in-state meetings, including first two Transition & Implementation Institute, each attended by 200 state and district leaders from over 20 states • Educator Leader Cadres kick off in July 2012 • Release of final by-laws, Model Content Frameworks, procurement schedule, and launch of PARCC website (www.parcconline.org), • Direct engagement with over 5,000 educators, K-12 and postsecondary leaders and state and local officials in nearly all 24 PARCC states.

29. Think-Pair-Share What did you hear that was new to you, or different? What do you want to know more about?

30. PARCC 201 ECD and the Content Frameworks

31. Evidence-Centered Design (ECD) in the Classroom ECD can inform a deliberate and systematic approach to instruction that will help to ensure daily classroom work leads to all students meeting the CCSS.

32. Evidence-Centered Design (ECD) for the PARCC Assessments ECD is a deliberate and systematic approach to assessment development that will help to establish the validityof the assessments, increase the comparability of year-to year results, and increase efficiencies/reduce costs.

33. Purpose and Audience of the Model Content Frameworks Purpose Support implementation of the Common Core State Standards Inform development of item specifications and blueprints for the PARCC assessments in grades 3–8 and high school. Audiences State and local curriculum directors Teachers and building administrators

34. Approach of the Model Content Frameworks for ELA/Literacy PARCC Model Content Frameworks provide one model for how to organize content and integrate the four strands of the CCSS They focus on framing the critical advances in the standards: • Reading complex texts • Reading a range of texts—literature and informational • Writing effectively when using and/or analyzing sources • Conducting and reporting on research • Speaking and listening • Using knowledge of language effectively when reading, writing, and speaking

35. Key Elements of the Model Content Frameworks

36. Model Content Framework Chart for Grade 3

37. Writing Standards Progression from Grade 8 to Grades 9–10 Writing Standards Progression from Grade 8 to Grades 9–10

38. Approach of the Model Content Frameworks for Mathematics • PARCC Model Content Frameworks provide a deep analysis of the CCSS, leading to more guidance on how focus, coherence, content and practices all work together. • They focus on framing the critical advances in the standards: • Focus and coherence • Content knowledge, conceptual understanding, and expertise • Content and mathematical practices • Model Content Frameworks for grades 3-8, Algebra I, Geometry, Algebra II, Mathematics I, Mathematics II, Mathematics III

39. Key Elements of the Model Content Frameworks • Examples of key advances from the previous grade • Fluency expectations or examples of culminating standards • Examples of major within-grade dependencies • Examples of opportunities for connections among standards, clusters or domains • Examples of opportunities for in-depth focus • Examples of opportunities for connecting mathematical content and mathematical practices • Content emphases by cluster

40. Grade 3 Example

41. High School

42. High School

43. Possible Uses of the Model Content Frameworks Assist in transitioning to the CCSS • Help inform curriculum, instruction, and assessment • Increase educator engagement and awareness Assist in evaluating resources Provide awareness on the balance of tasks Help educators think more deeply about the standards, especially foundational structures Inform grade-level analyses

44. Think-Pair-Share What did you hear that was new to you, or different? What do you want to know more about?

45. PARCC 301 ECD and Claims & Task Types

46. Evidence-Centered Design (ECD) for the PARCC Assessments ECD is a deliberate and systematic approach to assessment development that will help to establish the validityof the assessments, increase the comparability of year-to year results, and increase efficiencies/reduce costs.

47. Claims Driving Design: ELA/Literacy

48. ELA/Literacy Task Types ELA/Literacy • PBA: Prose Constructed Response (PCR) • EOY: Evidence-Based Selected Response (EBSR) • EOY: Technology Enhanced Constructed Response (TECR)

49. Claims Driving Design: Mathematics Students are on-track or ready for college and careers *See PARCC Model Content Frameworks for details

50. Mathematics Task Types • Mathematics • Type I (PBA and EOY): Machine scorable, focusing on major content and/or fluency. Could be practice forward. • Type II (PBA):Hand scored (or machine scored if innovative); focused on expressing reasoning. • Type III (PBA): Hand scored (or machine scored if innovative); focused on modeling/application.