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Common Core and PARCC

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  1. Common Core and PARCC Introduction Video

  2. The Partnership for Assessment of Readiness for College and Careers April2013

  3. A Strong Foundation: The Common Core State Standards • Nearly every state in the nation is working individually and collectively to improve its academic standards and assessments to ensure students graduate with the knowledge and skills most demanded by college and careers • The Common Core State Standards in English language arts/literacy and mathematics were created by educators around the nation

  4. *Minnesota adopted the CCSS in ELA/literacy only 46 States + DC Have Adopted the Common Core State Standards


  6. What’s Next?Common Assessments • Common Core State Standards are critical, but it is just the first step • Common assessments aligned to the Common Core will help ensure the new standards truly reach every classroom

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

  8. 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

  9. 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

  10. 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

  11. Goal #1: Create High Quality Assessments • To address the priority purposes, PARCC will develop an assessment system comprised of four components. Each component will be computer-delivered and will leverage technology to incorporate innovations. • Two summative, required assessment components designed to • Make “college- and career-readiness” and “on-track” determinations • Measure the full range of standards and full performance continuum • Provide data for accountability uses, including measures of growth • Two non-summative, optional assessment components designed to • Generate timely information for informing instruction, interventions, and professional development during the school year • An additionalthirdnon-summative component will assess students’ speaking and listening skills

  12. Goal #1: Create High Quality Assessments • 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 • Non-Summative Assessment Components: • 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

  13. Goal #1: Create High Quality Assessments The PARCC assessments will allow us to make important claims about students’ knowledge and skills. • In English Language Arts/Literacy, whether students: • Can read and comprehend complex literary and informational text • Can write effectively when analyzing text • Have attained overall proficiency in ELA/Literacy • In Mathematics, whether students: • Have mastered knowledge and skills in highlighted domains (e.g. domain of highest importance for a particular grade level – number/ fractions in grade 4; proportional reasoning and ratios in grade 6) • Have attained overall proficiency in mathematics

  14. 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

  15. 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


  17. 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

  18. 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

  19. Implementation and Instructional Support & Next Steps

  20. 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

  21. PARCC Timeline Through 2011-12 PARCC Tools & Resources Educator Leader Cadres launched Item and task prototypes released Model Content Frameworks released (Nov 2011) Summer 2012 Fall 2011 Winter 2012 Spring 2012 Fall 2012 Updated Model Content Frameworks Released Item development begins PARCC Assessment Implementation

  22. Timeline Through First PARCC Administration in 2014-2015 PARCC Tools & Resources Partnership Resource Center launched Professional development modules released K-2 Formative Tools Released Diagnostic assessments released College-ready tools released Summative PARCC Assessments (2014-15 SY) Winter 2015 Spring 2015 Fall 2014 Spring 2013 Summer 2013 Fall 2013 Winter 2014 Spring 2014 Summer 2014 Pilot/field testing begins Expanded field testing of diagnostic assessment Expanded field testing Optional Diagnostic and Midyear PARCC Assessments Standard Setting in Summer 2015 PARCC Assessment Implementation

  23. 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

  24. 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 • Contracts awarded to support development of items and tasks and execute item tryouts and field testing • Consortium-wide and in-state meetings, including first two Transition & Implementation Institutes, each attended by 200 state and district leaders • Release of final by-laws, Model Content Frameworks, procurement schedule, and launch of PARCC website ( • Direct engagement with over 1,500 educators, K-12 and postsecondary leaders and state and local officials in nearly all 22 PARCC states

  25. The Trifecta of Change PARCC, AchieveNJ, and the Common Core

  26. Inter-connectedness • The goal of the CCSS is to ensure all students will be college and career ready – ready for success in college mathematics courses or technical training programs upon K-12 competition • Many states are revamping teacher evaluation so that all educators will be evaluated annually on multiple measures of effectiveness, including student learning growth against academic standards and observations of teacher instructional practices. • A Partnership for Assessment of Readiness for College and Careers (PARCC) that will provide the Data for teacher evaluation

  27. Alignment Teacher evaluation systems are aligned to the CCSS if: • Statewide assessments, student learning objectives and other classroom assessment tools focus on the instructional shifts (e.g., for ELA/Literacy teachers: “Does the teacher consistently employ text-dependent questioning?”) • Teacher observation rubrics and model teaching standards clearly articulate the knowledge and skills with which teachers must become proficient to deliver instruction aligned to the CCSS • Teacher evaluation reports and results (e.g., the formative information received throughout the year before and after observations and the summative rating a teacher receives annually) are framed in the language of CCSS • Both formative and summative teacher evaluation results are used to direct targeted, individualized support to educators and to inform large-scale teacher professional development around the CCSS, with a focus on the instructional shifts • Alignment file

  28. What Are the Shifts in the Math Standards at the Heart of PARCC Design? Focus: The PARCC Assessment will focus strongly where the Standards focus Coherence: Think across grades and link to major topics within grades Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application.

  29. Advances in Assessment Required by the Shifts Shift #1 – Focus: The PARCC assessments will focusstrongly where the Standards focus Advance: PARCC assessments will focus strongly where the Standards focus (70% or more on the major work in grades 3-8). Focus allows for a variety of problem types to get at concept in multiple ways. Students will have more time to master concepts at a deeper leve

  30. Advances in Assessment Demanded by the Shifts Shift #2- Coherence: Thinkacross grades, and link to major topics within grades Advance: The assessment design is informed by multi-grade progressions in the Standards and the Model Content Frameworks. Key beginnings are stressed (e.g., ratio concepts in grade 6), as are key endpoints and takeaway skills (e.g., fluency with the multiplication table in grade 3).

  31. Advances in Assessment Demanded by the Shifts Shift #2 - Coherence: Thinkacross grades, and link to major topics within grades Advance: Integrative tasks draw on multiple standards to ensure students are making important connections. The Standards are not treated as a checklist.

  32. Advances in assessment demanded by the shifts Shift #3- Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application Advance: PARCC assessments will reach the rigor in the Standards through innovations in technology and item design…

  33. Using Technology to Advance Assessment and the Shifts Technology enhancements supporting accessibility (e.g., the ability to hover over a word to see and/or hear its definition, etc.) Transformative formats making possible what can not be done with traditional paper-pencil assessments (e.g., simulations to improve a model, game-like environments, drawing/constructing diagrams or visual models, etc.) Getting beyond the bubble and avoiding drawbacks of traditional selected response such as guessing or choice elimination.

  34. Using Technology to Advance Assessment and the Shifts Capturing complex student responses through a device interface (e.g., using drawing tools, symbol palettes, etc.) Machine scorable multi-step tasks are more efficient to administer and score.

  35. Overview of Mathematics Task Types PARCC mathematics assessments will include three types of tasks.

  36. Overarching Habits of MindMake sense of problems, and persevere in solving them. (1)Attend to Precision. (6)

  37. Sample Problem Number and Operations – Fractions 3.NF Develop understanding of fractions as numbers. • Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. 2. Understand a fraction as a number on the number line; represent fractions on a number line diagram. b. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.

  38. 3. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model. Flower Garden

  39. Over Arching Habits of Mind • Make a sense of problems, and persevere in solving them. 6. Attend to Precision • Solving problems is one of the hallmarks of and is the essence of doing mathematics • Mathematical Practices 1 and 6 are fundamental dispositions that are developing mathematical thinkers early and reinforced and threaded throughout a student’s k-12 mathematical experience.

  40. Mathematical Practice 1 • Requires students to draw on: • understanding of mathematical concepts and procedures • Problem-solving strategies and heuristics in reaching a successful response to the problem • Teachers need to teach student how to use their knowledge, skills, attitudes and resources to successfully respond to problems

  41. Mathematical Practice 1 • Based on Polya’s (1957) four problem solving phases: • Understand the problem • Make a plan • Carry out the plan • Look back Aligns with (1) sense making throughout the problem-solving process and (2) perseverance.

  42. Teacher Actions for MP1 • Support students in the problem solving process • Development of rigorous mathematical tasks • Provide information about how students linking is hindered or evolving by interacting with the problem or task • Provide opportunities to meet challenges but not be overwhelmed by them • Require students to explain and justify processes and check the reasonableness of solutions • Planning Questions

  43. Levels of Cognitive Demand • Level of difficulty – a computation completed in isolation with no connection to a context, a different representation or other problem • Level of Importance – Recall for certain lower-cognitive-demand tasks (multiplication facts). The objective is to develop students’ underlying conceptual understanding trough engagement in high-cognitive-demand tasks to facilitate student learning and retention of lower-demand skills. • Facto r File • Sample Problem 3

  44. Mathematical Practice 6 • Requires Middle School students to: • Communicate and calculate precisely and correctly • Use careful accurate vocabulary • Use symbols, most notably the equal sign, and notation correctly • Label axes and represent quantities appropriately when constructing graphs • Include units with quantities as necessary • Perform calculations carefully and appropriately • Describe the procedure they used accurately

  45. Mathematical Practice 6 • Requires teachers to: • Develop with colleagues and model precision in your mathematics instruction • Precision includes using notation, symbols, and models. A unit on probability, students learn new notation and models, such as tree diagrams.

  46. Sample Problem 7.SP.8 • Statistics and Probability 7.SP.8 • 8- Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Stacy is on the girls basketball team and has just been fouled. She gets two free throws. A free throws is worth 1 point, and she is a 50 percent free-throw shooter for the season. What is the probability that she will score 0 points, 1 point, or 2 points during her free throw attempts?

  47. 27/50 = 50% 0 points = 25%1 Points = 50%2 Points = 25%

  48. Domain Analysis

  49. Overview of ELA Model Content Frameworks