On the Road to the Next Generation Assessments

1. Kasey Dunlap Clermont County ESC Dunlap_k@ccesc.org On the Road to theNext Generation Assessments

2. Breaking News!

3. 1 Mathematics units must include one unit of algebra II or the equivalent of algebra II. Students on a Student Success Plan may be exempted from taking algebra II. 2 School districts may adopt a policy that would exempt students who participate in interscholastic athletics, band or cheerleading for two full seasons from the physical education requirement. Students must take another course of at least 60 contact hours in its place. 3 Science units must include one unit of physical sciences, one unit of life sciences and one unit advanced study in one or more of the following sciences: chemistry, physics or other physical science; advanced biology or other life science; astronomy, physical geology or other earth or space science. Students on a Student Success Plan may be exempted from advanced study in science. 4 Social studies units must include ½ unit of American history and ½ unit of American government. 5 Electives units must include one or any combination of foreign language, fine arts, business, career-technical education, family and consumer sciences, technology, agricultural education or English language arts, mathematics, science or social studies courses not otherwise required. 6 All students must receive instruction in economics and financial literacy during Grades 9-12 and must complete at least two semesters of fine arts taken any time in Grades 7-12. Students following a career-technical pathway are exempted from the fine arts requirement. 7 The State Board of Education may decide to include an algebra II end-of-course examination in place of algebra beginning for students entering ninth grade on or after July 1, 2016.

5. Spring 2015 Test Schedule Computer Based Paper/Pencil vs. Computer District Choice for 2014-15!

6. Design of the Assessment System

7. Science and Social Studies PBA and EOY Summative Assessment Components

8. What should we be doing? • Implementing Standards • Understand Demands of the Assessments (specifically PBA) • Technological Readiness and Integration

9. PARCC Assessment Development and Design Implementing the Standards • Tools & Resources • Standards • Model Content Frameworks • Evidence Tables • Performance Level Descriptors

10. Implement the StandardsShifts in the Common Core Mathematics • Focus • Coherence • Across Grades • Across topics • Rigor • Deep Understanding • Fluency • Application www.corestandards.org www.achivethecore.org

11. Rigor • In major topics* pursue: • Conceptual Understanding, • Procedural skill and fluency, and • Application with equal intensity • Understanding vs. Fluency * See model content framework for list of major, additional and supporting claims

12. Standards for Mathematical Practice • Make sense of problems and persevere in solving them • Reason abstractly and quantitatively • Construct viable arguments and critique the reasoning of others • Model with mathematics • Use appropriate tools strategically • Attend to precision • Look for and make use of structure • Look for and express regularity in repeated reasoning

13. Connections

14. PARCC Assessment Development and Design Implementing the Standards • Tools & Resources • Standards • Model Content Frameworks • Evidence Tables • Performance Level Descriptors

15. Model Content Frameworks developed by PARCC to … • Inform development of item specifications and blueprints for the PARCC assessments, and • Support implementation of the Common Core State Standards. www.parcconline.org (search: model content frameworks)

16. Structure of the Model Content Frameworks for Mathematics 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

17. Connecting Content and Practices = Rigor • In major topics* pursue: • Conceptual Understanding, • Procedural skill and fluency, and • Application with equal intensity

18. Content Emphasis by Cluster • Ties into the claims structure

19. 4th Grade Model Content Frameworks

20. PARCC Assessment Development and Design Implementing the Standards • Tools & Resources • Standards • Model Content Frameworks • Evidence Tables • Performance Level Descriptors

21. PARCC • Test Specifications • Blue Prints • Evidence Tables • http://www.parcconline.org/assessment-blueprints-test-specs

22. Assessment Blueprints vs Evidence Statements

23. Overview of PARCC Mathematics Task Types

24. Exam Blueprint

25. Math Evidence Centered Design Evidence

26. Evidence Tables Evidence Tables and Evidence Statements… • Describe the knowledge and skills that an assessment item or task elicits from the student. • Are aligned directly to the Common Core State Standards • Highlight the advances around and the coherent nature of the standards • Indicate calculator availability for each item (Mathematics 6-HS)

27. Sub-Claim D: Highlighted Practice MP.4 with Connections to Content (modeling/application) The student solves real-world problems with a degree of difficulty appropriate to the grade/course by applying knowledge and skills articulated in the standards for the current grade/course (or for more complex problems, knowledge and skills articulated in the standards for previous grades/courses), engaging particularly in the Modeling practice, and where helpful making sense of problems and persevering to solve them (MP. 1),reasoning abstractly and quantitatively (MP. 2), using appropriate tools strategically (MP.5), looking for and making use of structure (MP.7), and/or looking for and expressing regularity in repeated reasoning (MP.8). Claims Structure: Mathematics Sub-Claim B: Additional & Supporting Content2 with Connections to Practices The student solves problems involving the Additional and Supporting Content2 for her grade/course with connections to the Standards for Mathematical Practice. Sub-Claim E: Fluency in applicable grades (3-6) The student demonstrates fluency as set forth in the Standards for Mathematical Content in her grade. Sub-Claim A: Major Content1 with Connections to Practices The student solves problems involving the Major Content1 for her grade/course with connections to the Standards for Mathematical Practice. Master Claim: On-Track for college and career readiness. The degree to which a student is college and career ready (or “on-track” to being ready) in mathematics. The student solves grade-level /course-level problems in mathematics as set forth in the Standards for Mathematical Content with connections to the Standards for Mathematical Practice.  Total Exam Score Points: 82 (Grades 3-8), 97 or 107(HS) Sub-Claim C: Highlighted Practices MP.3,6 with Connections to Content3 (expressing mathematical reasoning) The student expresses grade/course-level appropriate mathematical reasoning by constructing viable arguments, critiquing the reasoning of others, and/or attending to precision when making mathematical statements. ~37 pts (3-8), ~42 pts (HS) ~14 pts (3-8), ~23 pts (HS) 14 pts (3-8), 14 pts (HS) 4 pts (Alg II/Math 3 CCR) 7-9 pts (3-6) 12 pts (3-8), 18 pts (HS) 6 pts (Alg II/Math 3 CCR) 1For the purposes of the PARCC Mathematics assessments, the Major Content in a grade/course is determined by that grade level’s Major Clusters as identified in the PARCC Model Content Frameworks v.3.0 for Mathematics. Note that tasks on PARCC assessments providing evidence for this claim will sometimes require the student to apply the knowledge, skills, and understandings from across several Major Clusters. 2 The Additional and Supporting Content in a grade/course is determined by that grade level’s Additional and Supporting Clusters as identified in the PARCC Model Content Frameworks v.3.0 for Mathematics. 3 For 3 – 8, Sub-Claim C includes only Major Content. For High School, Sub-Claim C includes Major, Additional and Supporting Content.

28. Evidence Statements using Exact Standards Language 1. Those using exact standards language

29. Evidence Statements Derived from Exact Standards 2. Those transparently derived from exact standards language, e.g., by splitting a content standard. Here 8.F.5 is split into 8.F.5-1 and 8.F.5-2.

30. Evidence Statements Derived from Exact Standards “Clarifications” provide item developers with guidance on the depth and breadth of the tasks. For the PBA, tasks will assess 3.OA.3. This CCSS has been split into 4 Evidence Statements. The full text of 3.OA.3 is listed in the CCSS. “MP” - Mathematical Practices provide guidance on how content should be connected to practices. For Type 1 tasks, “Evidence Statement Text” may represent all or part of CCSS.

31. Integrative Evidence Statements • 3. Integrative evidence statements that express plausible direct implications of the standards without going beyond the standards to create new requirements • An Evidence Statement could be integrated across • Grade/Course – Ex. 4.Int.2 (Integrated across Grade 4) • Domain – F.Int.1 (Integrated across the Functions Domain) • Cluster - S-ID.Int.1 (Integrated across S-ID Interpreting Categorical & Quantitative Data ) The extension numbers “.1, .2, 3-3” on all “Int” Evidence Statements are used for numbering/ordering purposes for item developers.

32. Integrative Evidence Statements Grade/Course – Ex. 4.Int.1 (Integrated across Grade 4) Draws on content from ALL of grade 4

33. Integrative Evidence Statements Cluster - S-ID.Int.1 (Integrated across S-ID Interpreting Categorical & Quantitative Data ) Algebra I EOY

34. Sub-claim C and Sub-claim D Evidence Statements Within these Subclaim C (Reasoning) and Subclaim D (Modeling) Evidence Statements, the Content Scope lists the CCSS that will be assessed Within “Evidence Statement Key”, these Evidence Statements will address Subclaim C (Reasoning) and Subclaim D (Modeling) . Please note within 3.C.7 and 3.D.2, the Evidence Statements will address on grade level Reasoning (3.C.7) and Modeling (3.D.2) but will utilize “securely held (grade 2) content”.

35. Claim C & D – HS Geometry

36. Sub-claim C and Sub-claim D Evidence Statements 4. Sub-claim C & Sub-claim D Evidence Statements, which put MP. 3, 4, 6 as primary with connections to content High School Evidence Statement Subclaim C (Reasoning)

37. Fluency Evidence Statement – Gr 4

38. Integral pieces to the Math assessments….What you need to know • For mathematics, knowing which evidence statements are eligible for the performance-based assessment (PBA) and the end-of-year assessment (EOY) with accompanying content clarifications and limits is essential. • Also essential in mathematics is to demonstrate the coherent nature of the standards. As such, some evidence statements include more than one standard.

39. PARCC Assessment Development and Design Implementing the Standards • Tools & Resources • Standards • Model Content Frameworks • Evidence Tables • Performance Level Descriptors

40. Capturing What Students Can Do PARCC Performance Level Descriptors • Capture how ALL students perform • Show understandings and skill development across the spectrum of standards and complexity levels assessed

41. Performance Level Descriptors • PARCC will report students achievement using PLDs • and scaled scores • Level 5: Students performing at this level demonstrate a distinguished command of the knowledge, skills, and practices embodied by the Common Core State Standards assessed at their grade level. • Level 4: Solid command… • Level 3: Moderatecommand… • Level 2: Partial command… • Level 1: Minimal command… • NOTE – Level 4 is considered to be “remediation free”

42. Factors that determine the performance levels (Cognitive Complexity) • Mathematical Content • Mathematical Practices • Stimulus Material • Response Mode • Processing Demand

43. Looking at the PLDs Gives the PLD by performance level ranging from 2-5. Level 1 indicates a range from no work shown to Minimalcommand Gives the Sub-Claim that the PLD is written for (A-Major Content) Gives the Conceptual Concept the PLD is based on

44. http://www.parcconline.org/plds

45. What should we be doing? • Implementing Standards • Understand Demands of the Assessments (specifically PBA) • Technological Readiness and Integration

46. Sub-Claim D: Highlighted Practice MP.4 with Connections to Content (modeling/application) The student solves real-world problems with a degree of difficulty appropriate to the grade/course by applying knowledge and skills articulated in the standards for the current grade/course (or for more complex problems, knowledge and skills articulated in the standards for previous grades/courses), engaging particularly in the Modeling practice, and where helpful making sense of problems and persevering to solve them (MP. 1),reasoning abstractly and quantitatively (MP. 2), using appropriate tools strategically (MP.5), looking for and making use of structure (MP.7), and/or looking for and expressing regularity in repeated reasoning (MP.8). Claims Structure: Mathematics Sub-Claim B: Additional & Supporting Content2 with Connections to Practices The student solves problems involving the Additional and Supporting Content2 for her grade/course with connections to the Standards for Mathematical Practice. Sub-Claim E: Fluency in applicable grades (3-6) The student demonstrates fluency as set forth in the Standards for Mathematical Content in her grade. Sub-Claim A: Major Content1 with Connections to Practices The student solves problems involving the Major Content1 for her grade/course with connections to the Standards for Mathematical Practice. Is on both PBA and EOY Master Claim: On-Track for college and career readiness. The degree to which a student is college and career ready (or “on-track” to being ready) in mathematics. The student solves grade-level /course-level problems in mathematics as set forth in the Standards for Mathematical Content with connections to the Standards for Mathematical Practice.  typicallyEOY (check evidence tables) Represents about 70% of instructional time Total Exam Score Points: 82 (Grades 3-8), 97 or 107(HS) Sub-Claim C: Highlighted Practices MP.3,6 with Connections to Content3 (expressing mathematical reasoning) The student expresses grade/course-level appropriate mathematical reasoning by constructing viable arguments, critiquing the reasoning of others, and/or attending to precision when making mathematical statements. ~37 pts (3-8), ~42 pts (HS) ~14 pts (3-8), ~23 pts (HS) PBA C and D tie into A 14 pts (3-8), 14 pts (HS) 4 pts (Alg II/Math 3 CCR) Ties into sub-claim A 7-9 pts (3-6) 12 pts (3-8), 18 pts (HS) 6 pts (Alg II/Math 3 CCR) Sub-claims C,D, and E = practice connected to standards = rigor 1For the purposes of the PARCC Mathematics assessments, the Major Content in a grade/course is determined by that grade level’s Major Clusters as identified in the PARCC Model Content Frameworks v.3.0 for Mathematics. Note that tasks on PARCC assessments providing evidence for this claim will sometimes require the student to apply the knowledge, skills, and understandings from across several Major Clusters. 2 The Additional and Supporting Content in a grade/course is determined by that grade level’s Additional and Supporting Clusters as identified in the PARCC Model Content Frameworks v.3.0 for Mathematics. 3 For 3 – 8, Sub-Claim C includes only Major Content. For High School, Sub-Claim C includes Major, Additional and Supporting Content.

47. Standards for Mathematical Practice • Make sense of problems and persevere in solving them • Reason abstractly and quantitatively • Construct viable arguments and critique the reasoning of others (Claim C PBA) • Model with mathematics (Claim D PBA) • Use appropriate tools strategically • Attend to precision (Claim C PBA) • Look for and make use of structure • Look for and express regularity in repeated reasoning

48. What should we be doing? • Implementing Standards • Understand Demands of the Assessments (specifically PBA) • Technological Readiness and Integration

49. Scroll, keyboarding skills

50. Video, multiple choice