CCSS & Partnership for Assessment of Readiness for College and Careers An Overview

7/28/2019 CCSS & Partnership for Assessment of Readiness for College and Careers An Overview

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Common Core State StandardsandPartnership for Assessment ofReadiness for College and Careers

An OverviewCassandra Brown

Division of Florida Colleges


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Agenda

Assessing Current CCSS Knowledge

What are the CCSS? History

Old vs. New

What is PARCC? Assessment Components

Item Prototypes

Timelines FCAT to PARCC

Teacher Assessments

Resources


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Assessing Current Knowledge

What knowledge, skills, and behaviors does a

student need to be successful in school, life,

and work?

Knowledge Skills Behaviors

School

Life

Career


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What do you feel is missing from the current

set of standards?

List words you feel describe the Common Core

State Standards or should describe a new set

of standards?

Missing New Standard

Descriptions/Should Include

.

.

.

.

.

.


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What do you already know about the

Common Core State Standards?

This may include the history of the standards,

content, instruction, oreven just the title.


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Common Core StateStandards - CCSS


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Common Core State Standards

Provide a consistent, clear understanding of what students

are expected to learn, so teachers and parents know what

they need to do to help them.

Designed to be robust and relevant to the real world,

reflecting the knowledge and skills that our young people

need for success in college and careers.

With American students fully prepared for the future, our

communities will be best positioned to compete successfully

in the global economy.


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Creating the StandardsState led effort to establish a

single set of clear, voluntary,shared educational standards for

English/language arts and

mathematics.

The National Governor

Association (NGA) and the Chief

Council of State School Officers

(CCSSO) brought together a

teachers, experts, parents, andschool administrators to draft

the standards.

Core Writing Teams in

English/Language Arts andMathematics

Extended work teams:

Postsecondary faculty

K-12 teachers

State curriculum and

assessment experts

Representatives from

State Higher EducationExecutive Officers (SHEEO)

and National Association

of State Boards of

Education (NASBE)


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Creating the Standards

Writing teams looked for examples of rigor,coherence, and progression.

Standards from high performing countries and

provinces were used to inform content, structure,and language.

Mathematics Belgium, Canada, China

ELA Australia, Canada, England, Finland

Experts reviewed to ensure alignment withpreviously-prepared college and career readygraduation standards.


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States Adopting


Final standards were

released in June 2010.

Florida adopted the

standards in July 2010. 46 states and DC have

adopted the CCSS.

*Minnesota adopted the CCSS in ELA/literacy only


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Transitioning to CCSS

The CCCSS signify the need to change practicein at least three primary areas:

Content

Instruction Assessment

More than just replacing current standards.

Opportunity to think about what and how toteach and purposefully plan for studentsuccess.


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How Are CCSS Different - ELA

Vertical alignment -Standards

establish a staircase of

increasing complexity in

what students must be able

to read. Standards require the

progressive development of

reading comprehension so

students gain more fromwhat they read as they

progress through the grades.

Elementary-

https://www.teachingchannel.org/videos/analyzing-text-as-a-group

Secondary -

https://www.teachingchannel.org/videos/liter

acy-analysis-lesson?fd=1
https://www.teachingchannel.org/videos/analyzing-text-as-a-grouphttps://www.teachingchannel.org/videos/analyzing-text-as-a-grouphttps://www.teachingchannel.org/videos/literacy-analysis-lesson?fd=1https://www.teachingchannel.org/videos/literacy-analysis-lesson?fd=1https://www.teachingchannel.org/videos/literacy-analysis-lesson?fd=1https://www.teachingchannel.org/videos/literacy-analysis-lesson?fd=1https://www.teachingchannel.org/videos/literacy-analysis-lesson?fd=1https://www.teachingchannel.org/videos/literacy-analysis-lesson?fd=1https://www.teachingchannel.org/videos/literacy-analysis-lesson?fd=1https://www.teachingchannel.org/videos/literacy-analysis-lesson?fd=1https://www.teachingchannel.org/videos/analyzing-text-as-a-grouphttps://www.teachingchannel.org/videos/analyzing-text-as-a-grouphttps://www.teachingchannel.org/videos/analyzing-text-as-a-grouphttps://www.teachingchannel.org/videos/analyzing-text-as-a-grouphttps://www.teachingchannel.org/videos/analyzing-text-as-a-grouphttps://www.teachingchannel.org/videos/analyzing-text-as-a-grouphttps://www.teachingchannel.org/videos/analyzing-text-as-a-grouphttps://www.teachingchannel.org/videos/analyzing-text-as-a-grouphttps://www.teachingchannel.org/videos/analyzing-text-as-a-grouphttps://www.teachingchannel.org/videos/analyzing-text-as-a-group


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Focus on whatstudents read

Informational text accounts for 80% of what studentswill read in postsecondary institutions and careers

Emphasis on reading informational text acrosscurriculum

Balance of literature and informational texts

Expected to closely read multiple texts, analyzetexts, and use evidence to support claims

Write to sources

Research skills taught throughout the standards

Study multiple topics and solve problems with shortand extended projects


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Knowledge in the Disciplines

Students build knowledge about the world (domains/content areas) through TEXT rather than the teacheror activities.

Text-based Answers Students engage in rich and rigorous evidence based

conversations about text.

Academic Vocabulary Students constantly build the transferable vocabulary

they need to access grade level complex texts.


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How Are CCSS Different - Math

The Importance of Focus in Mathematics

Mathematical Practices

Habits of Mind

Principle Focus

Research-based Standards

Procedural Skills and Conceptual Mastery

Arithmetic Fluency in Early Grades

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http://www.youtube.com/watch?v=2rje1NOgHWs&list=PLD7F4C7DE7CB3D2E6&index=4&feature=plpp_video


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Standards stress skills andconceptual understanding.

Deep mastery and greater command of material.

K-5 - Strong foundation for algebra is built with number

and operations. Middle - Hands-on learning in geometry, algebra and

probability and statistics.

High school Use of mathematics with structure and

coherence. Ability to apply mathematics in otherdisciplines and worldwide. Emphasis on modeling.

https://www.teachingchannel.org/videos/teaching-fractions
https://www.teachingchannel.org/videos/teaching-fractionshttps://www.teachingchannel.org/videos/teaching-fractionshttps://www.teachingchannel.org/videos/teaching-fractionshttps://www.teachingchannel.org/videos/teaching-fractions


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Focus - Teachers significantly narrow and deepen the

scope of how time and energy is spent in the math

classroom.

Fluency - Students are expected to have speed and

accuracy with simple calculations. Deep Understanding -Teachers teach more than

how to get the answer and instead support

students ability to access concepts from a number of

perspectives

Application - Students are expected to use math and

choose the appropriate concept for application even

when they are not prompted to do so.


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A Note on Calculators

PARCC mathematics assessments for Grades 3 5 will notallow for calculator usage.

Grades 6-7 assessments will have an online four functioncalculator with square root.

Grade 8 assessments will have a scientific calculator.

High school assessments will have a calculator withsimilar functions of a TI-84 graphing calculator.

All assessments will be divided into calculator and non-calculator sessions.

Sessions will be locked, meaning the student cannot returnto a session once it is completed.

http://www.parcconline.org/sites/parcc/files/PARCCApprovedCalculatorPolicy-July%202012.pdf
http://www.parcconline.org/sites/parcc/files/PARCCApprovedCalculatorPolicy-July%202012.pdfhttp://www.parcconline.org/sites/parcc/files/PARCCApprovedCalculatorPolicy-July%202012.pdfhttp://www.parcconline.org/sites/parcc/files/PARCCApprovedCalculatorPolicy-July%202012.pdfhttp://www.parcconline.org/sites/parcc/files/PARCCApprovedCalculatorPolicy-July%202012.pdfhttp://www.parcconline.org/sites/parcc/files/PARCCApprovedCalculatorPolicy-July%202012.pdfhttp://www.parcconline.org/sites/parcc/files/PARCCApprovedCalculatorPolicy-July%202012.pdf


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Key Advances of the Common Core

MATHEMATICS

Focus, coherence and clarity:emphasis

on key topics at each grade level and

coherent progression across grades

Procedural fluency and understanding

of concepts and skills

Promote rigor through mathematical

proficiencies that foster reasoning and

understanding across discipline

High school standards organized by

conceptual categories

ENGLISH LANGUAGE ARTS/LITERACY

Balance of literature and informational

texts; focus on text complexity

Emphasis on argument, informative/explanatory writing, and research

Speaking and listening skills

Literacy standards for history, science and

technical subjects

ANCHORED IN COLLEGE AND CAREER READINESS


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Partnership for Assessmentof Readiness for College and

Careers - PARCC


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Building the Assessment

There are two consortia developing innovative

assessments for the CCSS.

Smarter Balance Assessment Consortium (SBAC)

Partnership for Assessment of Readiness for

College and Careers (PARCC)

States may choose a consortium and become

a governing or member state.

Florida is a PARCC state.


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PARCC StatesArizona

Arkansas

Colorado

District of Columbia

Florida (Fiscal Agent)

Georgia

Illinois

Indiana

Louisiana

Maryland

Massachusetts (Board

Chair)

Mississippi

New Jersey

New MexicoNew York

Ohio

Oklahoma

Rhode Island

Tennessee

E t f Fl id Ed ti


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Engagement of Florida Education

Stakeholders

Florida DOE staff participate on the leadershipteam and other staff groups. Commissioner sits on the Governing Board.

There is a Higher Education Leadership Team andAdvisory Council for College Readiness.

Hundreds of Florida educators provided input onthe assessment. Educator cadre of 24 Florida educators provide

ongoing input on the development of the PARCC

assessments. Florida K-12 teachers, curriculum specialists, and

administrators

Florida postsecondary content-area faculty

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PARCC Goals

1. Create high-quality assessments

2. Build a pathway to college and career

readiness forall students3. Support educators in the classroom

4. Develop 21st century, technology-based

assessments

5. Advance accountability at all levels


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PARCC Assessment Design

English Language Arts/Literacy and Mathematics,

Grades 3-11

Computer-based assessments

Diagnostic Assessments (2)

Early indicator of student knowledge to inform instruction

and student interventions

Performance-Based and End of Year Assessments (2)

Applications of knowledge learned

Accountability measure

Speaking and Listening Assessment (Optional)


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Assessment DesignEnglish Language Arts/Literacy and Mathematics, All Grades

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End-of-Year

Assessment

Innovative,

computer-based

items

Required

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

2 Optional Assessments/Flexible Administration

Mid-Year Assessment

Performance-based

Emphasis on hard-

to-measure

standards

Potentially

summative

Speaking And Listening Assessment

Locally scored

Non-summative


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Assessment Outcomes

Mathematics Students have mastered the knowledge & skills inhighlighted domains for a particular grade level.

Students have attained overall proficiency in

mathematics

English/Language Arts Students can read and comprehend complex

literary and informational text

Can write effectively to sources

Have attained overall proficiency in ELA/literacy


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Item Prototypes

PARCC has released sample item and task

prototypes.

Responses are interactive and are more than

multiple choice responses.

http://www.parcconline.org/samples/item-

task-prototypes
http://www.parcconline.org/samples/item-task-prototypeshttp://www.parcconline.org/samples/item-task-prototypeshttp://www.parcconline.org/samples/item-task-prototypeshttp://www.parcconline.org/samples/item-task-prototypeshttp://www.parcconline.org/samples/item-task-prototypeshttp://www.parcconline.org/samples/item-task-prototypeshttp://www.parcconline.org/samples/item-task-prototypeshttp://www.parcconline.org/samples/item-task-prototypes


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Item and Task Prototypes Grade 3 Mathematics

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Sample Item

Drag the slider to explore the relationship between the number of inches and the number

of centimeters.

Select all of the statements that accurately represent the relationship between the number of

inches and the number of centimeters.

The ratio of centimeters to inches is 1 to 2.54.

The ratio of centimeters to inches is 2.54 to 1.

i= 2.54c, where irepresents the number of inches and c represents the number of centimeters

c = 2.54i, where irepresents the number of inches and c represents the number of centimeters

For every centimeter, there are 2.54 inches.

For every inch, there are 2.54 centimeters.

Grade 6 (Slider Ruler)

Item and Task Prototypes


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High School Mathematics

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3rd Grade- Part A


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3rd Grade- Part B


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7th Grade- Part A


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7th Grade- Part B


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High School- Part A


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High School- Part B


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High School- Part C


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Reading



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Grade 3 Reading

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Narrative Task (Grade 6):Jean Craighead Georges

Excerpt fromJulie of the Wolves

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Texts Worth Reading

Range: Example of assessing literature and helping to satisfy the

55%-45% split of informational text to literature at the 6-8 grade-

band.

Quality:Julie of the Wolves was a winner of the Newbery Medal in

1973. This text about a young Eskimo girl surviving on her own in

the tundra by communicating with wolves offers a story rich with

characterization and imagery that will appeal to a diverse student

population.

Complexity: Quantitatively and qualitatively, the passages have

been validated and deemed suitable for use at grade 6.

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Questions Worth Answering

Types of Questions

Evidence-Based Selected-Response Item

Technology Enhanced Constructed-Response Item

Prose Constructed Response Item

Multiple question types used to challenge

students

command of evidence with complextexts.

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Grade 6 Evidence-Based Selected-

Response Item #1

Part A

What does the word regal mean as it is used in the passage?

a. generous

b. threatening

c. kingly*

d. uninterested

Part B

Which of the phrases from the passage best helps the reader understand themeaning ofregal?

a. wagging their tails as they awokeb. the wolves, who were shy

c. their sounds and movements expressed goodwill

d. with his head high and his chest out*

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Item and Task Prototypes Grade 6 Reading

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G d 6 T h l E h d


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Grade 6 Technology-Enhanced

Selected-Response ItemPart A

Choose one word that describes Miyax based on evidence from the text. There is more than one correct choice

listed below.

A. reckless

B. lively

C. imaginative*

D. observant*E. impatient

F. confident

Part B

Find a sentence in the passage with details that support your response to Part A. Click on that sentence and

drag and drop it into the box below.

Part C

Find a second sentence in the passage with details that support your response to Part A. Click on that sentence

and drag and drop it into the box below.

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G d 6 P C t t d


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Grade 6 Prose Constructed-

Response ItemIn the passage, the author developed a strongcharacter named Miyax. Think about Miyax andthe details the author used to create that

character. The passage ends with Miyax waitingfor the black wolf to look at her.

Write an original story to continue where the

passage ended. In your story, be sure to usewhat you have learned about the characterMiyax as you tell what happens to her next.

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U d di h N i W i i


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Understanding the Narrative Writing

Task

Students read one or two brief texts and

answer a few questions to help clarify their

understanding of the text(s).

Students then write either a narrative story or

a narrative description (e.g., writing a

historical account of important figures;

detailing a scientific process; describing an

account of events, scenes, or objects).

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Grade 7 Text-Based Research Simulation


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Grade 7 Text Based Research Simulation

Writing Task

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You have read three texts describing Amelia Earhart. All three include

the claim that Earhart was a brave, courageous person. Thethree texts are:

a. Biography of Amelia Earhart

b. Earhart's Final Resting Place Believed Found

c. Amelia Earharts Life and Disappearance

Consider the argument each author uses to demonstrate Earharts

bravery.

Write an essay that analyzes the strength of the arguments about

Earharts bravery in at least two of the texts. Remember to use textual

evidence to support your ideas.

t


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21st Century, Technology-Based Assessments

The assessment will be computer-based and leverage

technology in a range of ways: Item Development

Develop innovative tasks that engage students in the assessmentprocess

Administration

Reduce paperwork, increase security, reduce shipping/receiving &storage

Increase access to and provision of accommodations for SWDsand ELLs

Scoring

Make scoring more efficient by combining human and automated

approaches

Reporting

Produce reports of students performance throughout the year toinform instruction, interventions, and professional development

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Advance Accountability at All Levels

Common Core assessments will be purposefullydesigned to generatevalid, reliable and timely data,including measures ofgrowth,for various accountabilityuses including:

School and district effectiveness

Educator effectiveness

Student placement into college, credit-bearingcourses

Comparisons with other state and internationalbenchmarks

Common Core assessments will be designed for otheraccountability uses as states deem appropriate.

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Timelines


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Timeline Through First Common Core Assessment

Administration in 2014-2015

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PARCC Tools & Resources

College-ready

tools released

Partnership

Resource

Center

launched

Professional

development

modules

released

Diagnostic

assessments

released

Pilot/fieldtesting begins

Optional Diagnosticand Midyear

Assessments

Spring

2013

Summer

2013

Winter

2014

Spring

2014

Summer

2014

Fall

2013

Fall

2014

Assessment Implementation

Expanded fieldtesting

K-2 Formative

Tools Released

Winter

2015

Spring

2015

Summative

Assessments

(2014-15 SY)

StandardSetting in

Summer 2015

Transition from FCAT to Common Core Assessments


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Transition from FCAT to Common Core Assessments

Assessments in 2012-13, and 2013-14 Assessments in 2014-15

FCAT 2.0 Reading Grades 3 to 10 Common Core English Language Arts

Grades 3 to 11

FCAT 2.0 Writing Grades 4, 8, 10

FCAT 2.0 Mathematics Grades 3 to 8 Common Core Mathematics Grades 3

to 8

Florida Algebra 1 EOC Common Core Algebra 1 EOC

Florida Geometry EOC Common Core Geometry EOC

Common Core Algebra 2 EOC

FCAT 2.0 Science FCAT 2.0 Science

Florida Biology 1 EOC Florida Biology 1 EOC

Florida US History EOC Florida US History EOC

Florida Civics EOC Florida Civics EOC

FTCE S bj t A E Ti li


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FTCE Subject Area Exam TimelineFTCE Subject Area Examinations Tentative Rollout Date (to include

CCSS)

Pre K 3

July Sept 2013

Math 6-12

English 6-12Mar June 2014

Math 5-9

General Knowledge

May June 2014

Elementary Ed

Science subtests of GK and Elem Ed will still include Next Generation SSS


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Common Core Assessments & Legislation

Current Florida Statute addresses

assessments and accountability.

Adoption of Common Core assessmentsand any accountability measures to be

linked to these assessments will require

legislative approval, including approval ofbudget.

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Resources


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Things You Can Do Now

Connect with the Common Core with Current

Practice

Read through standards with highlighters and

highlight what is currently being taught, somewhattaught and not teaching/or not at grade level

Use CPALMS for updated course outlines

Use videos from Hunt Institute and Teaching Channel

on CCSS Common Core channel with 148 videos and Lets Chat Core

Series
http://www.corestandards.org/the-standardshttp://www.cpalms.org/homepage/index.aspxhttp://www.youtube.com/user/TheHuntInstitutehttps://www.teachingchannel.org/https://www.teachingchannel.org/https://www.teachingchannel.org/videos?page=1&categories=organizations_national,topics_common-core&load=1https://www.teachingchannel.org/blog/2012/10/22/learning-to-read-the-core/https://www.teachingchannel.org/blog/2012/10/22/learning-to-read-the-core/https://www.teachingchannel.org/blog/2012/10/22/learning-to-read-the-core/https://www.teachingchannel.org/blog/2012/10/22/learning-to-read-the-core/https://www.teachingchannel.org/videos?page=1&categories=organizations_national,topics_common-core&load=1https://www.teachingchannel.org/https://www.teachingchannel.org/http://www.youtube.com/user/TheHuntInstitutehttp://www.cpalms.org/homepage/index.aspxhttp://www.corestandards.org/the-standards


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Learning the Core

CCSShttp://www.corestandards.org/ PARCC - http://www.parcconline.org/

Achievehttp://achieve.org/

Teaching Channel -https://www.teachingchannel.org/videos?categories=topics_common-core

The Hunt Institute -http://www.youtube.com/user/TheHuntInstitute

Academic Vocab -http://www.englishcompanion.com/pdfDocs/acvocabulary2.pdf

CCSS Toolbox http://www.ccsstoolbox.com/

Achieve the Core - http://www.achievethecore.org/
http://www.corestandards.org/http://www.parcconline.org/http://achieve.org/https://www.teachingchannel.org/videos?categories=topics_common-corehttps://www.teachingchannel.org/videos?categories=topics_common-corehttps://www.teachingchannel.org/videos?categories=topics_common-corehttp://www.youtube.com/user/TheHuntInstitutehttp://www.youtube.com/user/TheHuntInstitutehttp://www.englishcompanion.com/pdfDocs/acvocabulary2.pdfhttp://www.englishcompanion.com/pdfDocs/acvocabulary2.pdfhttp://www.englishcompanion.com/pdfDocs/acvocabulary2.pdfhttp://www.ccsstoolbox.com/http://www.achievethecore.org/http://www.achievethecore.org/http://www.ccsstoolbox.com/http://www.englishcompanion.com/pdfDocs/acvocabulary2.pdfhttp://www.englishcompanion.com/pdfDocs/acvocabulary2.pdfhttp://www.englishcompanion.com/pdfDocs/acvocabulary2.pdfhttp://www.youtube.com/user/TheHuntInstitutehttp://www.youtube.com/user/TheHuntInstitutehttps://www.teachingchannel.org/videos?categories=topics_common-corehttps://www.teachingchannel.org/videos?categories=topics_common-corehttps://www.teachingchannel.org/videos?categories=topics_common-corehttps://www.teachingchannel.org/videos?categories=topics_common-corehttps://www.teachingchannel.org/videos?categories=topics_common-corehttp://achieve.org/http://www.parcconline.org/http://www.corestandards.org/


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Learning the Core

Florida http://www.fldoe.org/schools/ccc.asp

Georgia

https://www.georgiastandards.org/Common-

Core/Pages/default.aspx

Oregon

http://www.ode.state.or.us/search/page/?id=3566

Indiana http://www.doe.in.gov/achievement/curriculum/reso

urces-implementing-indianas-common-core-standards

http://www.fldoe.org/schools/ccc.asphttps://www.georgiastandards.org/Common-Core/Pages/default.aspxhttps://www.georgiastandards.org/Common-Core/Pages/default.aspxhttp://www.ode.state.or.us/search/page/?id=3566http://www.doe.in.gov/achievement/curriculum/resources-implementing-indianas-common-core-standardshttp://www.doe.in.gov/achievement/curriculum/resources-implementing-indianas-common-core-standardshttp://www.doe.in.gov/achievement/curriculum/resources-implementing-indianas-common-core-standardshttp://www.doe.in.gov/achievement/curriculum/resources-implementing-indianas-common-core-standardshttp://www.doe.in.gov/achievement/curriculum/resources-implementing-indianas-common-core-standardshttp://www.doe.in.gov/achievement/curriculum/resources-implementing-indianas-common-core-standardshttp://www.doe.in.gov/achievement/curriculum/resources-implementing-indianas-common-core-standardshttp://www.doe.in.gov/achievement/curriculum/resources-implementing-indianas-common-core-standardshttp://www.doe.in.gov/achievement/curriculum/resources-implementing-indianas-common-core-standardshttp://www.doe.in.gov/achievement/curriculum/resources-implementing-indianas-common-core-standardshttp://www.doe.in.gov/achievement/curriculum/resources-implementing-indianas-common-core-standardshttp://www.doe.in.gov/achievement/curriculum/resources-implementing-indianas-common-core-standardshttp://www.doe.in.gov/achievement/curriculum/resources-implementing-indianas-common-core-standardshttp://www.doe.in.gov/achievement/curriculum/resources-implementing-indianas-common-core-standardshttp://www.doe.in.gov/achievement/curriculum/resources-implementing-indianas-common-core-standardshttp://www.doe.in.gov/achievement/curriculum/resources-implementing-indianas-common-core-standardshttp://www.ode.state.or.us/search/page/?id=3566http://www.ode.state.or.us/search/page/?id=3566http://www.ode.state.or.us/search/page/?id=3566https://www.georgiastandards.org/Common-Core/Pages/default.aspxhttps://www.georgiastandards.org/Common-Core/Pages/default.aspxhttps://www.georgiastandards.org/Common-Core/Pages/default.aspxhttps://www.georgiastandards.org/Common-Core/Pages/default.aspxhttps://www.georgiastandards.org/Common-Core/Pages/default.aspxhttp://www.fldoe.org/schools/ccc.asphttp://www.fldoe.org/schools/ccc.asphttp://www.fldoe.org/schools/ccc.asp


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Hunt Institute


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Hunt Institute

PARCC


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PARCC

Teaching Channel


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Teaching Channel


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CPALMS

Florida CCSS


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Florida CCSS

Georgia CCSS


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Georgia CCSS

Indiana CCSS


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Indiana CCSS

New York CCSS


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New York CCSS


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Questions


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Contact Information

Cassandra Brown, Coordinator of PostsecondaryReadiness

Division of Florida Colleges325 W. Gaines Street, Suite 1532

Tallahassee, Florida 32399

(850) 245-7823

[email protected]
mailto:[email protected]:[email protected]

Documents

CCSS & Partnership for Assessment of Readiness for College and Careers An Overview