Created for Ball-Chatham Teachers By Jill Larson, Assistant
Superintendent CCSS and PARCC
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Did You Know? http://www.youtube.com/watch?v=YmwwrGV_aiE
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YES, STUDENTS HAVE CHANGED! StudentsWhat does this mean? 1.
Have short attention spans and hate to be bored. Use optimal
learning time (7 -10) minutes and then apply what they learn. 2.
Are visually preferred. Use graphic organizers and pictures. 3.
Want immediate gratification. Use short-cycle challenge and
feedback. 4. Choose to be interactive and hands-on. Create
challenges that use multiple neuropathways. Use cooperative
learning. 5. Love challenge and are curious. Be explicit about
objectives and cause curiosity. 6. Want to win using strategies,
practice, and do-overs. Explicitly teach learning-to-learn
strategies that work. Use re-takes and re-dos.
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CCSS Common Core State Standards PARCC Partnership for
Assessment of Readiness for College and Careers ELA
English-Language Arts Terms Defined
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Parents, teachers, school administrators, and experts from
across the country together with state leaders, through their
membership in the Council of State School Officers (CCSSO) and the
National Governors Association Center for Best Practices (NGA
Center) Who is leading the CCSS Initiative?
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Illinois application for competitive Race to the Top Dollars +
End the apples to oranges comparisons among the states which will
allow for reliable state-to-state comparisons Why Common Core State
Standards?
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Addresseses mobility, equity, and consistency by making
expectations for students clear to parents, teachers, and the
general public Students will be able to compete with their American
peers in the next state, but with students from around the world
College and career focused, accountability, and research based
Forces a common language for educators Encourages the development
of textbooks, digital media, and other teaching materials aligned
to the standards Evaluates policy changes needed to help students
and educators meet the standards Why Common Core State
Standards?
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They were designed to provide a clear understanding of what
students are expected to know and be able to do at each grade level
so they will be well prepared to enter college or the workforce.
The new standards are: Research and evidence based Aligned with the
college and work expectations Rigorous Internationally Benchmarked
Why Common Core State Standards?
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Adoption of CCSS
http://www.corestandards.org/in-the-states
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English-Language Arts (ELA), K 12 Math, K 12 Reading and
writing are critical skills across all disciplines, therefore ELA
literacy skills for CCSS also target social science, science, and
technical subjec ts. What grade levels are included in the
CCSS?
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Science The National Research Council, the National Science
Teachers Association, the American Association for Advancement of
Science, and Achieve are working on the Next Generation Science
Standards. Who is developing standards in other subject areas?
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CCSS FewerFocus ClearerCoherence HigherRigor
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Common Core English Language Arts Reading for
InformationReading Literature SpeakingListening LanguageWriting
Reading and Writing in Science, History, and Technology
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1. More Informational Text 2. Building Knowledge in the
Disciplines 3. Staircase of Complexity 4. Text Dependent Questions
5. Writing from Sources 6. Academic Vocabulary CCSS Shifts in
English Language Arts (ELA):
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Shift 1: Change (We Have Already Worked On Due to our District
Literacy Initiative) Grade SpanLiteratureInformational Text K 550%
6 845%55% 9 1230%70%
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Literature Science Social Science Arts Shift 2: Literacy Across
Disciplines
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The Standards insist that instruction in reading, writing,
speaking, listening, and language be a shared responsibility within
the school. The K 5 standards include expectations for reading,
writing, speaking, listening, and language applicable to a range of
subjects, including but not limited to ELA. The grades 6 12
standards are divided into 2 sections, one for ELA and the other
for history/social science, science, and technical subjects. This
division reflects the unique, time-honored place of ELA teachers in
developing students literacy skills while at the same time
recognizing that teachers in other areas must have a role in this
development. CCSS ELA, pg. 4 Shared Responsibility for Students
Literacy Development
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The complexity of what students can read is the greatest
predictor of success in college. (ACT Study) Today, workplace
readiness demands the same level of knowledge and skills as college
readiness. (Conley, 2011) Shift 3: Staircase of Complexity
(Standard 10)
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Lexile SAT, ACT, AP1000+ Military1050+ Citizenship1050+
Workplace900 + Community College1100 Online Reference Articles1200
Online Worldwide Newspapers1250 University1300 Graduate Record
Exam1350
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Questions that are text dependent can ONLY be answered
correctly by close reading of the text. Shift 4: Text Dependent
Questions
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Non-Text Dependent vs. Text Dependent Questions Non-Text
Dependent QuestionsText Dependent Questions Have you ever been to a
funeral?What does Lincoln mean by four score and seven years ago?
Who are our fathers? (L. 9-10.3; RI. 9 10.1; RI. 9-10.4) Why did
the North fight the South in the Civil War? Beyond what students
may or may not know about the Declaration of Independence, what
does Lincoln tell us in this first sentence about what happened 87
years ago? What is the impact of Lincoln referring to such a famous
date? (RI. 9-10.1; RI. 9-10.3; RI. 9- 10.6) Lincoln says that the
nation is dedicated to the proposition that all mean are created
equal. Why is equality an important value to promote? How does
Lincoln use the idea of unfinished work to assign responsibility to
his listeners? (RI. 9-10.1; RI. 9-10.5; RI. 9- 10.9)
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80% - 90% of CCSS Reading Standards require text dependent
analysis, yet over 30% of questions in major textbooks do not. -Sue
Pimentel, CCSS Author What Are the Implications?
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Informational Argument Narrative Shift 5: Writing from
Sources
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Tier 3: Highly specialized, subject specific; low occurrences
in texts; lacking generalizations Tier 2: Abstract, general
academic (across content areas); encountered in written language;
high utility across instructional areas Tier 1: Basic, concrete,
encountered in conversation/oral vocabulary; words most students
will know at a particular grade level Shift 6: Academic
Vocabulary
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Two Types of Standards 1. Content 2. Standards for Mathematical
Practice CCSS MATH
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CCSS Math Content Standards Operations and Algebraic Thinking
Numbers and Operations in Base 10 Measurements and DataGeometry
Numbers and Operations Fractions Ratios and Proportional
Relationships Number SystemExpressions and Equations Statistics and
ProbabilityAlgebra
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Standards for Mathematical Practice 1. Make sense of problems
and persevere in solving them. 2. Reason abstractly and
quantitatively. 3. Construct viable arguments and critique the
reasoning of others. 4. Model with mathematics. 5. Use appropriate
tools strategically. 6. Attend to precision. 7. Look for and make
use of structure. 8. Look for and express regularity in repeated
reasoning.
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CCSS Shifts in Mathematics 1.FocusProvides sufficient time to
think about, practice, and integrate math concepts; not a survey
approach. 2. CoherenceStandards are connected and increase in
skills and sophistication. 3.FluencyThoughtful practice for skill
acquisition and understanding. 4. Deep UnderstandingStudents write
and speak about their understanding of concepts.
5.ApplicationsApply concepts in real-life situations and across
content areas. 6. Dual IntensityPractice and understanding
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Build pathway to college and career readiness for all students
Create high-quality assessments that will measure the full range of
the CCSS Support educators in the classroom Makes better use of
technology in assessments Advances accountability at all levels Be
sustainable and affordable PARCCs Goals
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States that are part of PARCC
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Two assessment consortiums for the same set of standards Both
received federal funding to develop their testing models Both
designed to be performance-based Periodic assessments throughout
the year Adaptive tests PARCC and SMARTER Balanced
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Differences in PARCC and SMARTER Balanced PARCCSMARTER BALANCED
Begin year with diagnostic testOptional interim tests at the
beginning of the year and middle of the year Midyear assessment
Required testing grades 9 11Optional testing in grades 9 and 10
Determine cut scores after the first full year of implementation
Determine cut scores for passing or failing after piloting the
assessments in Spring 2014
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PARCC 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 additional third
non-summative component will assess students speaking and listening
skills
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PARCC 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
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PARCC 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
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1. Diagnostic (optional by state) Beginning of year Immediate
Feedback 2. Mid year (optional by state) Winter- Immediate Feedback
3. Required Performance-Based Assessment (PBA) Feb/March Slow in
getting ALL results 4. Required End of Year (EOY) May or 90% of
year completed may be slow in getting ALL results 5. Required
Speaking and Listening Assessment (not yet developed) PARCC in 2014
2015 (Draft) Five (5) Assessments
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K 2: Optional formative assessment being developed; being built
in January 2013 3 8: timely student achievement data showing
students, parents, and educators whether ALL students are on-track
to college and career readiness 9 12: college and career ready
determination and targeted interventions and supports in 12 th
grade bridge courses and PD for educators Ongoing Student
Supports/Interventions PARCC in 2014 2015 (Draft)
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Dip in Scores - Lower Meets and Exceeds Overall Possible Future
Implications With New Test
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20% of the items on reading and math were written to CCSS and
will be included as part of the students scores. Higher
expectations will likely result in a downward shift where students
rank in meeting or exceeding standards. This shift may be more
significant than expected. ISAT2013 NEW CUT SCORES
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Adding third component to the PSAE which will allow students to
earn a National Career Readiness Certificate. PSAE 2013
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Demonstrated the academic knowledge, skills, and practices in
ELA and math, to enter into and succeed in entry-level, credit
bearing courses in those content areas in programs leading to a
credential or degree (aligned to the students career aspirations),
from two or four year public institutions of higher education. What
is college and career ready?
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It will still be up to the colleges on how PARCC will be
accepted. PARCC is not to replace ACT. Will colleges accept
PARCC?
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Instructional tools to support implementation Professional
development modules Timely student achievement data Educator-led
training to support peer-to-peer training PARCC Supporting
Educators in the Classroom
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Literacy/Instructional/Numeracy Coach(es) Have Been Trained on:
1. Rationale and Structure 2. Curriculum Alignment 3. Unit Design
4. Assessment 5. Instruction 6. Leading and Facilitating Key
Ingredients for the Plan for Ball- Chatham Educators
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Learning Communities Leadership Resources Data Learning
Opportunities Key Ingredients of Plan
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November 30, 2012 - Coaches to meet with Cabinet to discuss
roll- out and PD needs December 6, 2012 (SIP) Overview December
2012February 2013 Unpacking CCSS which includes What We Do
Well/Gaps/Next Steps March May 2013 Integration June 2013- May 2014
Integration/Implementation Timeline for CCSS Implementation
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CCSS Implementation Step 1 Unpacking by Grade Level
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Websites Overwhelming! Saying, I already do all this in my
classroom now.\ Dont go home and unpack the standards alone. Dont
teach in isolation. Cautions
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This is truly a once-in-a-lifetime opportunity and we cant
afford not to get it right. CCSS is a brave-new-world game changer
if only we can pull it off. -Steve Leinwand, 2012 Think About
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www.corestandards.org www.isbe.net LUDA Fall Conference,
Session on PARCC for Curriculum Directors www.parcconline.org
www.smarterbalanced.org Title I Fall Conference, Session with Jay
McTighe References