I N I T I A L LY P R E S E N T E D BY: PA U L R A FA L O W S K IC U R R I C U LU M C O O R D I N AT O R

S O U T H P L A I N F I E L D P U B L I C S C H O O L S

MODIFIED BY ROBIN KNUTELSKYLANGUAGE ARTS SUPERVISOR

JEFFERSON TOWNSHIP SCHOOLSELC MEMBER: NEW JERSEY

NEW! PARCC Releases Draft Accommodations Manual For Public

Comment on April 18, 2013

The public review period allows for K-12 educators, parents, curriculum and assessment experts & interest groups. (April 18-May 13, 2013)  on PLD’s (Proficiency Level Descriptors)

Posted on the PARCC website for public feedback, along with FAQ’s Comprehensive policy document to support local educators in the selection, administration and evaluation of accommodations for the assessment of students with disabilities and English learners on EOY, PB and optional MY assessment components.

In addition to accommodations for SWD and ELLs the manual describes embedded supports and accessibility features that will be available to all students.

Dissementiated to appropriate personnel in JTPS

http://www.parcconline.org/parcc-draft-accommodations-manual)

NEW! PARCC Releases…Continued

On 1-16-13, PARCC released two draft accommodations policies for public comment - the reading access accommodation and the calculator use accommodation.  The public comment period for those two policies closed on 2-4-13. 

On 2-8-13, PARCC released the draft accommodations policy for writing access.  The public comment period for that policy closed on 2-20-13. 

Over 3,500 individual surveys and over 20 pieces of written feedback from advocacy organizations and stakeholder groups helped to inform the development of the full draft manual.

The release of the full draft manual includes these policies that PARCC previously released for early comment and feedback, as well as additional proposed policies released now for public comment for the first time. The public is invited to comment on the entire draft manual.

For more information or to view the policy:

Draft Manual: (69 Pages)http://www.parcconline.org/sites/parcc/files/PARCCDraftAccommodationsManualforSWDEL.pdf

PowerPoint with Facilitator Notes: (24 Slides)http://www.parcconline.org/parcc-draft-accommodations-manual

The PARCC assessments will be ready for states to administer during the 2014-15 school year.

SY 2010-2011: Launch and design phase

SY 2011-2012: Development begins

SY 2012-2013: First year pilot/field testing and data collection

SY 2013-2014: Second year pilot/field testing and data collection

SY 2014-2015: Full administration of PARCC assessments

SY 2015-2016: Set achievement levels, including college-ready performance levels

www.parcconline.org

Why PARCC?

To dramatically increase the rates at which students graduate from high school prepared for success in college and the workplace.

PARCC has six priority purposes:

1. Determine whether students are “college and career ready” or “on-track.”

2. Assess the full range of the Common Core Standards, including standards that are difficult to measure.

3. Measure the full range of student performance, including high and low performing students.

4. Provide data during the academic year to inform instruction, interventions and professional development.

5. Provide data for accountability, including measures of growth.

6. Incorporate innovative approaches throughout the assessment system.

NOTE: Higher education discussing waving remedial coursework for students who perform well on PARCC.

www.achieve.org

Assessment Design for ELA/Math, Grades 3-11

Diagnostic Assessment: Not Required! Designed to be an early indicator of student knowledge

and skills so that instruction, supports and PD can be tailored to meet the needs of all students.

Non-summativeMid-Year Assessment: Not Required!

Performance-Based items and tasks with an emphasis on hard-to-measure standards

Potentially summative for some states after study is completed

www.achieve.org

Summative Assessment Components

Performance-Based Assessment: Required! Administered as close to EOY as possible.

ELA-Literacy PBA will focus on writing effectively when analyzing text.

End-of-Year Assessment: Required! Administered after approximately 90% of the school

year. ELA-Literacy EOY will focus on reading comprehension

Speaking and Listening Assessment: Required! For ELA only Locally scored Non-summative

www.achieve.org

PARCC Core Commitments

PARCC is designed to reward quality instruction aligned to the Standards, so the assessment is worthy of preparation rather than a distraction from good work.

PARCC’s Core Commitments to ELA/Literacy Assessment Quality

Texts Worth Reading: The assessments will use authentic texts worthy of study instead of artificially produced or commissioned passages. 

Questions Worth Answering: Sequences of questions that draw students into deeper encounters with texts will be the norm (as in an excellent classroom), rather than sets of random questions of varying quality.http://www.parcconline.org

PARCC Core Commitments-Continued

Better Standards Demand Better Questions: Instead of reusing existing items, PARCC will develop custom items to the Standards.

Fidelity to the Standards (now in Teachers’ hands): PARCC evidences are rooted in the language of the Standards so that expectations remain the same in both instructional and assessment settings.

http://www.parcconline.org

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Mathematical Practices

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the rea

soning 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 reas

oning

Grouping the practice standards

1. MAKE SENSE OF PROBLEMS AND PERSEVERE IN SOLVING THEM

6. ATTEND TO PRECISION

Pro

ble

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2. Reason abstractly and quantitatively

3. Construct viable arguments and critique the reasoning of others

4. Model with mathematics5. Use appropriate tools

strategically

7. Look for and make use of structure

8. Look for and express regularity in repeated reasoning

Reasoning and Explaining

Modeling and using tools

Seeing structure and generalizing

The Key Shifts at the Heart of PARCC Design and ELA Standards

Complexity: The standards require regular practice with complex text and its academic language

Evidence: The standards emphasize reading and writing grounded in evidence from text, both literary and informational

Knowledge: The standards require building knowledge through content rich non-fiction

Note: These are the shifts the Standards require of teachers and students and they will be reflected in the

PARCC assessments.

http://www.parcconline.org

The Key Shifts at the Heart of PARCC Design and ELA Standards-Continued

The CCSS Shifts Build Toward College and Career Readiness for All Students

http://www.parcconline.org

Nine Specific Advances in the PARCC ELA/Literacy Assessment Demanded by the Three Core Shifts-Continued

5: PARCC includes questions with more than one right answer to allow students to generate a range of rich insights that are substantiated by evidence from text(s).

9: PARCC simulates research on the assessment, including the comparison and synthesis of ideas across a range of informational sources.

http://www.parcconline.org

www.achievethecore.org

Text-Dependent Questions

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In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something.

In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair.

In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?

What makes Casey’s experiences at bat humorous?

What can you infer from King’s letter about the letter that he received?

“The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech?

Not Text-Dependent Text-Dependent

Sample Items Illustrating Some of the Advances

Students’ Command of Evidence with Complex Texts is at the Core of Every Part of the Assessment!

Note: Two standards are always in play—whether they be reading or writing items, selected-response or constructed-response items on any one of the four components of PARCC. They are:

– Reading Standard One (Use of Evidence) – Reading Standard Ten (Complex Texts)

http://www.parcconline.org

Three Innovative Item Types That Showcase Students’ Command of Evidence with Complex Texts:

• Evidence-Based Selected Response (EBSR)—Combines a traditional selected-response question with a second selected-response question that asks students to show evidence from the text that supports the answer they provided to the first question.

• Underscores the importance of Reading Anchor Standard 1 for implementation of the CCSS.

Key Ideas and Details 1. Read closely to determine what the text says explicitly

and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

http://www.parcconline.org

Three Innovative Item Types That Showcase Students’ Command of Evidence with Complex Texts-Continued

Technology-Enhanced Constructed Response (TECR)—Uses technology to capture student comprehension of texts in authentic ways drag and drop cut and paste shade text move items

http://www.parcconline.org

Three Innovative Item Types That Showcase Students’ Command of Evidence with Complex Texts-Continued

Range of Prose Constructed Responses (PCR)—Elicits evidence that students have understood a text or texts they have read and can communicate that understanding well both in terms of written expression and knowledge of language and conventions.

There are four of these items of varying types on each annual performance-based assessment.

http://www.parcconline.org

PARCC Summative Assessment with EBSR, TECR, and PCR Items Complex Texts:

Understanding the Research Simulation Task

• Session 1:– Students begin by reading an anchor text that introduces the topic. EBSR

and TECR items ask students to gather key details about the passage to support their understanding.

– Then, they write a summary or short analysis of the piece.

• Session 2:– Students read two additional sources (may include a multimedia text) and

answer a few questions about each text to learn more about the topic so they are ready to write the final essay and to show their reading comprehension.

– Finally, students mirror the research process by synthesizing their understandings into an analytic essay using textual evidence from several of the sources. http://www.parcconline.org

Grade 6 Technology-Enhanced Selected-Response Item

Part AChoose one word that describes Miyax based on evidence from the text. There is more than one correct choice listed below.A. recklessB. livelyC. imaginative*D. observant*E. impatientF. confidentPart BFind 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 CFind 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.

http://www.parcconline.org

Understanding the End-of-Year Assessment

• Students will be given several passages to read closely.• Questions will be sequenced to draw students into deeper

encounters with the texts and will result in thorough comprehension of the concepts.

• Will draw on higher order skills such as critical reading and analysis, the comparison and synthesis of ideas within and across texts, and determining the meaning of words and phrases in context.

http://www.parcconline.org

Part A

What is one main idea of “How Animals Live?”

a. There are many types of animals on the planet.

b. Animals need water to live.c. There are many ways to sort

different animals.*d. Animals begin their life cycles in

different forms.

Part B

Which sentence from the article best supports the answer to Part A?

a. “Animals get oxygen from air or water.”b. "Animals can be grouped by their

traits.”*c. "Worms are invertebrates.”d. "All animals grow and change over time.”e. "Almost all animals need water, food,

oxygen, and shelter to live."

Grade 3 Evidence-Based Selected-Response Item #1

http://www.parcconline.org

Grade 3 Technology-Enhanced Constructed-Response Item

Drag the words from the word box into the correct locations on

the graphic to show the life cycle of a butterfly as described in

“How Animals Live.”

Words:

Pupa Adult

Egg Larva

http://www.parcconline.org

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Benefits of PARCC

Students who will know if they are on track to graduate ready for college and careers

Teachers with regular results available to guide learning and instruction

Parents with clear and timely information about the progress of their children

States with valid results that are comparable across the member states

The nation as it is based on college- and career-ready, internationally-benchmarked CCSS