Obstacles and Opportunities€¦ · “Earhart's Final Resting Place Believed Found” “Amelia Earhart ’s Life and Disappearance” Consider the argument each author uses to demonstrate

www.achievethecore.org

Obstacles and Opportunities Using the CCSS, PARCC and Educator

Evaluation to Improve Student Achievement

Educator Evaluation

PARCC

Common Core

Student Achievement

Student Achievement

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Presentation Notes

Common Core State Standards (CCSS) provide a consistent, clear understanding of what students are expected to learn to be college and career ready, PARCC Assessments measure student progress towards standards, AchieveNJ Evaluation System provides individual teachers with targeted feedback and nuanced data to improve practice


Common Standards, Common Assessments Uncommon Results

Common Core State Standards: necessary, but not sufficient

Common Assessments: required to identify best practices

Quality Implementation: critical for instructional improvement

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Presentation Notes

LO #1 and #3


The CCSS Difference: Grade 7 ELA

Before: NJCCCS (2004) 1. Produce written work and oral work that

demonstrate comprehension of informational materials.

After: CCSS (2010) 2. Determine two or more central ideas in a text and

analyze their development over the course of the text; provide an objective summary of the text.

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Presentation Notes

LO #1


The CCSS Difference: Grade 8 Math

1. Understand and apply the Pythagorean Theorem. After: CCSS (2010) 1. Explain a proof of the Pythagorean Theorem and its

converse. 2. Apply the Pythagorean Theorem to determine unknown

side lengths in right triangles in real-world and mathematical problems in two and three dimensions.

3. Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.

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LO #!


The CCSS Difference: Grade 3-5 ELA: Integration of Knowledge and Ideas

Grade 3 Grade 4 Grade 5 Compare and

contrast the most important points and key details

presented in two texts on the same

topic

Integrate information from two texts on the

same topic in order to write or speak about the subject

knowledgably

Integrate information from

several texts on the same topic in order

to write or speak about the subject

knowledgably.


College Readiness : Grade 11 ELA

Write arguments to support claim(s) in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence Introduce precise knowledgeable claims(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaim(s), reasons and evidence. Develop claim(s) and counterclaim(s) fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

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LO #1


The CCSS: 3 Shifts in ELA/Literacy

1. Building knowledge through content-rich nonfiction

2. Reading, writing, and speaking grounded in evidence from text, both literary and informational

3. Regular practice with complex text and its academic language

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Presentation Notes

The shifts are a high-level summary of the biggest changes signified by the adoption of the CCSS. They represent the most significant shifts for curriculum materials, instruction, student learning, and thinking about assessment. Taken all together, they should lead to desired student outcomes. Communicate the shifts to everyone who will listen! Everyone working in your school and district should have a solid understanding of the shifts required in both ELA/Literacy and Mathematics. They are a great starting point for learning about and understanding the CCSS. You can test any message or effort regarding the CCSS against these touchstones. From state, district, school, or classroom – how does X support the ideas of the shifts? They are meant to be succinct and easy to remember. We’ll discuss them each in turn.

www.achievethecore.org 8

The CCSS: 3 Shifts in Mathematics

1. Focus strongly where the standards focus.

2. Coherence: Think across grades, and link to major topics.

3. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application.

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Presentation Notes

The Common Core State Standards for Mathematics were designed to address these issues. To learn more about the Standards we are going to talk about the three shifts, which represent the overarching messages in these new Standards. Here are the three shifts in mathematics. {Read the slide} These are not only things I’m (we’re) telling you, these are things I’m (we’re) asking you to tell other people. These are what you need to be fighting for. These are what you need to be thinking about when a speaker at a workshop or a publisher or even members of your district tell you about CCSS – you can test their message against these things. You can test anyone’s message against these touchstones. They are meant to be succinct, and easy to remember; we’ll discuss them each in turn.


Model Curriculum 1.0 & 2.0

Version 1.0 Version 2.0 Version 1.0

WHAT Students need to Learn

HOW We can best Instruct

WHEN do we know students

have Learned

Standard Student Learning

Objectives Instruction

Formative Assessments

Summative/Formative

CCSS Standard

1

SLO #1 SLO #2

• Model Lessons • Model Tasks • Engaging

Instructional Strategies

• Effective checks

for understanding

• Teacher designed formative assessments

Unit Assessment SLOs 1-5

CCSS Standard 2

SLO #3 SLO #4 SLO #5

General Bank of Assessment Items 2.0 Student level learning reports - Professional development - Resource reviews

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Presentation Notes

LO #2


Why Unit-based Formative Assessments?

Clarify the level of rigor for SLOs Create common expectations in common courses Provide data to inform classroom instruction Provide data that can be combined with observation data to inform PD

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Presentation Notes

LO #1 & 3


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 Fundamental Advance

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PARCC: Evidence-Centered Design

Claims

Design begins with the inferences (claims) we want to make about students

Evidence

In order to support claims, we must gather evidence

Tasks

Tasks are designed to elicit specific evidence from students in support of claims

ECD is a deliberate and systematic approach to assessment development that will help to establish the validity of the assessments, increase the

comparability of year-to year results, and increase efficiencies/reduce costs.

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Presentation Notes

PARCC utilizes Evidence-Centered Design to inform the development of the summative assessments. ECD is a deliberate and systematic approach to assessment development that will help to establish the validity of the assessments, increase the comparability of year-to year results, and increase efficiencies/reduce costs. The Design begins with the inferences (claims) we want to make about students. In order to support claims, we must gather evidence. Tasks are then designed to elicit the specific evidence from students that supports the claims.

Claims Driving Design: ELA/Literacy

Students are on-track or ready for college and careers

Students read and comprehend a range of sufficiently complex texts

independently

Reading Literature

Reading Informational

Text

Vocabulary Interpretation

and Use

Students write effectively when using

and/or analyzing sources.

Written Expression

Conventions and

Knowledge of Language

Students build and present

knowledge through

research and the

integration, comparison,

and synthesis of ideas.

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These are the areas emphasized on the assessment.

Solve problems involving the major

content for their grade level with connections to

practices

Solve problems involving the additional and supporting content for their grade level with connections to practices

Express mathematical reasoning by constructing

mathematical arguments and critiques

Use the modeling practice to solve real

world problems

Demonstrate fluency in areas set forth in the

Standards for Content in grades 3-6

Claims Driving Design: Mathematics

Students are on-track or ready for college and careers

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Presentation Notes


Mathematical Practices

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 sense of structure. 8. Look for and express regularity in repeated reasoning.


Texts Worth Reading: 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 rather than sets of random questions of varying quality.

Better Standards Demand Better Questions: Custom items written to the Standards instead of reusing existing items.

Fidelity to the Standards: PARCC evidences are rooted in the language of the Standards so that expectations remain the same in both instructional and assessment settings.

PARCC’s Core Commitments to ELA/Literacy Assessment Quality

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1. Complexity: Regular practice with complex text and its academic language.

2. Evidence: Reading and writing grounded in evidence from text, literary and informational.

3. Knowledge: Building knowledge through content rich nonfiction.

PARCC Design for ELA

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Based on the information in the text “Biography of Amelia Earhart,” write an essay that summarizes and explains the challenges Earhart faced throughout her life. Remember to use textual evidence to support your ideas.

Grade 7 Analytical Prose Constructed-Response Item

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You have read three texts describing Amelia Earhart. All three include the claim that Earhart was a brave, courageous person. The three texts are: “Biography of Amelia Earhart” “Earhart's Final Resting Place Believed Found” “Amelia Earhart’s Life and Disappearance”

Consider the argument each author uses to demonstrate Earhart’s bravery.

Write an essay that analyzes the strength of the arguments about Earhart’s bravery in at least two of the texts. Remember to use textual evidence to support your ideas.

Grade 7 Prose Constructed-Response Item

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Below are three claims that one could make based on the article “Earhart’s Final Resting Place Believed Found.” Part A •Highlight the claim that is supported by the most relevant and sufficient facts within “Earhart’s Final Resting Place Believed Found.” Part B •Click on two facts within the article that best provide evidence to support the claim selected in Part A.

Grade 7 Technology-Enhanced Constructed-Response Item

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Focus: Items will focus on major, and additional and supporting content.

Problems worth doing: Problems will include conceptual questions, applications, multi-step problems and substantial procedures.

Better Standards Demand Better Questions: Custom items written to the Standards instead of reusing existing items.

Fidelity to the Standards : PARCC evidences are rooted in the language of the Standards so that expectations remain the same in both instructional and assessment settings.

PARCC’s Core Commitments to Mathematics Assessment Quality

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PARCC Design for Math

1. Focus: The PARCC Assessment will focus strongly where the Standards focus

2. Coherence: Think across grades and link to major topics within grades

3. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application.


Grade 4, Part A


Part B


Part C


Scoring Part A


Scoring Part B


Scoring Part C


Grade 7

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Assessment Transition Timeline

Spring 2012

NJ ASK Aligned to

NJCCCS

Spring 2013

NJ ASK

Aligned to the CCSS

(except gr 6-8 Math)

Spring 2014

NJ ASK

Aligned to the CCSS

SY 2014-15

Full administration

of PARCC assessments

“Transitional Assessments”


PARCC Assessment Design English Language Arts/Literacy and Mathematics, Grades 3-11

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

Speaking And Listening Assessment

• Locally scored • Non-summative, required

2 Optional Assessments/Flexible Administration

Mid-Year Assessment •Performance-based •Emphasis on hard-to-measure standards

•Potentially summative

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Presentation Notes

UNIVERSAL DESIGN To address the priority purposes, PARCC states are developing 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 interim, optional assessment components designed to Generate timely information for informing instruction, interventions, and professional development during the school year In English language arts/literacy, an additional required, non-summative component will assess students’ speaking and listening skills TALKING POINTS Graphic depiction of the assessment system. The system includes a suite of assessments and tools that, taken together, provide a more complete picture of student mastery of standards and progress throughout the year than is currently available on state assessments. Considerations Leading to 2 optional assessments: The cost of the assessments Flexibility on when to administer the optional assessments The amount of testing time needed to administer the assessments Possible disruption to school schedules caused by through-course assessment preparation and administration Constraints the distributed design might have on the flexibility of state and local educators to sequence instruction of the CCSS and to implement their own benchmark and formative assessment initiatives The PARCC assessment system will: Reflect the sophisticated knowledge and skills found in the English and math Common Core State Standards Include a mix of item types (e.g., short answer, richer multiple choice, longer open response, performance-based) Make significant use of technology Include testing at key points throughout the year to give teachers, parents and students better information about whether students are on track or need additional support in particular areas Diagnostic Assessments One element of the reading diagnostic assessment is a text complexity tool, which will provide a diagnostic of a student’s ability to read texts independently in order to provide useful guidance to educators, parents, and students about appropriate texts for students when reading independently. These assessments will be useful for the implementation of the ELA/Literacy CCSS in the classroom, as they will help educators meet the demands of the ELA/Literacy standards to teach appropriately complex texts by helping teachers understand what “appropriately complex” really means. The diagnostic assessment in math will help educators understand the extent to which students have mastered the key ideas in mathematics ("highlighted domains") in order to pinpoint areas needing improvement or identify areas in which students are excelling. In addition, it will provide greater detail about students who are above and below grade level so teachers can individualize instruction Timeline: Expected Summer/Fall 2014 HS Assessments Taken together, the PARCC assessment components comprise a comprehensive system of assessments that will provide timely information to teachers throughout the year, and provide students with meaningful information about their progress toward college and career readiness


Obstacles and Opportunities

Culture Capacity Coherence Courage


Shouldn't all kids have this experience?

http://www.youtube.com/watch?v=NyDXdHVw-yM

http://www.youtube.com/watch?v=NyDXdHVw-yM


This is our moment.

What will you do?


CCSS and PARCC Resources

Tri-State Quality Review Rubric www.engageny.org PARCC www.PARCConline.org CCSS www.achievethecore.org NJDOE Resources

• Model Curricula for K-12 Mathematics and ELA • Unit Assessments • Scaffolds for ELL and Special Education • Model lessons, units, videos, materials and resources • Assessment bank • Educator Resource Website (coming in September!)

http://www.corestandards.org/ http://www.state.nj.us/education/

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http://www.engageny.org/

http://www.parcconline.org/

http://www.achievethecore.org/

http://www.corestandards.org/

http://www.state.nj.us/education/


Welcome to the Educator Resource Website!

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Presentation Notes

Homepage: 1) Register if you are a new user, and log-in to your user profile if you are a returning user 2) Search by key word, standards (CCSS, NJCCCS) and/or curriculum framework (NJMC) 3) View most recently updated resources/highest rated resources 4) Learn about the site (help, video tutorials, etc.)


What can I do? Educator (teacher, principal, supervisor, etc): • Search for resources and/or

browse standards/model curriculum to locate instructional materials

• Upload a resource to share with fellow educators and general public

• Rate a resource and view rating (only educators can rate resources)

• Create a user profile with a “my collections” feature to store and organize favorite resources

• Access on a mobile device on IOS (Apple) and Android devices.

• Share resources in social media

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Presentation Notes

User profile view (once logged in): My collections – resources that you have found and “liked” can be stored and organized here so that each time you log in you will be able to view them Your feed – view resources that mean something to you (ex. I’m a 9th grade ELA teacher, I can set my feed to only show recently or highest rated 9th grade ELA resources) View resources you have uploaded View most recently uploaded resources


Additional CCSS and PARCC Resources

CCSSO’s PDF provides resources for: • About the CCSS • Communications about CCSS • Instructional and Planning Materials and Supports • ELA, math, CTE, ELL and Special Ed. Resources • Career and College Readiness • Assessment Information

•http://www.ccsso.org/Documents/2012/Common_Core_Resources.pdf

Seeing the Future: How the Common Core Will Affect Mathematics and English Language Arts in Grades 3-12 Across America http://www.k12center.org/rsc/pdf/seeing_the_future.pdf

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http://www.ccsso.org/Documents/2012/Common_Core_Resources.pdf

http://www.ccsso.org/Documents/2012/Common_Core_Resources.pdf

http://www.k12center.org/rsc/pdf/seeing_the_future.pdf


Reflections and Questions

Discuss an “aha” moment with a partner. How will you use what you learned to improve your school or district? What are you wondering?