Transcript West Jersey Reading Council

Obstacles or Opportunities:
Using the CCSS, PARCC and Educator
Evaluation to Improve Student Achievement
Common
Core
Student
Student
Achievement
Achievement
PARCC
Educator
Evaluation
www.achievethecore.org
Common Standards, Common Assessments
Uncommon Results
Common Core State Standards:
necessary, but not sufficient
Common Assessments:
required to identify best practices
Quality Implementation:
critical to improve student achievement
www.achievethecore.org
So the question is…
What is your role
in graduating all students
career and college ready?
www.achievethecore.org
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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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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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The CCSS Difference
Grade 3-5 ELA: Integration of Knowledge and Ideas
Grade 3
Compare and
contrast the most
important points
and key details
presented in two
texts on the same
topic
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Grade 4
Grade 5
Integrate
Integrate
information from
information from
two texts on the
several texts on the
same topic in order same topic in order
to write or speak
to write or speak
about the subject
about the subject
knowledgably
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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Limitations of Textbooks and Programs
CCSS requires the re-evaluation of textbooks, materials
and programs.
Rubrics for evaluating resources can be found at the
NJDOE website under CCSS.
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Model Curriculum 1.0 & 2.0
Version 1.0
Version 2.0
WHAT
Students need to Learn
HOW
We can best Instruct
Standard
Student
Learning
Objectives
CCSS Standard SLO #1
1
SLO #2
CCSS Standard SLO #3
2
SLO #4
Instruction
• Model Lessons
• Model Tasks
• Engaging
Instructional
Strategies
Formative
Assessments
Summative/Formative
• Effective checks
for
understanding
• Teacher designed
formative
assessments
Unit Assessment
SLOs 1-5
SLO #5
General Bank of Assessment Items 2.0
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Version 1.0
WHEN
do we know students
have Learned
Why Unit-based Formative Assessments?
 Clarify the level of rigor for teaching the standards or 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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Unit Assessment
Grade 3 sample formative assessment items
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Grade 3, Item #1—Part A: Eliza’s
Cherry Trees: Japan’s Gift to America
The article includes these details about Eliza’s life:
She wrote newspaper articles to tell others about what she saw in Alaska to
inform those who had not been there. (paragraph 1)
She wrote the first guidebook about Alaska. (paragraph 1)
She was the first woman to work at the National Geographic Society, where
she wrote many articles and books. (paragraph 11)
What do these details help show ?
a)They show that she shared the benefits of her experiences with others.*
b)They show she had many important jobs during her lifetime, but becoming
a photographer was one of her proudest moments.
c)They show that her earlier travels were more exciting than the work she did
later in her life.
d)They show that she had a careful plan for everything she did in her life.
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Grade 3, Item #1—Part B: Eliza’s Cherry
Trees: Japan’s Gift to America
Ideas from paragraphs 1 and 11 were used to help you learn
about Eliza. Click on two other paragraphs that include
additional support for the answer in Part A. There are more
than two paragraphs that include additional support, but
you need to only choose two.
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Grade 3, Item #3, Research Simulation Essay: Eliza’s Cherry
Trees: Japan’s Gift to America and “The Peanut Man”
You have read two texts about famous people in
American history who solved a problem by working to
make a change.
Write an article for your school newspaper describing
how Eliza and Carver faced challenges to change
something in America.
• In your article, be sure to describe in detail why some
solutions they tried worked and others did not work.
• Tell how the challenges each one faced were the same and
how they were different.
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Grade 7 Analytical Prose Constructed-Response Item
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.
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Grade 7 Technology-Enhanced Constructed-Response
Item
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.
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Grade 7, Prose Constructed-Response Item
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.
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Grade 7 Summative Assessment: Prose Constructed Response from
Research Simulation Task (Analytical Essay): “Amelia Earhart’s Life and
Disappearance”
Read the
“Biography of
Amelia Earhart”
Read “Earhart’s
Final Resting Place
Believed Found”
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Grade 10 Summative Assessment: Evidence-Based Selected
Response (EBSR) from Literary Analysis Task
Read the
excerpt from
Ovid’s
“Daedalus
and Icarus”
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Grade 10 Summative Assessment: Prose Constructed Response—
Sample #1 from Literary Analysis Task
Read the
excerpt from
Ovid’s
“Daedalus
and Icarus”
Read Anne
Sexton’s “To A
Friend Whose
Work Has Come To
Triumph”
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Grade 10 Summative Assessment:
Read the
excerpt from
Ovid’s
“Daedalus
and Icarus”
Read Anne
Sexton’s “To A
Friend Whose
Work Has Come To
Triumph”
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How do your assessments compare to these?
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.
What kind of instruction is rewarded by
your assessments?
www.achievethecore.org
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How are your assessments developed?
Claims
Evidence
Design begins with
the inferences
(claims) we want to
make about
students
Tasks
In order to support
claims, we must
gather evidence
Tasks are designed
to elicit specific
evidence from
students in support
of claims
PARCC utilizes Evidence-Centered Design
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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
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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.
“On Their Own”
“Students can, without significant scaffolding,
comprehend and evaluate complex texts across a
range of types of disciplines, and they can
construct effective arguments and convey
intricate or multifaceted information. Likewise,
students are able independently to discern a
speaker’s key points, request clarification, and ask
relevant questions.”
- Common Core ELA Standards
www.achievethecore.org
Use a Degree of Independence Rubric
1.
2.
3.
4.
5.
I did it independently.
I needed only 1 – 2 quick reminders.
I needed some direction or hints.
I needed a lot of assistance or reminders.
Even with a lot of help, I couldn’t complete the
task.
This adaptation is based on the work of Grant Wiggins.
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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
www.achievethecore.org
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Claims Driving Design: Mathematics
Students are on-track or ready for college and careers
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
Use the modeling
practice to solve real
world problems
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Express mathematical
reasoning by
constructing
mathematical arguments
and critiques
Demonstrate fluency in
areas set forth in the
Standards for Content in
grades 3-6
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.
www.achievethecore.org
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Mathematical Practices
1.
2.
3.
4.
5.
6.
7.
8.
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 sense of structure.
Look for and express regularity in repeated reasoning.
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PARCC’s Core Commitments to ELA/Literacy
Assessment Quality
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.
www.achievethecore.org
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PARCC’s Core Commitments to Mathematics
Assessment Quality
 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.
www.achievethecore.org
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Assessment Transition Timeline
Are your assessments transitioning?
“Transitional Assessments”
Spring 2012
NJ ASK
Aligned to
NJCCCS
Spring 2013
Spring 2014
NJ ASK
NJ ASK
Aligned to the
CCSS
Aligned to the
CCSS
(except gr 6-8
Math)
SY 2014-15
Full
administration
of PARCC
assessments
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PARCC Assessment Design
English Language Arts/Literacy and Mathematics, Grades 3-11
2 Optional Assessments/Flexible Administration
Diagnostic Assessment
• Early indicator of
student knowledge
and skills to inform
instruction, supports,
and PD
•Non-summative
Mid-Year Assessment
• Performance-based
• Emphasis on hardto-measure
standards
•Potentially
summative
Performance-Based
Assessment (PBA)
• Extended tasks
• Applications of
concepts and skills
• Required
Speaking And Listening
Assessment
• Locally scored
• Non-summative, required
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End-of-Year
Assessment
•Innovative, computerbased items
•Required
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What gets measured gets managed!
 Lesson plans
 Walkthroughs and evaluations: feedback on
standards-aligned instruction
 Data reports: Unit assessment data, walkthrough
data
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Leverage the Power of PLCs!
Create agendas that focus on the “right work.”
Engage in on-going collaboration.
Put the truth on the table.
Administrators attend on a regular basis and provide
feedback and support.
www.achievethecore.org
Activities to Promote
Understanding of the CCSS
 Review the 10 ELA anchor standards for a grade band
 Examine the K-12 development of a single anchor
standard
 Review the Appendices
 Appendix A: Text Complexity
 Appendix B: Text Exemplars and Student Perf. Tasks
 Appendix C: Samples of Student Writing
 Analyze the Model Curriculum and Unit Assessments
 Study the CCSS math practices
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Shifting Gears Resources
NJDOE Resources http://www.state.nj.us/education/
• 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 (njcore.org)
PARCC www.PARCConline.org
CCSS www.achievethecore.org; http://www.corestandards.org/
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What new Resources will be provided?
 September launch of Educator Resource Exchange website!
 Development of on-line CC professional development modules
for teachers and administrators
 Training videos on high quality early childhood practices
 A series of videos that address the Shifting Gears topics
 Monthly dissemination of information (resources, invitations to
participate in special projects, free PD opportunities) to
Common Core Implementation Teams
 Comprehensive communication campaign to build awareness
 Additional SGO exemplars that support quality instruction
 Identification and sharing of CC “best practices.”
www.achievethecore.org
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Contribute – Rate – Collect – Download – Share
What can I do?
Educators can:
•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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What new Professional Development will be
offered?
 Introduction of Model Lesson Awards
 Training for teachers on the Tri-State Quality Review Rubric and
protocols for examining student work
 Regional trainings for teachers on key CC topics in math and ELA
 Regional trainings for administrators on curricular and
instructional “look fors” in the CC classroom
 Statewide CC and PARCC trainings for school board members,
administrators, teachers, higher ed faculty, parents and the
business community
 Enhanced training and support for Priority and Focus schools
 SGO training for teachers and administrators
www.achievethecore.org
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Resources to Support Parents
National Parent Teacher Association (PTA)- a grade-bygrade Parent Guide to students’ success on the CCSS
http://pta.org/parents/content.cfm?ItemNumber=2583
Council of the Great City Schools- Parent Roadmaps to the
Common Core Standards (ELA and Math). Provides
guidance to parents about what their children will be
learning and how they can support that learning in grades
K-8. (Available in English and Spanish)
http://cgcs.schoolwires.net/domain/36
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Obstacles or Opportunities?
 Culture
 Capacity
 Coherence
 Courage
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This is our moment.
What will you do?
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