Transcript CCSS and PARCC - chathamschools.org

CCSS and PARCC
Created for Ball-Chatham Teachers
By
Jill Larson, Assistant Superintendent
Did You Know?
 http://www.youtube.com/watch?v=YmwwrGV_aiE
YES, STUDENTS HAVE CHANGED!
Students…
What 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.
Terms Defined
CCSS – Common Core State Standards
PARCC – Partnership for Assessment of Readiness for College
and Careers
ELA – English-Language Arts
Who is leading the CCSS Initiative?
•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)
Why Common Core State Standards?
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?
•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?
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
Adoption of CCSS
 http://www.corestandards.org/in-the-states
What grade levels are included in the
CCSS?
•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 subjects.
Who is developing standards in other
subject areas?
•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.
CCSS
Fewer
Clearer
Higher
Focus
Coherence
Rigor
Common Core English Language Arts
Reading for Information
Reading Literature
Speaking
Listening
Language
Writing
Reading and Writing in Science, History, and Technology
CCSS Shifts in English Language Arts
(ELA):
1.
2.
3.
4.
5.
6.
More Informational Text
Building Knowledge in the Disciplines
Staircase of Complexity
Text Dependent Questions
Writing from Sources
Academic Vocabulary
Shift 1: Change (We Have Already Worked On Due
to our District Literacy Initiative)
Grade Span
Literature
Informational
Text
K–5
50%
50%
6–8
45%
55%
9 – 12
30%
70%
Shift 2: Literacy Across Disciplines
Literature
Science
Social Science
Arts
Shared Responsibility for Students’
Literacy Development
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
Shift 3: Staircase of Complexity
(Standard 10)
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)
Lexile
SAT, ACT, AP
1000+
Military
1050+
Citizenship
1050+
Workplace
900 +
Community College
1100
Online Reference Articles
1200
Online Worldwide Newspapers
1250
University
1300
Graduate Record Exam
1350
Shift 4: Text Dependent Questions
Questions that are text dependent can ONLY be
answered correctly by close reading of the text.
Non-Text Dependent vs. Text
Dependent Questions
Non-Text Dependent Questions
Text 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. 910.6)
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. 910.9)
What Are the Implications?
80% - 90% of CCSS Reading Standards require text
dependent analysis, yet over 30% of questions in
major textbooks do not.
-Sue Pimentel, CCSS Author
Shift 5: Writing from Sources
Informational
Argument
Narrative
Shift 6: Academic Vocabulary
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
CCSS MATH
Two Types of Standards
Content
2. Standards for Mathematical Practice
1.
CCSS Math
Content Standards
Operations and Algebraic
Thinking
Numbers and Operations in
Base 10
Measurements and Data
Geometry
Numbers and Operations –
Fractions
Ratios and Proportional
Relationships
Number System
Expressions and Equations
Statistics and Probability
Algebra
Standards for Mathematical Practice
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 use of structure.
Look for and express regularity in repeated reasoning.
CCSS Shifts in Mathematics
1. Focus
Provides sufficient time to think
about, practice, and integrate math
concepts; not a survey approach.
2. Coherence
Standards are connected and
increase in skills and sophistication.
3. Fluency
Thoughtful practice for skill
acquisition and understanding.
4. Deep Understanding
Students write and speak about
their understanding of concepts.
5. Applications
Apply concepts in real-life situations
and across content areas.
6. Dual Intensity
Practice and understanding
PARCC’s Goals
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
States that are part of PARCC
PARCC and SMARTER Balanced
•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
Differences in PARCC and
SMARTER Balanced
PARCC
Begin year with diagnostic test
SMARTER BALANCED
Optional interim tests at the beginning of
the year and middle of the year
Midyear assessment
Required testing grades 9 – 11
Optional testing in grades 9 and 10
Determine cut scores after the first full year Determine cut scores for passing or failing
of implementation
after piloting the assessments in Spring 2014
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
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
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
PARCC in 2014 – 2015 (Draft)
Five (5) Assessments
1.
2.
3.
4.
5.
Diagnostic (optional by state) – Beginning of year – Immediate
Feedback
Mid year (optional by state) –Winter- Immediate Feedback
Required Performance-Based Assessment (PBA) – Feb/March –
Slow in getting ALL results
Required End of Year (EOY)– May or 90% of year completed –
may be slow in getting ALL results
Required Speaking and Listening Assessment (not yet developed)
PARCC in 2014 – 2015 (Draft)
•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 12th grade bridge courses and PD for educators
Ongoing Student Supports/Interventions
Possible Future Implications With
New Test
•Dip in Scores -
Lower Meets and Exceeds Overall
ISAT2013 – NEW CUT SCORES
•
•
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.
PSAE 2013
Adding third component to the PSAE which
will allow students to earn a National
Career Readiness Certificate.
What is “college and career ready”?
•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 student’s career aspirations),
from two or four year public institutions of higher education.
Will colleges accept PARCC?
•It will still be up to the colleges on how PARCC
will be accepted.
•PARCC is not to replace ACT.
PARCC Supporting Educators in the
Classroom
•Instructional tools to support implementation
•Professional development modules
•Timely student achievement data
•Educator-led training to support “peer-to-peer”
training
Key Ingredients for the Plan for BallChatham Educators
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 of Plan
Learning Communities
Leadership
Resources
Data
Learning Opportunities
Timeline for CCSS Implementation
•November 30, 2012 - Coaches to meet with Cabinet to discuss roll-
out and PD needs
•December 6, 2012 (SIP)– Overview
•December 2012–February 2013 – Unpacking CCSS which includes
What We Do Well/Gaps/Next Steps
•March – May 2013 – Integration
•June 2013- May 2014 – Integration/Implementation
CCSS Implementation – Step 1
Unpacking by Grade Level
What we do systemically =
Familiar, but not consistent =
Unfamiliar – don’t do =
Cautions
•
•
•
•
Websites – Overwhelming!
Saying, “I already do all this in my classroom now.”\
Don’t go home and unpack the standards alone.
Don’t teach in isolation.
Think About…
“This is truly a once-in-a-lifetime opportunity and
we can’t afford not to get it right.”
“CCSS is a brave-new-world game changer if only
we can pull it off.”
-Steve Leinwand, 2012
References
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