Transcript Document

Education Committee
February 3, 2014
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Grade level standards are tied to an anchor standard for
college and career readiness
Creates a vertical progression K-12
Standards Categories for ELA
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Foundational Skills
Reading: Literature
Reading: Informational Text
Writing
Language
Listening and Speaking
Separate Reading Standards for 6-12 Content Areas: Social
Studies, Science, and Technical Subjects
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The implementation of a better balance between informational
text and literary text.
The three power shifts in assessment that shift instruction to:
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Complex text
Close reading
Text-based questioning
Extracting evidence as support for understandings
Building knowledge across content
Grade
Literature
Informational
K-5
50%
50%
6-8
45%
55%
9-12
30%
70%
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Overview of Text Complexity
CCSS Text Complexity Model
Text complexity is defined by:
1.Quantitative measures
2.Qualitative measures
3.Reader and Task
considerations –
Reader and Task
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Text
Complexity
Grade Band
in the
Standards
Old Lexile
Ranges
Lexile Ranges
Aligned to CCR
expectations
K-1
2-3
N/A
450-725
N/A
420-820
4-5
6-8
9-10
11-CCR
645-845
860-1010
960-1115
1070-1220
740-1010
925-1185
1050-1335
1185-1385
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Connections to a student’s life experiences, culture or
literary knowledge, etc
Few allusions to other texts verses many allusions
Single theme verses multiple themes
Simple theme verses complex theme
Perspective like one’s own verses unlike perspectives
Single perspective verses multiple perspectives
Sophisticated language verses straight forward language
Many new/unknown words
Long complicated sentences verses short easy sentences
Complex non-linear sequence verses simple sequence
No helpful graphics verses supportive illustrations
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Begins with complex text worthy of discussion
Short, compact, contained text
Read and reread with deliberation
Lead by text based questions covering all standards
Requires text based evidence
Engages students in conversation and defense of an argument
Cover a wide variety of standards
 Align to the mandates and rigor of the standards
 Require that student response is grounded in the
text
 Are worthy of discussion
 Encourage student engagement
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Sample Informational Text Assessment
Question: Pre-Common Core Standards
High school students read an excerpt of James
D. Watson’s The Double Helix and respond to
the following:
James Watson used time away from his
laboratory and a set of models similar to
preschool toys to help him solve the puzzle
of DNA. In an essay, discuss how play and
relaxation help promote clear thinking and
problem solving.
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Sample Literary Question: Pre-Common Core
Standards
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From The Adventures of Tom Sawyer
Have the students identify the different methods of
removing warts that Tom and Huckleberry talk about.
Discuss the charms that they say and the items (i.e. dead
cats) they use. Ask students to devise their own charm to
remove warts. Students could develop a method that would
fit in the time of Tom Sawyer and a method that would
incorporate items and words from current time. Boys
played with dead cats and frogs, during Tom’s time. Are
there cultural ideas or artifacts from the current time that
could be used in the charm?
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From The Adventures of Tom Sawyer
Why does Tom hesitate to allow Ben to paint
the fence? How does Twain construct his
sentences to reflect that hesitation? What
effect do Tom’s hesitations have on Ben?
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Standards 1-3- Types and purpose
Opinion/argument
Expository
Narrative
Standards 4-6 Production and distribution
Format, purpose , audience
Writing process
Standards 7-9 Research to Build and Present Knowledge
Short focused research
Standard 10- Range of writing
Writing in different genre in response to reading
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Formal writing instruction to learn the traits of good writing
Matched to passage, video, or other text, writing to
demonstrate understanding.
Summaries
Writing across genre
Immersion in all strands
Media, technology embedded In practice
Focus and coherence
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Focus on a few key topics at each grade level
Coherent progressions across grade levels
Some content moved to a different grade
High school math focus on using math and solving complex problems,
similar to what would see in the real world
Focus in early grades on numbers (arithmetic and operations) to build a
solid foundation in math
Balance of concepts and skills
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Content standards require both conceptual understanding and procedural
fluency
Mathematical practices
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Foster reasoning and sense-making in mathematics
Problem-solving and communication emphasized
Domain Slide
Common Core State Standards
Required Fluencies
Grade
Required Fluency
K
Add/Subtract within 5
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Add/Subtract within 10
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Add/Subtract within 20
Add/Subtract within 100 with Paper/pencil
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Multiply/Divide within 100
Add/Subtract within 1000
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Add/Subtract within 1,000,000
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Multi-digit Multiplication
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Multi-digit Addition
Multi-digit Decimal Operations
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Solve px + q = r, p(x + q) = r
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Solve simple 2 x 2 systems by inspection
Mathematical Practices
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.
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District Wide
Student Friendly Posters
K-8 Embedded in Math Series
High School: Focus for Math Department on Warrior Days
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Phase one is completed and will be field tested this spring
Phase one will comprise the PARCC assessment for spring of
2015.
Phase one will have multiple forms
Phase two will build on Phase one.
Phase two in process currently
Flexible
Early Assessment
• Early indicator of
student
knowledge and
skills to inform
instruction,
supports, and PD
Summative
assessment for
accountability
Mid-Year
Assessment
• Performancebased
• Emphasis on hard
to measure
standards
• Potentially
summative
Formative
assessment
Performance-Based
Assessment (PBA)
• Extended tasks
• Applications of
concepts and skills
End-of-Year
Assessment
• Innovative,
computer-based
items
ELA/Literacy
• Speaking
• Listening
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1.
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PARCC builds a staircase of text complexity
to ensure students are on track each year for
college and career reading.
PARCC rewards careful, close reading rather
than racing through passages.
PARCC systematically focuses on the words
that matter most—not obscure vocabulary,
but the academic language that pervades
complex texts.
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PARCC focuses on students rigorously citing evidence
from texts throughout the assessment (including
selected-response items).
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).
PARCC requires writing to sources rather than writing
to de-contextualized expository prompts.
PARCC also includes rigorous expectations for narrative
writing, including accuracy and precision in writing in
later grades.
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PARCC assesses not just ELA but a full range of reading and
writing across the disciplines of science and social studies.
PARCC simulates research on the assessment, including the
comparison and synthesis of ideas across a range of
informational sources.
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 Evidence
Based
 Technology Enhanced
 Prose constructed
Part A
What is one main idea of
“How Animals Live?”
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There are many types of
animals on the planet.
Animals need water to live.
There are many ways to
sort different animals.*
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."
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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
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Part A
What does the word “regal” mean as it is used in the passage?
a.
generous
b.
threatening
c.
kingly*
d.
uninterested
Part B
Which of the phrases from the passage best helps the reader understand the meaning of
“regal?”
a.
“wagging their tails as they awoke”
b.
“the wolves, who were shy”
c.
“their sounds and movements expressed goodwill”
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“with his head high and his chest out”*
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Part A
Choose one word that describes Miyax based on evidence from the text. There is more than one
correct choice listed below.
reckless
lively
imaginative
observant
impatient
confident
Part B
Find 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 C
Find another 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.
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Grade 7- Kinds of tasks
The Literature Task plays an
important role in honing students’
ability to read complex text
closely, a skill that research
reveals as the most significant
factor differentiating collegeready from non-college-ready
readers. This task will ask
students to carefully consider
literature worthy of close study
and compose an analytic essay.
The Narrative Task broadens the
way in which students may use
this type of writing. Narrative
writing can be used to convey
experiences or events, real or
imaginary. In this task, students
may be asked to write a
story, detail a scientific process,
write a historical account of
important figures, or to describe
an account of events, scenes or
objects, for example.
The Research Simulation Task is
an assessment component worthy
of student preparation because it
asks students to exercise the
career- and college- readiness
skills of observation, deduction,
and proper use and evaluation of
evidence across text types.
In this task, students will analyze
an informational topic presented
through several articles or
multimedia stimuli, the first text
being an anchor text that
introduces the topic. Students will
engage with the texts by
answering a series of questions
and synthesizing information from
multiple sources in order
In the passage, the author developed a strong character named
Miyax. Think about Miyax and the details the author used to
create that character. The passage ends with Miyax waiting for
the black wolf to look at her.
Write an original story to continue where the passage ended. In
your story, be sure to use what you have learned about the
character Miyax as you tell what happens to her next.
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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.
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Results of the ELA/Literacy assessments will
be reported in three major categories: (1)
ELA/Literacy; (2) reading and comprehending
a range of sufficiently complex texts
independently (reading) and (3) writing
effectively when using and/or analyzing
sources (writing). ELA/Literacy results will be
based on a composite of students’ reading
and writing scores.
Students will receive both a scale score and
performance level scores for ELA/Literacy,
and scale scores for the reading and writing
categories. Performance level scores will be
reported according to five levels.
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Focus: The PARCC assessment will focus strongly where the
Standards focus.
Coherence: Think across grades and link to major topics within
grades.
Rigor: In major topics, pursue
conceptual understanding,
procedural skill and fluency,
and application.
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Include a balance of conceptual understanding, fluency, and
application. These tasks can involve any or all mathematical
practice standards
Machine scored and will include innovative, computer-based
formats
Appear on both the PBA and EOY Assessments
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Require written arguments/justifications, critique of
reasoning, or precision in mathematical statements
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Mix of machine scored and hand scored items
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Appear on the PBA Assessment
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Generate evidence for measuring mathematical reasoning
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Require modeling/application in a real-world context or
scenario
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Mix of machine scored and hand scored items
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Appear on the PBA Assessment
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Generate evidence for measuring mathematical
modeling/application with connections to content
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PARCC Field Testing 2014
School
Grade/Course
Subject
Number Mode of Test
of
Testing
PBA – Late March/April
Classes
EOY - May
Number of
Testing
Sessions
CMHS
Algebra I
Math
2
Online
EOY
2
Geometry
Math
3
Online
EOY
2
Algebra II
Math
2
Online
EOY
2
8th
Math
2
Paper
PBA
2
7th
ELA
2
Paper
PBA
2
SGC
6th
ELA
2
Paper
EOY
2
CSK
5th
ELA
2
Paper
EOY
2
Crete
4th
Math
2
Online
PBA
2
Balmoral
3rd
ELA
2
Online
EOY
2
CMMS
PARCC Testing Spring 2015
Performance-Based Assessment (PBA)
March 9, 2015 to April 3, 2015
End-of-Year (EOY)
April 27, 2015 to May 22, 2015
Combined, the PARCC PBA and EOY assessments: 9 Sessions
PBA: 5 Sessions
3 ELA
2 Math
EOY: 4 Sessions
2 ELA
2 Math
•Each testing window (PBA and EOY) is a maximum of 20 school
days
•Schools will be able to complete administration of the tests in
less than 20 days, if they have sufficient capacity to administer
assessments to large numbers of students simultaneously.
•Typically, individual students will participate in testing sessions
for both the PBA and EOY components over five to nine days.
•Each test part will not be available on every day within the
testing window. For example, the Research Simulation Task may
be available on Mondays and Thursdays, but not Tuesdays and
Wednesdays.
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PARCC Sample Test is Available
http://parcconline.org/computer-based-samples
Questions?