Transcript Top 10 Items Every Teacher should Know about the Next

Burning Questions?
Please use a moment to jot down your
absolutely “Need to Know” Burning
Questions….
One per post it please!
If you wouldn’t mind, please place them
on the white board…..
Thanks!
Catherine Schulte
Clermont County ESC
Ohio Educator Leader Cadre
[email protected]
to the
Next Generation Assessments
CCESC
Learning Targets
Learn the Top "10" List of things teachers can do
to get ready for the PARCC Assessment.
Investigate the tools and resources available to
assist in preparing students for the upcoming
assessment.
Learn about the impact of the Standards for
Mathematical Practice and the shifts necessary for
your instruction
Instruction Matters
Teaching has 6 to 10 times as much impact on
achievement as all other factors combined.
Numerous studies demonstrate that two teachers
working with the same socioeconomic population
can achieve starkly different results on the same
test .. Just three years of effective teaching
accounts on average for an improvement of 35 to
50 percentile points.
Schmoker, M. (2006). Results now: How we can achieve unprecedented
improvements in teaching and learning. Alexandria, VA: Association for Supervision
and Curriculum Development.
Opportunity to Learn
Opportunity to learn is widely considered the
single most important predictor of student
achievement. Defined by the National
Research Council as “circumstances that
allow students to engage in and spend time
on academic tasks …” (p. 333).
National Research Council. (2001). Adding it up: Helping children learn
mathematics. J. Kilpatrick, J. Swafford, & B. Findell (Eds.). Mathematics Learning
Study Committee, Center for Education, Division of Behavioral and Social Sciences
and Education. Washington, D.C.: National Academy Press
Top 10
Things Every Ohio Teacher
Should Know About Ohio’s
Next Generation
Assessments
OK, SO THERE ARE REALLY 12…AT LEAST!
Bonus news! 12/8/2014
Ohio Waiver to Eliminate Double Testing…..
•The U.S. Department of Education has approved the Ohio Department of
Education’s request for a waiver from “double testing” students below ninth grade
who are taking high school-level courses for credits.
•The waiver, which only applies to the 2014-2015 school year, requires these
students in elementary and middle school to test above their grade levels – in the
high school-level courses they took for credit – and prohibits them from taking the
assessments for the courses at their current grade levels.
•These students must take the performance-based assessments and the end-ofyear exams that match the high school-level courses. For example, an eighthgrader who is taking Algebra I for high school credit must take only the Algebra I
assessment. That student will not take the eighth-grade math test.
•Unlike the previous policy on accelerated testing, students do NOT need to be on
formal acceleration plans in order to take the higher-grade state tests.
•The waiver allows all students to take the tests that best match their courses of
study, regardless of whether acceleration plans are in place.
#12
1 Mathematics units must include one unit of algebra II or the equivalent of algebra II. Students on a Student Success Plan may be exempted from taking algebra II.
2 School districts may adopt a policy that would exempt students who participate in interscholastic athletics, band or cheerleading for two full seasons from the physical education requirement.
Students must take another course of at least 60 contact hours in its place.
3 Science units must include one unit of physical sciences, one unit of life sciences and one unit advanced study in one or more of the following sciences: chemistry, physics or other physical
science; advanced biology or other life science; astronomy, physical geology or other earth or space science. Students on a Student Success Plan may be exempted from advanced study in
science.
4 Social studies units must include ½ unit of American history and ½ unit of American government.
5 Electives units must include one or any combination of foreign language, fine arts, business, career-technical education, family and consumer sciences, technology, agricultural education or
English language arts, mathematics, science or social studies courses not otherwise required.
6 All students must receive instruction in economics and financial literacy during Grades 9-12 and must complete at least two semesters of fine arts taken any time in Grades 7-12. Students
following a career-technical pathway are exempted from the fine arts requirement.
7 The State Board of Education may decide to include an algebra II end-of-course examination in place of algebra beginning for students entering ninth grade on or after July 1, 2016.
Physical Science vs Biology…..
•Students in grade 8 and below (graduating classes of 2019
and beyond) must take the biology end-of-course exam to
meet their science graduation requirement.
•Students in grade 9 (graduating class of 2018) have the
option to take either the physical science or the biology
end-of-course exam to meet their science graduation
requirement.
•Students in grades 10-12 do not take an end-of-course
exam in science. They are still under the Ohio Graduation
Tests to meet their science graduation requirements.
Graduation Requirements
New Decisions – Sept 19, 2014
Graduation Points
As one of the three pathways to a diploma, students can accumulate their
scores from end-of-course exams. The higher a student scores on any end-ofcourse exam, the more graduation points he or she earns:
 Advanced Level = 5 points
 Accelerated Level = 4 points
 Proficient Level = 3 points
 Basic Level = 2 points
 Limited Level = 1 point
Diploma eligibility – 18 points!
A student must earn at least four points between the math exams, four
points between the English exams and six points between the science
and social studies exams.
Substitute exams
Students in certain courses can take a substitute exam, such as an
Advanced Placement (AP) exam, instead of the state’s end-of-course
exam. The State Board-approved AP exams may be
substitute tests for the following courses:
Physical Science:
 AP Physics 1: Algebra-Based
 AP Physics 2: Algebra-Based
American History:
 AP United States History
American Government:
 AP United States Government and Policy
Phase-in exemption and automatic points
If a student earned high school credit for a tested course before July 1, 2014,
the student automatically earns three graduation points. Students who earn
credit for a first semester block course in American history, American
government or physical science before January 31, 2015, will also automatically
earn three graduation points. If a student receives automatic points, he or she
does not have to take the exam, unless that student chooses to take it. The
exemption for block schedule students is part of a rule that will be finalized in
December 2014
Retaking exams
A student who scores below Proficient on any end-of-course exam may retake
the exam after receiving extra help from the school. A student scoring Proficient
or higher can retake an exam only if he or she has taken all seven end-ofcourse exams and still is below the minimum point requirements. Any student
who automatically earned three graduation points from a course can retake the
exam for a higher score.
Highest score counts
The highest score a student gets on a test will count. For example, if a
student retakes an end-of-course exam, or if he or she takes the college
admissions test before or after it is offered by the state,
the student’s highest recorded score will count.
Transfer students
Districts will scale down the graduation points requirements for
students who arrive at a school with credit for some, but not all, tested
courses. However, these students still must earn at least five points between
the English II and either the Geometry or Integrated Math II exams.
Students who transfer having taken all of the tested courses will take only the
college admissions test (see below for more information on this test). If the
student does not reach the score needed for graduation, the student must
take the English II and Integrated Math II exams and earn five points
between them.
PARCC VS AIR or….
who is taking what?
Grade
Subjects
PARCC
3
4
5
6
7
8
XXX
ELA
ELA
ELA
ELA
ELA
AIR
Math
Math
Math
Math
Math
Math
Social Studies
Science
Social Studies
Science
High School FAQ:
MUST A STUDENT TAKE THE END-OF-COURSE EXAM WHEN
HE/SHE IS ENROLLED IN THE COURSE?
Yes, it is the expectation for students to take the state
end-of-course exam when they are taking the course.
Course
PARCC
AIR
English Language Arts I
English Language Arts II
Algebra I
Geometry
Math I
Math II
American History
American Government
Physical Science
Biology
Fall Block
2014-2015
Dec - Jan
Yes
Yes
Yes
Yes
No
No
No
No
No
No
Spring
Windows
Feb - May
2015
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
Fall Block
2015-2016
Dec - Jan
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Spring
Windows
Feb - May
2016
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
# 11 Design of the Assessment System
15
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
End-of-Year
Assessment
• Innovative,
computer-based
items
• Required
Speaking And Listening Assessment
• Locally scored
• Non-summative, required
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Summative Assessment
Components
Science and
Social Studies
PBA and EOY
Performance Based Assessment
ELA
Write effectively when
analyzing text
Math
Multi-step problems requiring abstract
reasoning, precision, perseverance, and
strategic use of tools
End of Year Assessment
ELA
Reading comprehension
Math
– Innovative, machine-scorable items
PARCC Math Assessments
PBA
Math
Administration
(Session)
EOY
Math
Administration
(Session)
Unit 1
Unit 2
Unit 1
Unit 2
Calculator
Section
Non-Calculator
Section
Calculator
Section
Non-Calculator
Section
Spring 2015 Test Schedule
Districts/schools should schedule accordingly with NO breaks (except spring breaks for one week)
or professional days scheduled within the 20-day or 10-day window. For example, a district/school
may schedule 3 five-day weeks, skip a week for spring break and schedule the last five-day week of
the window for a total of 20 days.
English Language Arts & Mathematics
February 16 – March 20
Grades 3-8, and High School
20 day window
Computer
Includes make ups
English Language Arts & Mathematics
February 16 – March 6
Performance
Grades 3-8, and High School
15 day window
Based
Paper/pencil
includes make ups
Social Studies – Grades 4, 6 and HS
March 2 – March 13
Science – Grades 5, 8 and HS
10 day window
Computer or paper/pencil (district choice)
Includes make ups
English Language Arts & Mathematics
April 13 – May 15
Grades 3-8, and High School
20 day window
Computer
Includes make ups
English Language Arts & Mathematics
April 13 – May 1
Grades 3-8, and High School
End of Course
15 day window
Paper/pencil
includes make ups
Social Studies – Grades 4, 6 and HS
May 4 – May 15
Science – Grades 5, 8 and HS
10 day window
Computer or paper/pencil (district choice)
Includes make ups
PARCC Testing Times (minutes)
2014-2015
Tests
Grade 3
Math
Grade 4 - 5
Math
Grade 6 - 8
Math
PBA
Unit 1
PBA
Unit 2
EOY Unit 1
EOY
75
75
75
75
Est. Time on Task 50
50
50
50
Unit Time
80
70
75
75
Est. Time on Task 55
50
50
50
Unit Time
80
70
80
75
Est. Time on Task 55
50
60
50
90
75
80
75
Est. Time on Task 60
50
60
50
Unit Time
Alg. 1, Geo,
Unit Time
Int. Math I, Int.
Math II
Unit 2
10: Mathematical Practices
Next Generation Assessments will measure
Standards for
Mathematical Practice
Mathematical
Content Standards
• 8 Practices
• Fewer Content
• Describe ways in
Standards per grade
which students
• Describe what
ought to engage with
students should
mathematics.
understand and be
able to do
Standards for
Mathematical Practice
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
Standards for Mathematical Practice
“Habits of Mind”
Grouping the
Standards of Mathematical Practice
http://Importance of Mathematical Practices
Standard Task
Card Sort Activity
Match each of the 12 Tasks to
the Standard that the task
addresses.
# 9 The Three Shifts in Mathematics
Focus: Strongly where the
Standards focus
Coherence: Think across
grades and link to major topics
within grades
Rigor: Require conceptual
understanding, fluency, and
application
Focus on the Major Work of
the Grade
Two levels of focus:
◦What’s in/What’s out
◦The shape of the content that is in
Engaging with the shift: What do you think belongs in the
major work of each grade?
Grade
Which two of the following represent areas of major focus for the indicated grade?
K
Compare numbers
Use tally marks
Understand meaning of addition and subtraction
1
Add and subtract within 20
Measure lengths indirectly and by
iterating length units
Create and extend patterns and sequences
2
Work with equal groups of objects to
gain foundations for multiplication
Understand place value
Identify line of symmetry in two dimensional
figures
3
Multiply and divide within 100
Identify the measures of central
tendency and distribution
Develop understanding of fractions as numbers
4
Examine transformations on the
coordinate plane
Generalize place value understanding
for multi-digit whole numbers
Extend understanding of fraction equivalence
and ordering
5
Understand and calculate probability of
Understand the place value system
single events
6
7
8
Alg.1
Alg.2
Understand ratio concepts and use ratio
Identify and utilize rules of divisibility
reasoning to solve problems
Apply and extend previous
understandings of operations with
Use properties of operations to
fractions to add, subtract, multiply, and generate equivalent expressions
divide rational numbers
Define, evaluate, and compare
Standard form of a linear equation
functions
Apply and extend previous understandings of
multiplication and division to multiply and divide
fractions
Apply and extend previous understandings of
arithmetic to algebraic expressions
Generate the prime factorization of numbers to
solve problems
Understand and apply the Pythagorean Theorem
Quadratic inequalities
Linear and quadratic functions
Creating equations to model situations
Exponential and logarithmic functions
Polar coordinates
Using functions to model situations
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Engaging with the shift: What do you think belongs in the
major work of each grade?
Grade
Which two of the following represent areas of major focus for the indicated grade?
K
Compare numbers
Use tally marks
Understand meaning of addition and subtraction
1
Add and subtract within 20
Measure lengths indirectly and by
iterating length units
Create and extend patterns and sequences
2
Work with equal groups of objects to
gain foundations for multiplication
Understand place value
Identify line of symmetry in two dimensional
figures
3
Multiply and divide within 100
Identify the measures of central
tendency and distribution
Develop understanding of fractions as numbers
4
Examine transformations on the
coordinate plane
Generalize place value understanding
for multi-digit whole numbers
Extend understanding of fraction equivalence
and ordering
5
Understand and calculate probability of
Understand the place value system
single events
6
7
8
Alg.1
Alg.2
Understand ratio concepts and use ratio
Identify and utilize rules of divisibility
reasoning to solve problems
Apply and extend previous
understandings of operations with
Use properties of operations to
fractions to add, subtract, multiply, and generate equivalent expressions
divide rational numbers
Define, evaluate, and compare
Standard form of a linear equation
functions
Apply and extend previous understandings of
multiplication and division to multiply and divide
fractions
Apply and extend previous understandings of
arithmetic to algebraic expressions
Generate the prime factorization of numbers to
solve problems
Understand and apply the Pythagorean Theorem
Quadratic inequalities
Linear and quadratic functions
Creating equations to model situations
Exponential and logarithmic functions
Polar coordinates
Using functions to model situations
29
Coherence: Progression of Domains
Across the Grades
kindergarten
1
2
3
4
5
6
7
8
HS
Counting &
Cardinality
Number and Operations in Base Ten
Number and Operations –
Fractions
Ratios and Proportional
Relationships
The Number System
Expressions and Equations
Number &
Quantity
Algebra
Operations and Algebraic Thinking**
Functions
Geometry
Measurement and Data*
* K-5 Measurement and Data splits into Statistics and
Probability and Geometry in Grade 6
** Operations and Algebraic Thinking is foundation for Grade 6
Expressions and Equations and The Number System
Functions
Geometry
Statistics and Probability
Statistics &
Probability
Big Ideas
Elementary K-2: Place Value & 10
Grades 3-5+: Fractions!
Grades 6-8: Ratios & Algebra
High School: Modeling
31
A detailed
graphic
created by
CCSSM lead
writer Jason
Zimba showing
the
connections
among
standards
within and
across grades
K–8.
http://achievethecore.org/page/844/ccssm-wiring-diagram
Progressions
http://commoncoretools.me/category/progressions/
Fractions in the Common Core
Grade 3
◦ Develop understanding of fractions as numbers.
Grade 4
◦ Extend understanding of fraction equivalence and ordering.
◦ Build fractions from unit fractions by applying and extending previous understandings of operations on
whole numbers.
◦ Understand decimal notation for fractions, and compare decimal fractions.
Grade 5
◦ Use equivalent fractions as a strategy to add and subtract fractions.
◦ Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
Grade 6
◦ Apply and extend previous understandings of multiplication and division to divide fractions by fractions.
Grade 7 (Integers)
◦ Apply and extend previous understandings of addition and subtraction to add and subtract rational
numbers
◦ Apply and extend previous understandings of multiplication and division and of fractions to multiply and
divide rational numbers.
34
Rigor
•
The CCSSM require a balance of:
 Solid conceptual understanding
 Procedural skill and fluency
 Application of skills in problem solving situations
•
Pursuit of all three requires equal intensity in time,
activities, and resources.
35
PARCC Assessment
Development and Design
Implementing the Standards
Tools & Resources
#8 Model Content Frameworks
#7 Evidence Tables
#6 Performance Level Descriptors
8: Model Content Frameworks
The Model Content Frameworks were
developed by PARCC to …
Inform development of item specifications and
blueprints for the PARCC assessments, and
Support implementation of the Common Core
State Standards.
Structure of the
Model Content Frameworks for Mathematics
• Examples of key advances from the previous grade
• Fluency expectations or examples of culminating standards
• Examples of major within-grade dependencies
• Examples of opportunities for connections among
standards, clusters or domains
• Examples of opportunities for in-depth focus
• Examples of opportunities for connecting mathematical
content and mathematical practices
• Content emphases by cluster
Required Fluencies in K-6
Grade
Standard
Required Fluency
K
K.OA.5
Add/subtract within 5
1
1.OA.6
Add/subtract within 10
2
2.OA.2
2.NBT.5
Add/subtract within 20 (know single-digit sums from
memory)
Add/subtract within 100
3
3.OA.7
3.NBT.2
Multiply/divide within 100 (know single-digit
products from memory)
Add/subtract within 1000
4
4.NBT.4
Add/subtract within 1,000,000
5
5.NBT.5
Multi-digit multiplication
6
6.NS.2,3
Multi-digit division
Multi-digit decimal operations
40
Model Content Framework
Activity
Study the grade level Model Content Framework
for the course you teach
What do you notice?
(On post-it notes make at least 3 noticings)
What do you wonder?
(On post-it notes make at least 3 wonderings)
Turn and Talk
What is your understanding of Model
Content Frameworks?
How do the Model Content Frameworks
affect my Grade Course of Study?
K-8 Achieve Doc
7: Evidence Tables and
Instructional Guides
Evidence Tables and Evidence Statements…
Describe the knowledge and skills that an
assessment item or task elicits from the student.
Are aligned directly to the Common Core State
Standards
Highlight the advances around and the coherent
nature of the standards
Indicate calculator availability for each item
http://www.parcconline.org/mathematics-test-documents
Integral pieces to the Math assessments….
What you need to know
For mathematics, knowing which evidence
statements are eligible for the performance-based
assessment (PBA) and the end-of-year assessment
(EOY) with accompanying content clarifications and
limits is essential. (also calculator availability)
Also essential in mathematics is to demonstrate the
coherent nature of the standards. As such, some
evidence statements include more than one
standard.
Assessment Blueprints vs Evidence Statements
Assessment Blueprints/
Test Specifications
Describe the content and structure of
an assessment.
Evidence Statements /
Tables
Describe the knowledge and skills
that an assessment item or a task
elicits from students.
Define…
• The total number of tasks
• Are aligned directly to the
and/or items for any given
Common Core State Standards
assessment component
• Highlight the advances around and
• The standards measured
the coherent nature of the
• The item types
standards
• The point values for each item • Indicate calculator availability for
each item (Mathematics 6-HS)
Math item counts per form
Evidence Centered Design Claims
Updated Sept 2014
All points from Claim E (grades 3-6)
have been reallocated to Claims A or B
Standards for Mathematical Practice
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
Evidence Statement Tables:
Types of Evidence Statements
Those using exact standards language
Those transparently derived from exact standards
language, e.g., by splitting a content standard
Integrative evidence statements that express plausible
direct implications of the standards without going beyond
the standards to create new requirements
Sub-claim C & D evidence statements, which put MP.3, 4,
6 as primary with connections to content
53
Clarifications….
1 “Thin context” is a sentence or phrase that establishes a concrete
referent for the quantity/quantities in the problem, in such a way as
to provide meaningful avenues for mathematical intuition to
operate, yet without requiring any sort of further analysis of the
context. For example, a task could provide a reason for being given a
set of fractional measurements such as, “The fractions represent
lengths of ribbon.”
2 Scaffolding in a task provides the student with an entry point into
a pathway for solving a problem. In unscaffolded tasks, the student
determines his/her own pathway and process. Both scaffolded and
unscaffolded tasks will be included in reasoning and modeling items.
Evidence Statements using Exact
Standards Language
1. Those using exact standards language
55
Evidence Statements Derived from Exact
Standards
2. Those transparently derived from exact standards language, e.g., by
splitting a content standard. Here 8.F.5 is split into 8.F.5-1 and 8.F.5-2.
Key
8.F.5-1
8.F.5-2
56
Evidence Statement Text
Describe qualitatively the functional
relationship between two quantities by
analyzing a graph (e.g., where the
function is increasing or decreasing,
linear or nonlinear).
Sketch a graph that exhibits the
qualitative features of a function that has
been described verbally.
Clarifications, limits, emphases, and
other information intended to ensure
appropriate variety in tasks
Relationship
to MP
MP.2, MP.5
i) Pool should contain tasks with and
without contexts.
i) Pool should contain tasks with and
without contexts.
MP.2, MP.5, MP.7
Evidence Statements Derived from Exact
Standards
For the PBA, tasks will assess 3.OA.3.
This CCSS has been split into 4
Evidence Statements 3.OA.3-1, 3.OA.3-2,
3.OA.3-3 and 3.OA.3-4. The full text of
3.OA.3 is listed in the CCSS.
“Clarifications” provide
item developers with
guidance on the depth and
breadth of the tasks.
For Type 1 tasks, “Evidence
Statement Text” may represent
all or part of CCSS.
“MP” - Mathematical
Practices provide
guidance on how
content should be
connected to practices.
Mathematical
Practices listed on
the top row are Ipso
Facto. The se MP’s
are a direct
consequence of the
Evidence Statement.
MP’s listed on the
second row were
considered when
developing items.
57
Integrative Evidence Statements
3. Integrative evidence statements that express plausible direct implications
of the standards without going beyond the standards to create new
requirements
An Evidence Statement could be integrated across
• Grade/Course – Ex. 4.Int.2 (Integrated across Grade 4)
• Domain – F.Int.1 (Integrated across the Functions Domain)
• Cluster - S-ID.Int.1 (Integrated across S-ID Interpreting Categorical &
Quantitative Data )
The extension numbers “.1, .2, 3-3” on all “Int” Evidence Statements are
used for numbering/ordering purposes for item developers.
58
Integrative Evidence Statements
Grade/Course – Ex. 4.Int.1 (Integrated across Grade 4)
Key
4.Int.8
Clarifications, limits, emphases, and other information
intended to ensure appropriate variety in tasks
Solve addition and subtraction word i)The given numbers are such as to require an efficient/standard
problems involving three four-digit
addends, or two four-digit addends algorithm (e.g., 7263 + 4875, 7263 – 4875, 7406 – 4637. The
and a four-digit subtrahend.
given numbers do not suggest any obvious ad hoc or mental
Evidence Statement Text
strategy (as would be present for example in a case such as
6,999 + 3,501 or 7300 – 6301, for example).
Draws on content from
ALL of grade 4
59
Relationship
to MP
MP.1
Integrative Evidence Statements
Algebra I
Cluster - S-ID.Int.1
(Integrated across S-ID Interpreting Categorical & Quantitative Data )
60
Sub-claim C and Sub-claim D Evidence Statements
4. Sub-claim C & Sub-claim D Evidence Statements, which put
MP. 3, 4, 6 as primary with connections to content
Key
Evidence Statement Text
HS.C.5.11
Given an equation or system of
equations, reason about the
number or nature of the solutions.
Content scope: A-REI.11,
involving any of the function types
measured in the standards.
High School Evidence Statement
Subclaim C (Reasoning)
61
Clarifications, limits, emphases, and other information
intended to ensure appropriate variety in tasks
Relationship
to MP
MP.3
i) For example, students might be asked how many positive
solutions there are to the equation ex = x+2 or the equation ex =
x+1, explaining how they know. The student might use technology
strategically to plot both sides of the equation without prompting.
Sub-claim C and Sub-claim D Evidence Statements
Within “Evidence
Statement Key”, these
Evidence Statements
will address Subclaim
C (Reasoning) and
Subclaim D
(Modeling) .
Within these Subclaim C (Reasoning) and Subclaim D
(Modeling) Evidence Statements, the Content Scope
lists the CCSS that will be assessed
Please note within 3.C.7 and 3.D.2, the Evidence Statements will address on grade level Reasoning (3.C.7) and
Modeling (3.D.2) but will utilize “securely held (grade 2) content”.
62
Also in the
Informational Guides #6
Calculators
Tools
Rulers
Protractors
Geometry Tools if applicable
Reference Sheets
Requisite Knowledge
http://www.parcconline.org/mathematics-test-documents
Student Test Supports – (Math)
Calculators and Reference Sheets
Grades 3 – 5 will not allow for calculator usage.
Grades 6-7 will allow for an online four function calculator
with square root.
Grade 8 will allow for an online scientific calculator.
High School will allow for an online calculator with
functionalities similar to that of a TI-84 graphing calculator.
Provide calculator accommodations on the noncalculator test sessions of the mathematics summative
assessments for SWD who meet the eligibility criteria
http://www.parcconline.org/sites/parcc/files/PARCC%20
Calculator%20Policy%20-%20Updated%207-31-14.pdf
Suggested
Calculator/
Non
Calculator
Sessions
Reference
Sheets for
grades 5 – 8
and HS
CALCULATORS AND THE ACCOMMODATION POLICY
Grades 3 – 5 will not allow for calculator usage.
Grades 6-7 will allow for an online four function
calculator with square root.
Grade 8 will allow for an online scientific calculator.
High School will allow for an online calculator with
functionalities similar to that of a TI-84 graphing
calculator.
Provide calculator accommodations on the noncalculator test sessions of the mathematics
summative assessments for SWD who meet the
eligibility criteria
Suggested
Calculator/
Non
Calculator
Sessions
Calculator Accommodations
For students who meet the guidelines in the PARCC
Accessibility Features and Accommodations Manual for
a calculation device, this accommodation allows a
calculation device to be used on non-calculator section
of any PARCC mathematics assessment. Test
administrators are not required to collect calculators for
items measuring fluency.
Hand-held calculators allowed 2014-2015
Grade 6 and 7
Hand-held Calculator – Grade 8
Hand-held Calculators – High school
Requisite Knowledge
Not on reference sheet
GRADE 4
GRADE 5 - 8
1 meter = 100 centimeters
1 foot = 12 inches
1 kilometer = 1000 meters
1 yard = 3 feet
1 kilogram = 1000 grams
1 day = 24 hours
1 liter = 1000 milliliters
1 meter = 1000 millimeters
1 minute = 60 seconds
1 gram = 1000 milligrams
1 hour = 60 minutes
1 liter = 1000 cubic centimeters
1 pound = 16 ounces
Area of Rectangle A = lw or A = bh
Exhibit
Reference Sheet – Grade 5
Exhibit
Reference Sheet – Grade 6
72
Exhibit
Reference Sheet – Grade 7
73
Reference Sheet
– Grade 8
Exhibit
74
Reference Sheet –
High School
Exhibit
75
PARCC Math Tools Policy
Graph paper is allowable at all grade levels/courses
For computer-based assessments, reference sheets provided on
the platform (exhibits). Schools may provide printed copies
For paper-based assessments, reference sheets, protractors, rulers
provided in materials
Tracing paper, reflection tools, straight edge and compass allowed
for Grade 8, Geometry, Int. Math I,II,III
Rulers are used at all grades, protractors grade 4 and up (paperbased: ruler grade 3-quarter inch, ruler grade 4 and up – eighth
inch and whole cm.)
Schools not allowed to provide their own rulers and protractors
5: Performance Level Descriptors
Performance levels at each grade level are written for each
of five assessment sub-claims: (1) major content; (2)
additional and supporting content; (3) reasoning; (4)
modeling; and (5) fluency for grades 3-6.
Performance levels within each claim area are
differentiated by a number of factors consistent with the
Common Core’s inclusion of standards for both
mathematical content and mathematical practices and
PARCC’s Cognitive Complexity Framework for
Mathematics.
Performance Descriptor Levels
PARCC will report students achievement using PLDs and scaled
scores
• Level 5: Students performing at this level demonstrate a
distinguished command of the knowledge, skills, and
practices embodied by the Common Core State Standards
assessed at their grade level.
• Level 4: Solid command…
• Level 3: Moderate command…
• Level 2: Partial command…
• Level 1: Minimal command…
NOTE – Level 4 or higher on the Gr 11 ELA EOC exam and the Alg 2/Math 3
EOC exam (with additional material) will be College/Career readiness
determination)
78
Looking at the PLDs
Gives the PLD by performance level ranging
from 2-5. Level 1 indicates a range from no
work shown to Minimal command
Gives the Sub-Claim that the
PLD is written for
(A-Major Content)
Gives the
Conceptual
Concept
the PLD is
based on
80
Making Connections
Making Connections
Mathematics
Claims and Reporting Metrics
Claim
Sub-Claim
Math
Performance
Level
X
Scale Score
Sub-Score
X
Major Content
X
Additional &
Supporting Content
X
Expressing
Mathematical
Reasoning
X
Modeling and
Applications
X
# 4 PARCC Comprehensive Accessibility Policies
Features for All
Students
Accessibility
Features*
Identified in advance
Accommodations**
* Available to all participating students
**For students with disabilities, English
learners, and English learners with
disabilities
84
Accessibility Features for All Students
Accessibility Features for All Students
Audio Amplification
Blank Paper (provided by test administrator)
Eliminate Answer Choices
Flag Items for Review
General Administration Directions Clarified (by test administrator)
General Administration Directions Read Aloud and Repeated (by test administrator)
Highlight Tool
Headphones
Magnification/Enlargement Device
NotePad
Pop-Up Glossary
Redirect Student to Test (by test administrator)
Spell Checker
Writing Tools
85
Administrative Considerations for
All Students
Detailed guidelines on the administration of the PARCC
assessments will be included in the PARCC Test
Administration Manual.
Principals may determine that any student may require one
or more of the following test administration considerations,
regardless of the student’s status as a student with a
disability or who is an English learner:
◦ Small group testing
◦ Frequent breaks
◦ Time of day
◦ Separate or alternate location
◦ Specified area or seating
◦ Adaptive and specialized equipment or furniture
86
Accessibility Features
Identified in Advance
Accessibility Features Identified in Advance
Answer Masking
Background/Font Color (Color Contrast)
General Masking
Line Reader Tool
Text-to-Speech for the Mathematics Assessments
Read Aloud Guidance
http://education.ohio.gov/getattachment/Topics/Testing/Special-TestingAccomodations/Accommodations-on-State-Assessments/Read-Aloud-Guidance-forOhio120214_Final.pdf.aspx
87
Presentation Accommodations
Content Area
Presentation Accommodations
ELA/Literacy
Text-to-Speech or Video of a Human Interpreter for the ELA/Literacy Assessments, including items,
response options, and passages*
Braille Edition of ELA/Literacy Assessments
(Hard-copy braille tests and refreshable braille displays for ELA/Literacy)
Closed-Captioning of Multimedia Passages on the ELA/Literacy Assessments
Descriptive Video
Mathematics
Video of a Human Interpreter for the Mathematics Assessments for a
Student Who is Deaf or Hard of Hearing
Braille Edition of Mathematics Assessments
(Hard-copy braille tests for Mathematics)
Both Content
Areas
Additional Assistive Technology
(Guidelines available fall 2013)
Tactile Graphics
Video of a Human Interpreter for Test Directions for a Student Who is
Deaf or Hard of Hearing
Paper-and-Pencil Edition
88
Response Accommodations
Content Area
ELA/Literacy
Mathematics
Both Content
Areas
Response Accommodations
Scribing or Speech-to-Text (i.e., Dictation/Transcription or Signing)
for constructed responses on the English Language Arts/Literacy
Assessments*
Word prediction on the ELA/Literacy Performance-Based
Assessment*
Calculation Device and Mathematics Tools*
(on Non-calculator Sessions of Mathematics Assessments)
Additional Assistive Technology
(Guidelines available fall 2013)
Braille note-taker
Scribing or Speech-to-Text (i.e., Dictation/Transcription or Signing)
for the Mathematics assessments, and for selected response items
on the English Language Arts/Literacy assessments
89
* See notes below
Other Proposed Accommodations for Students
with Disabilities
Category
90
Accommodation
Timing &
Scheduling
Extended Time
Setting
Many settings that were once considered
accommodations are now consider accessibility
features for all students and will be included in
the test administrator manual. These include –
separate location, small group testing, specified
area or seating, time of day, and frequent breaks.
#3: Communicate with Shareholders
Who Decides?
PARCC
States/Districts
Who Decides?
PARCC
States/Districts
Who Decides?
PARCC
States/Districts
Comments from the field test panel:
“It went smoothly because we prepared over the top”
“Staff owned it and were determined to make it work”
“Students showed reluctance to write things down on paper
before putting numbers in the computer”
“Collaboration and communication…no one can do this alone!”
“Students felt it was harder than the state test but felt the
change in rigor in the classroom was reflected on the test”
“Students were not selecting multiple correct answers for the
select all of the following”
http://www.parcconline.org/sites/parcc/files/field-test-lessons-learned.pdf
#2: Organize a Lessons Learned with Your
District on Tech Readiness & Integration
Schedule a Lessons Learned session with schools in your
district, either in-person or virtual
Know the administration manual!!
Integrate tech skills into classroom lessons
Use PARCC resources
School Technology Readiness and Implementation
Technical Infrastructure
•
•
•
•
•
•
Devices and Networks
Bandwidth
Accessibility
Security
Interoperability
Data Analytics and
Reporting
• Tech Support
• User Training
Learning Infrastructure
•
•
•
•
•
•
•
Standards
Curriculum
Pedagogy
Instructional Materials
Opportunity to Learn
Professional Development
Formative and Summative
Assessment
http://parcconline.org/sites/parcc/files/Technology-Guidelinesfor-PARCC-Assessments-v4-February-2014.pdf
Student Technology Skills - For the PARCC Assessments
•
•
•
•
•
•
•
•
•
•
Keyboarding
Cutting and Pasting
Highlighting
Using on-screen calculator
Dragging and Dropping items
Manipulating a graph
Running a simulation to generate data
Changing font size and background color
Clicking on multiple correct answers
Utilizing spreadsheets, documents
100
http://parcc.pearson.com/
Additional Tech Skills –
Tutorial
All Students
•
Math Students
Logging in with a username and
password
Students Identified Ahead of Time
•
•
•
Using a line reader tool
Using a masking tool
Text to speech - highlights words
as it is reading
*NOTE - these tools are available for
all students to try in the tutorial, but
will only be available for predesignated students for testing
•
Equation Editor
o Using math symbol keys for
fractions, mixed numbers,
greater than, less than,
parenthesis
o Using keys for not equal,
brackets, exponent
o Using keys for clear, undo, redo,
backspace
o Using left, right, up, down
keyboard arrows to navigate
through a problem
o Using combination math/text
typing boxes and only math
typing boxes.
Online Samples & Tutorial
TestNav Toolbar Navigation
•
•
•
•
Blue arrow advances to next item.
Review button allows you to go back IN
THE SAME SECTION of the test to look
at marked items
Flag button marks the items student
wants to return to later
Tools o
o
o
o
o
Pointer
Ruler - to ¼” or ⅛”
Protractor
Calculator - type will vary by grade
Answer Eliminator
*available on all tests
Guest Icon - Drop Down Menu
•
•
•
•
Change background/foreground color
Open text magnifier tool
Show/Hide line reader tool
Logout
Basic Equation Editor
(enter only your answer, expression, equation or solution)
Open Response Equation Editor
(enter only your answer, expression, equation or solution) AND
your (work , explanation or justification) in the space provided
Select all that are true
Multiple Scroll Bars & Exhibits
Equation builder- 4th grade model answer
3.OA.7-2
Fluency
“Wherever the word fluently appears in a content standard,
the word means quickly and accurately. It means more or
less the same as when someone is said to be fluent in a
foreign language. To be fluent is to flow: Fluent isn’t halting,
stumbling, or reversing oneself. A key aspect of fluency in
this sense is that it is not something that happens all at
once in a single grade but requires attention to student
understanding along the way. It is important to ensure that
sufficient practice and extra support are provided at each
grade to allow all students to meet the standards that call
explicitly for fluency.”
CCSSM – p.9
Practice with Technology
Assessments - The Next Generation
nextgen.apps.sparcc.org
http://nextgen.nwoca.org/
Professional Development –
Analyzing the items in the Practice Test
Current Math Practice Test ONLY contains EOY items
PBA items are scheduled to be released in the fall
Questions to consider as items are reviewed:
What do students need to know and be able to do for each item?
Do my class materials cover the content and are they rigorous
enough?
How is this item different from current classroom practice?
What implications does this item have for my instruction?
Will students need to complete this item without a calculator and
will the be prepared?
Does this item require the use of technology that my students are
not used to?
Two Major Takeaways from Forms
Construction
● Evidence Statements - start with PBA
● Constructed Response questions
#1: Use the Standards in Teaching
The assessment is based on the CCSS; therefore it is
imperative that students have access to the standards
during instruction
Start using multiple answer questions in classroom
assessments
Use your state as well as PARCC’s standards
supporting materials (Read evidence tables carefully!
For example 4th grade: Definition of a trapezoid –
quadrilateral with at least 1 pair of parallel sides)
Students should see assessment questions that match
the rigor of the PARCC assessments
Implement the Standards Shifts in the
Common Core for Mathematics
Focus: strongly where the Standards focus
Coherence: think across grades, and link to major topics within
grades
Rigor: in major topics*
◦ Conceptual Understanding
◦ Procedural Skill and Fluency
◦ Application with equal intensity
Achievethecore.org/focus pp 4-12
Standards for Mathematical Practice
“Habits of Mind”
≈2.5 min/pt.
Resources
PARCC
Achieve the Core
Illustrative Mathematics
Inside Mathematics
Ohio Resource Center
Carl Jones – Darke County ESC
Char Shyrock – Bay Village Schools
Engage NY
Louisiana Believes
Questions?
Catherine Schulte
Math/School Improvement Supervisor
Ohio Educator Leader Cadre
Clermont County ESC
[email protected]