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Shifting Gears Using the CCSS, PARCC and Evaluation to Drive Student Achievement PARCC Common Core Educator Evaluation

Student Achieveme

Achievement

1. CCSS (Common Core State Standards) 2.

ELA (English Language Arts) 3.

ELL (English Language Learners) 4. NAEP (National Assessment of Educational Progress) 5. PARCC (Partnership for Assessment of Readiness for College and Careers) 6. SGO (Student Growth Objectives) 7. mSGP (Student Growth Percentiles) 8.

ScIP (School Improvement Panel) _____ _____ _____ _____ _____ Who will learn how much of what by when Building panel providing mentoring and targeted professional development Students whose first language is not English A common national test given to selected students in each state Newly developed assessments to begin in 2014-2015 _____ _____ _____ A comparison to other students with a similar testing history leading to a score for teachers in tested content areas Content area focusing on comprehension and communication Student learning descriptors that indicate expectations for each grade in language arts and math

Why is this initiative implementing the Common Core State Standards, readiness for PARCC, and the educator evaluation system all at the same time?

CCSS

: Teach standards that reflect the rigor that is required for college and career readiness.

PARCC

: Reward quality instruction aligned to the standards so that the assessment is worthy of preparation rather than a distraction from good work.

Educator Evaluation

: Measure the success of teachers in improving student learning using classroom evaluations on an approved model, measure principal success using evaluations based on school achievement, use standardized test scores (SGPs), and measure student growth using teacher designed assessments (SGOs).

If these three initiatives move in concert, they will drive student achievement.

Common Core Across the Nation

What are the Common Core State Standards?

•The Common Core State Standards set grade-by grade learning expectations for students in grades K-12 for Mathematics and for English Language Arts and Literacy. •While states have had standards for more than 15 years, this set of standards is more focused on preparing students for success in college and career. They set

learning goals

clear

consistent

and

high

The Shifts in ELA/Literacy

Building knowledge

through content-rich

nonfiction

Reading, writing and speaking grounded in

evidence from text

, both literary and informational 3.

Regular practice with

complex text

and its

academic language We are all teachers of literacy!

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.

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

Grade 3 Grade 4 Grade 5 Compare and contrast the most important points and key details

presented in

two texts

on the same topic

Integrate information

from two texts on the same topic

in order to write or speak about the subject knowledgably

Integrate information from

several texts

on the same topic in order to write or speak about the subject knowledgably.

College Readiness : Grade 11 ELA

• Write arguments to support claim(s) in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence • Introduce

precise

knowledgeable claims(s), establish the

significance

and evidence.

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 • 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.

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.

The Shifts in Mathematics

1. Focus:

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

with equal intensity

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.

PARCC: Evidence-Centered Design

Claims Evidence

Design begins with the inferences (

claims

students ) we want to make about In order to support

claims evidence

, we must gather

Tasks Tasks

are designed to elicit specific

evidence

from students in support of

claims

ECD is a deliberate and systematic approach to assessment development that will help to

establish the validity

of the assessments,

increase the comparability

of year-to year results, and

increase efficiencies/reduce costs

Rigor and Mastery

“The level of mastery that will be reached is determined entirely by what sort of questions students are expected to answer.” - from Bambrick-Santoyo,

Driven by Data

Use a Degree of Independence Rubric

1. Did with no teacher assistance. 2. Required only 1 – 2 quick reminders. 3. Required some direction, hints, prompts. 4. Required significant teacher assistance: scaffolded prompting, directions, reminders. 5. Even with considerable teacher assistance, could not complete the task. - Grant Wiggins

“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

Therefore, we need to

Add the phrase “on their own” to all goal statements to ensure that we design valid assessments of independent performance. • Have a plan for developing independence over the year on recurring tasks.

Danielson Rubric Components of Evaluation

Welcome Teachers!

Meet AchieveNJ http://www.youtube.com/watch?v=RuwSIjT_ql4&rel=0

SMART SGOS ARE…

Specific Measurable Attainable/ Ambitious Results-driven Timed The SGO should be simplistically written, and clearly defined.

The SGO should focus on a specific content area or skill.

The SGO should be measurable and provide tangible evidence that you have achieved the objective.

The SGO should be attainable; reasonably challenging both you and your students, but clearly defined so that it can be achieved.

The SGO should focus on measuring outcomes, not activities. The SGO should be organized around a timeframe that presents a reasonable sense of urgency.

Growth vs. Achievement Goals

GROWTH

Students’ post assessment scores will be ___% greater than the pre assessment .

ACHIEVEMENT

On the post assessment, ___% of students will achieve a score of ___ or higher.

SGOs can be growth and/or achievement goals.

Teachers in Tested Grades

Tested Grades and Subjects

(Currently grades 4-8, math and ELA): 55% from teacher practice and 45% from student achievement measures

The NJDOE will look to incorporate other measures where possible and percentages may change as system evolves.

Teacher Practice

Performance on a teacher practice instrument, driven primarily through observation

Inputs of Effective Teaching

Teachers in Tested Grades 4-8

Stu. Growth Percentile Stu. Growth Objective

State-calculated score that measures individual teacher’s ability to drive growth on NJ ASK NJASK Locally-calculated score that measures an individual teacher’s impact on stu. achievement

Outcomes of Effective Teaching Summativ e Rating

Overall eval. score that combines the multiple measures of practice and student progress

N.J.A.C.

6A:10-4.1

Introduction to Teacher Evaluation