Transcript Slide 1
Shifting Gears Using the CCSS, PARCC and Evaluation to Drive Student Achievement PARCC Common Core Educator Evaluation
Student Achieveme
Achievement
nt
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
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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
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The 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 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
Teacher Practice
Performance on a teacher practice instrument, driven primarily through observation
Inputs of Effective Teaching
Teachers in Non-Tested Grades/Areas
Stu. Growth Objective
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
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Teacher Evaluation: Summative Evaluation Tested Grades and Subjects