Transcript Company LOGO Introduction to the Common Core State Standards for Mathematics (CCSSM) and PARCC Assessments Created by: COUNCIL OF CHIEF STATE SCHOOL OFFICERS (CCSSO) & NATIONAL GOVERNORS ASSOCIATION logo taken from.

Company
LOGO
Introduction to the
Common Core State
Standards for
Mathematics (CCSSM)
and PARCC Assessments
1
Created by:
COUNCIL OF CHIEF STATE SCHOOL
OFFICERS (CCSSO)
&
NATIONAL GOVERNORS ASSOCIATION
logo taken from www.corestandards.org
2
Standards Development Process
• Summer 2009 - Develop college and career
readiness standards
• Develop K-12 learning progressions
• Collect multiple rounds of feedback from
states, teachers, researchers, higher
education and the general public
• June 2, 2010 - Final Common Core State
Standards released
corestandards.org
3
Why is this important?
• Previously, each state had their own academic
standards.
• Students will now have less difficulty moving between
schools and states.
• All students have clear expectations and skills to
compete with both American and international peers.
• Textbooks can have more focus, coherence and rigor.
• States can share resources and compare data.
adapted from corestandards.org
4
45 States + DC Have Adopted the Math
Common Core State Standards
5
*Minnesota adopted the CCSS in ELA/literacy only
www.corestandards.org
The Common Core State Standards:
 Have rigorous content and application of
knowledge
 Use lessons learned from current state
standards
 Are internationally benchmarked
 Are based on evidence and research
corestandards.org
6
Common Core State Standards
• Fewer, Clearer, Higher
–Focus
–Coherence
–Rigor
7
Intentional Design Limitations
What the Standards do NOT define:
• The nature of advanced work beyond the
core
• The interventions needed for students
well below grade level
• The full range of support for English
language learners and students with
special needs
corestandards.org
8
Standards for Mathematical Practice
These are K-12 standards that describe habits of mind of a
mathematically proficient student
1. Make sense of problems and persevere in solving
them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the
reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated
reasoning.
9
Standards for Mathematical Content
K-8 Standards presented by grade level
• Each grade introductions highlights critical
areas
• Organized into domains that progress over
several grades
High School Standards presented by
conceptual categories (Number & Quantity,
Algebra, Functions, Modeling, Geometry,
Statistics & Probability)
10
CCSSM Vocabulary
Organization of the document
• Standards define what students should
understand and be able to do.
• Clusters summarize groups of related standards.
• Domains are larger groups of related standards.
**Standards from different domains and clusters may
sometimes be closely related.
11
K-8
Domain
Write and interpret numerical expressions.
•5.OA.1. Use parentheses, brackets, or braces in
numerical expressions, and evaluate expressions
with these symbols.
•5.OA.2. Write simple expressions that record
calculations with numbers, and interpret numerical
expressions without evaluating them. For example,
express the calculation “add 8 and 7, then multiply
by 2” as 2 × (8 + 7). Recognize that 3 × (18932 +
921) is three times as large as 18932 + 921, without
having to calculate the indicated sum or product.
12
Cluster
Operations & Algebraic Thinking 5.OA
Created by Joan Barrett ROE 41
Putting It All Together
Standards: Important but insufficient
• To be effective in improving education and
getting all students ready for college,
workforce training, and life, the Standards
must be partnered with a content-rich
curriculum and robust assessments, both
aligned to the Standards.
corestandards.org
14
The Assessment Proposals
The Process:
• Proposals were due from multi-state consortia on
June 23, 2010
• Awards were made in September, 2010
• New Consortia tests will replace the current state
NCLB tests in 2014-2015
Assessment Consortia
• PARCC – Partnership for Assessment of Readiness for
College and Career, this is a 24-state consortium that is
developing assessments for grades 3-11. (Illinois)
• Smarter Balance – This is the second major consortium
developing assessments.
• ASSETS – English Language Proficiency Assessment System – this
consortium is developing assessments for English Language
Learners. (Illinois)
• DLM – Dynamic Learning Maps Assessment Consortium - this
consortium is developing assessments for students with disabilities.
• NCSC – National Center and State Collaborative – this consortium
is also developing assessments for students with disabilities.
Partnership for Assessment of Readiness
for College and Careers (PARCC)
17
Key Advances of the CCSSM
MATHEMATICS
Focus, coherence and clarity: emphasis on key topics at each grade level and
coherent progression across grades
Balance between procedural fluency and understanding of concepts and skills
Promote rigor through mathematical proficiencies that foster reasoning and
understanding across discipline
ANCHORED IN COLLEGE AND CAREER READINESS
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PARCC NCSM Presentation
18
Claims Driving Design: Mathematics
Students are on-track or ready for college and careers
Students solve problems
involving the major
content for their grade
level with connections to
practices
Students solve problems
involving the additional
and supporting content
for their grade level with
connections to practices
Students solve real world
problems engaging
particularly in the
modeling practice
19
Students express
mathematical reasoning
by constructing
mathematical arguments
and critiques
Student demonstrate
fluency in areas set forth
in the Standards for
Content in grades 3-6
Goals of the PARCC System
1. Create high-quality assessments
2. Build a pathway to college and career readiness for
all students
3. Support educators in the classroom
4. Develop 21st century, technology-based assessments
5. Advance accountability at all levels
6. Build an assessment that is sustainable and
affordable
Goal #1: Create High Quality Assessments
Priority Purposes of PARCC Assessments:
1. Determine whether students are college- and career-ready or
on track
2. Assess the full range of the Common Core Standards,
including standards that are difficult to measure
3. Measure the full range of student performance, including
high and low performing students
4. Provide data during the academic year to inform instruction,
interventions and professional development
5. Provide data for accountability, including measures of
growth
6. Incorporate innovative approaches throughout the system
taken from parcconline.org
21
Goal #2: Build a Pathway to
College and Career Readiness
for All Students
Optional K-2
formative
assessment
being
developed,
aligned to the
PARCC
system
K-2
Timely student achievement
data showing students,
parents and educators
whether ALL students are
on-track to college and
career readiness
3-8
College
readiness score
to identify who
is ready for
college-level
coursework
Targeted
interventions &
supports:
•12th-grade bridge
courses
• PD for educators
High
School
SUCCESS IN FIRSTYEAR, CREDITBEARING,
POSTSECONDARY
COURSEWORK
ONGOING STUDENT SUPPORTS/INTERVENTIONS
taken from parcconline.org
22
Goal #3: Support Educators in the Classroom
INSTRUCTIONAL TOOLS TO
SUPPORT IMPLEMENTATION
(Content Frameworks)
PROFESSIONAL DEVELOPMENT
MODULES
K-12
Educator
TIMELY STUDENT
ACHIEVEMENT DATA
EDUCATOR-LED TRAINING TO
SUPPORT “PEER-TO-PEER”
TRAINING
23
Goal #4: Develop 21st Century,
Technology-Based Assessments
PARCC’s assessment will be computer-based and leverage
technology in a range of ways to:
•Item Development
– Develop innovative tasks that engage students in the assessment process
•Administration
– Reduce paperwork, increase security, reduce shipping/receiving & storage
– Increase access to and provision of accommodations for SWDs and ELLs
•Scoring
– Make scoring more efficient by combining human and automated approaches
•Reporting
– Produce timely reports of students performance throughout the year to inform
instructional, interventions, and professional development
taken from parcconline.org
24
Minimum Technology Guidelines
PARCC Assessment Design
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
Speaking And Listening
Assessment
• Locally scored
• Non-summative, required
26
Performance-Based
Assessment (PBA)
• Extended tasks
• Applications of
concepts and skills
• Required
End-of-Year
Assessment
•Innovative,
computer-based
items
•Required
PARCC Timeline Through 2012
PARCC Tools & Resources
Model Content
Frameworks
released
Item & task
prototypes
released
Educator Leader
Cadres launched
(Nov 2011)
Fall
2011
Winter
2012
Spring
2012
Item
development
begins
Summer
2012
Updated Model
Content Frameworks
Released
PARCC Assessment Implementation
Fall
2012
PARCC Timeline through 2015
PARCC Tools & Resources
Partnership
Resource
Center
launched
Spring
2013
Pilot/field
testing
begins
Professional
development
modules
released
Summer
2013
Model
Instructional
Units Released
K-2 Formative
Tools Released
Fall
2013
Winter
2014
Expanded field
testing of
diagnostic
assessment
College-ready
tools released
Spring
2014
Summer
2014
Expanded
field testing
Diagnostic
assessments
released
Fall
2014
Summative
PARCC
Assessments
Winter
2015
Optional Diagnostic
and Midyear PARCC
Assessments
PARCC Assessment Implementation
Spring
2015
Standard
Setting in
Summer 2015
PARCC: More Than Just Another Test
To support state efforts to implement and transition to the
Common Core and next generation assessments, PARCC will
facilitate:
– Strategic planning and collective problem solving for the
implementation of CCSS and PARCC assessments
– Collaborative efforts to develop the highest priority instructional
and support tools
– Multi-state support to build leadership cadres of educators
– Multi-state support to engage the postsecondary community
around the design and use of the assessments
– Technology transition support for state and district
Discussion time
• What new information did I learn?
• Are there stakeholders in my
school/district that still need this
information?
• What questions do I have?
Content Area Specialists
• Heather Brown
– [email protected]
• Alanna Mertens
– [email protected]
• Patricia Reisdorf
– [email protected]