obstacles and opportunities€¦ · “earhart's final resting place believed found”...
TRANSCRIPT
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Obstacles and Opportunities Using the CCSS, PARCC and Educator
Evaluation to Improve Student Achievement
Educator Evaluation
PARCC
Common Core
Student Achievement
Student Achievement
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Common Standards, Common Assessments Uncommon Results
Common Core State Standards: necessary, but not sufficient
Common Assessments: required to identify best practices
Quality Implementation: critical for instructional improvement
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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.
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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.
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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.
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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 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 and evidence. 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.
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The CCSS: 3 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
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www.achievethecore.org 8
The CCSS: 3 Shifts in Mathematics
1. 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.
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Model Curriculum 1.0 & 2.0
Version 1.0 Version 2.0 Version 1.0
WHAT Students need to Learn
HOW We can best Instruct
WHEN do we know students
have Learned
Standard Student Learning
Objectives Instruction
Formative Assessments
Summative/Formative
CCSS Standard
1
SLO #1 SLO #2
• Model Lessons • Model Tasks • Engaging
Instructional Strategies
• Effective checks
for understanding
• Teacher designed formative assessments
Unit Assessment SLOs 1-5
CCSS Standard 2
SLO #3 SLO #4 SLO #5
General Bank of Assessment Items 2.0 Student level learning reports - Professional development - Resource reviews
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Why Unit-based Formative Assessments?
Clarify the level of rigor for SLOs Create common expectations in common courses Provide data to inform classroom instruction Provide data that can be combined with observation data to inform PD
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PARCC is designed to reward quality instruction aligned to the Standards, so the assessment is worthy of preparation rather than a distraction from good work.
PARCC’s Fundamental Advance
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PARCC: Evidence-Centered Design
Claims
Design begins with the inferences (claims) we want to make about students
Evidence
In order to support claims, we must gather evidence
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.
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Claims Driving Design: ELA/Literacy
Students are on-track or ready for college and careers
Students read and comprehend a range of sufficiently complex texts
independently
Reading Literature
Reading Informational
Text
Vocabulary Interpretation
and Use
Students write effectively when using
and/or analyzing sources.
Written Expression
Conventions and
Knowledge of Language
Students build and present
knowledge through
research and the
integration, comparison,
and synthesis of ideas.
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Solve problems involving the major
content for their grade level with connections to
practices
Solve problems involving the additional and supporting content for their grade level with connections to practices
Express mathematical reasoning by constructing
mathematical arguments and critiques
Use the modeling practice to solve real
world problems
Demonstrate fluency in areas set forth in the
Standards for Content in grades 3-6
Claims Driving Design: Mathematics
Students are on-track or ready for college and careers
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Mathematical Practices
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 sense of structure. 8. Look for and express regularity in repeated reasoning.
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Texts Worth Reading: Authentic texts worthy of study instead of artificially produced or commissioned passages.
Questions Worth Answering: Sequences of questions that draw students into deeper encounters with texts rather than sets of random questions of varying quality.
Better Standards Demand Better Questions: Custom items written to the Standards instead of reusing existing items.
Fidelity to the Standards: PARCC evidences are rooted in the language of the Standards so that expectations remain the same in both instructional and assessment settings.
PARCC’s Core Commitments to ELA/Literacy Assessment Quality
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1. Complexity: Regular practice with complex text and its academic language.
2. Evidence: Reading and writing grounded in evidence from text, literary and informational.
3. Knowledge: Building knowledge through content rich nonfiction.
PARCC Design for ELA
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Based on the information in the text “Biography of Amelia Earhart,” write an essay that summarizes and explains the challenges Earhart faced throughout her life. Remember to use textual evidence to support your ideas.
Grade 7 Analytical Prose Constructed-Response Item
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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.
Grade 7 Prose Constructed-Response Item
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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.
Grade 7 Technology-Enhanced Constructed-Response Item
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Focus: Items will focus on major, and additional and supporting content.
Problems worth doing: Problems will include conceptual questions, applications, multi-step problems and substantial procedures.
Better Standards Demand Better Questions: Custom items written to the Standards instead of reusing existing items.
Fidelity to the Standards : PARCC evidences are rooted in the language of the Standards so that expectations remain the same in both instructional and assessment settings.
PARCC’s Core Commitments to Mathematics Assessment Quality
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PARCC Design for Math
1. Focus: The PARCC Assessment will focus strongly where the Standards focus
2. Coherence: Think across grades and link to major topics within grades
3. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application.
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Grade 4, Part A
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Part B
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Part C
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Scoring Part A
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Scoring Part B
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Scoring Part C
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Grade 7
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Assessment Transition Timeline
Spring 2012
NJ ASK Aligned to
NJCCCS
Spring 2013
NJ ASK
Aligned to the CCSS
(except gr 6-8 Math)
Spring 2014
NJ ASK
Aligned to the CCSS
SY 2014-15
Full administration
of PARCC assessments
“Transitional Assessments”
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PARCC Assessment Design English Language Arts/Literacy and Mathematics, Grades 3-11
End-of-Year Assessment
• Innovative, computer-based items
•Required
Performance-Based Assessment (PBA) • Extended tasks • Applications of
concepts and skills • Required
Diagnostic Assessment • Early indicator of student knowledge and skills to inform instruction, supports, and PD
•Non-summative
Speaking And Listening Assessment
• Locally scored • Non-summative, required
2 Optional Assessments/Flexible Administration
Mid-Year Assessment •Performance-based •Emphasis on hard-to-measure standards
•Potentially summative
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Obstacles and Opportunities
Culture Capacity Coherence Courage
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Shouldn't all kids have this experience?
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This is our moment.
What will you do?
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CCSS and PARCC Resources
Tri-State Quality Review Rubric www.engageny.org PARCC www.PARCConline.org CCSS www.achievethecore.org NJDOE Resources
• Model Curricula for K-12 Mathematics and ELA • Unit Assessments • Scaffolds for ELL and Special Education • Model lessons, units, videos, materials and resources • Assessment bank • Educator Resource Website (coming in September!)
http://www.corestandards.org/ http://www.state.nj.us/education/
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Welcome to the Educator Resource Website!
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What can I do? Educator (teacher, principal, supervisor, etc): • Search for resources and/or
browse standards/model curriculum to locate instructional materials
• Upload a resource to share with fellow educators and general public
• Rate a resource and view rating (only educators can rate resources)
• Create a user profile with a “my collections” feature to store and organize favorite resources
• Access on a mobile device on IOS (Apple) and Android devices.
• Share resources in social media
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Additional CCSS and PARCC Resources
CCSSO’s PDF provides resources for: • About the CCSS • Communications about CCSS • Instructional and Planning Materials and Supports • ELA, math, CTE, ELL and Special Ed. Resources • Career and College Readiness • Assessment Information
•http://www.ccsso.org/Documents/2012/Common_Core_Resources.pdf
Seeing the Future: How the Common Core Will Affect Mathematics and English Language Arts in Grades 3-12 Across America http://www.k12center.org/rsc/pdf/seeing_the_future.pdf
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Reflections and Questions
Discuss an “aha” moment with a partner. How will you use what you learned to improve your school or district? What are you wondering?