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The Partnership for Assessment of Readiness for College and Careers

PARCC Educator Leader Cadre Kick Off ConveningSummer, 2012

Doug Sovde, Carrie Piper, and Bonnie HainAchieve

Sasheen Phillips, Ohio Department of Education

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Overview

• Objective: You will gain a working understanding of PARCC’s goals, design, how it is connected to instruction, and the goals and roles of the PARCC Educator Leader Cadres.

• PARRC 101: The Basics• PARCC 201: ECD and the Content Frameworks• PARCC 301: ECD and Claims & Task Types• Goals and Roles for Educator Leader Cadre Participants

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PARCC 101The Basics

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The Common Core State Standards lay the foundation toward ensuring that students are ready for college and career.

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PARCC will provide information to determine how students are progressing in that learning.

States, districts, schools, and teachers can use this information to inform • Student Interventions• Systemic changes• Curricular and instructional changes

K-12 Educators & Education Leaders• Educators will be involved throughout the development of the

PARCC assessments and related instructional and reporting tools to help ensure the system provides the information and resources educators most need

Postsecondary Faculty & Leaders• Nearly 750 institutions and systems covering hundreds of

campuses across PARCC states have committed to help develop the high school assessments and set the college-ready cut score that will indicate a student is ready for credit-bearing courses

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K-12 and Postsecondary Roles in PARCC

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

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The PARCC Goals

Partnership for Assessment of Readiness for College and Careers (PARCC)

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The People of PARCC: K-12 and Postsecondary Roles

K-12 Educators & Education Leaders• Educators will be involved throughout the development of the PARCC

assessments and related instructional and reporting tools to help ensure the system provides the information and resources educators most need

Postsecondary Faculty & Leaders• Nearly 750 institutions and systems covering hundreds of campuses

across PARCC states have committed to help develop the high school assessments and set the college-ready cut score that will indicate a student is ready for credit-bearing courses

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The People of PARCC: Governance & Committee Structure

Governing BoardDeals with major policy issues

Leadership Team (LT)Responsible for operation and

management

Advisory Committee on College Readiness (ACCR)

Advises Governing Board on postsecondary issues; Gov State reps

vote on key college-ready matters

Technical Advisory Committee (TAC)

Responsible for technical and research work

Technical Working Groups (TWG)

Domain-specific technical advisors, appointed by TAC

and Leadership Team

Higher Education Leadership Team (HELT)

Responsible for postsecondary

engagement to advance college readiness

Operational Working Groups (OWG)Responsible for day-to-day-aspects of

specific projects and vendor contracts – e.g. item development and tech

architecture (incl. LT and some HELT)

Steering Committee

HELT Working GroupsResponsible for

advancing research and planning around key

higher education issues

LT Steering Group

Design, Development and Implementation Committees

Responsible for day-to-day-aspects of major projects – e.g. assessment

development, technology

Sustainability OWGResponsible for long-

term governance strategy

ACCR Steering Committee

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

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The PARCC Goals

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 the performance 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 system12

Goal #1: Create High Quality Assessments

Assessment DesignEnglish Language Arts/Literacy and Mathematics, Grades 3-11

End-of-Year Assessment

• Innovative, computer-based items• Required

Performance-BasedAssessment (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

2 Optional Assessments/Flexible Administration

Mid-Year Assessment• Performance-based• Emphasis on hard-to-

measure standards• Potentially

summative

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Speaking And Listening Assessment• Locally scored• Non-summative, required

Non-Summative Optional Assessment Components

Diagnostic Assessment• Early indicator of

student knowledge and skills to inform instruction, supports, and PD

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Optional Assessments/Flexible Administration

Mid-Year Assessment• Performance-based• Emphasis on hard to

measure standards• Potentially summative

– Diagnostic Assessment designed to be an indicator of student knowledge and skills so that instruction, supports and professional development can be tailored to meet student needs

– Mid-Year Assessment comprised of performance-based items and tasks, with an emphasis on hard-to-measure standards. After study, individual states may consider including as a summative component

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Summative Assessment Components

End-of-Year Assessment

• Innovative, computer-based items

Performance-BasedAssessment (PBA)

• Extended tasks• Applications of concepts

and skills

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• Performance-Based Assessment (PBA) administered as close to the end of the school year as possible. The ELA/literacy PBA will focus on writing effectively when analyzing text. The mathematics PBA will focus on applying skills, concepts, and understandings to solve multi-step problems requiring abstract reasoning, precision, perseverance, and strategic use of tools

• End-of-Year Assessment (EOY) administered after approx. 90% of the school year. The ELA/literacy EOY will focus on reading comprehension. The math EOY will be comprised of innovative, machine-scorable items

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• Contractors must adhere to the following principles:

– Use Universal Design principles to create accessible assessments throughout every stage and component of the assessment

– Minimize/eliminate features of the assessment that are irrelevant to what is being measured, so that all students can more accurately demonstrate their knowledge and skills

– Measure the full range of complexity of the standards

– Use technology to make all components of the assessment as accessible as possible

Promoting Student Access

Use of Technology

• Present assessment material and capture student responses in a way that cannot be accomplished with paper and pencil

• Ex.: simulation, interactivity, drag-and-drop

Technology-Enhanced Items

• Adherence to recognized technology standards will allow for supports and accessibility information to be embedded in digital test items

Electronic Item Banking

• Electronically tagged items will allow for proper supports to activate for individual students, promoting access for students with disabilities and ELLs.

• Technology-enhanced items may include interactive elements

Student Access & Engagement

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Technology Guidelines for PARCCVersion 1.0, April 2012

• Desktops, laptops, netbooks (Windows, Mac, Chrome, Linux), thin client, and tablets (iPad, Windows, and Android) will be compatible devices provided they are configured to meet the established hardware, operating system, and networking specifications- and are able to be “locked down”.

HardwareProcessor1.0 GHz

RAM1 GB

Storage1 GB

Resolution1024x768

Screen Size10” Class

Operating Systems Mac 10.7

Windows 7

Linux (Ubuntu 11.10; Fedora 16)

Apple iOS Android 4.0

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Goal #2: Build a Pathway to College and Career Readiness for All Students

K-2 3-8 High School

K-2 formative assessment

being developed,

aligned to the PARCC system

Timely student achievement data showing students, parents

and educators whether ALL students are on-track to college

and career readiness

ONGOING STUDENT SUPPORTS/INTERVENTIONS

College readiness score to identify who

is ready for college-level coursework

SUCCESS IN FIRST-YEAR, CREDIT-

BEARING, POSTSECONDARY

COURSEWORK

Targeted interventions &

supports:•12th-grade bridge courses• PD for educators

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Goal #3: Support Educators in the Classroom

PROFESSIONAL DEVELOPMENT MODULES

INSTRUCTIONAL TOOLS TO SUPPORT IMPLEMENTATION

EDUCATOR-LED TRAINING TO SUPPORT “PEER-TO-PEER” TRAINING

TIMELY STUDENT ACHIEVEMENT DATA

K-12 Educator

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Goal #3: Instructional Supports and Tools

• Support implementation of the CCSS; support development of assessment blueprints; provide guidance to state, district- and school-level curriculum leaders in the development of aligned instructional materials

• Released November 9, 2011; Re-Release late June; Final in August.www.parcconline.org/parcc-content-frameworks

Model Content

Frameworks

Model Instructional

UnitsModel

Instructional Units

• Provide educators with examples of ways to implement the CCSS in schools; allow for the development and sharing of ideas for instructional implementation of the CCSS; encourage development of additional PARCC tools

• Expected Spring 2013

Professional Learning Modules

Goal #3: Supports and Tools (continued)

• Develop professional development modules focused on assessments to help teachers, school and district leaders, and testing coordinators understand the new assessment system and use of the data

• Expected Fall 2013

Professional Development

Modules

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• One-stop shop for PARCC resources; provide an online warehouse for all PARCC tools and resources as well as other instructional material being developed by PARCC states and districts and national organizations

• Expected Spring 2013

Partnership Resource

Center

• Develop models of innovative, online-delivered items and rich performance tasks proposed for use in the PARCC assessments.

• Expected Summer 2012

Item and Task Prototypes

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Goal #4: Develop 21st Century, Technology-Based Assessments

PARCC’s assessment will be computer-based and leverage technology in a range of ways:Item Development

Develop innovative tasks that engage students in the assessment process

AdministrationReduce paperwork, increase security, reduce shipping/receiving & storage

Increase access to and provision of accommodations for SWDs and ELLs

ScoringMake scoring more efficient by combining human and automated approaches

ReportingProduce timely reports of students performance throughout the year to inform instructional,

interventions, and professional development

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Goal #5: Advance Accountability at All Levels

PARCC assessments will be purposefully designed to generate valid, reliable and timely data, including measures of growth, for various accountability uses including:

School and district effectiveness

Educator effectiveness

Student placement into college-credit bearing courses

Comparisons with other state and international benchmarks

PARCC assessments will be designed for other accountability uses as states deem appropriate

Implementation and

Instructional Support

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PARCC’s Implementation Support & Stakeholder Engagement

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

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Areas of Focus for Transition to PARCC

Implementation

• Estimating costs over time, including long-term budgetary planning

• Transitioning to the new assessments at the classroom level

• Ensuring long-term sustainability

Policy

• Student supports and interventions

• Accountability

• High school course requirements

• College admissions/ placement

• Perceptions about what these assessments can do

Technical

• Developing an interoperable technology platform

• Transitioning to a computer-based assessment system

• Developing and implementing automated scoring systems and processes

• Identifying effective, innovative item types

PARCC Highlights:The Work is Underway

• Quarterly Governing Board meetings where major decisions have been made around assessment design, procurement schedule, committee structure and by-laws

• Consortium-wide and in-state meetings, including first two Transition & Implementation Institute, each attended by 200 state and district leaders from over 20 states

• Educator Leader Cadres kick off in July 2012

• Release of final by-laws, Model Content Frameworks, procurement schedule, and launch of PARCC website (www.parcconline.org),

• Direct engagement with over 5,000 educators, K-12 and postsecondary leaders and state and local officials in nearly all 24 PARCC states.

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Think-Pair-Share

What did you hear that was new to you, or different?

What do you want to know more about?

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PARCC 201ECD and the Content Frameworks

ECD can inform a deliberate and systematic approach to instruction that will help to ensure daily classroom work leads to all students meeting the CCSS.

Evidence-Centered Design (ECD) in the Classroom

Daily Learning Objective

Design begins with the inferences (claims) we want to make about students—should be connected clearly to the CCSS/State Standards

Classroom Work

In order to support claims, we must gather evidence----design of student classroom work should allow us to evaluate whether each student has met the daily learning objective

Classroom Activities

Activities (tasks) are designed to elicit specific evidence from students in support of claims

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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.

Evidence-Centered Design (ECD) for the PARCC Assessments

Claims

Design begins with the inferences (claims) we want to make about students

Evidence

In order to support claims, we must gather evidence

Task Models

Tasks are designed to elicit specific evidence from students in support of claims

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Purpose and Audience of the Model Content Frameworks

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Purpose• Support implementation of the Common Core State Standards • Inform development of item specifications and blueprints for the

PARCC assessments in grades 3–8 and high school.

Audiences• State and local curriculum directors• Teachers and building administrators

Approach of the Model Content Frameworks for ELA/Literacy

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• PARCC Model Content Frameworks provide one model for how to organize content and integrate the four strands of the CCSS

• They focus on framing the critical advances in the standards: – Reading complex texts– Reading a range of texts—literature and informational– Writing effectively when using and/or analyzing sources– Conducting and reporting on research– Speaking and listening– Using knowledge of language effectively when reading, writing, and

speaking

Key Elements of the Model Content Frameworks

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Model Content Framework Chart for Grade 3

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Writing Standards Progression from Grade 8 to Grades 9–10

Grade 8, Standard 1 (W.8.1) Grades 9–10, Standard 1 (W.9–10.1)Write arguments to support claims with clear reasons and relevant evidence.

a.Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

b.Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

c.Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

d.Establish and maintain a formal style.

e.Provide a concluding statement or section that follows from and supports the argument presented.

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a.Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.b.Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.c.Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.d.Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.e.Provide a concluding statement or section that follows from and supports the argument presented.

Writing Standards Progression from Grade 8 to Grades 9–10

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• PARCC Model Content Frameworks provide a deep analysis of the CCSS, leading to more guidance on how focus, coherence, content and practices all work together.

• They focus on framing the critical advances in the standards: – Focus and coherence– Content knowledge, conceptual understanding, and expertise – Content and mathematical practices

• Model Content Frameworks for grades 3-8, Algebra I, Geometry, Algebra II, Mathematics I, Mathematics II, Mathematics III

Approach of the Model Content Frameworks for Mathematics

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• 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

Key Elements of the Model Content Frameworks

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Grade 3 Example

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High School

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High School

Possible Uses of the Model Content Frameworks

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• Assist in transitioning to the CCSS– Help inform curriculum, instruction, and assessment– Increase educator engagement and awareness

• Assist in evaluating resources

• Provide awareness on the balance of tasks

• Help educators think more deeply about the standards, especially foundational structures

• Inform grade-level analyses

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Think-Pair-Share

What did you hear that was new to you, or different?

What do you want to know more about?

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PARCC 301ECD and Claims & Task Types

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.

Evidence-Centered Design (ECD) for the PARCC Assessments

Claims

Design begins with the inferences (claims) we want to make about students

Evidence

In order to support claims, we must gather evidence

Task Models

Tasks are designed to elicit specific evidence from students in support of claims

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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 Informatio

nal Text

Vocabulary Interpretat

ion 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.

ELA/Literacy Task Types

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• ELA/Literacy– PBA: Prose Constructed Response (PCR)– EOY: Evidence-Based Selected Response (EBSR)– EOY: Technology Enhanced Constructed Response (TECR)

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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 express mathematical reasoning

by constructing mathematical arguments

and critiques

Students solve real world problems

engaging particularly in the modeling practice

Claims Driving Design: Mathematics

Students are on-track or ready for college and careers

*See PARCC Model Content Frameworks for details

• Mathematics– Type I (PBA and EOY): Machine scorable, focusing on major content

and/or fluency. Could be practice forward.– Type II (PBA): Hand scored (or machine scored if innovative); focused on

expressing reasoning.– Type III (PBA): Hand scored (or machine scored if innovative); focused on

modeling/application.

Mathematics Task Types

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PARCC Timeline Through 2011-2012

Fall 2011

Winter 2012

Spring2012

Summer 2012

PARCC Assessment Implementation

PARCC Tools & Resources

Model Content Frameworks

released (Nov 2011)

Educator Leader Cadres launched

Item & task prototypes

released

Item development

begins

Updated Model Content Frameworks

Released

Fall2012

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Timeline Through First PARCC Administration in 2014-2015

PARCC Tools & Resources

College-ready tools released

Partnership Resource

Center launched

Professional development

modules released

Diagnostic assessments

released

Pilot/field testing begins

Expanded field testing of diagnostic

assessment

Optional Diagnostic and Midyear PARCC

Assessments

Spring2013

Summer 2013

Winter 2014

Spring2014

Summer 2014

Fall2013

Fall2014

PARCC Assessment Implementation

Expanded field testing

Model Instructional

Units Released

K-2 Formative Tools Released

Winter 2015

Spring2015

Summative PARCC Assessments

Standard Setting in

Summer 2015

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Educator Leader Cadres

A Partnership Among PARCC and

NMSI/Laying the Foundation

Goals and Roles

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Educator Leader Cadres: Goals

• Act as a major arm of states’ transition and implementation plans;• Become a network of in-state experts on the CCSS and PARCC; • Be state and peer leaders around CCSS and PARCC implementation; • Build and expand the number of other educators who understand

and take action and ownership for implementing the CCSS and PARCC Assessments

Educator Leader Cadres

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Educator Leader Cadres: Roles

• Distributors/Messengers/Ambassadors– You are in a great position to spread messages and materials on behalf of your state, serve as a

feedback channel for how work is unfolding and materials are being used.

• Strategic Thought Partners– You are well positioned to provide advice on state implementation plans and on how best to

communicate information to the field: who, what, when, where and how.

• Content Partners– You can be called on to play the role of either developer or reviewer of existing or new

communications materials to make sure messages will be clear to the intended audiences.

• Engagement Leaders– You are ideal for building capacity among your colleagues, who can then spread professional

development further across the state (think “oil slick on water”).

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PARCC and NMSI/Laying the Foundation

Goal: To create high-quality, capacity-building content and experiences that lead to an ever-growing number of effective CCSS and PARCC implementation leaders in PARCC states.

PARCC State Representatives• Tamara Reavis, District of

Columbia and Committee Chair

• Sasheen Phillips, Ohio• Michele Walker, Indiana• Susan Wheltle, Massachusetts

Supported by Achieve Staff• Doug Sovde • Allison Barr• Danielle Griswold • Bonnie Hain (ELA/Literacy)• Carrie Piper (Mathematics)• Chad Colby (Communications)• Alissa Peltzman• Cristina Marks

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Think-Pair-Share

What did you hear that was new to you, or different?

What do you want to know more about?

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Comments and Questions?

Doug Sovde: dsovde@achieve.org, @dougsovde

Bonnie Hain: bhain@achieve.org

Carrie Piper: cpiper@achieve.org