CCSS 101 and PARCC 101 What these projects mean to higher education in Massachusetts. October 26, 2012

Transcription

1 CCSS 101 and PARCC 101 What these projects mean to higher education in Massachusetts October 26, 2012

2 Overview College and career readiness is the overall goal New ELA/Literacy & Math Curriculum Frameworks based on the Common Core State Standards (CCSS) are being implemented in MA MA assessment system is transitioning to measure students attainment of the new standards MA is actively participating in the multi-state Partnership for Assessment of Readiness of College and Careers (PARCC) Resources to support this work

3 Massachusetts is a PARCC State PARCC includes 24 states that have joined together with the goal of creating a next-generation assessment system in Mathematics and English based on Common Core State Standards MA is one of 19 Governing PARCC states with Commissioner Chester chair of the Governing Board and Commissioner Freeland co-chair of the Advisory Committee on College Readiness. PARCC includes supporting tools that will help states increase the number of students who graduate high school ready for college. PARCC assessments will be ready for states to administer during the school year.

4 MA as a PARCC State-continued Massachusetts public higher education institutions support P-16 collaboration to support the full implementation of the Common Core Standards in MA Massachusetts public higher education institutions support P-16 collaboration with PARCC to develop next-generation assessments based on the Common Core State Standards Massachusetts PARCC structure is campus and regional based and flows from Campus Engagement Teams and Regional Readiness Centers

5 The Massachusetts PARCC Fellows Act as a major arm of MA s transition and implementation plans by providing professional development to P-12 Districts Become a network of in-state experts on the CCSS and PARCC for P-12 Districts and Higher Education Campuses 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

6 MASSACHUSETT IS A CORE TO COLLEGE STATE Massachusetts was one of ten states selected to receive a Core to College grant funded by the Lumina Foundation, the William and Flora Hewlett Foundation, and the Bill & Melinda Gates Foundation. Massachusetts Core to College initiative intends to support the implementation and use of the Common Core State Standards (CCSS) and one of the corresponding assessments, Partnership for Assessment of Readiness for College and Careers (PARCC). Core to College provides an opportunity for alignment across P-16 and supports MA Educator Fellows, PARCC Campus and Regional Readiness Center Engagement work.

7 CORE TO COLLEGE- continued Desired outcomes for Core to College (CTC) include: a statewide definition of college and career readiness; postsecondary use of common assessments as a determining indicator of a student s readiness for placement into creditbearing courses without the need for retesting (aka Accuplacer) or for remediation; and academic alignment to the CCSS across the P-16

8 Common Core State Standards and Massachusetts Curriculum Frameworks For English Language Arts/Literacy and Mathematics

9 Why Common Core State Standards? Preparation: The standards are anchored in College and Career Readiness. * Competition: The standards are internationally benchmarked. Equity: Expectations are consistent for all (not dependent on a student s zip code) Clarity: The standards are focused, coherent, and clear. Collaboration: The standards create a foundation to work collaboratively across states and districts 9 *Ready for first-year credit bearing, postsecondary coursework in mathematics and English without the need for remediation.

10 The Common Core State Standards Initiative Beginning in the spring of 2009, Governors and state commissioners of education from 48 states, 2 territories and the District of Columbia committed to developing a common core of state K-12 Englishlanguage arts (ELA) and mathematics standards. The Common Core State Standards Initiative (CCSSI) was a state-led effort coordinated by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO). Massachusetts adopted the CCSS (2010) - Massachusetts Curriculum Frameworks for ELA/Literacy and Mathematics with a few additional standards including Pre-K. Massachusetts is adapting the MCAS to reflect these standards and participating in a national project to develop an assessment system (PARCC) 10

11 45 States + DC Have Adopted the Common Core State Standards 11 * Minnesota adopted the CCSS in ELA only

12 Common Core State Standards for Mathematics 2011 Massachusetts Curriculum Framework for Mathematics

13 Key Instructional Shifts in Mathematics The Common Core State Standards emphasize coherence at each grade level making connections across content and between content and mathematical practices in order to promote deeper learning. The standards focus on key topics at each grade level to allow educators and students to go deeper into the content. The standards also emphasize progressions across grades, with the end of progression calling for fluency or the ability to perform calculations or solving problems quickly and accurate. The Standards for Mathematical Practice describe mathematical habits of mind or mathematical applications and aim to foster reasoning, problem solving, modeling, decision making, and engagement among students. Finally, the standards require students to demonstrate deep conceptual understanding by applying them to new situations. 13 Source:

14 Eight Standards for Mathematical Practice Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the understanding of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning 14

15 Overview of High School Mathematics Standards Call on students to practice applying mathematical ways of thinking to real world issues and challenges Require students to develop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly are called to do Emphasize mathematical modeling, the use of mathematics and statistics to analyze empirical situations, understand them better, and improve decisions Identify the mathematics that all students should study in order to be college and career ready 15

16 Format of High School Mathematics Standards Content/Conceptual categories: overarching ideas that describe strands of content in high school Domains/Clusters: groups of standards that describe coherent aspects of the content category Standards: define what students should know and be able to do at each grade level High school standards are organized around five conceptual categories: Number and Quantity, Algebra, Functions, Geometry, and Statistics and Probability Modeling standards are distributed under the five major headings and are indicated with a ( ) symbol Standards indicated as (+) are beyond the college and career readiness level but are necessary for advanced mathematics courses, such as calculus, discrete mathematics, and advanced statistics. Standards with a (+) may still be found in courses expected for all students 16

17 Model Course Pathways for Mathematics Courses in higher level mathematics: Precalculus, Calculus (upon completion of Precalculus), Advanced Statistics, Discrete Mathematics, Advanced Quantitative Reasoning, or other courses to be designed at a later date, such as additional career technical courses. Algebra II Mathematics III Geometry Mathematics II Algebra I Pathway A Traditional in U.S. Mathematics I Pathway B 17 International Integrated approach (typical outside of U.S.).

18 Common Core State Standards for English Language Arts and Literacy in History/ Social Studies, Science, and Technical Subjects Massachusetts Curriculum Frameworks for ELA and Literacy

19 Key Instructional Shifts in ELA/Literacy In Reading, the major advances are the shift away from literature-focused standards to a balance of literature and informational texts to reflect college- and career-ready expectations. There is also a greater focus on text complexity and at what level students should be reading. In Writing, there is a strong emphasis on argument and informative/ explanatory writing, along with an emphasis on writing about sources or using evidence to inform an argument. The Common Core also include Speaking and Listening expectations, including a focus on formal and informal talk, which can be done through presentations and group work. The Language standards put a stress on both general academic and domain-specific vocabulary. The Common Core also address reading, writing and literacy across the curriculum, and include literacy standards for science, social studies and technical subjects. These standards complement rather than replace content standards in those subjects, and are the responsibility of teachers in those specific disciplines, making literacy a shared responsibility across educators. 19 Source:

20 MA Framework for ELA and Literacy in History/Social Studies, Science, and Technical Subjects College and Career Readiness (CCR) Standards Overarching standards for each strand that are further defined by grade-specific standards Grade-Level Standards in English Language Arts Pre-K through 8, grade-by-grade 9-10 and grade bands for high school Four strands: Reading, Writing, Speaking and Listening, and Language Standards for Literacy in History/Social Studies, Science, and Technical Subjects Standards are embedded at grades pre-k through 5 20 Content-specific literacy standards are provided for grades 6-8, 9-10, and 11-12

21 Overview of Reading Strand Reading Progressive development of reading comprehension; students gaining knowledge from what they read Emphasize the importance of grade-level texts that are of appropriate difficulty and are increasingly sophisticated Standards for Reading Foundational Skills (pk-5) Reading Standards for Literature (pk-12) Reading Standards for Informational Text (pk-12) Reading Standards for Literacy in History/Social Studies (6-12) Reading Standards for Literacy in Science and Technical Subjects (6-12) 21

22 Overview of Writing Strand Expect students to compose arguments and opinions, informative/explanatory pieces, and narrative texts Focus on the use of reason and evidence to substantiate an argument or claim Emphasize ability to conduct research short projects and sustained inquiry Require students to incorporate technology as they create, refine, and collaborate on writing Include student writing samples that illustrate the criteria required to meet the standards (See standards appendices for writing samples) 22

23 Speaking and Listening and Language Strands Speaking and Listening Focus on speaking and listening in a range of settings, both formal and informal academic, small-group, whole-class discussions Emphasize effective communication practices Require interpretation and analysis of message as presented through oral, visual, or multimodal formats Language Include conventions for writing and speaking Highlight the importance of vocabulary acquisition through a mix of conversation, direct instruction, and reading To be addressed in context of reading, writing, speaking and listening 23 Media and Technology are integrated throughout the CCSS

24 Standards for History/Social Studies, Science, and Technical Subjects Reading Standards for History/Social Studies, Science, and Technical Subjects Knowledge of domain-specific vocabulary Analyze, evaluate, and differentiate primary and secondary sources Synthesize quantitative and technical information, including facts presented in maps, timelines, flowcharts, or diagrams Writing Standards for History/Social Studies, Science, and Technical Subjects Write arguments on discipline-specific content and informative/explanatory texts Use of data, evidence, and reason to support arguments and claims Use of domain-specific vocabulary 24

25 College and Career Readiness Definition and Process 25

26 Why College and Career Readiness? The Rationale for Change Our current marker is 10 th grade requirements for the Competency Determination (CD). One-quarter of our students do not enroll in college within 16 months of graduating from high school. 37% of graduates take at least one remedial course during their first semester in college; that number rises to 65% at community colleges.

27 Why College and Career Readiness? The Rationale for Change, continued All students need to be prepared for and encouraged to pursue postsecondary education/training opportunities (with college as just one option) by taking a rigorous and relevant program of study. More Massachusetts adults will need to have higher levels of education in order to be prepared for jobs in 21 st century careers that allow them opportunities for advancement.

28 The Process of Developing a Definition of College and Career Readiness (CCR) for Massachusetts MA s P-16 Campus Engagement Teams established and collaborated on a shared definition of college readiness for Massachusetts. MA s Integrating College and Career Readiness Task Force developed a definition of career readiness. Each definition calls for the integration of college and career readiness in Massachusetts final statewide definition.

29 The Process of Developing a Definition of College and Career Readiness (CCR) for Massachusetts, continued Massachusetts seeks public review of a draft definition in Fall The Boards of Elementary and Secondary Education and Higher Education are set to deliberate on the proposed draft in December 2012.

30 From the Massachusetts Draft Definition of College and Career Readiness Build the academic knowledge and develop the intellectual and personal qualities that are essential to successfully complete entry-level, credit-bearing college courses and enter economically viable career pathways Ensure academic preparation in essential learning competencies in English language arts/literacy and mathematics as contained in the Common Core State Standards and MassCore

31 From the Massachusetts Draft Definition of College and Career Readiness, continued Develop learning competencies including mastery of learning strategies, collaboration, communication, and skills in problem solving Demonstrate higher order thinking skills of analysis; synthesis and evaluation; and thinking critically, coherently, and creatively Build a foundation grounded by motivation, intellectual curiosity, flexibility, discipline, self- advocacy, responsibility, and reasoned beliefs

32 The PARCC Consortium

33 Race to the Top Assessment Consortia The U.S. Department of Education funded two proposals to develop resources and assessments for the Common Core State Standards (CCSS). The two consortia are: The Partnership for Assessment of Readiness for College and Career (PARCC) The Smarter Balanced Assessment Consortium (SBAC)

34 The PARCC States

35 PARCC Assessments K-12 Context Next-generation K 12 assessment system in English Language Arts literacy (ELA) and mathematics Assessments in math and ELA/literacy planned for pilot in Assessments in math and ELA/literacy planned for implementation in Massachusetts in , if determined are equal to or better than MCAS: Note: Current MCAS being revised to reflect changes in MA Curriculum Frameworks/Common Core

36 PARCC Assessment Higher Education Context The goal in the development of the assessment is greater understanding of the MA Curriculum Frameworks /Common Core State Standards and who to assess a student s proficiency. The goal of these culminating assessments will be to indicate whether high school students are prepared for entry-level, creditbearing coursework in English Language Arts and Mathematics without the need for remediation. PARCC Assessments may replace Accuplaccer is determined a better assessment of high school graduates proficiency in English Language Arts/Literacy and Mathematics.

37 The PARCC Goals 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 21 st century, technology-based assessments 5. Advance accountability at all levels 6. Build an assessment that is sustainable and affordable

38 PARCC Is a Next-Generation Assessment System More than an assessment: a suite of tools to support teaching and learning content frameworks, prototype sample assessment tasks, professional development modules Focus on measuring whether students are on track for college and careers readiness Will leverage use of technology

39 Proposed PARCC Performance Levels Five levels are being proposed Level 5: Superior command of the knowledge, skills, and practices embodied by the CCSS assessed at the grade level/ course. Level 4: Solid command Level 3: Partial command Level 2: Limited command Level 1: Very Limited command Level 4 is pitched to a level of rigor currently described by NAEP s Proficient level (solid command of the content) and is the proposed level for earning a college and career ready determination.

40 Assessment Design: English Language Arts/Literacy and Mathematics, Grades 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 Performance Based Assessment (PBA) Extended tasks Applications of concepts and skills Required End of Year Assessment (EOY) Innovative, computer based items Required Speaking And Listening Assessment Locally scored Non-summative, required

41 Goal #2: Build a Pathway to College and Career Readiness for All Students 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 College readiness score to identify who is ready for college-level coursework Targeted interventions & supports: 12 th -grade bridge courses PD for educators K High School SUCCESS IN FIRST YEAR, CREDIT BEARING, POSTSECONDARY COURSEWORK ONGOING STUDENT SUPPORTS/INTERVENTIONS

42 PARCC Timeline SY Launch and design phase SY Development begins SY First year pilot/field testing and related research and data collection SY Second year pilot/field testing and related research and data collection SY Full administration of PARCC assessments Summer 2015 Set achievement levels, including college ready performance levels

43 Massachusetts Comprehensive Assessment System Transitioning to assessment for the new Curriculum Frameworks/CCSS for ELA/Literacy and Mathematics

44 Timeline for P-16 Alignment of MA Standards and Assessments in ELA/Literacy and Math Near full implementation of ELA and math standards Implement balance of changes in curriculum and instruction Full implementation of ELA and math standards Monitor curriculum and instruction fully aligned to the 2011 standards Full implementation of new assessments of ELA and math standards Administer assessments fully aligned to the 2011 standards

45 MCAS Assessment Transition for ELA, 2013 and 2014 Standards from the 2011 MA Curriculum Framework for English Language Arts and Literacy will be assessed The format of the MCAS ELA Reading Comprehension tests will remain the same: Multiple-choice and open-response questions, as well as short-response questions in grade 3

46 MCAS Assessment Transition for ELA 2013 and 2014: Long Composition in grades 4, 7, and 10 In grade 10, writing will continue to be assessed through literary analysis Fourth graders will be assessed in one of the following modes: narrative, expository, or opinion Seventh graders will be assessed in one of the following modes: narrative, expository, or argument

47 MCAS Assessment Transition for Mathematics Grades 3-8, 10: (3-8) There will be a focus on the 2011 standards that connect to the 2000/2004 standards in (3-8)Standards From MA 2011 Curriculum Framework will be assessed in In grade 10 ONLY the content in the 2011 standards that matches content in the 2000/2004 standards will be assessed in 2013/14.

48 Thank you! Break out discussions Mathematics ELA/Literacy