Preparing New Teachers for Common Core

Preparing New Teachers for Common Core

OVERVIEW Common Core State Standards (CCSS) Partnership for the Assessment of Readiness for College and Careers (PARCC) PARCC College and Career Readiness Determination Breakout Sessions Sharing Information and Ideas 2

Why We Need the CCSS I Choose C http://www.youtube.com/watch?v=dy2mrm4i6ty http://www.parcconline.org/samples/item-task-prototypes#2 3

CCSS: Mission Statement The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy. 4

CCSS: Research Support http://www.corestandards.org/ela-literacy 5

CCSS : Fact Versus Fiction What They Are and Are Not CCSS ARE A State Led Initiative A Set of Common Standards/Goals A Foundation for Change Seeking to Balance Reading of Literature and Informational Texts Providing a Progression of Learning in Mathematics CCSS ARE NOT A Federal Initiative A National Curriculum A Panacea for All K-12 Problems Removing the Study of Literature from English Classrooms Removing Traditional Math Sequence in High School 6

CCSS ELA/Literacy Shifts Common Core Shifts for ELA/Literacy Complexity: The standards require regular practice with complex text and its academic language Evidence: The standards emphasize reading and writing grounded in evidence from text, both literary and informational Knowledge: The standards require building knowledge through content rich non-fiction PARCC Website 7

CCSS Mathematics Shifts. Common Core Shifts for Mathematics Focus: The standards focus in on the key content, skills and practices at each grade level Coherence: Content in the standards builds across the grades, and major topics are linked within grades Rigor: In major topics, the standards highlight conceptual understanding, procedural skill and fluency, and application PARCC Website 8

Benefits Benefits of Standards Equity Results Efficiency Cost Effectiveness Consistency Collaboration Innovation 9

Assessment Consortia Partnership for Assessment of Readiness for College and Careers (PARCC) Smarter Balanced (SBAC) 10

PARCC States. 11

Smarter Balance States. 12

PARCC Priorities. The priority purposes of PARCC Assessments are: Determine whether students are college- and career-ready or on track for readiness Assess the full range of the Common Core Standards, including standards that are difficult to measure Measure the full range of student performance, including the performance of high- and low-performing students Provide data during the academic year to inform instruction, interventions, and professional development Provide data for accountability, including measures of growth Incorporate innovative approaches throughout the assessment system PARCC Website 13

Evidence Centered Design - Assessment. 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 14

Evidence Centered Design - 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 15

PARCC Assessment Design 2 Optional Assessments/Flexible Administration Diagnos8c Assessment Early indicator of student knowledge and skills to inform instruc&on, supports, and PD Non- summa&ve Mid- Year Assessment Performance- based Emphasis on hard- to- measure standards Poten&ally summa&ve Performance- Based Assessment (PBA) Extended tasks Applica&ons of concepts and skills Required End- of- Year Assessment Innova&ve, computer- based items Required Speaking And Listening Assessment Locally scored Non- summa&ve, required Provided by Achieve 16

Technology. Technology- Enhanced Items TEIs present assessment items and capture student responses in a way that cannot be accomplished with paper and pencil Enable scalable and cost-efficient delivery and scoring of cognitively complex tasks e.g., simulation, multimedia constructed response Common Technology Platform Single platform for accessing summative and non-summative assessments, diagnostic tools, practice tests, curricular and PD resources will be available throughout the school year. Student Accessibility Profiles Adherence to recognized technology standards will allow for supports and accessibility information to be embedded in digital test items. Scoring, Reporting, and Analysis Provided by Achieve Online testing supports finer-grained data collection on student abilities and student interactions with assessments. Automated scoring enables more timely results that allow assessments to inform instruction. 17

CCSS Shifts = Assessment Shifts ELA/Literacy Shifts Complexity, Evidence, Knowledge PARCC ELA/Literacy assessments will include: Texts worth reading: The assessments will use 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 will be the norm (as in an excellent classroom), rather than sets of random questions of varying quality. 18

CCSS Shifts = Assessment Shifts Mathematics Shifts Focus, Coherence, Rigor PARCC mathematics assessments will include: Problems worth doing: Multi-step problems, conceptual questions, applications, and substantial procedures will be common, as in an excellent classroom. Focus: Instead of randomly sampling a mile-wide array of topics, PARCC assessments will have a strong focus where the standards focus. This will reinforce the concept of going deep rather than simply "covering topics." 19

PARCC Prototypes http://www.parcconline.org/samples/item-task-prototypes#2 20

Students with Disabilities Accessibility Accommodations and Fairness Goals for Promoting Student Access Apply principles of Universal Design Minimize/eliminate features irrelevant to what is being measured Measure the full range of complexity of the standards Leverage technology for delivering accessibility Use a combination of accessible -authoring and accessible technologies from the inception of items and tasks Established Committees on Accessibility, Accommodations, and Fairness Draft policies posted on PARCC website http://www.parcconline.org/parcc-accessibility-accommodations-and-fairness 21

Students with Disabilities Embedded Accommodations Being Discussed Screen readers / text-to-speech / speech-to-text Highlighting Enlargement of text/graphics Customized colors Graphic organizers or representations Customized dictionary / Embedded or pop-up glossary Reducing visual distractions around text Captions of audio / Descriptive Audio Adapted keyboards, StickyKeys, MouseKeys, FilterKeys Braille (tactile/ refreshable) Signing supports (ASL) Assistive technology http://www.parcconline.org/parcc-accessibility-accommodations-and-fairness 22

English Language Learners Policies Being Developed Accommodations policies for English learners Participation policies for English learners Common definition of English learner Resources Stanford University Understanding Language http://ell.stanford.edu/teaching_resources http://www.parcconline.org/parcc-accessibility-accommodations-and-fairness 23

Gifted and Talented Learners Resources http://www.nagc.org/commoncorestatestandards.aspx-accommodations-and-fairness 24

PARCC Development December 2011 ü Item Development RFP June 2012 ü Minimum Technology Specifications, version 1.0 July 2012 August 2012 September 2012 October 2012 November 2012 December 2012 ü Calculator Policy ü Item and Task Prototypes ü Principles for Comparability with SBAC ü Mathematics Reference Sheets for Grades 3-8 and HS ü College- and Career-Ready Determination Policy ü Item Tryout and Field Testing RFP ü High School Mathematics Model Content Frameworks ü College- and Career-Ready Assessments in Mathematics ü Retest Policy ü Minimum Technology Specifications, version 2.0 Provided by Achieve 25

PARCC Next 6 Months March 2013 April 2013 Spring 2013 June 2013 Provided by Achieve Assessment Scheduling Guidance (RELEASED) http://www.parcconline.org/assessment-administration-guidance Draft English Language Learner (ELL) policies and participation guidelines for public review Draft Accommodations Manual for public review Draft Subject- and Grade-Level Performance Level Descriptors for public review Guidance on Participation in Item Tryouts, Field Test, and Practice Tests Design of Diagnostic and K-1 Tools Design of Speaking and Listening Assessment Final Subject- and Grade-Level Performance Level Descriptors Final Accommodations Manual for Students with Disabilities Final Accommodations Policies and Participation Guidelines for ELL 26

PARCC Next 6-18 Months Summer 2013 Fall 2013 Spring 2014 Design of Assessment Professional Development Modules Design of Student Score Reports Minimum Technology Specifications, version 3.0 Field Testing Administration and Practice Test Methodologies for Standard Setting Fall 2014 Operational Assessment Administration Manual Throughout 2013-14 Provided by Achieve Release of Additional Sample Items, Item Tryouts/ Cognitive Labs, and Additional Guidance to Districts on Assessment Administration 27

PARCC Assessment System College and Career Readiness Determination (CCRD) 28

CCRD Policy Two College and Career Ready Determinations: English language arts/literacy Mathematics Students who receive a CCRD will have demonstrated the academic knowledge, skills, and practices necessary to enter directly into and succeed in entry-level, credit-bearing courses at public postsecondary institutions without the need for remediation. Students who achieve the CCRD will be guaranteed exemption from remedial course work in that content area. Policies are located at www.parcconline.org/parcc-assessment-policies Provided by Achieve 29

Performance Level Descriptors PARCC states will use 5 achievement levels for grades 3-8 and HS in ELA/ literacy and mathematics Each of the proposed performance levels includes: Policy claims, which describe educational implications for students at a particular performance level. General content claims, which describe academic knowledge and skills students across grade levels performing at a given performance level are able to demonstrate. Level 4 will be the threshold for earning the College and Career Ready Determinations on the designated high school assessments Provided by Achieve 30

CCRD: Placement Not Admission A College and Career Ready Determination on the PARCC assessments indicate: Mastery of the core competencies in the Common Core State Standards identified by postsecondary education faculty as prerequisites for and key to success in entry-level, credit-bearing courses in English and mathematics Readiness for placement into entry-level, credit-bearing courses in ELA and mathematics Provided by Achieve 31

CCRD: Placement Not Admission A College and Career Ready Determination will not: Determine admission to college or university Replace college/university tests to place students into higher level mathematics and English courses Address non-traditional students who delay enrollment Provided by Achieve 32

PARCC Assessment Priorities. Postsecondary Perspective: Assess the full range of the Common Core Standards. Guarantee students placement into entry-level, credit-bearing courses in ELA and Mathematics without remediation by developing a College and Career Ready Determination recognized by postsecondary institutions. Provide clear signals to students about college and career readiness prior to high school graduation. Incorporate these indicators into a system of tools and transition courses, aligned to the PARCC assessments, to support students in meeting postsecondary goals. Provided by Achieve 33

Implications for Higher Ed. With CCSS implementation, Higher Ed should consider: Educator preparation and professional development Course alignments and placement standards Alignment between credit-bearing, entry level courses and the CCSS Opportunities to partner with K-12 Common Core State Standards: A Vital Tool for Higher Education 34

Higher Ed Resources. Connecting the Dots, written by PARCC Higher Education Leadership Team members, and December 2012 CHANGE Magazine article The Common Core State Standards: A Vital Tool for Higher Education, written by Allison Jones of PARCC and Jaci King of SBAC, are available at www.parcconline.org. Provided by Achieve 35

Ronda Brandon rbrandon@nms.org 8350 North Central Expressway Suite M-2200 Dallas, Texas 75206 Ph. 214.346.1200 Fax 214.346.1299 nationalmathandscience.org Information provided by PARCC and Achieve