Common Core and PARCC : NJPSA March 30, 2012

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Common Core and PARCC : NJPSA March 30, 2012


Curriculum & Assessment Foundation

Teacher Who should decide what students need to learn in Chemistry?

Agreement on learning objectives and the use of common assessments to share best practices is a powerful tool to improve student achievement

Principal

It is more efficient and potentially more effective for a district to develop standards-based curriculumDistrict leader

Quality implementation of the CCSS across all districts and schools requires the state to take on an enhanced role State leader


The Quiet Revolution: Why should the NJDOE develop a “Model” Curriculum?

Common Core State Standards • Fewer, clearer, more rigorous• Internationally benchmarked

Commonness• Leverage state and nation-wide expertise (46 States

and DC)• PARCC (23 States and DC)

Continuous improvement• Model 1.0 followed by Model 2.0

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Clearer … 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.


Before: NJCCCS (2004) 1. Understand and apply the Pythagorean Theorem.

After: CCSS (2010) 2. Explain a proof of the Pythagorean Theorem and its converse. 3. Apply the Pythagorean Theorem to determine unknown side

lengths in right triangles in real-world and mathematical problems in two and three dimensions.

4. Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.

The CCSS Difference: Grade 8 Math


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The CCSS Difference: Grade 3-5 ELA: Integration of Knowledge and ideas

Grade 3: Compare and contrast the most important points and key details presented in two texts on the same topic

Grade 4: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgably

Grade 5: 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.


ELA/Literacy: 3 shifts

1. Regular practice with complex text and its academic vocabulary

2. Building knowledge through content-rich nonfiction and informational text

3. Reading and writing grounded in evidence from text

Note: Beyond ELA


Text-Dependent or Not

The novel Sarah Plain and Tall is a great book to illustrate what things were like in the past.

Possible center activities: Put out a very simple pattern like an apron, or place mat and have the students trace, cut out and then sew (by hand) the item. My students said overwhelmingly "I can't imagine sewing all of my clothes like that!"

Have a wheat grinder, which the kids use to grind wheat into flour. We then use it to make scones from scratch later on. We made butter to go on the scones by putting cream and salt into a jar and shaking it for a very long time.


Mathematics: 3 shifts

1. Focus: Focus strongly where the standards focus.

2. Coherence: Links major topics across grades

3. Rigor: Requires fluency, application, and deep understanding


Grade Priorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding

K–2 Addition and subtraction, measurement using whole number quantities

3–5 Multiplication and division of whole numbers and fractions

6 Ratios and proportional reasoning; early expressions and equations

7 Ratios and proportional reasoning; arithmetic of rational numbers

8 Linear algebra

Priorities in Mathematics


Key Fluencies

Grade Required Fluency

K Add/subtract within 51 Add/subtract within 10

2Add/subtract within 20Add/subtract within 100 (pencil and paper)

3Multiply/divide within 100Add/subtract within 1000

4 Add/subtract within 1,000,0005 Multi-digit multiplication

6Multi-digit divisionMulti-digit decimal operations

7 Solve px + q = r, p(x + q) = r

8 Solve simple 22 systems by inspection


Model Curriculum 1.0

Version 1.0 Version 2.0 Version 1.0

WHAT Students need to Learn

HOW We can best Instruct

WHENdo we know students

have Learned

StandardStudent Learning

ObjectivesInstruction 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 AssessmentSLOs 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


Model Curriculum Grade 3 sample formative assessment items


Improved CCSS aligned unit-based SLOsImproved CCSS aligned 6-week unit assessmentsCCSS aligned model lessons Model and Teacher-developed formative assessmentsInstructional resource rating systemSchool, Classroom, Student level assessment reportsUnit level Item bank

Professional Development: Content Area Instructional strategies

Model Curriculum 2.0: Instructional Improvement System

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Continued Learning & Support

• On-going release of unit SLOs for comment• Release Unit 1 SLOs ASAP• Release Unit 1 assessment by June• Professional Development: Offered on-going by unit and

content area


• Common Core State Standards are critical, but just the first step

• Common Assessments aligned to the Common Core will help ensure the new standards truly reach every classroom

• Quality Implementation of aligned curriculum is required for students to reap the benefits of new standards

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The limits of Common Standards and

Common Assessments


PARCC 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

Speaking And ListeningAssessment

• 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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Goal #2: Build a Pathway to College and Career Readiness

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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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

independentlyReading Literatur

e

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

Claims Driving Design: Mathematics

Students are on-track or ready for college and careers


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PARCC Timeline Through 2011-12

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


NJ ASK Transition to the Common Core


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Assessment Transition Timeline

Spring 2012

NJ ASK Aligned to

NJCCCS

Spring 2013

NJ ASK

Aligned to the CCSS

Spring 2014

NJ ASK

Aligned to the CCSS

SY 2014-15

Full administration

of PARCC assessments

“Transitional Assessments”


NJ ASK Transitional Assessments

• Content on the NJ ASK will reflect, as closely as possible, the Common Core State Standards

– Alignment – Depth

• We do not expect that our transitional assessments will be perfectly aligned to PARCC assessments

• Continually modify as more information from PARCC becomes available (i.e. content frameworks)


• Willingness to listen, learn & reflect• Quiet determination• Persistence• Resilience

[email protected]

“Be the change you wish to see in the world” Ghandi

What you can expect of me…

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mailto:[email protected]


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Websites

• http://www.corestandards.org/about-the-standards

• http://www.achievethecore.org/student-achievement-partners

DRAFT

http://www.corestandards.org/about-the-standards

http://www.achievethecore.org/student-achievement-partners

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Common Core and PARCC : NJPSA March 30, 2012

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