From PARCC…

…to PRACTICE

Focus on 2016 – 2017 Goals

Presentation Purpose & Agenda

Objective

To use the PARCC data and CCSSM articulation documents to drive

the idea of focus …

To equip administrators with the PARCC tools needed to (1) LEAD

powerful data team conversations and (2) communicate a standards-

focused schoolwide vision

To use the District’s approved curriculum resources to focus instruction

around PARCC expectations

To instill the idea that teachers need to approach lesson planning

more globally and as mini-research endeavors; making informed use

of data, PARCC/CCSSM-articulation documents, and curriculum

resources

WARM UP

number line is SHOWN BELWO. The numbers 0 and

1 are marked on the line, as are two other numbers

a and b.

Which of the following numbers is a negative?

Choose all that apply. Explain your reasoning.

0 1

a. a – 1

b. a – 2

c. -b

d. a + b

e. a – b

The Need to be intentional and

targeted in our instruction

56% of the variance in district state test scores could be explained by three out-of-school social and demographic variables: percent of students eligible for free- or reduced-lunch, percent of district lone-parent households, and mean annual district household income (Maylone, 2002)

Poverty alone accounts for 56% of the variance among state average test scores in the NAEP-92 Trial State Assessment in mathematics. 89% of those variations were due to poverty and just three other out-of-school demographic factors (number of parents living at home, parents' education, and community type)" (Educational Research Service, 1994)

Based on the results from this study, more than half of the variance in 2009 NJASK3 language arts scores can be explained by out-of-school variables. High-stakes standardized assessment scores are significantly influenced by out-of-school factors. The three factors identified by this study to have the greatest influence are household income, single-parent homes, and level of parental education (Turnamian, 2012)

Question 1: Districtwide, what is the average score for each assessment?

Test Code Mean Performance Level Average

Gain

ALG01 732.92 2 → 3 8.12

ALG02 704.56 1 → 2 6.42

GEO 719.64 2 17.94

MAT03 727.99 2 → 3 10.63

MAT04 723.22 2 0.14

MAT05 726.83 2 → 3 3.60

MAT06 722.02 2 3.18

MAT07 726.51 3 1.38

MAT08 718.66 2 1.09

650- 699 700-724

725-749

The 4 Districtwide Goals for

Mathematics Teaching

Establish mathematics goals to focus learning

Implement tasks that promote reasoning and problem

solving

Use and connect mathematical representations.

Elicit and use evidence of student thinking.

Teachers develop and communicate clear learning goals

and how these ideas build on and relate to each other.

5 Research-based Prompts

The learning goal is the heart of

assessment for learning and

needs to be made clear at the

planning stage…

Research-based Prompts

When teachers start from what it is

they want students to know and

design their instruction backward

from that goal, then instruction is far

more likely to be effective.

(Wiggins and McTighe 2000)

Research-based Prompts

Students cannot assess their own

learning or set goals to work

toward without a clear vision of

the intended learning.

R.Stiggins, J. Arter, J. Chappuis & S. Chappuis, 2006)

Why include students in the

sharing of Learning Goals?

Research suggests that pupils who understand what they are being asked to learn and how they will recognize success are more likely to make learning gains than those who don’t.

This is particularly true for less able pupils.

Why include students in the

sharing of Learning Goals?

Classrooms where students

understand the learning outcomes

for daily lessons see performance

rates 20% higher than those where

learning outcomes are unclear.

Marzano, 2003

Activity

Take 10 minutes to

review each item on the

PARCC End of Year

Released Items for Grade

3.

Based on your review,

describe the 3 areas of

focus for Grade 3.

Activity Take 10 minutes to review each

item on the PARCC End of Year

Released Items for Grade 3.

Based on your review, describe

the 3 areas of focus for Grade 3.

Find 1 problem that reflects (a)

procedural skill/fluency;

(b) application; (c) conceptual

understanding

Represent and solve problems involving multiplication and division.

CCSS.MATH.CONTENT.3.OA.A.1

Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of

objects in 5 groups of 7 objects each. For example, describe a context in which a total

number of objects can be expressed as 5 × 7.

CCSS.MATH.CONTENT.3.OA.A.2

Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the

number of objects in each share when 56 objects are partitioned equally into 8 shares,

or as a number of shares when 56 objects are partitioned into equal shares of 8

objects each. For example, describe a context in which a number of shares or a

number of groups can be expressed as 56 ÷ 8.

CCSS.MATH.CONTENT.3.OA.A.3

Use multiplication and division within 100 to solve word problems in situations involving

equal groups, arrays, and measurement quantities, e.g., by using drawings and

equations with a symbol for the unknown number to represent the problem.1

CCSS.MATH.CONTENT.3.OA.A.4

Determine the unknown whole number in a multiplication or division equation relating

three whole numbers. For example, determine the unknown number that makes the

equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?

PARCC Blueprints

Overview of Task Types

Review of PARCC Headers

ITEM TYPES

TOTAL ITEMS

ATTEMPTED ITEMS

START/END TIMES

SCALE

SCORE/PERFORMANCE

LEVEL

CSEM INTERPRETATION

SUB CLAIMS 1 - 4

CODE: TUYVZF

Log into https://new.goformative.com/join to answer the following questions.

What have you done with the results since the Admin PLC to make the results transparent for your teachers?

Which categories are an important aspect of the data conversation?

Which students are likely to regress if the proper supports are not provided?

Which students are likely to grow?

How much time, on average, did Student 5 spend on each question in Unit 1?

On average, about how much time was allotted for each question?

What do the sub-claim categories tell us? How is this information important?

Preparing for Part II

Using the Instructional Practice Guide as a tool for instructional

improvement

http://achievethecore.org/content/upload/IPG_Coaching_Mat

h_k-8.pdf

ACTIVITY I

Review Core Action 1 of the Tool;

Read each indicator

highlight 3-4 words that convey the importance of the indicator

ACTIVITY II

Review Core Action 2 of the Tool

Same activity as above

What can admin do to get

started?

Assess whether or not teachers reviewed the PARCC Released Items for their grade level and connecting grades

Revamp Common Planning Time approaches that encourage a having a focus for each Marking Period…Marking Period I should focus heavily on the results of PARCC, diagnostic and baseline measures and results, and planning for targeted instruction for small groups

NEXT STEPS IN SUPPORT OF GOAL SETTING

What can admin do to get

started?

Help the entire building agree on some common language for the Peer Observation Cycles and Walk Throughs using the Instructional Practice Guide (Core Action 2) and establish 1 theme per Marking Period

Introduce the Instructional Practice Guide during Pre-Observation Planning Conversations (Core Action 1); and upload responses as an artifact

Introduce the Instructional Practice Guide during Post-Observation Debriefing Conversations (Core Action 2); and upload responses as an artifact

What can admin do to get

started?

Ask teachers to target and proudly display in their rooms BIG, MEATY, FOCUSED, TRANSFORMATIVE TRANSFER GOALS based on the standards, per Unit of Study, …A great starting point are the STANDARDS & UNIT PLANS; attaching the goals to challenging problem solving tasks (ex: PARCC Released Items)

Visit as many classrooms as you have time for in a non-evaluative capacity

What can admin do to get

started? Give teachers their own classroom data to determine goals (e.g. How many students will Meet Expectation by the end of the year?)

What data: Item Analysis, Score-related Data)

Purpose of PLCs

Exploration of content focused on the CCSS instructional shifts

Modeling of CCSS-aligned instructional practices

Practicing instructional improvement strategies

Learning data-based decision making habits

Analyzing student work

Analyzing Teacher Practices via Video Viewing Protocols

Planning for CCSS-aligned instruction and assessment

FIRST focused around big ideas, unifying concepts, and enduring

understandings

THEN focused on the development of instructional units and alignment to the

resources: Units of Study (i.e. Scope and Sequence docs), texts and ancillary

materials, modules, meaningful tasks, the 8 Mathematical Practices

Peer Observations

Reflection and Feedback protocol

Cool Down

https://www.youtube.com/watch?v=KdxEAt91D7k

Break Out Rooms

9:50 – 10:30am K – 5

1st Floor Conference Room

Rosa

Cleveland

Lincoln

Forest

6 – 8

2nd Floor Conference Room

Park

Oakwood

Heywood

Malloy

9 – 12

2nd Floor – Powell’s Office