PARCC &

The Common CorePresented by Robin Knutelsky

ELC Member for the State of New Jersey

Jefferson Township Schools

What do you know?

Value Line: What do you know about PARCC?

At the “Core”

PARCC

Teacher Effectivene

ss

CCSS SC and SS

CCSS ELA and Math

What is PARCC?O Partnership for Assessment of Readiness

for College and CareerO Assessments will measure whether

students are on track (College and Career Ready) and if instructional programs and practices are effective

O College and career readiness determination will signal to postsecondary institutions that student are prepared to do first-year college work without remediation

Common Core State Standards

O PARCC will measure standards achievementO Shifts in Instruction

O What students learn and can do on demand and independently

O Text based questions (rely on textual understanding)

O Text based responses that are grounded in evidence

O Mathematical practicesO Think about what we should be seeing in

the classroom as evidence of the CCSS

If students are reading text or talking about text, are they able

to…O Determine what the text says explicitlyO Draw inferencesO Determine central idea or themeO Analyze how and why individuals and ideas

develop over the course of the textO Interpret words and phrasesO Analyze structure of the textO Assess how point of view or purpose shapes a textO Integrate and evaluate content in diverse formatsO Analyze how two or more text interact and build

knowledgeO Read and comprehend complex text

If students are writing, are they…

O Writing argumentsO Writing informative or explanatory testsO Writing narrativesO Produce clear and coherent writingO Use technology to produce and publishO Conducting research to demonstrate

understandingO Gather information from multiple sourcesO Write routinely over extended time

frames

When students are using language, do they apply their

knowledge of…O Conventions of standard English

grammar and usageO Meanings of multiple meaning wordsO Word relationships and nuances in

word meaningsO General academic (tier II) and

domain specific words (tier III)

Looking for Focus and Coherence in MathematicsO Focus-necessary and sufficient time

to think, practice and integrate new ideas into knowledge structure

O Coherence-mathematical connections that “knit” topics together

10

Mathematical Practices1. Make sense of problems and persevere

in solving them

2. Reason abstractly and quantitatively 3. Construct viable arguments and critiqu

e the reasoning of others

4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision 7. Look for and make use of structure 8. Look for and express regularity in repea

ted reasoning

Grouping the Mathematical Practice Standards

1. Make sense of problems and persevere in solving them

6. Attend to precision

Pro

ble

m s

olv

ing

wit

h

pre

cis

ion

2. Reason abstractly and quantitatively

3. Construct viable arguments and critique the reasoning of others

4. Model with mathematics5. Use appropriate tools

strategically

7. Look for and make use of structure

8. Look for and express regularity in repeated reasoning

Reasoning and Explaining

Modeling and using tools

Seeing structure and generalizing

We know we are on our way when…

Students can

demonstrate the

CCSS

independently

and on demand

Goals of PARCCTo dramatically increase the rates at which students graduate from high school prepared for success in college and the workplace.

O Determine whether students are “on-track” to be “college and career ready.”

O Assess the full range of the Common Core State Standards, including standards that are difficult to measure.

O Measure the full range of student performance, including high and low performing students.

O Provide data during the academic year to inform instruction, interventions and professional development.

O Provide data for accountability, including measures of growth.

Key Shifts in PARCC Design as a Response to the Shift in the CCSS

O Complexity: The standards require regular practice with complex text and its academic language

O Evidence: The standards emphasize reading and writing grounded in evidence from text, both literary and informational

O Knowledge: The standards require building knowledge through content rich non-fiction, informational text and literature

The CCSS Shifts Build Toward College and Career Readiness

for All StudentsKey Shifts

PARCC Vocabulary Primer

O EOY- End of YearO PBA- Performance Based AssessmentO PLD-Performance Level DescriptorO Evidence Table-Claims, standards and

evidences of what students will be able to demonstrate, independently and on demand, that will be assessed

O PCR-Prose Constructed ResponseO EBSR-Evidence Based Selected ResponseO TECR-Technology-Enhanced Constructed

Response

Vocabulary Primer Part II

O ELA Task-a coherent collection of assessment items. Tasks are cohesive because they are connected to a specific reading passage or set of passages that includes EBSR, TECR and/or PCR

O Math Task- an operational item that may either have a single prompt or multiple prompts. The PARCC math tests contain three types of tasks: O Type I tasks assess concepts, skills and

proceduresO Type II tasks assess students’ ability to express

mathematical reasoningO Type III tasks assess modeling and applications

Technology-Enhanced Constructed Response (TECR)

Uses technology to capture student comprehension of texts in authentic ways:

O Drag and drop O Cut and paste O Shade text O Move items

Timeline PARCCO Field test administration (March-June) 2014O Spring 2014

O Practice test availableO Standard-setting

O Summer 2014O Methodology for calculating scoresO Final technology specifications released

O Winter 2014-1st Operational Assessment block schedule administration PBA and EOY

O Spring 2015- 1st Operational Assessment PBA and EOY

O Summer 2015 –Cut scores and College and Career Readiness Determination

Testing BlueprintO The 3-11 PARCC assessments will be

delivered at each grade level and will be based directly on the Common Core State Standards

O The PARCC design includes four components O Two required summative (PBA and EOY)O Two optional non-summative - to provide

educators with timely feedback to inform instruction and provide multiple measures of student achievement across the school year (Baseline and MY)

O More specifics in the district shared drive for “PARCC”

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

21

End-of-Year Assessment

• Innovative, computer-based items

• Required

Performance-Based

Assessment (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

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

Summative Assessment Components:

O Performance-Based Assessment (PBA) administered after approximately 75% of the school yearO ELA PBA will focus on writing effectively when analyzing

textO Math PBA will focus on applying skills, concepts, and

understandings to solve multi-step problems requiring abstract reasoning, precision, perseverance, and strategic use of tools

O End-of-Year Assessment (EOY) administered after approximately 90% of the school year O ELA EOY will focus on reading comprehensionO Math EOY will call on students to demonstrate further

conceptual understanding

Non-Summative Assessment Components:

O 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.

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

O Speaking and Listening Assessment (ELA/literacy only) designed to be an indicator of students’ ability to communicate their own ideas, listen to and comprehend the ideas of others, and to integrate and evaluate information from multimedia sources.

Support and Guidance: What can we be doing?

O Visit PARCConline.orgO Review materials in the “shared

drive”O Checkout the Accommodations

ManualO Visit NJ Department of Education

website O Understand types of questionsO Evaluate released questions and

rubricsO Shift instruction

What do you know?

Value Line: What do you know about PARCC?