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Common Core and PARCC : NJPSA
March 30, 2012
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Curriculum & Assessment Foundation
Teacher
Who should decide what students need to learn in Chemistry?
Principal
Agreement on learning objectives and the use of common
assessments to share best practices is a powerful tool to improve
student achievement
District leader
It is more efficient and potentially more effective for a district to
develop standards-based curriculum
State leader
Quality implementation of the CCSS across all districts and
schools requires the state to take on an enhanced role
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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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The CCSS Difference: Grade 7 ELA
Clearer …
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.
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The CCSS Difference: Grade 8 Math
Before: NJCCCS (2004)
1. Understand and apply the Pythagorean Theorem.
After: CCSS (2010)
1. Explain a proof of the Pythagorean Theorem and its converse.
2. Apply the Pythagorean Theorem to determine unknown side
lengths in right triangles in real-world and mathematical
problems in two and three dimensions.
3. Apply the Pythagorean Theorem to find the distance between
two points in a coordinate system.
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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.
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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
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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.
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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
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Priorities in Mathematics
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
7
8
Ratios and proportional reasoning; early
expressions and equations
Ratios and proportional reasoning; arithmetic
of rational numbers
Linear algebra
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Key Fluencies
Grade
K
1
2
3
4
5
6
Required Fluency
Add/subtract within 5
Add/subtract within 10
Add/subtract within 20
Add/subtract within 100 (pencil and paper)
Multiply/divide within 100
Add/subtract within 1000
Add/subtract within 1,000,000
Multi-digit multiplication
Multi-digit division
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Multi-digit decimal operations
Solve px + q = r, p(x + q) = r
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Solve simple 22 systems by inspection
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Model Curriculum 1.0
Version 1.0
Version 2.0
WHAT
Students need to Learn
HOW
We can best Instruct
Standard
CCSS
Standard 1
Student
Learning
Objectives
SLO #1
SLO #2
CCSS
Standard 2
SLO #3
SLO #4
Instruction
Formative
Assessments
• Model Lessons • Effective checks
• Model Tasks
for
• Engaging
understanding
Instructional
• Teacher
Strategies
designed
formative
assessments
Version 1.0
WHEN
do we know students
have Learned
Summative/Formative
Unit Assessment
SLOs 1-5
SLO #5
General Bank of Assessment Items 2.0
Student level learning reports - Professional development - Resource reviews
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Model Curriculum
Grade 3 sample formative assessment items
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Model Curriculum 2.0:
Instructional Improvement System
Improved CCSS aligned unit-based SLOs
Improved CCSS aligned 6-week unit assessments
CCSS aligned model lessons
Model and Teacher-developed formative assessments
Instructional resource rating system
School, Classroom, Student level assessment reports
Unit level Item bank
Professional Development:
Content Area
Instructional strategies
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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
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The limits of Common Standards
and
Common Assessments
• 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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PARCC Assessment Design
English Language Arts/Literacy and Mathematics, Grades 3-11
2 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
Speaking And Listening
Assessment
• Locally scored
• Non-summative, required
End-of-Year
Assessment
• Innovative, computerbased items
• Required
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Goal #2: Build a Pathway to College and Career Readiness
K-2 formative
assessment
being
developed,
aligned to the
PARCC system
K-2
Timely student achievement
data showing students,
parents and educators
whether ALL students are ontrack to college and career
readiness
3-8
College
readiness score
to identify who
is ready for
college-level
coursework
Targeted
interventions &
supports:
•12th-grade bridge
courses
• PD for educators
High
School
ONGOING STUDENT SUPPORTS/INTERVENTIONS
SUCCESS IN
FIRST-YEAR,
CREDITBEARING,
POSTSECOND
ARY
COURSEWOR
K
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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
independently
Reading
Literature
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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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Claims Driving Design: Mathematics
Students are on-track or ready for college and careers
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
Use the modeling
practice to solve real
world problems
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Express mathematical
reasoning by
constructing
mathematical arguments
and critiques
Demonstrate fluency in
areas set forth in the
Standards for Content in
grades 3-6
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PARCC Timeline Through 2011-12
PARCC Tools & Resources
Model Content
Frameworks
released
Item & task
prototypes
released
Educator Leader
Cadres launched
(Nov 2011)
Fall
2011
Winter
2012
Spring
2012
Item
development
begins
Summer
2012
Fall
2012
Updated Model
Content Frameworks
Released
PARCC Assessment Implementation
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Timeline Through First PARCC
Administration in 2014-2015
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PARCC Tools & Resources
Partnership
Resource
Center
launched
Spring
2013
Pilot/field
testing
begins
Professional
development
modules
released
Summer
2013
Model
Instructional
Units Released
K-2 Formative
Tools Released
Fall
2013
Winter
2014
Expanded field
testing of
diagnostic
assessment
College-ready
tools released
Spring
2014
Diagnostic
assessments
released
Fall
2014
Summer
2014
Expanded
field testing
Summative PARCC
Assessments
Winter
2015
Optional Diagnostic
and Midyear PARCC
Assessments
Spring
2015
Standard
Setting in
Summer 2015
PARCC Assessment Implementation
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NJ ASK Transition to the
Common Core
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Assessment Transition Timeline
“Transitional
Assessments”
Spring 2012
NJ ASK
Aligned to
NJCCCS
Spring 2013
Spring 2014
NJ ASK
NJ ASK
Aligned to the
CCSS
Aligned to the
CCSS
SY 2014-15
Full
administration
of PARCC
assessments
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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)
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What you can expect of me…
• Willingness to listen, learn & reflect
• Quiet determination
• Persistence
• Resilience
penny.maccormack@doe.state.nj.us
“Be the change you wish to see in the world”
Ghandi27
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Websites
• http://www.corestandards.org/about-the-standards
• http://www.achievethecore.org/student-achievement-partners
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