Common Core State Standards
and
PARCC Assessment Update
September 5, 2012
Office of Curriculum and Instruction
Nathan Oakley, Director of Curriculum and Instruction
Marla Davis, Office Director II – Mathematics
Vincent Segalini, Office Director II – English/Language Arts
1
Agenda
1. Common Core State Standards and PARCC Updates
for English/Language Arts (ELA)
2. Common Core State Standards and PARCC Updates
for Mathematics
3. Importance of Leadership at the District Level
4. Resources
2
Common Core State Standards
and PARCC Update for
English/Language Arts
3
PARCC Model Content
Framework
New interactive version can be found at: http://www.parcconline.org/parcc-modelcontent-frameworks
4
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
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.
5
PARCC’s Core Commitments to
ELA/Literacy Assessment Quality
•
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.
•
Better Standards Demand Better Questions: Instead of reusing
existing items, PARCC will develop custom items to the Standards.
•
Fidelity to the Standards (now in Teachers’ hands): PARCC
evidences are rooted in the language of the Standards so that
expectations remain the same in both instructional and
assessment settings.
6
Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint
What Are the Shifts at the Heart of
PARCC Design (and the Standards)?
1. Complexity: Regular practice with complex text and
its academic language.
2. Evidence: Reading and writing grounded in
evidence from text, literary and informational.
3. Knowledge: Building knowledge through content
rich nonfiction.
7
Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint
Shift 1: Regular practice with complex
text and its academic language
1. PARCC builds a staircase of text complexity to ensure
students are on track each year for college and
career reading.
2. PARCC rewards careful, close reading rather than
racing through passages.
3. PARCC systematically focuses on the words that
matter most—not obscure vocabulary, but the
academic language that pervades complex texts.
8
Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint
Shift 2: Reading and writing grounded in
evidence from text, literary and informational
• PARCC focuses on students rigorously citing evidence from
texts throughout the assessment (including selected-response
items).
• PARCC includes questions with more than one right answer to
allow students to generate a range of rich insights that are
substantiated by evidence from text(s).
• PARCC requires writing to sources rather than writing to decontextualized expository prompts.
• PARCC also includes rigorous expectations for narrative
writing, including accuracy and precision in writing in later
grades.
9
Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint
Shift 3: Building knowledge
through content-rich nonfiction
1. PARCC assesses not just ELA but a full range of
reading and writing across the disciplines of science
and social studies.
2. PARCC simulates research on the assessment,
including the comparison and synthesis of ideas
across a range of informational sources.
10
Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint
Three Innovative Item Types
• Evidence-Based Selected Response (EBSR)—Combines a
traditional selected-response question with a second
selected-response question that asks students to show
evidence from the text.
• Technology-Enhanced Constructed Response (TECR)—Uses
technology (e.g., drag and drop, cut and paste, shade text,
move items to show relationships).
• Range of Prose Constructed Responses (PCR)—Elicits
evidence that students have understood a text or texts they
have read.
11
Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint
PARCC Summative Assessment
with EBSR, TECR, and PCR Items
12
Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint
PARCC Sample Item and Task
Prototypes for ELA
• Sample Item and Task Prototypes for English
Language Arts are available at:
http://www.parcconline.org/samples/itemtask-prototypes
• To-date, sample items and prototypes are
available for Grade 3, 4, 6, 7 and HS (total:13).
13
Literary Analysis Task (Grade 10):
Ovid’s “Daedalus and Icarus” and
Sexton’s “To a Friend Whose Work Has
Come to Triumph”
14
Understanding the
Literary Analysis Task
• Students carefully consider two literary texts
worthy of close study.
• They are asked to answer a few EBSR and
TECR questions about each text to
demonstrate their ability to do close analytic
reading and to compare and synthesize ideas.
• Students write a literary analysis about the
two texts.
15
Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint
Grade 10 Prose
Constructed-Response Item
Use what you have learned from reading “Daedalus and
Icarus” by Ovid and “To a Friend Whose Work Has Come to
Triumph” by Anne Sexton to write an essay that provides an
analysis of how Sexton transforms Daedalus and Icarus.
As a starting point, you may want to consider what is
emphasized, absent, or different in the two texts, but feel
free to develop your own focus for analysis.
Develop your essay by providing textual evidence from both
texts. Be sure to follow the conventions of standard
English.
16
Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint
Aligns to the Standards and
Reflects Good Practice
• Specific CCSS alignment to:
– RL.10.1 (use of evidence); RI.10.9 (comparison of authors’
presentation); RL.10.10 (complex texts).
– W.10.2 (writing to inform and explain); W.10.4 (writing
coherently); W.10.9 (drawing evidence from texts).
– L10.1-3 (grammar and conventions).
• How one text transforms ideas from another
text
• Write to sources
• Citing evidence
• Knowledge of language and conventions
17
Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint
SATP Analysis Question
Based upon the use of literary elements in the excerpts, which statement
below justifies the accuracy or inaccuracy of the analysis?
A.The first excerpt uses the symbolism of Aristotle’s writings to mark Friar
Bacon as a pioneer, and the second excerpt uses thorns to symbolize the
harm that humans often do to later generations.
B.The first excerpt relies on a persuasive tone and point of view to outline
the developments made by Friar Bacon, and the second excerpt relies on
the creation of mood and atmosphere to emphasize the importance of art.
C.The first excerpt uses the rainbow as a symbol to highlight the value of
endlessly pursuing knowledge, and the second excerpt uses the symbolism
of baby clothes to emphasize the limitless potential of the human mind.
D.The first excerpt relies on formal diction and factual information to convey
the author’s admiration of Friar Bacon, and the second excerpt relies on
tone and figurative language to promote the importance of living a good life.
18
Taken from practice EII SATP
Grade 10 Evidence-Based
Selected-Response Item
Part A
Which of the following sentences best states an important
theme about human behavior as described in Ovid’s
“Daedalus and Icarus”?
A. Striving to achieve one’s dreams is a worthwhile
endeavor.
B. thoughtlessness of youth can have tragic results.*
C. Imagination and creativity bring their own rewards.
D. Everyone should learn from his or her mistakes.
19
Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint
Grade 10 Evidence-Based
Selected-Response Item
Part B
Select three pieces of evidence from Ovid’s “Daedalus and Icarus” that support the
answer to Part A.
A. “and by his playfulness retard the work/his anxious father planned” (lines 310311)*
B. “But when at last/the father finished it, he poised himself” (lines 312-313)
C. “he fitted on his son the plumed wings/ with trembling hands, while down his
withered cheeks/the tears were falling” (lines 327-329)
D. Proud of his success/the foolish Icarus forsook his guide” (lines 348-349)*
E. “and, bold in vanity, began to soar/rising above his wings to touch the skies” (lines
350-351)*
F. “and as the years went by the gifted youth/began to rival his instructor’s art”
(lines 376-377)
G. “Wherefore Daedalus/enraged and envious, sought to slay the youth” (lines 384385)
H. “The Partridge hides/in shaded places by the leafy trees…for it is mindful of its
former fall” (lines 395-396, 399)
20
Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint
Aligns to the Standards and
Reflects Good Practice
• Specific CCSS alignment to:
– RL.10.1 (evidence)
– RL.10.2 (theme)
– RL.10.10 (complex text)
• How one text transforms ideas from another
text
• Write to sources
• Citing evidence
• Knowledge of language and conventions
21
Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint
SATP Theme Question
Read lines 16–29 from the passage.
From which of the following details can the reader conclude that
stickball game outcomes were significant beyond the final score?
A.The stickball games earned the nickname “little brother of war”
because they were used occasionally to settle disputes between tribes.
B.This Choctaw stickball game and one of the most famous Choctaw
ball players of the time were also depicted in paintings Catlin
completed in the 1830s.
C.In the nineteenth century, Choctaw stickball matches were played
regularly between districts or counties.
D.That night the twenty-five to thirty players on each team would hold
meetings to discuss strategies for the game.
22
Taken from practice SATP
Research Simulation Task (Grade 7):
Amelia Earhart’s Disappearance
23
Understanding the Research
Simulation Task
Session 1:
• Students begin by reading an anchor text that introduces the
topic. EBSR and TECR items ask students to gather key details
about the passage to support their understanding.
• Then, they write a summary or short analysis of the piece.
Session 2:
• Students read two additional sources (may include a multimedia
text) and answer a few questions about each text to learn more
about the topic so they are ready to write the final essay and to
show their reading comprehension.
• Finally, students mirror the research process by synthesizing
their understandings into an analytic essay using textual
evidence from several of the sources.
24
Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint
Final Grade 7 Prose
Constructed-Response Item #2
You have read three texts describing Amelia Earhart. All three include the
claim that Earhart was a brave, courageous person. The three texts are:
• “Biography of Amelia Earhart”
• “Earhart's Final Resting Place Believed Found”
• “Amelia Earhart’s Life and Disappearance”
Consider the argument each author uses to demonstrate Earhart’s bravery.
Write an essay that analyzes the strength of the arguments about Earhart’s
bravery in at least two of the texts. Remember to use textual evidence to
support your ideas.
25
Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint
Aligns to the Standards and
Reflects Good Practice
• Specific CCSS alignment to:
• RI.7.1 (use of evidence); RI.7.8 (evaluate claims in a text);
RI.7.9 (comparison of authors’ presentation); RI.7.10
(complex texts)
• W.7.2 (writing to inform and explain); W.7.4 (writing
coherently); W.7.7 (conduct short research projects);
W.7.8 (gather relevant information from multiple sources);
W.7.9 (drawing evidence from texts)
• L.7.1-3 (grammar and conventions)
• How one text transforms ideas from another text
• Write to sources
• Citing evidence
• Knowledge of language and conventions
26
Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint
MCT2 Analysis Question
Which statement below is a correct evaluation of the cause of the
situation described in the sentence above?
A.
Because many lawmakers wanted the nation’s capital to be
located in their state, a compromise was made to create a capital
city that belonged to none of the states.
B. Because one hundred square miles of land was needed for the
capital city, Maryland and Virginia offered George Washington a
section of land along the Potomac River.
C. Because the country had not established a capital city, Congress
met in several different cities such as Philadelphia, Baltimore, and
New York.
D. Because the District residents were not allowed to vote for
President, Congress passed an amendment to the Constitution.
27
Taken from practice MCT2
End-of-Year Assessment
(Grade 3):
“How Animals Live”
28
Understanding the End-of-Year
Assessment
• Students will be given several passages to read closely.
• EBSR and TECR questions will be sequenced in a way that
they will draw students into deeper encounters with the
texts and will result in thorough comprehension of the
concepts to provide models for the regular course of
instruction.
• Will draw on higher order skills such as critical reading
and analysis, the comparison and synthesis of ideas
within and across texts, and determining the meaning of
words and phrases in context.
29
Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint
Questions Worth Answering?
On the following pages there is one Evidence-Based
Selected-Response Item and one Technology Enhanced
Constructed-Response Item that challenge students’
command of evidence with complex texts.
30
Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint
Grade 3 Evidence-Based
Selected-Response Item #1
Part A
Part B
What is one main idea of “How
Animals Live?”
Which sentence from the article best
supports the answer to Part A?
A. There are many types of
animals on the planet.
B.
Animals need water to live.
C.
There are many ways to sort
different animals.*
D. Animals begin their life cycles in
different forms.
A. “Animals get oxygen from air or
water.”
B. "Animals can be grouped by their
traits.”*
C. "Worms are invertebrates.”
D. "All animals grow and change over
time.”
E. "Almost all animals need water,
food, oxygen, and shelter to live."
31
Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint
Aligns to the Standards and
Reflects Good Practice
• Specific CCSS alignment to:
– RI.3.1 (evidence)
– RI.3.2 (main idea)
– RI.3.10 (complex text)
• Students must provide evidence for the
accuracy of their answer in Part B.
32
Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint
MCT2 Main Idea Question
Which of the following questions identifies the purpose
for reading the passage?
A. Why have the otters left their home in California?
B. What can visitors see at the aquarium besides sea
otters?
C. What can visitors expect to be different about their
visit to the aquarium?
D. What do the trained guides tell visitors during the
tour?
33
Taken from practice MCT2
Grade 3 Technology-Enhanced
Constructed-Response Item
Drag the words from the word box into the correct locations on
the graphic to show the life cycle of a butterfly as described in
“How Animals Live.”
Words:
Pupa
Adult
Egg
Larva
34
Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint
Aligns to the Standards and
Reflects Good Practice
• Specific CCSS alignment to:
– RI.3.1 (use of evidence)
– RI.3.3 (relationship between events)
– RI.3.10 (complex texts)
• Building knowledge from informational text
– students must apply their understanding of the text to
complete the graphic.
– requires explicit references to the text as the basis for the
answers rather than simply guessing.
• Whereas traditional items might have asked students to “fill
in one blank” on a graphic this technology enhanced item
allows students to demonstrate understanding of the entire
sequence.
35
Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint
MCT2 Question on Structure
Which of the following correctly compares the text
structures used in “Come See a Sea Otter!” and “The
Amazing Otter”?
A. Both passages use description to show how otters swim
either to hunt or play.
B. Both passages use simple cause and effect to explain how
sea plants help otters in different ways.
C. Both passages use sequential order to explain how otters
eat the food they find.
D. Both passages use simple procedure to explain why
people should watch otters in nature and at the aquarium.
36
Taken from practice MCT2
Common Core State Standards
and PARCC Update for
Mathematics
37
Recent PARCC Releases
for Mathematics
• Proposed Performance Level Descriptors under the CollegeReadiness Determination Policy (In public review phase)
• Calculator Policy
• Assessment Reference Sheet
(Pending PARCC Governing Board approval)
• PARCC Model Content Frameworks (MCF) for Mathematics (Version 2.0)
• Sample Item and Task Prototypes in Mathematics
38
Proposed Performance Level
Descriptors
• To report the results of assessment(s) used to make
College-Ready (CR) determinations
• To report the results of high school end-of-grade
ELA/literacy assessments and end-of-course math
assessments (Grades 9 and 10)
• To report the results of end-of-grade assessments for
Grades 3-8
39
Taken from PARCC Mathematics Sample Illustrative Items PowerPoint
Proposed Performance Level
Descriptors
• Five levels are being proposed
– No names for the levels have been proposed at this time; however,
Level 4 is pitched to a level of rigor currently described by NAEP’s
Proficient Level (solid command of the content). It is also the
proposed level for earning a CR Determination.
– Reasons for Five Levels (rather than four)
• PARCC assessments will support the accurate classification of
student performance into five levels.
• Five levels will help schools target assistance to students.
• Five levels will provide states with options for using performance
levels in various accountability mechanisms.
• Five levels will provide increased opportunities for students,
schools and districts to demonstrate growth.
• The PARCC Technical Advisory Committee supports five levels.
40
Taken from PARCC Mathematics Sample Illustrative Items PowerPoint
PLDs for Reporting Results of
End-of-Grade Assessments
Level 5:
Superior command
Academically well prepared
to engage successfully in
further studies
Level 4:
Solid command
Academically prepared
Adapted from PARCC Mathematics Sample
Illustrative Items PowerPoint
Level 3:
Partial command
Will likely need academic support to engage successfully
Level 2:
Limited command
Will need academic support
Level 1:
Very limited command
Will need extensive academic support
41
Components of
Performance Levels
• Each of the proposed performance levels
includes:
– Policy claims, which describe the educational implications
for students at a particular performance level.
– General content claims, which describe the academic
knowledge and skills students across grade levels
performing at a given performance level are able to
demonstrate. *
*Once general content claims are adopted, grade/course-specific content
claims will be developed (e.g. grade 4 ELA/literacy, Algebra I)
42
Taken from PARCC Mathematics Sample Illustrative Items PowerPoint
Claims Driving PARCC Assessment
Design for Mathematics
Students are on-track or ready for college and careers
Students solve problems
involving the major
content for their grade
level with connections to
practices
Students solve problems
involving the additional
and supporting content
for their grade level with
connections to practices
Students solve real world
problems engaging
particularly in the
modeling practice
Students express
mathematical reasoning
by constructing
mathematical arguments
and critiques
Student demonstrate
fluency in areas set forth
in the Standards for
Content in grades 3-6
43
Taken from PARCC Mathematics Sample Illustrative Items PowerPoint
44
45
PARCC Model
Content Frameworks
The PARCC Model Content Frameworks for Mathematics (Version 2.0)
was released in mid-August with the following improvements:
• Searchable capabilities
(available online)
• Five (5) descriptors of what evidence assessment items are designed to elicit
(Grades 3-5) (Refer to PARCC MCF page 6)
• New online resources
(Refer to PARCC MCF page 11)
• Attention to Cluster Emphasis
Major Content
(Refer to PARCC MCF page 14 )
Supporting Content
Additional Content
• Reconstruction of High School Analysis (Refer to PARCC MCF pp. 40-81 )
46
Snapshot of PARCC MCF (v.2) page 6
47
Snapshot of PARCC MCF (v.2) page 11
48
Snapshot of PARCC MCF (v.2) page 14
49
Snapshot of PARCC MCF (v.2) page 39
50
Snapshot of PARCC MCF (v.2) page 43
51
Snapshot of PARCC MCF (v.2) page 45
52
Snapshot of PARCC MCF (v.2) page 55
53
Snapshot of PARCC MCF (v.2) page 56
54
Overview of Mathematics
Task Types
PARCC mathematics assessments will include three types of
tasks.
Task Type
Description of Task Type
I. Tasks assessing
concepts, skills and
procedures
•
•
•
•
Balance of conceptual understanding, fluency, and application
Can involve any or all mathematical practice standards
Machine scorable including innovative, computer-based formats
Will appear on the End of Year and Performance Based Assessment
components
II. Tasks assessing
expressing
mathematical
reasoning
•
Each task calls for written arguments / justifications, critique of reasoning,
or precision in mathematical statements (MP.3, 6).
Can involve other mathematical practice standards
May include a mix of machine scored and hand scored responses
Included on the Performance Based Assessment component
III. Tasks assessing
modeling /
applications
•
•
•
•
•
•
•
Each task calls for modeling/application in a real-world context or scenario
(MP.4)
Can involve other mathematical practice standards.
May include a mix of machine scored and hand scored responses
Included on the Performance Based Assessment component
55
Taken from PARCC Mathematics Sample Illustrative Items PowerPoint
PARCC Sample Item and Task
Prototypes for Math
• Sample Item and Task Prototypes for
Mathematics are available at:
http://www.parcconline.org/samples/itemtask-prototypes
• To-date, sample items and prototypes are
available for Grades 3, 4, 6, 7 and HS (total:13).
56
PARCC Sample Item and Task
Prototypes for Math
Facilitator will discuss PARCC Sample
Assessment Item for Grade 3 and Item
Specification Information.
http://www.parcconline.org/samples/mathematics/grade-3-mathematics-field
57
Mississippi MCT2 Sample Item for
Mathematics
58
Taken from Mississippi MCT2
3rd
Grade Practice Test 2
PARCC Sample Item and Task
Prototypes for Math
Facilitator will discuss PARCC Sample
Assessment Item for Grade 6 and Item
Specification Information.
http://www.parcconline.org/samples/mathematics/grade-6-mathematics
You will be redirected to the Dana Center website:
http://www.ccsstoolbox.com/parcc/PARCCPrototype_main.html
59
Mississippi MCT2 Sample Item for
Mathematics
60
Taken from Mississippi MCT2
7th
Grade Practice Test 1
PARCC Sample Item and Task
Prototypes for Math
Facilitator will discuss PARCC Sample
Assessment Item for High School and Item
Specification Information.
http://www.parcconline.org/samples/mathematics/high-school-functions
61
Mississippi SATP2 Sample Item
for Mathematics
62
Taken from Mississippi SATP2 Algebra I Practice Test 3
The Importance of Leadership at the
District Level
63
Importance of Leadership
at the District Level
District leaders should:
1.
Be proactive to remain informed about CCSS and PARCC.
2.
Be able to succinctly discuss key points about CCSS.
3.
Communicate with key individuals at the district and school levels.
4.
Engage parents in discussion about CCSS.
5.
Focus on engaging instruction aligned to CCSS, as the assessments
are a changing dynamic.
6.
Build staff/student capacity, as students must be able to think,
process, write, argue, and defend their views.
7.
Share issues and concerns with the MDE.
64
Questions and Feedback
Please email all questions and feedback to
commoncore@mde.k12.ms.us
65
Resources
Common Core Website
www.corestandards.org
MDE Curriculum Page
http://www.mde.k12.ms.us/curriculum-and-instruction
MDE Assessment Page
http://www.mde.k12.ms.us/student-assessment
MDE Website – Hot Topics
www.mde.k12.ms.us
PARCC Website
www.parcconline.org
66
Contact Information
Office of Curriculum and Instruction
601.359.2586
commoncore@mde.k12.ms.us
Nathan Oakley – Director of Curriculum
noakley@mde.k12.ms.us
Marla Davis - Mathematics
mdavis@mde.k12.ms.us
Vincent Segalini – English/Language Arts
vsegalini@mde.k12.ms.us
Chauncey Spears - AP/Gifted/Social Studies
cspears@mde.k12.ms.us
67