Common Core PLC
2014-2015
What is PARCC?
● The Partnership for Assessment of Readiness for
College and Careers (PARCC) is a group of 19 states
working together to develop a common set of
computer-based K–12 assessments in English
language arts/literacy and math linked to the new,
more rigorous Common Core State Standards
(CCSS).
● PARCC is one of two state consortia developing
assessments aligned to the CCSS through the federal
Race to the Top grant program.
Overview of Assessment Design
● PARCC assessments in English language
arts/literacy and mathematics will be administered in
grades 3-11 beginning this year (2014-2015).
● Tests in each grade level will be based on the
Common Core State Standards (CCSS) for that
grade level.
● In high school, the PARCC test will be based on the
CCSS designated for end-of-course exams for
Algebra I, Algebra II, Geometry, English I, II, and III.
The PARCC Goals
1. Create high-quality assessments
2. Build a pathway to college and career readiness for
all students
3. Support educators in the classroom.
4. Develop 21st century, technology-based
assessments
5. Advance accountability at all levels
6. Build an assessment that is sustainable and
affordable.
Create High Quality Assessments
Priority Purposes of PARCC Assessments:
1.Assess the full range of the Common Core Standards,
including standards that are difficult to measure.
2.Measure the full range of student performance, including
high and low performing students.
3.Provide data during the academic year* to inform
instruction, interventions, and professional development.
4.Provide data for accountability, including measures of
growth.
5.Incorporate innovative approaches throughout the system.
Create High Quality Assessments continued...
Two summative, required assessment components
1. A performance- based assessment (PBA)
2. An end-of-year assessment (EOY)
Designed to:
● Make “college- and career-readiness” and “on-track”
determinations
● Measure the full range of standards and full performance
continuum
● Provide data for accountability uses, including measures
of growth
PARCC Timeline
Time Allocation
Time Allocation
Part 2
Time Allocation
Part 3
Evidence Tables & Clarifications
What are they?
Math Clarifications Table
Reading Evidence Table
Writing Evidence Table (what do you notice?)
www.parcconline.org
Scaffolded Evidence for Mastery on the
PARCC
Purpose of Evidence and
Clarification Tables
★ Drive Instruction
★ Plan Lessons
★ Develop Assessments
★ What can we do in our instruction to help
students master the skills?
Showing Evidence
Standard:
RI 5.2: Determine two or more
main ideas of a text and explain
how they are supported by key
details; summarize the text.
Evidences
● Provides a statement of two
or more main ideas of a text.
(1)
● Provides an explanation of
how two or more main ideas
are supported by key details.
(2)
● Provides a summary of the
text.. (3)
Progression Charts:
What are they?
These charts:
★ Trace the changes to the standard between
previous and current grade levels.
★ Highlight the shifts in a single standard.
Progressions of the CCSS: Writing
Grade 1, Standard 1 (W.1.1)
Grade 2, Standard 1 (W.2.1)
Grade 3, Standard 1 (W.3.1)
Write opinion pieces in which
they introduce the topic or
name the book they are
writing about, state an
opinion, supply a reason for
the opinion, and provide some
sense of closure.
Write opinion pieces in which
they introduce the topic or
book they are writing about,
state an opinion, supply
reasons that support the
opinion, use linking words
(e.g., because, and, also) to
connect opinion and
reasons, and provide a
concluding statement or
section.
Write opinion pieces on topics or texts,
supporting a point of view with
reasons.
A. Introduce the topic or text they
are writing about, state an
opinion, and create an
organizational structure that
lists reasons.
B. Provide reasons that support the
opinion.
C. Use linking words and phrases
(e.g., because, therefore, since,
for example) to connect opinion
and reasons.
D. Provide a concluding statement or
section.
Progressions of the CCSS Writing, cont.
Grade 7, Standard 1 (W.7.1)
Grade 8, Standard 1 (W.8.1)
Grade 9-10, Standard 1 (W.9-10.1)
Write arguments to support claims with
clear reasons and relevant evidence.
A. Introduce claim(s), acknowledge
alternate or opposing claims, and
organize the reasons and
evidence logically.
B. Support claim(s) with logical
reasoning and relevant evidence,
using accurate, credible sources
and demonstrating an
understanding of the topic or text.
C. Use words, phrases, and clauses
to create cohesion and clarify the
relationships among claim(s),
reasons, and evidence.
D. Establish and maintain a formal
style.
E. Provide a concluding statement or
section that follows from and
supports the argument presented.
Write arguments to support claims with
clear reasons and relevant evidence.
A. Introduce claim(s), acknowledge
and distinguish the claim(s) from
alternate or opposing claims, and
organize the reasons and evidence
logically.
B. Support claim(s) with logical
reasoning and relevant evidence,
using accurate, credible sources
and demonstrating an
understanding of the topic or text.
C. Use words, phrases, and clauses
to create cohesion and clarify the
relationships among claim(s),
counterclaims, reasons, and
evidence.
D. Establish and maintain a formal
style.
E. Provide a concluding statement or
section that follows from and
supports the argument presented.
Write arguments to support claims in an analysis of
substantive topics of texts, using valid reasoning and
relevant and sufficient evidence.
A. Introduce precise claim(s), distinguish the
claim(s) from alternate or opposing claims,
and create an organization that establishes
clear relationships among claim(s),
counterclaims, reasons, and evidence.
B. Develop claim(s) and counterclaims fairly,
supplying evidence for each while pointing out
the strengths and limitations of both in a
manner that anticipates the audience’s
knowledge level and concerns.
C. Use words, phrases, and clauses to link the
major sections of the text, create cohesion,
and clarify the relationships between claim(s)
and reasons, between reasons and evidence,
and between claim(s) and counterclaims.
D. Establish and maintain a formal style and
objective tone while attending to the norms
and conventions of the discipline in which
they are writing.
E. Provide a concluding statement or section
that follows from and supports the argument
presented.
Progressions of the CCSS: Math
3.G.1
Geometry
Reason with shapes and their
attributes.
1.Understand that shapes in
different categories (e.g.,
rhombuses, rectangles, and others)
may share attributes (e.g., having
four sides), and that the shared
attributes can define a larger
category (e.g., quadrilaterals).
Recognize rhombuses, rectangles,
and squares as examples of
quadrilaterals, and draw examples
of quadrilaterals that do not belong
to any of these subcategories.
4.G.2
Geometry
Draw and identify lines and angles,
and classify shapes by properties
of their lines and angles.
2. Classify two-dimensional figures
based on the presence or absence of
parallel or perpendicular lines, or the
presence or absence of angles of a
specified size. Recognize right
triangles as a category, and identify
right triangles.
5.G.3/5.G.4
Geometry
Classify two-dimensional figures into
categories based on their properties.
3. Understand that attributes belonging to a
category of two-dimensional figures also belong to
all subcategories of that category. For example, all
rectangles have four right angles and squares are
rectangles, so all squares have four right angles.
4. Classify two-dimensional figures in a hierarchy
based on properties.
TAKE A BREAK!
Post Practice Test Discussion
1. What parts of the test are you most
comfortable with? Why?
2. What parts of the test do you think will be
most challenging for students?
3. What can the district, the school, and the
teacher do to help students overcome that
challenge?
Skills
Cross-Curricular Literacy Skills:
-Regular practice with complex text and its
academic language
-Reading, writing, speaking grounded in
evidence from text, both literary and
informational
-Building knowledge through content-rich
nonfiction
Cross-Curricular Math Skills:
-Represent a concept in multiple ways
-Flexible thinking
-Utilize the standards for mathematical practice
examples: reason abstractly and quantitatively,
construct viable arguments, use appropriate
tools strategically
Sample CTE Question
Sample CTE Literacy Passage
Student loan debt hovers at more than $1 trillion, a
threefold surge from a decade ago, and a record number
of college students who graduated as the financial
system nearly imploded have an average debt load of
more than $20,000.
More than half of recent graduates are unemployed or
have low-paying jobs that do not require that expensive
college degree. Some Americans, including baby
boomers whose savings were devastated by the financial
crisis, are still struggling to pay off their student loans
well into their 50s.
For the debt settlement industry, all this means a
tantalizing gold mine of new customers.
“Your entire student loan can be forgiven,” Broadsword
Student Advantage of Carrollton, Tex., boasts in radio
ads.
1. What is the meaning of tactics as
it is used in paragraph #?
A. movements
B. strategies
C. obstacles
D. abilities
2. What quotation from paragraph #
helps clarify the meaning of tactics?
Sample Questions: Math
Sample ELA/Social Studies Question
Transcript of Homestead Act (1862)
CHAP. LXXV. —An Act to secure Homesteads to actual Settlers on the Public
Domain.
Be it enacted by the Senate and House of Representatives of the United States of
America in Congress assembled, That any person who is the head of a family, or
who has arrived at the age of twenty-one years, and is a citizen of the United
States, or who shall have filed his declaration of intention to become such, as
required by the naturalization laws of the United States, and who has never borne
arms against the United States Government or given aid and comfort to its enemies,
Since the US was formed, the citizens had
been living mainly on the east coast. In
1862, the government passed the Homestead
Act encouraging Pioneers to move and
explore pass the MIssissippi River. After
reading the Homestead Act, you will write an
essay analyzing why they went west.
shall, from and after the first January, eighteen hundred and. sixty-three, be entitled
to enter one quarter section or a less quantity of unappropriated public lands, upon
which said person may have filed a preemption claim, or which may, at the time the
application is made, be subject to preemption at one dollar and twenty-five cents, or
less, per acre; or eighty acres or less of such unappropriated lands, at two dollars
and fifty cents per acre, to be located in a body, in conformity to the legal
subdivisions of the public lands, and after the same shall have been surveyed:
Provided, That any person owning and residing on land may, under the provisions
of this act, enter other land lying contiguous to his or her said land, which shall not,
with the land so already owned and occupied, exceed in the aggregate one hundred
and sixty acres.
The Pioneers sought out a new/better life west
of the Mississippi River. Using the text of the
Homestead Act of 1862, analyze 3 reasons they
moved west without any knowledge of what was
there, or how their life would end up.
Word Crimes and Other Final
Thoughts
http://www.youtube.com/watch?v=8G
v0H-vPoDc