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Growing concern over college
enrollment and remedial courses in
the United States
Dramatic improvement in education
in countries such as Finland and
Singapore
United States achieving lower than
other English speaking countries on
international assessments
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Common Core Interim Assessment
(CCIA)
Performance Based Tasks (PBT)

Completely based on the Common Core
standards identified in CCSS Units of Study
developed by APS teachers
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Multiple choice format
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Two assessments per year
Albuquerque Public Schools
Notes:
CCIA Form 1: Oct. 1 – Oct. 31
Alternative Schools: Sept.
10 – Oct. 9
2013-2014 CCIA Calendar
CCIA Form 2: Feb. 3 – Feb. 28
Alternative Schools: Jan. 13 –
Feb. 10
August 2013
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Performance Tasks:
•Math – 1 per unit
•ELA – 4 for the year
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APS Assessment Website:
apsassessment.wordpress.com
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SBA Bridge Assessment:
March 10 - April 4
October 2013
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Teacher grade level teams identified focus, supporting, and
reoccurring standards for each Unit of Study in ELA
 Teacher grade level teams identified major, supporting and
additional standards for each Unit of Study in math
Multiple choice items were developed based on the focus
standards identified in the APS‘ELA Units of Study
Multiple choice items were developed based on the major,
supporting and additional standards identified in the APS’
Math Units of Study
Form 1and Form 2 blueprints will be located on
apsassessment.wordpress.com by August 1st

APS modeled its performance based tasks for
Common Core ELA Units of Study from the
PARCC prototypes
•
Narrative Task
•
Literary Analysis
•
Research Simulation
•
APS students in grades K-12
will complete four
performance tasks during
the 2013-2014 school year




Teacher grade level teams identified focus,
supporting, and reoccurring standards for each
Unit of Study in ELA
Assessment used the focus standards for each
ELA unit and the unit overview written by teacher
teams to create a performance task aligned to a
PARCC prototype
Each school site will administer 4 Performance
Tasks per grade level per year
Teacher teams provide ongoing feedback to
assessment about Performance Tasks




Teacher grade level teams identified major,
supporting and additional standards for each
Unit of Study in math
Teacher grade level teams selected multiple
Performance Tasks in Math from a task bank
for each Unit of Study
Each school site will identify a common
Performance Task aligned to the Unit of Study
to administer for each grade level
Teacher teams provide ongoing feedback to
assessment about Performance Tasks
APS selected its performance based tasks for
Common Core Math Units of Study from websites
that modeled PARCC prototypes
•
•
•
•
Many tasks include
Mathematical Practice
Standards
Students are asked to justify
or explain their thinking
Problems are contextualized
and require problem solving
APS students will complete
one task for each unit of
study in grades K - Algebra
II for the 2013-2014 school
year

Tasks completed by whole class/small group

Emphasis on process rather than the product


Focus on speaking and listening rather than
reading and writing
Build a foundation in using the text, writing,
and content specific vocabulary
 Opportunities for teachers to study student
work in collaboration and to learn about
performance level indicators and learning
trajectories
 Affect lesson planning, including what
questions do I ask and what texts or
problems do I use?
 Promote equity by providing all students
with opportunities to engage in work that
requires higher order thinking and problem
solving
 Increase student performance through
feedback and targeted instruction


All students will have the opportunity to
complete rigorous tasks aligned to the
Common Core State Standards in ELA and
math
Teachers will review student work using a
common performance level indicator to
identify strengths and weaknesses
1.In what ways are these teachers
preparing their students for PARCC?
2.What do you notice about teacher and
student roles in the classroom?
3.What different kinds of professional
development do you think has been
provided to these teachers?
1. In what ways are these teachers preparing their
students for PARCC?
2. What do you notice about teacher and student
roles in the classroom?
3. What different kinds of professional development
do you think has been provided to these teachers?