On the Road
to the
Next Generation Assessments
ELA
Catherine Schulte
Clermont County ESC
Ohio Educator Leader Cadre
Schulte_c@ccesc.org
Breaking News!
1 Mathematics units must include one unit of algebra II or the equivalent of algebra II. Students on a Student Success Plan may be exempted from taking algebra II.
2 School districts may adopt a policy that would exempt students who participate in interscholastic athletics, band or cheerleading for two full seasons from the physical education requirement.
Students must take another course of at least 60 contact hours in its place.
3 Science units must include one unit of physical sciences, one unit of life sciences and one unit advanced study in one or more of the following sciences: chemistry, physics or other physical
science; advanced biology or other life science; astronomy, physical geology or other earth or space science. Students on a Student Success Plan may be exempted from advanced study in
science.
4 Social studies units must include ½ unit of American history and ½ unit of American government.
5 Electives units must include one or any combination of foreign language, fine arts, business, career-technical education, family and consumer sciences, technology, agricultural education or
English language arts, mathematics, science or social studies courses not otherwise required.
6 All students must receive instruction in economics and financial literacy during Grades 9-12 and must complete at least two semesters of fine arts taken any time in Grades 7-12. Students
following a career-technical pathway are exempted from the fine arts requirement.
7 The State Board of Education may decide to include an algebra II end-of-course examination in place of algebra beginning for students entering ninth grade on or after July 1, 2016.
Graduation Requirements
New Decisions – Sept 19, 2014
Graduation Points
As one of the three pathways to a diploma, students can accumulate their
scores from end-of-course exams. The higher a student scores on any end-ofcourse exam, the more graduation points he or she earns:
 Advanced Level = 5 points
 Accelerated Level = 4 points
 Proficient Level = 3 points
 Basic Level = 2 points
 Limited Level = 1 point
Diploma eligibility – 18 points!
A student must earn at least four points between the math exams, four
points between the English exams and six points between the science
and social studies exams.
2014-15 High Stakes Testing
Third Grade Reading Guarantee – Dually Aligned
3rd Grade Reading OAA – Fall, Spring
Score 394
Fall – October 6-10, 2014
Spring – April 20 – May 1
OGT- CHANGE FROM JUNE!!!
Class of 2016 -Dually Aligned
Fall (Oct 27 – Nov 9)
Spring (March 16 – March 29)
Summer (optional, June 15 – June 28
Class of 2017 –
Will Remain Dually Aligned!
Spring (March 16 – March 29)
Summer (optional, June 15 – June 28
Remaining OGT administrations will be dually aligned!!!
Design of the Assessment System
9
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
End-of-Year
Assessment
• Innovative,
computer-based
items
• Required
Speaking And Listening Assessment
• Locally scored
• Non-summative, required
10
Summative Assessment Components
Science and
Social Studies
PBA and EOY
Performance Based Assessment
ELA
Write effectively when
analyzing text
Math
Multi-step problems requiring abstract
reasoning, precision, perseverance, and
strategic use of tools
End of Year Assessment
ELA
Reading comprehension
Math
– Innovative, machine-scorable items
PARCC Assessments
Schools must schedule an extra 30 minutes for:
Spring 2015 Test Schedule
Districts/schools should schedule accordingly with NO breaks (except spring breaks for one week)
or professional days scheduled within the 20-day or 10-day window. For example, a district/school
may schedule 3 five-day weeks, skip a week for spring break and schedule the last five-day week of
the window for a total of 20 days.
English Language Arts & Mathematics
February 16 – March 20
Grades 3-8, and High School
20 day window
Computer
Includes make ups
English Language Arts & Mathematics
February 16 – March 6
Performance
Grades 3-8, and High School
15 day window
Based
Paper/pencil
includes make ups
Social Studies – Grades 4, 6 and HS
March 2 – March 13
Science – Grades 5, 8 and HS
10 day window
Computer or paper/pencil (district choice)
Includes make ups
English Language Arts & Mathematics
April 13 – May 15
Grades 3-8, and High School
20 day window
Computer
Includes make ups
English Language Arts & Mathematics
April 13 – May 1
Grades 3-8, and High School
End of Course
15 day window
Paper/pencil
includes make ups
Social Studies – Grades 4, 6 and HS
May 4 – May 15
Science – Grades 5, 8 and HS
10 day window
Computer or paper/pencil (district choice)
Includes make ups
PARCC Testing Times ELA (minutes)
2014-2015 Tests
Grade 3 ELA
Grade 4 - 5 ELA
Grade 6 - 8 ELA
ELA I, ELA II
PBA
Unit 1
PBA
Unit 2
PBA
Unit 3
EOY
Unit 1
EOY
Unit 2
Unit Time 75
75
60
75
-
Est. Time
on Task
50
50
40
50
-
Unit Time 75
90
60
75
-
Est. Time
on Task
50
60
40
50
-
Unit Time 75
90
60
60
60
Est. Time
on Task
60
60
40
40
40
Unit Time 75
90
60
60
60
Est. Time
on Task
60
40
40
40
50
PARCC Testing Times Math (minutes)
2014-2015
Tests
Grade 3
Math
Grade 4 - 5
Math
Grade 6 - 8
Math
PBA
Unit 1
PBA
Unit 2
EOY Unit 1
EOY
75
75
75
75
Est. Time on Task 50
50
50
50
Unit Time
80
70
75
75
Est. Time on Task 55
50
50
50
Unit Time
80
70
80
75
Est. Time on Task 55
50
60
50
90
75
80
75
Est. Time on Task 60
50
60
50
Unit Time
Alg. 1, Geo,
Unit Time
Int. Math I, Int.
Math II
Unit 2
What should we being
doing?
Implementing Standards
Technological Readiness and
Integration
Communication and Outreach
PARCC Assessment
Development and Design
Implementing the Standards
Tools & Resources
•
•
•
•
Standards
Model Content Frameworks
Evidence Tables
Performance Level Descriptors
Implement the Standards
Shifts in the Common Core
ELA/Literacy
Balancing Informational &
Literary Text
Knowledge in the Disciplines
Mathematics
Focus
Coherence
Fluency
Staircase of Complexity
Deep Understanding
Text Based Answers
Application
Writing from Sources
Dual Intensity
Academic Vocabulary
http://www.corestandards.org/
Model Content Frameworks
developed by PARCC to …
Inform development of item specifications and
blueprints for the PARCC assessments, and
Support implementation of the Common Core State
Standards.
http://www.parcconline.org/parcc-model-contentframeworks
Key Elements of the ELA
Model Content Frameworks
Section 1. Narrative Summary of the ELA Standards
Section 2. The Model Content Framework Chart
Section 3. Key Terms and Concepts for the Model Content
Framework Chart
Section 4. Writing and Speaking and Listening Standards
Progression Charts
Note...the newest version of the Framework is
interactive - and searchable.
Sample Model Content Framework Chart
ELA
Model Content Framework Grade 5
Writing Standards Progression from
Grade 4 to Grade 5
Structure of the
Model Content Frameworks for Mathematics
• Examples of key advances from the previous grade
• Fluency expectations or examples of culminating standards
• Examples of major within-grade dependencies
• Examples of opportunities for connections among
standards, clusters or domains
• Examples of opportunities for in-depth focus
• Examples of opportunities for connecting mathematical
content and mathematical practices
• Content emphases by cluster
Required Fluencies in K-6
Grade
Standard
Required Fluency
K
K.OA.5
Add/subtract within 5
1
1.OA.6
Add/subtract within 10
2
2.OA.2
2.NBT.5
Add/subtract within 20 (know single-digit sums from
memory)
Add/subtract within 100
3
3.OA.7
3.NBT.2
Multiply/divide within 100 (know single-digit
products from memory)
Add/subtract within 1000
4
4.NBT.4
Add/subtract within 1,000,000
5
5.NBT.5
Multi-digit multiplication
6
6.NS.2,3
Multi-digit division
Multi-digit decimal operations
26
http://www.parcconline.org/parcc-model-content-frameworks
PARCC
Test Specifications
Blue Prints
Evidence Tables
http://www.parcconline.org/assessmentblueprints-test-specs
Assessment Blueprints vs Evidence Statements
Assessment Blueprints/
Test Specifications
Describe the content and structure of
an assessment.
Evidence Statements /
Tables
Describe the knowledge and skills
that an assessment item or a task
elicits from students.
Define…
• The total number of tasks
• Are aligned directly to the
and/or items for any given
Common Core State Standards
assessment component
• Highlight the advances around and
• The standards measured
the coherent nature of the
• The item types
standards
• The point values for each item • Indicate calculator availability for
each item (Mathematics 6-HS)
PARCC ELA/Literacy Assessments
Performance Based Assessment
• Research Simulation
• Literary Analysis
• Narrative Task
Read text (one or more)
Comprehension Questions & Vocabulary
Questions
Write an essay with evidence from text
End of Year Assessment
Read texts (4-5)
– literary and informational
Comprehension Questions & Vocabulary
Questions
Performance Based Assessment Form Specifications for Grades 3
31
End of Year Form Specifications for Grades 3
32
Integral pieces to the ELA assessments….
What you need to know
The ELA assessments are rooted in text
Additional specifications are necessary
Clear guidelines on selection of
passages/texts
Relationship of reading to writing
How to assemble passages/texts with
questions together to form cogent
performance-based tasks
Overview of PARCC Mathematics Task Types
Type 1
Concepts, Skills,
Procedures
Type 2
Mathematical
Reasoning
MP.3, MP.6
Type 3
Modeling/
Applications
MP.4
• PBA and EOY
• Any or all Math
Practices
• Machine Scorable
• Sub-claims A, B, E
• PBA
• Written
Argument,
Justifications
• Machine AND
Hand scored
• Sub-Claim C
• PBA
• Machine AND
Hand scored
• Sub-Claim D
Math item counts per form
Evidence Centered Design
Evidence
ELA
What are ELA Evidence tables?
The tables contain the Reading, Writing and Vocabulary Major
claims and the evidences to be measured on the Next Generation
Assessments.
Evidences are attached to the Reading, Writing and Vocabulary
claims.
Evidences describe what students might say or do to
demonstrate mastery of the standards.
An item on the assessment may measure multiple standards and
multiple evidences.
37
38
Reading an Evidence Table
Grade
Claim
Standards:
RL –Reading
Literary
RI – Reading
Information
Evidences
39
Reading an Evidence Table for
Grades 6 -11
Standards:
In Grades 6 – 11
Literacy Standards
for Reading
History/Social Studies
and for Reading
Science/Technical
are added
RH – Reading
History/Social Studies
RST – Reading
Science/Technical
40
Reading a Vocabulary Evidence Table
Standards:
L–
Language
41
Reading the Writing Evidence Tables
Grade
Claim
Standards:
W - Writing
Evidences
42
Instructional uses of the evidence
statements/tables for teachers
To see ways to combine standards naturally when designing
instructional tasks
To help determine alignment of a complex text with
standards for instructional passage selection
To develop the stem for questions/tasks for instruction
aligned with the standards
To determine and create instructional scaffolding (to think
through which individual, simpler skills can be taught first to
build to more complex skills)
To develop rubrics and scoring tools for classroom use
43
Standard 1 on the Evidence Tables
Standard 1
All items measuring this claim require students to read a text
prior to responding to the items
(i.e. the item is text dependent)
This standard is always combined with other standards.
All questions are text dependent.
Reading: Anchor Standard 1
Read closely to determine what the text says explicitly and to
make logical inferences from it; cite specific textual evidence
when writing or speaking to support conclusions drawn from
the text.
44
Using the Evidence Table: Part 1
3rd Grade Evidence Table for Reading Information Standard 2
Rl 2:
• Provides a statement of the main
Determine the main idea of a text;
idea of a text (1)
recount the key details and explain how • Provides a recounting of key details
they support the main idea.
in a text. (2)
• Provides an explanation of how key
details in a text support the main
idea (3)
• To begin planning, one would need to first determine which of the
evidences he/she would want students to be able to demonstrate. It is
important to keep in mind that more than one evidence may be chosen.
• Next, when planning lessons it would be beneficial to determine the
complex informational text(s) that the students will use as a basis for
determining the main idea and/or recounting the key details and/or
providing an explanation of how the key details support the main idea.
45
Informational Complexity Analysis Worksheet
46
Literary Complexity Analysis Worksheet
47
Alignment of a complex text with standards for
instructional passage selection
It is important when selecting texts that:
•
Texts stem from across the disciplines (e.g. ELA, history, science and technical
subjects), are written by authors with diverse backgrounds, reflect the CCSS
prescribed balances of literature and informational text, and appeal to a wide
range of student audiences.
• Texts are authentic works of exceptional craft and/or rich repositories of
ideas and information
•
Text pairings, where required by the CCSS, have meaningful and significant
points of comparison that invite questions beyond superficial observations
•
Texts appeal to student interest and appeal to a wide audience
•
Texts avoid highly controversial topics that may be troublesome to students
Refer to Passage Selection Guidelines for Assessing CCSS and the Bias and Sensitivity Guidelines
for more detailed information about the selecting of passages for students.
48
Using the Evidence Table: Part 2
3rd Grade Evidence Table for Reading Information Standard 2
Rl 2:
• Provides a statement of the main
Determine the main idea of a text;
idea of a text (1)
recount the key details and explain how • Provides a recounting of key details
they support the main idea.
in a text. (2)
• Provides an explanation of how key
details in a text support the main
idea (3)
• Once text (s) have been selected it is important to consider what
question(s) will be posed to the students that will be supportive of the
evidences they will be asked to demonstrate.
• When considering the development of such questions it is important that
the text dependent questions delve systematically into a text(s) to guide
students in extracting the key meanings or ideas found there.
49
Key Points to Remember
• In all Evidence Tables for Grades 3 – 11 Standard 1 is always combined
with the teaching of any of the other standards.
• More than one evidence may be combined with Standard 1.
• Texts need to be complex literary or informational text (s)that students
will use as a basis for their answers.
• Effective text dependent questions require students to draw evidence
from a text to support their answers.
• Careful and close reading is required in order to determine meaning
and answer questions.
• Written tasks should require writing to sources rather than to a decontextualized or generalized prompt and should require students to
apply the knowledge of language and conventions.
50
Evidence Centered Design
Evidence
Math
Evidence Tables
Evidence Tables and Evidence Statements…
Describe the knowledge and skills that an assessment item or
task elicits from the student.
Are aligned directly to the Common Core State Standards
Highlight the advances around and the coherent nature of the
standards
Indicate calculator availability for each item (Mathematics 6HS)
Claims Structure: Mathematics
Master Claim: On-Track for college and career readiness. The degree to which a student is college and career ready (or “ontrack” to being ready) in mathematics. The student solves grade-level /course-level problems in mathematics as set forth in
the Standards for Mathematical Content with connections to the Standards for Mathematical Practice.
Total Exam Score Points:
82 (Grades 3-8), 97 or 107(HS)
Sub-Claim A: Major Content1 with
Connections to Practices
The student solves problems
involving the Major Content1 for her
grade/course with connections to
the Standards for Mathematical
Practice.
~37 pts (3-8),
~42 pts (HS)
Sub-Claim B: Additional & Supporting
Content2 with Connections to
Practices
The student solves problems involving
the Additional and Supporting
Content2 for her grade/course with
connections to the Standards for
Mathematical Practice. ~14 pts (3-8),
~23 pts (HS)
Sub-Claim D: Highlighted Practice MP.4 with Connections to Content
(modeling/application)
The student solves real-world problems with a degree of difficulty appropriate to the
grade/course by applying knowledge and skills articulated in the standards for the
current grade/course (or for more complex problems, knowledge and skills articulated
in the standards for previous grades/courses), engaging particularly in the Modeling
practice, and where helpful making sense of problems and persevering to solve them
(MP. 1),reasoning abstractly and quantitatively (MP. 2), using appropriate tools
strategically (MP.5), looking for and making use of structure (MP.7), and/or looking for
and expressing regularity in repeated reasoning (MP.8).
12 pts (3-8),
Sub-Claim C: Highlighted Practices
MP.3,6 with Connections to Content3
(expressing mathematical reasoning)
The student expresses grade/courselevel appropriate mathematical
reasoning by constructing viable
arguments, critiquing the reasoning of
others, and/or attending to precision
when making mathematical statements.
14 pts (3-8),
14 pts (HS)
4 pts (Alg II/Math 3 CCR)
Sub-Claim E: Fluency in applicable
grades (3-6)
The student demonstrates fluency as set
forth in the Standards for Mathematical
Content in her grade.
18 pts (HS)
6 pts (Alg II/Math 3 CCR)
For the purposes of the PARCC Mathematics assessments, the Major Content in a grade/course is determined by that grade level’s Major Clusters as identified in
the PARCC Model Content Frameworks v.3.0 for Mathematics. Note that tasks on PARCC assessments providing evidence for this claim will sometimes require
the student to apply the knowledge, skills, and understandings from across several Major Clusters.
2 The Additional and Supporting Content in a grade/course is determined by that grade level’s Additional and Supporting Clusters as identified in the PARCC
Model Content Frameworks v.3.0 for Mathematics.
3 For 3 – 8, Sub-Claim C includes only Major Content. For High School, Sub-Claim C includes Major, Additional and Supporting Content.
1
7-9 pts (3-6)
Standards for Mathematical Practice
Make sense of problems and persevere in solving them
Reason abstractly and quantitatively
Construct viable arguments and critique the reasoning of others
Model with mathematics
Use appropriate tools strategically
Attend to precision
Look for and make use of structure
Look for and express regularity in repeated reasoning
Evidence Statements using
Exact Standards Language
1. Those using exact standards language
Grade 8 - PBA
56
Key
Evidence Statement Text
Clarifications
8.EE.1
Know and apply the properties of integer exponents
to generate equivalent numerical expressions. For
example, 32  3-5 = 1/33 = 1/27.
i) Tasks do not have a context.
ii) Tasks center on the properties and equivalence, not
on simplification. For example, a task might ask a
student to classify expressions according to whether or
not they are equivalent to a given expression.
MP
7
Evidence Statements Derived from Exact Standards
2. Those transparently derived from exact standards
language, e.g., by splitting a content standard. Here 8.F.5 is
split into 8.F.5-1 and 8.F.5-2.
Key
8.F.5-1
8.F.5-2
57
Evidence Statement Text
Describe qualitatively the functional
relationship between two quantities by
analyzing a graph (e.g., where the
function is increasing or decreasing,
linear or nonlinear).
Sketch a graph that exhibits the
qualitative features of a function that has
been described verbally.
Clarifications, limits, emphases, and
other information intended to ensure
appropriate variety in tasks
Relationship
to MP
MP.2, MP.5
i) Pool should contain tasks with and
without contexts.
i) Pool should contain tasks with and
without contexts.
MP.2, MP.5, MP.7
Evidence Statements Derived from Exact
Standards
For the PBA, tasks will assess 3.OA.3.
This CCSS has been split into 4
Evidence Statements 3.OA.3-1, 3.OA.3-2,
3.OA.3-3 and 3.OA.3-4. The full text of
3.OA.3 is listed in the CCSS.
58
“Clarifications” provide
item developers with
guidance on the depth and
breadth of the tasks.
For Type 1 tasks, “Evidence
Statement Text” may represent
all or part of CCSS.
“MP” - Mathematical
Practices provide
guidance on how
content should be
connected to practices.
Integrative Evidence Statements
3. Integrative evidence statements that express plausible direct
implications of the standards without going beyond the
standards to create new requirements
An Evidence Statement could be integrated across
• Grade/Course – Ex. 4.Int.2 (Integrated across Grade 4)
• Domain – F.Int.1 (Integrated across the Functions Domain)
• Cluster - S-ID.Int.1 (Integrated across S-ID Interpreting
Categorical & Quantitative Data )
The extension numbers “.1, .2, 3-3” on all “Int” Evidence
Statements are used for numbering/ordering purposes for
item developers.
59
Integrative Evidence Statements
Grade/Course – Ex. 4.Int.1 (Integrated across Grade 4)
Key
Evidence Statement Text
4.Int.1
Solve one-step word problems
involving adding or subtracting
two four-digit numbers.
Clarifications, limits, emphases, and other information
Relationship
intended to ensure appropriate variety in tasks
to MP
The given numbers are such as to require an efficient/standard MP.1
algorithm (e.g., 7263 + 4875, 7263 – 4875, 7406 – 4637). The
given numbers do not suggest any obvious ad hoc or mental
strategy (as would be present for example in a case such
as16,999 + 3,501 or 7300 – 6301, for example).
i) Grade 4 expectations in CCSSM are limited to whole
numbers less than or equal to 1,000,000; for purposes of
assessment, both of the given numbers should be limited to 4
digits.
Draws on content from
ALL of grade 4
60
Sub-claim C and Sub-claim D Evidence Statements
Within these Subclaim C (Reasoning) and Subclaim D
(Modeling) Evidence Statements, the Content Scope
lists the CCSS that will be assessed
Within “Evidence
Statement Key”, these
Evidence Statements
will address Subclaim
C (Reasoning) and
Subclaim D
(Modeling) .
Please note within 3.C.7 and 3.D.2, the Evidence Statements will address on grade level Reasoning (3.C.7) and
Modeling (3.D.2) but will utilize “securely held (grade 2) content”.
61
Fluency Evidence Statement – Gr 3
Evidence
Statement
Key Evidence Statement
Text Clarifications
3.OA.7
Fluently multiply and divide within
100, using strategies such as the
relationship between multiplication
and division
(e.g., knowing that , one knows ) or
properties of operations. By the end
of Grade 3, know from
memory all products of two one-digit
numbers.
i) Tasks do not have a context.
ii) Only the answer is required (strategies,
representations, etc., are not assessed here).
iii) Tasks require fluent (fast and accurate)
finding of products and related quotients. For
example, each one-point task might require
four or more computations, two or more
multiplication and two or more division.
iv) 75% of tasks are from the harder three
quadrants of the times table ( a b × where a > 5
and/or b > 5 ).
3.NBT.2
Fluently add and subtract within
1000 using strategies and
algorithms based on place value,
properties of operations,
and/or the relationship between
addition and subtraction
i) Tasks have no context.
Fluency Evidence Statement – Gr 4
Evidence
Statement
Key Evidence
Statement
Text Clarifications
4.NBT.4-1
Fluently add
multi-digit
whole numbers
using the
standard
algorithm.
The given addends are such as to require an efficient/standard
algorithm (e.g., 7263 + 4875). Addends in the task do not suggest any
obvious ad hoc or mental strategy (as would be present for example in
a case such as 16,999 + 3,501).
Fluently
subtract multidigit whole
numbers using
the
standard
algorithm.
The given subtrahend and minuend are such as to require an
efficient/standard algorithm (e.g. 7263 -4875 or 7406 - 4637).
The subtrahend and minuend do not suggest any obvious ad hoc or
mental strategy (as would be present for example in a case such as
7300 - 6301. ).
4.NBT.4-2
i) Tasks do not have a context.
ii) Grade 4 expectations in CCSS are limited to whole numbers less
than or equal to 1,000,000; for purposes of assessment, both of the
given numbers should have 4 digits.
i) Tasks do not have a context.
ii) Grade 4 expectations in CCSS are limited to whole numbers less
than or equal to 1,000,000; for purposes of assessment, both of the
given numbers should have 4 digits.
Integral pieces to the Math assessments….
What you need to know
For mathematics, knowing which evidence statements are
eligible for the performance-based assessment (PBA) and
the end-of-year assessment (EOY) with accompanying
content clarifications and limits is essential.
Also essential in mathematics is to demonstrate the
coherent nature of the standards. As such, some evidence
statements include more than one standard.
http://www.parcconline.org/assessment-blueprints-test-specs
Capturing What Students Can Do
PARCC PLDs
◦ Capture how ALL students perform
◦ Show understandings and skill
development across the spectrum of
standards and complexity levels
assessed
Performance Level Descriptors
PARCC will report students achievement using PLDs
and scaled scores
• Level 5: Students performing at this level demonstrate a
distinguished command of the knowledge, skills, and
practices embodied by the Common Core State Standards
assessed at their grade level.
• Level 4: Solid command…
• Level 3: Moderate command…
• Level 2: Partial command…
• Level 1: Minimal command…
NOTE – Level 4 is considered to be “remediation free”
Performance Level Descriptor Grade 3 Reading
Looking at the PLDs
Gives the PLD by performance level ranging
from 2-5. Level 1 indicates a range from no
work shown to Minimal command
Gives the Sub-Claim that the
PLD is written for
(A-Major Content)
Gives the
Conceptual
Concept
the PLD is
based on
69
http://www.parcconline.org/plds
Where We Started, Where
We Are and Next Steps
SEPTEMBER
States launch
PARCC
SUMMER
AUGUST
APRIL
Model Content
Frameworks
Released
Item
Prototypes
Released
Test
Blueprints
released
2012
2013
APRIL
PARCC
Becomes
Independent
Non-Profit
2011
2010
We are here!
2014
Next year
2015
2016
SUMMER
WINTER/SPRING
Field
Test/Practice
Test Online
PARCC
Reports
Research
From Field
Test Results
SPRING
First
Administration of
New Tests
SUMMER
Establishment of
Cut Scores
FALL
FALL
Release of
Diagnostic and
Formative
Assessments
Use of Cut
Scores for IHE
Placement
71
Technology Readiness & Integration
Schedule a Lessons Learned session with schools in your
district, either in-person or virtual
Know the administration manual!!
Integrate tech skills into classroom lessons
Use PARCC resources
73
School Technology Readiness and Implementation
Technical Infrastructure
•
•
•
•
•
•
Devices and Networks
Bandwidth
Accessibility
Security
Interoperability
Data Analytics and
Reporting
• Tech Support
• User Training
Learning Infrastructure
•
•
•
•
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Standards
Curriculum
Pedagogy
Instructional Materials
Opportunity to Learn
Professional Development
Formative and Summative
Assessment
http://parcconline.org/sites/parcc/files/Technology-Guidelinesfor-PARCC-Assessments-v4-February-2014.pdf
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Student Technology Skills - For the PARCC Assessments
Keyboarding
Cutting and Pasting
Highlighting
Using on-screen calculator
Dragging and Dropping items
Manipulating a graph
Running a simulation to generate data
Changing font size and background color
Clicking on multiple correct answers
Utilizing spreadsheets, documents
Additional Tech Skills –
Tutorial
All Students
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Math Students
Logging in with a username and
password
Students Identified Ahead of Time
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Using a line reader tool
Using a masking tool
Text to speech - highlights words
as it is reading
*NOTE - these tools are available for
all students to try in the tutorial, but
will only be available for predesignated students for testing
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Equation Editor
o Using math symbol keys for
fractions, mixed numbers,
greater than, less than,
parenthesis
o Using keys for not equal,
brackets, exponent
o Using keys for clear, undo, redo,
backspace
o Using left, right, up, down
keyboard arrows to navigate
through a problem
o Using combination math/text
typing boxes and only math
typing boxes.
Online Samples & Tutorial
TestNav Toolbar Navigation
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Blue arrow advances to next item.
Review button allows you to go back IN
THE SAME SECTION of the test to look
at marked items
Flag button marks the items student
wants to return to later
Tools o
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Pointer
Ruler - to ¼” or ⅛”
Protractor
Calculator - type will vary by grade
Answer Eliminator
*available on all tests
Guest Icon - Drop Down Menu
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Change background/foreground color
Open text magnifier tool
Show/Hide line reader tool
Logout
Comments from the panel:
“It went smoothly because we prepared over the top”
“Staff owned it and were determined to make it work”
“Students showed reluctance to write things down on paper
before putting numbers in the computer”
“Collaboration and communication…no one can do this alone!”
“Students felt it was harder than the state test but felt the change
in rigor in the classroom was reflected on the test”
“Students were not selecting multiple correct answers for the
select all of the following”
Practice Tests
AVAILABLE NOW
COMING IN FALL 2014
ELA – Full length PBA
Full length EOY for ELA
Math – Full length EOY
Full length PBA for Math
One test per grade level or
course
One test per grade level or
course
http://practice.parcc.testnav.com/#
Scroll, keyboarding skills
Video, multiple choice
drag and drop
Equation builder
Practice with Technology
Assessments - The Next Generation
nextgen.apps.sparcc.org
http://practice.parcc.testnav.com/#
Readiness, “Has Only Just Begun” with the
Technical Specifications
Counting devices and checking bandwidth is the
tip of the iceberg….
◦ Can schools actually deliver the tests?
◦ Are test administrators ready for the logistics?
◦ Can you provide the data to take advantage of the new
opportunities?
◦ Do teachers, students, and support staff know what is
expected of them and are they prepared?
◦ Are parents and key publics aware of the tests and the
possible results?
◦ Have you addressed Opportunity to Learn?
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PARCC Comprehensive Accessibility Policies
Features for All
Students
Accessibility
Features*
Identified in advance
Accommodations**
http://parcconline.org/parcc-accessibility-featuresand-accommodations-manual
* Available to all participating students
**For students with disabilities, English
learners, and English learners with
disabilities
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Student Test Supports – (Math)
Calculators and Reference Sheets
Grades 3 – 5 will not allow for calculator usage.
Grades 6-7 will allow for an online four function
calculator with square root.
Grade 8 will allow for an online scientific calculator.
High School will allow for an online calculator with
functionalities similar to that of a TI-84 graphing
calculator.
Provide calculator accommodations on the noncalculator test sessions of the mathematics
summative assessments for SWD who meet the
eligibility criteria
Suggested
Calculator/
Non
Calculator
Sessions
Reference
Sheets for
grades 5 – 8
and HS
Accessibility Features for All Students
Audio Amplification
Blank Paper (provided by test administrator)
Eliminate Answer Choices
Flag Items for Review
General Administration Directions Clarified (by test administrator)
General Administration Directions Read Aloud and Repeated (by test administrator)
Highlight Tool
Headphones
Magnification/Enlargement Device
NotePad
Pop-Up Glossary
Redirect Student to Test (by test administrator)
Spell Checker
Writing Tools
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Accessibility Features Identified in Advance
Accessibility Features Identified in Advance
Answer Masking
Background/Font Color (Color Contrast)
General Masking
Text-to-Speech for the Mathematics Assessments
Personal Needs Profile (PNP) will be coming late fall (November?)
It will be a simple form, but state policy may dictate what needs
to be completed for accommodations.
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Communicate with Shareholders
Who Decides?
PARCC
States/Districts
Who Decides?
PARCC
States/Districts
Who Decides?
PARCC
States/Districts
What should we being
doing?
Implementing Standards
Technological Readiness and
Integration
Communication and Outreach
#1: Use the Standards in Teaching
The assessment is based on the CCSS; therefore it is
imperative that students have access to the standards
during instruction
Start using multiple answer questions in classroom
assessments
Use your state as well as PARCC’s standards
supporting materials
Students should see assessment questions that match
the rigor of the PARCC assessments
Resources
www.achievethecore.org
What questions do we ask?
In the classroom
Is there a focus on a particular content?
What kind of activities should I be doing in the classroom so that students are
prepared for this?
How does this look in my classroom?
Integration of standards (there are skills that are being built from other
levels)
In the school building
How can I promote the use of the tools across the curriculum?
How can I facilitate the language skills (word processing)?
What other “test-taking” skills do students need to practice before the test?
What professional development do teachers need?
Connections
Questions?
Catherine Schulte
Math/School Improvement Supervisor
Ohio Educator Leader Cadre
Clermont County ESC
Schulte_c@ccesc.org
Coming Soon!
Speaking and Listening
http://www.parcconline.org/mcf/english-languageartsliteracy/structure-model-content-frameworks-elaliteracy
Speaking and Listening Assessment
Overview
Discussion Rubrics
Listening Logs
• Assess how well
• Assess student active
students speak and
listening skills in
listen during classroom
response to oral and
instruction across
video presentations
content
• Rubrics to score
• Current development
listening logs
for K, 1, 2, 3, 4-5, 6-8, • Samples
9-12
• Guidelines/video
samples
Performance Tasks
• Measure Speaking and
Listening Skills
• Sample student
responses
• Scoring guides
• Tools are being developed for 2015-16, NOT all for ELA classrooms
• Required but NOT part of summative score
• What does it look like/sound like in grades/disciplines
Speaking and Listening Assessment
Overview
Mode 1
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Real Time Engagement
Grades 3, 5, 7, 9, 11
Example: watch video, play, newscast
Describe event, Listen, Take Notes
Mode 2
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Advanced Preparation
Grades 4, 6,8, 10, 12
Broad topics, connect to research
Pick topic, gather information
Read, observe, write, synthesize
Present to others
K-2
• Describe (Grades K and 1)
• Tell or Recount (Grade 2)
What should we being
doing?
Implementing Standards
Technological Readiness and
Integration
Communication and Outreach
Non-Summative Assessments
Design of the Assessment System
Non-Summative Suite
Assessment PD Modules
Formative Tools For use during the school year
Diagnostic Assessments
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Grades 2-8
Reading, Writing, Math
Computer adaptive
Designed to pinpoint students’
learning needs
Mid-Year/Interim Assessments
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Grades 3-11
ELA/Literacy and Math
Computer- and paper-based
Built from released PBA tasks
Can be used for assessment at
individual, classroom, school levels
K-1 Tasks
• Grades K-1
• Reading and math
• Checklists, running records,
performance tasks
Speaking & Listening Tools
• Grades 3-12
• Performance-based activities
• Spontaneous oral response to oral
prompt; share findings of research in
an oral presentation
Diagnostic Assessments
(optional)
Purpose is to inform instruction, NOT for
accountability purposes
Optional, but goal is that they will be widely used
Cost estimates coming in July 2014
Computer adaptive and fixed form, depending on
the test
Up to four unique administrations
Diagnostic
Design
ELA/Literacy
Reading Comprehension, including student’s independent reading
level
Decoding
Fluency
Vocabulary
Using and analyzing sources in writing
Machine scorable items, except for writing
Mathematics
Overall mathematics comprehension
Subtests by content progression, and mathematical fluency
Machine scorable items
Design - Math
Mathematics
Comprehension
Overall score,
Plus cluster level scores
Mathematics
Fluency (option)
Progression A:
Progression B:
Progression C:
Progression..
NBT
OA
NF
6 more
9 Subtests
Assessment PD Modules –
developed by EPIC Learning
5 Modules being developed
PARCC Common Assessments Overview (release in June
2014)
Introduction to the PARCC Mid-Year Diagnostic (release
in September 2014)
Introduction to the PARCC Diagnostic Assessment
(release in September 2014)
Introduction to the PARCC Speaking and Listening
Assessment (release in September 2014)
PARCC Accessibility System (release in July 2014)