created for ball-chatham teachers by jill larson, assistant superintendent ccss and parcc

Created for Ball-Chatham Teachers By Jill Larson, Assistant Superintendent CCSS and PARCC

Did You Know? http://www.youtube.com/watch?v=YmwwrGV_aiE

YES, STUDENTS HAVE CHANGED! StudentsWhat does this mean? 1. Have short attention spans and hate to be bored. Use optimal learning time (7 -10) minutes and then apply what they learn. 2. Are visually preferred. Use graphic organizers and pictures. 3. Want immediate gratification. Use short-cycle challenge and feedback. 4. Choose to be interactive and hands-on. Create challenges that use multiple neuropathways. Use cooperative learning. 5. Love challenge and are curious. Be explicit about objectives and cause curiosity. 6. Want to win using strategies, practice, and do-overs. Explicitly teach learning-to-learn strategies that work. Use re-takes and re-dos.

CCSS Common Core State Standards PARCC Partnership for Assessment of Readiness for College and Careers ELA English-Language Arts Terms Defined

Parents, teachers, school administrators, and experts from across the country together with state leaders, through their membership in the Council of State School Officers (CCSSO) and the National Governors Association Center for Best Practices (NGA Center) Who is leading the CCSS Initiative?

Illinois application for competitive Race to the Top Dollars + End the apples to oranges comparisons among the states which will allow for reliable state-to-state comparisons Why Common Core State Standards?

Addresseses mobility, equity, and consistency by making expectations for students clear to parents, teachers, and the general public Students will be able to compete with their American peers in the next state, but with students from around the world College and career focused, accountability, and research based Forces a common language for educators Encourages the development of textbooks, digital media, and other teaching materials aligned to the standards Evaluates policy changes needed to help students and educators meet the standards Why Common Core State Standards?

They were designed to provide a clear understanding of what students are expected to know and be able to do at each grade level so they will be well prepared to enter college or the workforce. The new standards are: Research and evidence based Aligned with the college and work expectations Rigorous Internationally Benchmarked Why Common Core State Standards?

Adoption of CCSS http://www.corestandards.org/in-the-states

English-Language Arts (ELA), K 12 Math, K 12 Reading and writing are critical skills across all disciplines, therefore ELA literacy skills for CCSS also target social science, science, and technical subjec ts. What grade levels are included in the CCSS?

Science The National Research Council, the National Science Teachers Association, the American Association for Advancement of Science, and Achieve are working on the Next Generation Science Standards. Who is developing standards in other subject areas?

CCSS FewerFocus ClearerCoherence HigherRigor

Common Core English Language Arts Reading for InformationReading Literature SpeakingListening LanguageWriting Reading and Writing in Science, History, and Technology

1. More Informational Text 2. Building Knowledge in the Disciplines 3. Staircase of Complexity 4. Text Dependent Questions 5. Writing from Sources 6. Academic Vocabulary CCSS Shifts in English Language Arts (ELA):

Shift 1: Change (We Have Already Worked On Due to our District Literacy Initiative) Grade SpanLiteratureInformational Text K 550% 6 845%55% 9 1230%70%

Literature Science Social Science Arts Shift 2: Literacy Across Disciplines

The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school. The K 5 standards include expectations for reading, writing, speaking, listening, and language applicable to a range of subjects, including but not limited to ELA. The grades 6 12 standards are divided into 2 sections, one for ELA and the other for history/social science, science, and technical subjects. This division reflects the unique, time-honored place of ELA teachers in developing students literacy skills while at the same time recognizing that teachers in other areas must have a role in this development. CCSS ELA, pg. 4 Shared Responsibility for Students Literacy Development

The complexity of what students can read is the greatest predictor of success in college. (ACT Study) Today, workplace readiness demands the same level of knowledge and skills as college readiness. (Conley, 2011) Shift 3: Staircase of Complexity (Standard 10)

Lexile SAT, ACT, AP1000+ Military1050+ Citizenship1050+ Workplace900 + Community College1100 Online Reference Articles1200 Online Worldwide Newspapers1250 University1300 Graduate Record Exam1350

Questions that are text dependent can ONLY be answered correctly by close reading of the text. Shift 4: Text Dependent Questions

Non-Text Dependent vs. Text Dependent Questions Non-Text Dependent QuestionsText Dependent Questions Have you ever been to a funeral?What does Lincoln mean by four score and seven years ago? Who are our fathers? (L. 9-10.3; RI. 9 10.1; RI. 9-10.4) Why did the North fight the South in the Civil War? Beyond what students may or may not know about the Declaration of Independence, what does Lincoln tell us in this first sentence about what happened 87 years ago? What is the impact of Lincoln referring to such a famous date? (RI. 9-10.1; RI. 9-10.3; RI. 9- 10.6) Lincoln says that the nation is dedicated to the proposition that all mean are created equal. Why is equality an important value to promote? How does Lincoln use the idea of unfinished work to assign responsibility to his listeners? (RI. 9-10.1; RI. 9-10.5; RI. 9- 10.9)

80% - 90% of CCSS Reading Standards require text dependent analysis, yet over 30% of questions in major textbooks do not. -Sue Pimentel, CCSS Author What Are the Implications?

Informational Argument Narrative Shift 5: Writing from Sources

Tier 3: Highly specialized, subject specific; low occurrences in texts; lacking generalizations Tier 2: Abstract, general academic (across content areas); encountered in written language; high utility across instructional areas Tier 1: Basic, concrete, encountered in conversation/oral vocabulary; words most students will know at a particular grade level Shift 6: Academic Vocabulary

Two Types of Standards 1. Content 2. Standards for Mathematical Practice CCSS MATH

CCSS Math Content Standards Operations and Algebraic Thinking Numbers and Operations in Base 10 Measurements and DataGeometry Numbers and Operations Fractions Ratios and Proportional Relationships Number SystemExpressions and Equations Statistics and ProbabilityAlgebra

Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

CCSS Shifts in Mathematics 1.FocusProvides sufficient time to think about, practice, and integrate math concepts; not a survey approach. 2. CoherenceStandards are connected and increase in skills and sophistication. 3.FluencyThoughtful practice for skill acquisition and understanding. 4. Deep UnderstandingStudents write and speak about their understanding of concepts. 5.ApplicationsApply concepts in real-life situations and across content areas. 6. Dual IntensityPractice and understanding

Build pathway to college and career readiness for all students Create high-quality assessments that will measure the full range of the CCSS Support educators in the classroom Makes better use of technology in assessments Advances accountability at all levels Be sustainable and affordable PARCCs Goals

States that are part of PARCC

Two assessment consortiums for the same set of standards Both received federal funding to develop their testing models Both designed to be performance-based Periodic assessments throughout the year Adaptive tests PARCC and SMARTER Balanced

Differences in PARCC and SMARTER Balanced PARCCSMARTER BALANCED Begin year with diagnostic testOptional interim tests at the beginning of the year and middle of the year Midyear assessment Required testing grades 9 11Optional testing in grades 9 and 10 Determine cut scores after the first full year of implementation Determine cut scores for passing or failing after piloting the assessments in Spring 2014

PARCC High Quality Assessments To address the priority purposes, PARCC will develop an assessment system comprised of four components. Each component will be computer-delivered and will leverage technology to incorporate innovations. Two summative, required assessment components 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 Two non-summative, optional assessment components designed to Generate timely information for informing instruction, interventions, and professional development during the school year An additional third non-summative component will assess students speaking and listening skills

PARCC High Quality Assessments Summative Assessment Components: Performance-Based Assessment (PBA) administered as close to the end of the school year as possible. The ELA/literacy PBA will focus on writing effectively when analyzing text. The mathematics PBA will focus on applying skills, concepts, and understandings to solve multi-step problems requiring abstract reasoning, precision, perseverance, and strategic use of tools End-of-Year Assessment (EOY) administered after approx. 90% of the school year. The ELA/literacy EOY will focus on reading comprehension. The math EOY will be comprised of innovative, machine-scorable items Non-Summative Assessment Components: Diagnostic Assessment designed to be an indicator of student knowledge and skills so that instruction, supports and professional development can be tailored to meet student needs Mid-Year Assessment comprised of performance-based items and tasks, with an emphasis on hard-to-measure standards. After study, individual states may consider including as a summative component

PARCC High Quality Assessments The PARCC assessments will allow us to make important claims about students knowledge and skills. In English Language Arts/Literacy, whether students: Can read and comprehend complex literary and informational text Can write effectively when analyzing text Have attained overall proficiency in ELA/Literacy In Mathematics, whether students: Have mastered knowledge and skills in highlighted domains (e.g. domain of highest importance for a particular grade level number/ fractions in grade 4; proportional reasoning and ratios in grade 6) Have attained overall proficiency in mathematics

1. Diagnostic (optional by state) Beginning of year Immediate Feedback 2. Mid year (optional by state) Winter- Immediate Feedback 3. Required Performance-Based Assessment (PBA) Feb/March Slow in getting ALL results 4. Required End of Year (EOY) May or 90% of year completed may be slow in getting ALL results 5. Required Speaking and Listening Assessment (not yet developed) PARCC in 2014 2015 (Draft) Five (5) Assessments

K 2: Optional formative assessment being developed; being built in January 2013 3 8: timely student achievement data showing students, parents, and educators whether ALL students are on-track to college and career readiness 9 12: college and career ready determination and targeted interventions and supports in 12 th grade bridge courses and PD for educators Ongoing Student Supports/Interventions PARCC in 2014 2015 (Draft)

Dip in Scores - Lower Meets and Exceeds Overall Possible Future Implications With New Test

20% of the items on reading and math were written to CCSS and will be included as part of the students scores. Higher expectations will likely result in a downward shift where students rank in meeting or exceeding standards. This shift may be more significant than expected. ISAT2013 NEW CUT SCORES

Adding third component to the PSAE which will allow students to earn a National Career Readiness Certificate. PSAE 2013

Demonstrated the academic knowledge, skills, and practices in ELA and math, to enter into and succeed in entry-level, credit bearing courses in those content areas in programs leading to a credential or degree (aligned to the students career aspirations), from two or four year public institutions of higher education. What is college and career ready?

It will still be up to the colleges on how PARCC will be accepted. PARCC is not to replace ACT. Will colleges accept PARCC?

Instructional tools to support implementation Professional development modules Timely student achievement data Educator-led training to support peer-to-peer training PARCC Supporting Educators in the Classroom

Literacy/Instructional/Numeracy Coach(es) Have Been Trained on: 1. Rationale and Structure 2. Curriculum Alignment 3. Unit Design 4. Assessment 5. Instruction 6. Leading and Facilitating Key Ingredients for the Plan for Ball- Chatham Educators

Learning Communities Leadership Resources Data Learning Opportunities Key Ingredients of Plan

November 30, 2012 - Coaches to meet with Cabinet to discuss roll- out and PD needs December 6, 2012 (SIP) Overview December 2012February 2013 Unpacking CCSS which includes What We Do Well/Gaps/Next Steps March May 2013 Integration June 2013- May 2014 Integration/Implementation Timeline for CCSS Implementation

CCSS Implementation Step 1 Unpacking by Grade Level

Websites Overwhelming! Saying, I already do all this in my classroom now.\ Dont go home and unpack the standards alone. Dont teach in isolation. Cautions

This is truly a once-in-a-lifetime opportunity and we cant afford not to get it right. CCSS is a brave-new-world game changer if only we can pull it off. -Steve Leinwand, 2012 Think About

www.corestandards.org www.isbe.net LUDA Fall Conference, Session on PARCC for Curriculum Directors www.parcconline.org www.smarterbalanced.org Title I Fall Conference, Session with Jay McTighe References

created for ball-chatham teachers by jill larson, assistant superintendent ccss and parcc

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