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Jeanne M. [email protected]

Kildeer Countryside CCSD 96

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Introductions

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Today’s Goals

1. Understand the PARCC expectations and implications for instruction and assessment.

2. Learn how to use the PARCC model content frameworks to guide instructional pacing and unit design.

© Spiller 2013. solution-tree.com Do not duplicate.

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PARCC Content Framework K‐W‐L(p. 165)

• Individually: Record what you currently know and want to know about PARCC in general or more specifically about the model content frameworks.

• Partners: Discuss what each recorded, adding to your list as appropriate.

• Whole group: Partners agree on one know and one want to know to share with the larger group.

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The PARCC Vision

PARCC states have committed to building a K–12 assessment system that:

• Builds a pathway to college and career readiness for all students

• Creates high‐quality assessments that measure the full range of the Common Core State Standards

• Supports educators in the classroom

• Makes better use of technology in assessments

• Advances accountability at all levels

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Overview of the Assessments


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K–2 Formative Assessments

• Developmentally‐appropriate assessment types, such as observations, checklists, classroom activities, and protocols, reflect foundational aspects of the Common Core State Standards.

• Assessments aim to help create a foundation for students and put them on track to college and career readiness in the early years.

• They are not used for accountability: Assessments provide teachers, schools, and districts with information regarding readiness for grade‐3 expectations.

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Four components:Two required summative and two optional nonsummative

1. Performance‐based assessment (PBA): 75% into year• ELA: writing effectively when analyzing text

• Math: applying skills, concepts and understandings to solve multistep problems requiring deep mathematical thinking

2. End‐of‐year assessment (EOY): 90% into year• ELA: reading comprehension

• Math: conceptual understanding

Grade 3–8 Assessments

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Two optional nonsummative: to provide educators with timely feedback to inform instruction and provide multiple measures of student achievement across the school year.

1. Mid‐year assessment (MYA): comprised of performance‐based items and tasks, with an emphasis on hard‐to‐measure standards

2. Speaking and listening assessment (ELA/literacy only): indicates students’ ability to communicate their ideas, to listen to and comprehend the ideas of others, and to integrate and evaluate information from multimedia sources.

Grade 3–8 Assessments


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Additionally there will be college‐ready cut scores on high school tests in mathematics and ELA/Literacy:

• Tests signify whether students are ready for entry‐level, credit‐bearing college coursework.

• Earlier tests are aligned vertically to ensure students are on—and stay on—track to graduate ready for college and careers.

High School Assessments

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PARCC Summative Administration PBA End of Year

Days to test 10‐day window75% into SY

10‐day window90% into SY

ELA /literacy sessions per student

Three sessions: ELA/Literacy

Two sessions: ELA/literacy

Math sessions per student

Two sessions: math Two sessions: math

Total sessions per student

Five sessions Four sessions

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Model Content Frameworks English Language Arts


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The Model Content Frameworks: ELA Purposes

• Identify the big ideas in the Common Core State Standards for each grade level.

• Help determine the focus for the various PARCC assessment components.

• Support the development of assessment blueprints.

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To ensure strong alignment to the standards, the PARCC model content frameworks …

• Were developed through a state‐led process between PARCC state content experts and members of the CCSS writing teams

• Are not a curriculum, but instead are a voluntary resource to help teachers understand how to implement the standards

• Will naturally have relevance for curriculum planning

• May be used to better understand the standards and how key elements of assessment design interact with the standards within and across grades

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Structure of Model Content Frameworks: Grade‐9 ELA Example

• Summary of ELA/literacy standards: page 166

• Succinct overview of the standards

• The module chart, p. 167

• Visual model of structure for instruction

• Key terms and concepts, pp. 167–168

• Explanation of reading terms and concepts in module

• Writing to texts, pp. 168–169

• Explanation of writing terms and concepts in module


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Model Content Framework: Scavenger Hunt (p. 170)

• Work with a shoulder partner to complete the Scavenger Hunt (pp. 166–169).

• After completing the Scavenger Hunt, reflect on the questions on page 171.

• Be prepared to discuss your Scavenger Hunt results and reflections with another pair or table group.

• Larger groups should be prepared to share three reflections.

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Using the Model Content Frameworks as a Resource for Pacing and Unit Design

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Pacing Guide Defined

A pacing guide is a marking period schedule for delivering all learning targets for designated grade level or course.


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Why Connect PARCC Expectations and Grade‐Level Pacing?

• Accountability expectations are naturally embedded into instructional cycles.

• Teachers become familiar with PARCC expectations naturally as they work with the pacing guide daily.

• The connection drives reading and writing integrated instruction and assessment development.


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The Pacing Process: Considerations• Rigor and time: What amount of time is necessary for

in‐depth instruction and intervention (time of year issues)?

• Connections to other targets: Should some targets be taught together? If so, why? What is the purpose?(Consider reading and writing connected to text.)

• Not just one type of writing per grading period: Consider guidelines from the model frameworks (four to six analyses, etc.).

• How can we ensure that students are exposed to all expectations prior to the PBA assessment (75% of the way into the school year)?

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PARCC Assessment Blueprints and Evidence Tables

—PARCC (Achieve, Inc.), 2013


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—PARCC (Achieve, Inc.), 2013

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Evidence Tables

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Partner Discussion

• Here’s what I think so far …

• I am still wondering …


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High‐Quality Professional Learning

The dramatic shift in teaching prompted by the Common Core will require practical, intensive, and ongoing professional learning‐not one of “spray and pray” training that exposes everyone to the same material and hopes that some of it sticks.

(Stephanie Hirsh, executive director, Learning Forward)

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PARCC Content Framework K‐W‐L(p. 165)

• Individually: Write what you learned about PARCC.

• Partners: Discuss what each recorded, adding to your list as appropriate. Include a conversation indicating how you will use this new information in your practice.

• Whole group: Partners agree on one “learned” to share with the larger group.

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