On the Road to the

Next Generation AssessmentsMadison-Champaign ESC

Catherine SchulteClermont County ESC

Ohio Educator Leader CadreSchulte_c@ccesc.org

Learning TargetsLearn the Top "10" List of things teachers can do to get ready for the PARCC Assessment.Investigate the tools and resources available to assist in preparing students for the upcoming assessment. Learn about the impact of the Standards for Mathematical Practice and the shifts necessary for your instruction

Instruction MattersTeaching has 6 to 10 times as much impact onachievement as all other factors combined. Numerous studies demonstrate that two teachers working with the same socioeconomic population can achieve starkly different results on the same test .. Just three years of effective teaching accounts on average for an improvement of 35 to 50 percentile points.

Schmoker, M. (2006). Results now: How we can achieve unprecedented improvements in teaching and learning. Alexandria, VA: Association for Supervision and Curriculum Development.

Opportunity to LearnOpportunity to learn is widely considered thesingle most important predictor of studentachievement. Defined by the NationalResearch Council as “circumstances thatallow students to engage in and spend timeon academic tasks …” (p. 333).

National Research Council. (2001). Adding it up: Helping children learn mathematics. J. Kilpatrick, J. Swafford, & B. Findell (Eds.). Mathematics Learning Study Committee, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, D.C.: National Academy Press

Top 10Things Every Ohio Teacher Should Know About Ohio’s Next Generation Assessments

OK, SO THERE ARE REALLY 12…AT LEAST!

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.

#12

Graduation RequirementsNew 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-of-course 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 pointDiploma 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.

Substitute examsStudents in certain courses can take a substitute exam, such as an Advanced Placement (AP) exam, instead of the state’s end-of-course exam. The State Board-approved AP exams may be substitute tests for the following courses:Physical Science:§  AP Physics 1: Algebra-Based§  AP Physics 2: Algebra-BasedAmerican History:§  AP United States HistoryAmerican Government:§  AP United States Government and Policy

Phase-in exemption and automatic pointsIf a student earned high school credit for a tested course before July 1, 2014, the student automatically earns three graduation points. Students who earn credit for a first semester block course in American history, American government or physical science before January 31, 2015, will also automatically earn three graduation points. If a student receives automatic points, he or she does not have to take the exam, unless that student chooses to take it. The exemption for block schedule students is part of a rule that will be finalized in December 2014

New

NewRetaking examsA student who scores below Proficient on any end-of-course exam may retake the exam after receiving extra help from the school. A student scoring Proficient or higher can retake an exam only if he or she has taken all seven end-of-course exams and still is below the minimum point requirements. Any student who automatically earned three graduation points from a course can retake the exam for a higher score.

Highest score countsThe highest score a student gets on a test will count. For example, if a student retakes an end-of-course exam, or if he or she takes the college admissions test before or after it is offered by the state, the student’s highest recorded score will count.Transfer studentsDistricts will scale down the graduation points requirements for students who arrive at a school with credit for some, but not all, tested courses. However, these students still must earn at least five points between the English II and either the Geometry or Integrated Math II exams.Students who transfer having taken all of the tested courses will take only the college admissions test (see below for more information on this test). If the student does not reach the score needed for graduation, the student must take the English II and Integrated Math II exams and earn five points between them.

# 11 Design of the Assessment System

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Assessment DesignEnglish Language Arts/Literacy and Mathematics, Grades 3-11

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End-of-Year Assessment

• Innovative, computer-based items

• Required

Performance-BasedAssessment (PBA)• Extended tasks• Applications of

concepts and skills• Required

Diagnostic Assessment• Early indicator of

student knowledge and skills to inform instruction, supports, and PD

• Non-summative

2 Optional Assessments/ Flexible Administration

Mid-Year Assessment• Performance-based• Emphasis on hard-

to-measure standards

• Potentially summative

Speaking And Listening Assessment• Locally scored• Non-summative, required

Summative Assessment Components

Performance Based Assessment

ELAWrite effectively when analyzing text

MathMulti-step problems requiring abstract reasoning, precision, perseverance, and strategic use of tools

End of Year Assessment

ELAReading comprehension

Math– Innovative, machine-scorable items

Science and Social Studies PBA and EOY

PARCC Assessments

Schools must schedule an extra 30 minutes for:

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.

Performance Based

February 16 – March 2020 day window

Includes make ups

English Language Arts & MathematicsGrades 3-8, and High SchoolComputer

February 16 – March 615 day window

includes make ups

English Language Arts & MathematicsGrades 3-8, and High SchoolPaper/pencil

March 2 – March 1310 day window

Includes make ups

Social Studies – Grades 4, 6 and HSScience – Grades 5, 8 and HSComputer or paper/pencil (district choice)

End of Course

April 13 – May 1520 day window

Includes make ups

English Language Arts & MathematicsGrades 3-8, and High SchoolComputer

April 13 – May 115 day window

includes make ups

English Language Arts & MathematicsGrades 3-8, and High SchoolPaper/pencil

May 4 – May 1510 day window

Includes make ups

Social Studies – Grades 4, 6 and HSScience – Grades 5, 8 and HSComputer or paper/pencil (district choice)

Spring 2015 Test Schedule

PARCC Testing Times (minutes)2014-2015 Tests

PBA Unit 1

PBA Unit 2

EOY Unit 1 EOY Unit 2

Grade 3 Math

Unit Time 75 75 75 75

Est. Time on Task 50 50 50 50

Grade 4 - 5 Math

Unit Time 80 70 75 75

Est. Time on Task 55 50 50 50

Grade 6 - 8 Math

Unit Time 80 70 80 75

Est. Time on Task 55 50 60 50

Alg. 1, Geo, Int. Math I, Int. Math II

Unit Time 90 75 80 75

Est. Time on Task 60 50 60 50

10: Mathematical Practices

Next Generation Assessments will measure

Standards for Mathematical Practice

Mathematical Content Standards

• 8 Practices• Describe ways in

which students ought to engage with mathematics.

• Fewer Content Standards per grade

• Describe what students should understand and be able to do

Standards forMathematical 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

Standards for Mathematical Practice“Habits of Mind”

Grouping the Standards of Mathematical Practice

http://Importance of Mathematical Practices

Standard Task Card Sort Activity

Match each of the 12 Tasks to the Standard that the task addresses.

# 9 The Three Shifts in Mathematics

Focus: Strongly where the Standards focus

Coherence: Think across grades and link to major topics within grades

Rigor: Require conceptual understanding, fluency, and application

Focus on the Major Work of the Grade

Two levels of focus:◦What’s in/What’s out◦The shape of the content that is in

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Engaging with the shift: What do you think belongs in the major work of each grade?

Grade Which two of the following represent areas of major focus for the indicated grade?

K Compare numbers Use tally marks Understand meaning of addition and subtraction

1 Add and subtract within 20 Measure lengths indirectly and by iterating length units Create and extend patterns and sequences

2 Work with equal groups of objects to gain foundations for multiplication Understand place value Identify line of symmetry in two dimensional

figures

3 Multiply and divide within 100 Identify the measures of central tendency and distribution Develop understanding of fractions as numbers

4 Examine transformations on the coordinate plane

Generalize place value understanding for multi-digit whole numbers

Extend understanding of fraction equivalence and ordering

5 Understand and calculate probability of single events Understand the place value system

Apply and extend previous understandings of multiplication and division to multiply and divide fractions

6 Understand ratio concepts and use ratio reasoning to solve problems Identify and utilize rules of divisibility Apply and extend previous understandings of

arithmetic to algebraic expressions

7Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers

Use properties of operations to generate equivalent expressions

Generate the prime factorization of numbers to solve problems

8 Standard form of a linear equation Define, evaluate, and compare functions Understand and apply the Pythagorean Theorem

Alg.1 Quadratic inequalities Linear and quadratic functions Creating equations to model situations

Alg.2 Exponential and logarithmic functions Polar coordinates Using functions to model situations

Engaging with the shift: What do you think belongs in the major work of each grade?

Grade Which two of the following represent areas of major focus for the indicated grade?

K Compare numbers Use tally marks Understand meaning of addition and subtraction

1 Add and subtract within 20 Measure lengths indirectly and by iterating length units Create and extend patterns and sequences

2 Work with equal groups of objects to gain foundations for multiplication Understand place value Identify line of symmetry in two dimensional

figures

3 Multiply and divide within 100 Identify the measures of central tendency and distribution Develop understanding of fractions as numbers

4 Examine transformations on the coordinate plane

Generalize place value understanding for multi-digit whole numbers

Extend understanding of fraction equivalence and ordering

5 Understand and calculate probability of single events Understand the place value system

Apply and extend previous understandings of multiplication and division to multiply and divide fractions

6 Understand ratio concepts and use ratio reasoning to solve problems Identify and utilize rules of divisibility Apply and extend previous understandings of

arithmetic to algebraic expressions

7Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers

Use properties of operations to generate equivalent expressions

Generate the prime factorization of numbers to solve problems

8 Standard form of a linear equation Define, evaluate, and compare functions Understand and apply the Pythagorean Theorem

Alg.1 Quadratic inequalities Linear and quadratic functions Creating equations to model situations

Alg.2 Exponential and logarithmic functions Polar coordinates Using functions to model situations

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Coherence: Progression of Domains Across the Grades

kindergarten 1 2 3 4 5 6 7 8 HS

Counting & Cardinality

Number and Operations in Base TenRatios and Proportional

Relationships Number & QuantityNumber and Operations –

FractionsThe Number System

Operations and Algebraic Thinking**

Expressions and Equations Algebra

Functions Functions

Geometry Geometry

Measurement and Data* Statistics and ProbabilityStatistics & Probability

* K-5 Measurement and Data splits into Statistics and Probability and Geometry in Grade 6

** Operations and Algebraic Thinking is foundation for Grade 6 Expressions and Equations and The Number System

Big Ideas Elementary K-2: Place Value & 10 Grades 3-5+: Fractions! Grades 6-8: Ratios & Algebra High School: Modeling

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A detailed graphic created by CCSSM lead writer Jason Zimba showing the connections among standards within and across grades K–8.

http://achievethecore.org/page/844/ccssm-wiring-diagram

Progressionshttp://commoncoretools.me/category/progressions/

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Fractions in the Common Core Grade 3

◦ Develop understanding of fractions as numbers.

Grade 4 ◦ Extend understanding of fraction equivalence and ordering.◦ Build fractions from unit fractions by applying and extending previous

understandings of operations on whole numbers.◦ Understand decimal notation for fractions, and compare decimal fractions.

Grade 5 ◦ Use equivalent fractions as a strategy to add and subtract fractions.◦ Apply and extend previous understandings of multiplication and division to

multiply and divide fractions.

Grade 6 ◦ Apply and extend previous understandings of multiplication and division to

divide fractions by fractions.

Grade 7 (Integers)◦ Apply and extend previous understandings of addition and subtraction to

add and subtract rational numbers◦ Apply and extend previous understandings of multiplication and division and

of fractions to multiply and divide rational numbers.

Rigor

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• The CCSSM require a balance of: Solid conceptual understanding Procedural skill and fluency Application of skills in problem solving situations

• Pursuit of all three requires equal intensity in time, activities, and resources.

PARCC Assessment Development and Design

Tools & Resources#8 Model Content Frameworks#7 Evidence Tables#6 Performance Level Descriptors

Implementing the Standards

8: Model Content Frameworks

The Model Content Frameworks were developed by PARCC to …

Inform development of item specifications and blueprints for the PARCC assessments, and Support implementation of the Common Core State Standards.

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

4th Grade Model Content

Frameworks

Required Fluencies in K-6

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Grade Standard Required FluencyK K.OA.5 Add/subtract within 5

1 1.OA.6 Add/subtract within 10

2 2.OA.22.NBT.5

Add/subtract within 20 (know single-digit sums from memory)Add/subtract within 100

3 3.OA.73.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 divisionMulti-digit decimal operations

Model Content Framework Activity

Study the grade level Model Content Framework for the course you teach

What do you notice?(On post-it notes make at least 3 noticings)

What do you wonder?(On post-it notes make at least 3 wonderings)

Turn and Talk What is your understanding of Model Content Frameworks?

How do the Model Content Frameworks affect my Grade Course of Study?

K-8 Achieve Doc

7: 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

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 calculator availability)

Also essential in mathematics is to demonstrate the coherent nature of the standards. As such, some evidence statements include more than one standard.

Assessment Blueprints vs Evidence Statements

Assessment Blueprints/ Test Specifications

Evidence Statements / Tables

Describe the content and structure of an assessment.

Define…• The total number of tasks

and/or items for any given assessment component

• The standards measured• The item types• The point values for each item

Describe the knowledge and skills that an assessment item or a task elicits from students.

• 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 6-HS)

Overview of PARCC Mathematics Task TypesType 1Concepts, Skills, Procedures

Type 2Mathematical ReasoningMP.3, MP.6

Type 3Modeling/ ApplicationsMP.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 Claims

Master Claim: On-Track for college and career readiness. The degree to which a student is college and career ready (or “on-track” 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.

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.

Sub-Claim B: Additional & Supporting Content2 with Connections to

PracticesThe student solves problems involving

the Additional and Supporting Content2 for her grade/course with connections to the Standards for

Mathematical Practice.

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.

Claims Structure: Mathematics

Sub-Claim C: Highlighted Practices MP.3,6 with Connections to Content3

(expressing mathematical reasoning)The student expresses grade/course-

level appropriate mathematical reasoning by constructing viable

arguments, critiquing the reasoning of others, and/or attending to precision

when making mathematical statements.

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).

Total Exam Score Points: 82 (Grades 3-8), 97 or 107(HS)

12 pts (3-8),18 pts (HS)

6 pts (Alg II/Math 3 CCR)

~37 pts (3-8),~42 pts (HS) ~14 pts (3-8),

~23 pts (HS)

14 pts (3-8),14 pts (HS)

4 pts (Alg II/Math 3 CCR)

7-9 pts (3-6)

1 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.

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

Those using exact standards languageThose transparently derived from exact standards language, e.g., by splitting a content standardIntegrative evidence statements that express plausible direct implications of the standards without going beyond the standards to create new requirementsSub-claim C & D evidence statements, which put MP.3, 4, 6 as primary with connections to content

Evidence Statement Tables:Types of Evidence Statements

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1. Those using exact standards language

Evidence Statements using Exact Standards Language

Grade 8 - PBA

Key Evidence Statement Text Clarifications MP

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.

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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.

Evidence Statements Derived from Exact Standards

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Key Evidence Statement Text Clarifications, limits, emphases, and other information intended to ensure

appropriate variety in tasksRelationship

to MP8.F.5-1 Describe qualitatively the functional

relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear).

i) Pool should contain tasks with and without contexts.

MP.2, MP.5

8.F.5-2 Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

i) Pool should contain tasks with and without contexts.

MP.2, MP.5, MP.7

Evidence Statements Derived from Exact Standards

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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.

For Type 1 tasks, “Evidence Statement Text” may represent all or part of CCSS.

“Clarifications” provide item developers with

guidance on the depth and breadth of the tasks.

“MP” - Mathematical Practices provide guidance on how content should be

connected to practices.

Mathematical Practices listed on the top row are Ipso Facto. The se MP’s are a direct consequence of the Evidence Statement. MP’s listed on the second row were considered when developing items.

Integrative Evidence Statements

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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.

Integrative Evidence Statements

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Key Evidence Statement Text Clarifications, limits, emphases, and other information intended to ensure appropriate variety in tasks

Relationship to MP

4.Int.1 Solve one-step word problems involving adding or subtracting two four-digit numbers.

The given numbers are such as to require an efficient/standard 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.

MP.1

Draws on content from ALL of grade 4

Grade/Course – Ex. 4.Int.1 (Integrated across Grade 4)

Integrative Evidence Statements

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Cluster - S-ID.Int.1(Integrated across S-ID Interpreting Categorical & Quantitative Data )

4. Sub-claim C & Sub-claim D Evidence Statements, which put MP. 3, 4, 6 as primary with connections to content

Sub-claim C and Sub-claim D Evidence Statements

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Key Evidence Statement Text Clarifications, limits, emphases, and other information intended to ensure appropriate variety in tasks

Relationship to MP

HS.C.5.11 Given an equation or system of equations, reason about the number or nature of the solutions.Content scope: A-REI.11, involving any of the function types measured in the standards.

i) For example, students might be asked how many positive solutions there are to the equation ex = x+2 or the equation ex = x+1, explaining how they know. The student might use technology strategically to plot both sides of the equation without prompting.

MP.3

High School Evidence Statement Subclaim C (Reasoning)

Sub-claim C and Sub-claim D Evidence Statements

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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”.

6: Performance Level Descriptors

Performance levels at each grade level are written for each of five assessment sub-claims: (1) major content; (2) additional and supporting content; (3) reasoning; (4) modeling; and (5) fluency for grades 3-6.

Performance levels within each claim area are differentiated by a number of factors consistent with the Common Core’s inclusion of standards for both mathematical content and mathematical practices and PARCC’s Cognitive Complexity Framework for Mathematics.

Performance Descriptor Levels

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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 or higher on the Gr 11 ELA EOC exam and the Alg 2/Math 3 EOC exam (with additional material) will be College/Career readiness determination)

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Looking at the PLDs

Gives the Conceptual

Concept the PLD is based on

Gives the Sub-Claim that the PLD is written for (A-Major Content)

Gives the PLD by performance level ranging from 2-5. Level 1 indicates a range from no

work shown to Minimal command

Making Connections

Making Connections

Claim Sub-Claim Performance Level

Scale Score Sub-Score

Math X XMajor Content XAdditional & Supporting Content

X

Expressing Mathematical Reasoning

X

Modeling and Applications

X

MathematicsClaims and Reporting Metrics

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# 5 PARCC Comprehensive Accessibility Policies

Accommodations**

* Available to all participating students**For students with disabilities, English learners, and English learners with disabilities

Accessibility Features for All Students

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Accessibility Features for All StudentsAudio Amplification

Blank Paper (provided by test administrator)

Eliminate Answer ChoicesFlag Items for Review

General Administration Directions Clarified (by test administrator)

General Administration Directions Read Aloud and Repeated (by test administrator)

Highlight ToolHeadphones

Magnification/Enlargement DeviceNotePad

Pop-Up GlossaryRedirect Student to Test (by test administrator)

Spell CheckerWriting Tools

Administrative Considerations for All

Students Detailed guidelines on the administration of the PARCC assessments will be included in the PARCC Test Administration Manual.

Principals may determine that any student may require one or more of the following test administration considerations, regardless of the student’s status as a student with a disability or who is an English learner: ◦ Small group testing ◦ Frequent breaks ◦ Time of day ◦ Separate or alternate location ◦ Specified area or seating ◦ Adaptive and specialized equipment or furniture

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Accessibility Features Identified in Advance

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Accessibility Features Identified in Advance

Answer Masking

Background/Font Color (Color Contrast)

General Masking

Line Reader Tool

Text-to-Speech for the Mathematics Assessments

Presentation Accommodations

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Content Area Presentation AccommodationsELA/Literacy Text-to-Speech or Video of a Human Interpreter for the ELA/Literacy Assessments, including items,

response options, and passages*Braille Edition of ELA/Literacy Assessments(Hard-copy braille tests and refreshable braille displays for ELA/Literacy)Closed-Captioning of Multimedia Passages on the ELA/Literacy AssessmentsDescriptive Video

Mathematics Video of a Human Interpreter for the Mathematics Assessments for a Student Who is Deaf or Hard of HearingBraille Edition of Mathematics Assessments(Hard-copy braille tests for Mathematics)

Both Content Areas

Additional Assistive Technology (Guidelines available fall 2013)

Tactile GraphicsVideo of a Human Interpreter for Test Directions for a Student Who is Deaf or Hard of HearingPaper-and-Pencil Edition

Response Accommodations

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Content Area Response Accommodations

ELA/LiteracyScribing or Speech-to-Text (i.e., Dictation/Transcription or Signing) for constructed responses on the English Language Arts/Literacy Assessments*Word prediction on the ELA/Literacy Performance-Based Assessment*

Mathematics Calculation Device and Mathematics Tools*(on Non-calculator Sessions of Mathematics Assessments)

Both Content Areas

Additional Assistive Technology (Guidelines available fall 2013)

Braille note-takerScribing or Speech-to-Text (i.e., Dictation/Transcription or Signing) for the Mathematics assessments, and for selected response items on the English Language Arts/Literacy assessments

* See notes below

Other Proposed Accommodations for Students with Disabilities

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Category Accommodation

Timing & Scheduling Extended Time

Setting

Many settings that were once considered accommodations are now consider accessibility features for all students and will be included in the test administrator manual. These include – separate location, small group testing, specified area or seating, time of day, and frequent breaks.

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 non-calculator test sessions of the mathematics summative assessments for SWD who meet the eligibility criteria

http://www.parcconline.org/sites/parcc/files/PARCC%20Calculator%20Policy%20-%20Updated%207-31-14.pdf

SuggestedCalculator/

Non CalculatorSessions

# 4 Student Test Supports – (Math)Calculators and Reference Sheets

Reference Sheets for

grades 5 – 8 and HS

CALCULATORS AND THE ACCOMMODATION POLICY

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 non-calculator test sessions of the mathematics summative assessments for SWD who meet the eligibility criteria

SuggestedCalculator/

Non CalculatorSessions

For students who meet the guidelines in the PARCC Accessibility Features and Accommodations Manual for a calculation device, this accommodation allows a calculation device to be used on non-calculator section of any PARCC mathematics assessment. Test administrators are not required to collect calculators for items measuring fluency.

Calculator Accommodations

Hand-held calculators allowed 2014-2015Grade 6 and 7

Hand-held Calculator – Grade 8

Hand-held Calculators – High school

Requisite KnowledgeNot on reference sheet

GRADE 4

1 meter = 100 centimeters

1 kilometer = 1000 meters

1 kilogram = 1000 grams

1 liter = 1000 milliliters

1 minute = 60 seconds

1 hour = 60 minutes

1 pound = 16 ounces

GRADE 5 - 8

1 foot = 12 inches

1 yard = 3 feet

1 day = 24 hours

1 meter = 1000 millimeters

1 gram = 1000 milligrams

1 liter = 1000 cubic centimeters

Area of Rectangle A = lw or A = bh

Reference Sheet – Grade 5

Exhibit

Reference Sheet – Grade 6

78

Exhibit

Reference Sheet – Grade 7

79

Exhibit

80

Reference Sheet – Grade 8

Exhibit

81

Reference Sheet – High

School

Exhibit

Graph paper is allowable at all grade levels/courses

For computer-based assessments, reference sheets provided on the platform (exhibits). Schools may provide printed copies

For paper-based assessments, reference sheets, protractors, rulers provided in materials

Tracing paper, reflection tools, straight edge and compass allowed for Grade 8, Geometry, Int. Math I,II,III

Rulers are used at all grades, protractors grade 4 and up (paper-based: ruler grade 3-quarter inch, ruler grade 4 and up – eighth inch and whole cm.)

Schools not allowed to provide their own rulers and protractors

PARCC Math Tools Policy

#3: Communicate with Shareholders

Who Decides?

PARCC States/Districts

Who Decides?

PARCC States/Districts

Who Decides?

PARCC States/Districts

Comments from the field test 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”

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

#2: Organize a Lessons Learned with Your District on Tech Readiness & Integration

89

School Technology Readiness and Implementation

Technical Infrastructure Learning Infrastructure

• Devices and Networks• Bandwidth• Accessibility• Security• Interoperability• Data Analytics and

Reporting• Tech Support• User Training

• Standards• Curriculum• Pedagogy• Instructional Materials• Opportunity to Learn• Professional Development• Formative and Summative

Assessment

http://parcconline.org/sites/parcc/files/Technology-Guidelines-for-PARCC-Assessments-v4-February-2014.pdf

• 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

Student Technology Skills - For the PARCC Assessments

Keyboarding Skills / Composing

• Developing keyboarding skills as part of regular instruction has potential benefits for students' writing, thinking and facility with technology. It is also important for both Math and English Language Arts PARCC items.

• Biggest challenge is “on screen” composing• Suggested practice = 45 minutes per week (NM

Public Ed Dept)• Device used is not as important as frequency• Student responses on Field Test Constructed Responses

averaged 142 words (at Gr. 11) and less for every lower grade (55 at Gr. 3) (NM Public Ed Dept)

Additional Tech Skills – Tutorial

All Students

• Logging in with a username and password

Students Identified Ahead of Time

• 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 pre-designated students for testing

Math Students

• Equation Editoro 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

• 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 Pointero Ruler - to ¼” or ⅛”o Protractoro Calculator - type will vary by gradeo Answer Eliminator

*available on all tests

Guest Icon - Drop Down Menu

• Change background/foreground color

• Open text magnifier tool

• Show/Hide line reader tool

• Logout

Select all that are true

Multiple Scroll Bars & Exhibits

Equation builder- 4th grade model answer

3.OA.7-2

Practice with Technology Assessments - The Next Generation

nextgen.apps.sparcc.org

Current Math Practice Test ONLY contains EOY items

PBA items are scheduled to be released in the fall

Questions to consider as items are reviewed:What do students need to know and be able to do for each item?Do my class materials cover the content and are they rigorous

enough?How is this item different from current classroom practice?What implications does this item have for my instruction?Will students need to complete this item without a calculator and

will the be prepared?Does this item require the use of technology that my students are

not used to?

Professional Development – Analyzing the items in the Practice Test

Two Major Takeaways from Forms Construction

● Evidence Statements - start with PBA● Constructed Response questions

Equation Editor

Constructed Response

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 (Read evidence tables carefully! For example 4th grade: Definition of a trapezoid – quadrilateral with at least 1 pair of parallel sides)

Students should see assessment questions that match the rigor of the PARCC assessments

#1: Use the Standards in Teaching

Implement the Standards Shifts in the Common Core for Mathematics

Focus: strongly where the Standards focus

Coherence: think across grades, and link to major topics within grades

Rigor: in major topics*◦ Conceptual Understanding◦ Procedural Skill and Fluency◦ Application with equal intensity

Achievethecore.org/focus pp 4-12

Standards for Mathematical Practice“Habits of Mind”

≈2.5 min/pt.

ResourcesPARCC

Achieve the Core

Illustrative Mathematics

Inside Mathematics

Ohio Resource Center

Carl Jones – Darke County ESC

Char Shyrock – Bay Village Schools

Engage NY

Louisiana Believes

Questions?Catherine Schulte

Math/School Improvement Supervisor

Ohio Educator Leader Cadre

Clermont County ESC

Schulte_c@ccesc.org