1 Tracey Severns, Ed.D Chief Academic Officer NJDOE Obstacles and Opportunities: Addressing the Transition to the CcSS and PARCCTracey Severns, Ed.DChief Academic Officer NJDOE
2 Learning ObjectivesUnderstand how to use the model curriculum and unit assessments to maximize student achievement.Understand how a standards-aligned curriculum, effective instruction, and formative & summative assessments can provide data PLCs need to improve achievementUnderstand the relationship among the three reform initiatives – CCSS, PARCC and educator evaluationUnderstand how to use resources to guide school improvement efforts and elicit parental supportBeginning course details and/or books/materials needed for a class/project.
3 Shifting Gears Using the CCSS, PARCC and Evaluation to Drive Student Achievement Educator EvaluationPARCCCommon CoreStudent AchievementStudentAchievementCommon Core State Standards (CCSS) provide a consistent, clear understanding of what students are expected to learn to be college and career ready, PARCC Assessments measure student progress towards standards, AchieveNJ Evaluation System provides individual teachers with targeted feedback and nuanced data to improve practice
4 Why a “Model” Curriculum? Common Core State StandardsFewer, clearer, more rigorousInternationally benchmarkedCommonnessLeverage state and nation-wide expertise (45 States and DC)PARCC (22 States and DC)Continuous improvementModel 1.0 & 2.0LO #!
5 The CCSS Difference: Grade 7 ELA Before: NJCCCS (2004)1. Produce written work and oral work that demonstrate comprehension of informational materials.After: CCSS (2010)2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.LO #1
6 The CCSS Difference: Grade 8 Math 1. Understand and apply the Pythagorean Theorem.After: CCSS (2010)1. Explain a proof of the Pythagorean Theorem and its converse.2. Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.3. Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.LO #!
7 The CCSS Difference: Grade 3-5 ELA: Integration of Knowledge and Ideas Compare and contrast the most important points and key details presented in two texts on the same topicIntegrate information from two texts on the same topic in order to write or speak about the subject knowledgablyIntegrate information from several texts on the same topic in order to write or speak about the subject knowledgably.
8 College Readiness : Grade 11 ELA Write arguments to support claim(s) in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidenceIntroduce precise knowledgeable claims(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaim(s), reasons and evidence.Develop claim(s) and counterclaim(s) fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.LO #1
9 Limitations of Textbooks and Programs CCSS requires the re-evaluation of textbooks, materials and programsRubrics for evaluating resources can be found at the NJDOE website under CCSSLO#1
10 Model Curriculum 1.0 & 2.0 Version 1.0 Version 2.0 WHAT Students need to LearnHOWWe can best InstructWHENdo we know students have LearnedStandardStudent Learning ObjectivesInstructionFormative AssessmentsSummative/FormativeCCSS Standard 1SLO #1SLO #2Model LessonsModel TasksEngaging Instructional StrategiesEffective checks for understandingTeacher designed formative assessmentsUnit AssessmentSLOs 1-5CCSS Standard 2SLO #3SLO #4SLO #5General Bank of Assessment Items 2.0Student level learning reports - Professional development - Resource reviewsLO #2
11 Why Unit-based Formative Assessments? Clarify the level of rigor for SLOsCreate common expectations in common coursesProvide data to effectively inform classroom instructionProvide data that can be combined with observation data to inform PDLO #1 & 3
12 Unit Assessment Grade 3 sample formative assessment items LO #1 and #3
13 Common Standards require Common Assessments Common Core State Standards: critical - but just the first stepCommon Assessments: state comparisons will increase pressure for performanceQuality Implementation required for actual improvement in student achievementLO #1 and #3
14 Claims Driving Design: ELA/Literacy Students are on-track or ready for college and careersStudents read and comprehend a range of sufficiently complex texts independentlyReading LiteratureReading Informational TextVocabulary Interpretation and UseStudents write effectively when using and/or analyzing sources.Written ExpressionConventions and Knowledge of LanguageStudents build and present knowledge through research and the integration, comparison, and synthesis of ideas.These are the areas emphasized on the assessment.Confidential - Not for Distribution
15 Claims Driving Design: Mathematics Students are on-track or ready for college and careersSolve problems involving the major content for their grade level with connections to practicesSolve problems involving the additional and supporting content for their grade level with connections to practicesExpress mathematical reasoning by constructing mathematical arguments and critiquesUse the modeling practice to solve real world problemsDemonstrate fluency in areas set forth in the Standards for Content in grades 3-6
16 Mathematical Practices 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 sense of structure.Look for and express regularity in repeated reasoning.
17 Assessment Transition Timeline Spring 2012NJ ASKAligned to NJCCCSSpring 2013NJ ASKAligned to the CCSS(except gr 6-8 Math)Spring 2014SYFull administration of PARCC assessments“Transitional Assessments”
18 2 Optional Assessments/Flexible Administration PARCC Assessment Design English Language Arts/Literacy and Mathematics, Grades 3-11Performance-BasedAssessment (PBA)Extended tasksApplications of concepts and skillsRequiredEnd-of-YearAssessmentInnovative, computer-based itemsRequired2 Optional Assessments/Flexible AdministrationDiagnostic AssessmentEarly indicator of student knowledge and skills to inform instruction, supports, and PDNon-summativeMid-Year AssessmentPerformance-basedEmphasis on hard-to-measure standardsPotentially summativeUNIVERSAL DESIGNTo address the priority purposes, PARCC states are developing 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 toMake “college- and career-readiness” and “on-track” determinationsMeasure the full range of standards and full performance continuumProvide data for accountability uses, including measures of growthTwo interim, optional assessment components designed toGenerate timely information for informing instruction, interventions, and professional development during the school yearIn English language arts/literacy, an additional required, non-summative component will assess students’ speaking and listening skillsTALKING POINTSGraphic depiction of the assessment system. The system includes a suite of assessments and tools that, taken together, provide a more complete picture of student mastery of standards and progress throughout the year than is currently available on state assessments.Considerations Leading to 2 optional assessments:The cost of the assessmentsFlexibility on when to administer the optional assessmentsPossible disruption to school schedules caused by through-course assessment preparation and administrationThe amount of testing time needed to administer the assessmentsConstraints the distributed design might have on the flexibility of state and local educators to sequence instruction of the CCSS and to implement their own benchmark and formative assessment initiativesThe PARCC assessment system will:Include a mix of item types (e.g., short answer, richer multiple choice, longer open response, performance-based)Reflect the sophisticated knowledge and skills found in the English and math Common Core State StandardsMake significant use of technologyInclude testing at key points throughout the year to give teachers, parents and students better information about whether students are on track or need additional support in particular areasDiagnostic AssessmentsOne element of the reading diagnostic assessment is a text complexity tool, which will provide a diagnostic of a student’s ability to read texts independently in order to provide useful guidance to educators, parents, and students about appropriate texts for students when reading independently.These assessments will be useful for the implementation of the ELA/Literacy CCSS in the classroom, as they will help educators meet the demands of the ELA/Literacy standards to teach appropriately complex texts by helping teachers understand what “appropriately complex” really means.The diagnostic assessment in math will help educators understand the extent to which students have mastered the key ideas in mathematics ("highlighted domains") in order to pinpoint areas needing improvement or identify areas in which students are excelling. In addition, it will provide greater detail about students who are above and below grade level so teachers can individualize instructionTimeline: Expected Summer/Fall 2014HS AssessmentsTaken together, the PARCC assessment components comprise a comprehensive system of assessments that will provide timely information to teachers throughout the year, and provide students with meaningful information about their progress toward college and career readinessSpeaking And ListeningAssessmentLocally scoredNon-summative, required
19 PARCC: Evidence-Centered Design ClaimsDesign begins with the inferences (claims) we want to make about studentsEvidenceIn order to support claims, we must gather evidenceTasksTasks are designed to elicit specific evidence from students in support of claimsPARCC utilizes Evidence-Centered Design to inform the development of the summative assessments. ECD is a deliberate and systematic approach to assessment development that will help to establish the validity of the assessments, increase the comparability of year-to year results, and increase efficiencies/reduce costs. The Design begins with the inferences (claims) we want to make about students. In order to support claims, we must gather evidence. Tasks are then designed to elicit the specific evidence from students that supports the claims.ECD is a deliberate and systematic approach to assessment development that will help to establish the validity of the assessments, increase the comparability of year-to year results, and increase efficiencies/reduce costs.Confidential - Not for Distribution
20 PARCC’s Core Commitments to ELA/Literacy Assessment Quality Texts Worth Reading: Authentic texts worthy of study instead of artificially produced or commissioned passages. Questions Worth Answering: Sequences of questions that draw students into deeper encounters with texts rather than sets of random questions of varying quality.Better Standards Demand Better Questions: Custom items written to the Standards instead of reusing existing items.Fidelity to the Standards: PARCC evidences are rooted in the language of the Standards so that expectations remain the same in both instructional and assessment settings.
21 PARCC Design for ELAComplexity: Regular practice with complex text and its academic language.Evidence: Reading and writing grounded in evidence from text, literary and informational.Knowledge: Building knowledge through content rich nonfiction.
22 Grade 7 Analytical Prose Constructed-Response Item Based on the information in the text “Biography of Amelia Earhart,” write an essay that summarizes and explains the challenges Earhart faced throughout her life. Remember to use textual evidence to support your ideas.
23 Grade 7 Prose Constructed-Response Item You have read three texts describing Amelia Earhart. All three include the claim that Earhart was a brave, courageous person. The three texts are:“Biography of Amelia Earhart”“Earhart's Final Resting Place Believed Found”“Amelia Earhart’s Life and Disappearance”Consider the argument each author uses to demonstrate Earhart’s bravery.Write an essay that analyzes the strength of the arguments about Earhart’s bravery in at least two of the texts. Remember to use textual evidence to support your ideas.
24 Grade 7 Technology-Enhanced Constructed-Response Item Below are three claims that one could make based on the article “Earhart’s Final Resting Place Believed Found.”Part AHighlight the claim that is supported by the most relevant and sufficient facts within “Earhart’s Final Resting Place Believed Found.”Part BClick on two facts within the article that best provide evidence to support the claim selected in Part A.
25 PARCC’s Core Commitments to Mathematics Assessment Quality Focus: Items will focus on major, and additional and supporting content.Problems worth doing: Problems will include conceptual questions, applications, multi-step problems and substantial procedures.Better Standards Demand Better Questions: Custom items written to the Standards instead of reusing existing items.Fidelity to the Standards : PARCC evidences are rooted in the language of the Standards so that expectations remain the same in both instructional and assessment settings.
26 PARCC Design for MathFocus: The PARCC Assessment will focus strongly where the Standards focusCoherence: Think across grades and link to major topics within gradesRigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application.
33 Turnaround Principles Instructional leadershipClimate & CultureStandards based curriculum, assessment and intervention systemEffective instructionUse of DataUse of TimeFamily and Community involvementEffective Staffing PracticesFocus LO #3
34 Summative Assessment Assessments of Learning (Stiggins) Primary users: policy makers, curriculum supervisors, principals, teachers, students, parentsDocuments individual or group mastery of standardsMeasures achievement status for purposes of reportingAccountability
35 Formative Assessment Assessments for Learning (Ainsworth) Primary users: principals, teachers, students, parentsMeasures progress toward intended outcomesProvides data on teacher and student performance
36 Informal and Formal Observations “What gets measured gets managed”Lesson plansWalkthroughs and evaluations: feedback on standards-aligned instructionData reports: Unit assessment data, walkthrough data
37 Effective Instruction Clear learning objective aligned to the curriculumEngaging and aligned instructional strategiesEngaging and rigorous standards-aligned student workQuality and timely checks for understandingAdjustment based on student understandingEffective assessment of the learning objective to inform next lesson
38 Effective PLCsAStaff members meet on a regular basis to discuss their work, work together to problem solve, reflect on their jobs, and take responsibility for what students learn.BInstructional leaders create time for teacher collaboration through scheduling and programming, and guide that collaboration.
39 Effective PLCs1. Provide time to allow on-going collaboration. 2. Create agendas that focus on the “right work.” 3. Monitor progress by regularly attending meetings and providing feedback on their work.PLC agenda examples
40 Activities to Promote Understanding of the CCSS Review the 10 ELA anchor standards for a grade bandExamine the K-12 development of a single anchor standardReview the AppendicesAppendix B: Text Exemplars and Student Perf. TasksAppendix C: Samples of Student WritingAnalyze the Model Curriculum and Unit AssessmentsStudy the CCSS math practices
41 Resources to Support Implementation of the CCSS Tri-State Quality Review RubricPARCCCCSSNJDOE ResourcesModel Curricula for K-12 Mathematics and ELAUnit AssessmentsScaffolds for ELL and Special EducationModel lessons, units, videos, materials and resourcesAssessment bank
42 NJDOE Professional Development on the CCSS Intensive training for Regional Achievement Centers (Priority and Focus Schools)Principals’ Instructional Leadership SeriesState-wide presentations for administrators, teachers, parents and school board membersCreation of a state-wide network to support implementation of the CCSS in all districts.Common Core Implementation Team in each districtPartnerships with each professional organization
43 Resources to Support Understanding and Mastery of the CCSS National Parent Teacher Association (PTA)- a grade-by-grade Parent Guide to students’ success on the CCSS (Available in English and Spanish)Council of the Great City Schools- Parent Roadmaps to the Common Core Standards (ELA and Math). Provides guidance to parents about what their children will be learning and how they can support that learning in grades K-8.
44 Resources to Support Understanding and Mastery of the CCSS CCSSO’s Assessing the Common Core and Students with Disabilities - a PowerPoint on steps to take to ensure that students with disabilities benefit from the Common Core Standards n/Session1959/Assessing%20the%20Common%20Core%20a nd%20Students%20with%20Disabilities.pdfCommon Core State Standards- document that discusses the application of the CCSS to students with disabilities with-disabilities.pdf
45 Obstacles and Opportunities CultureCapacityCoherenceCourage