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OBSTACLES AND OPPORTUNITIES: ADDRESSING THE TRANSITION TO THE CCSS AND PARCC Tracey Severns, Ed.D Chief Academic Officer NJDOE.

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Presentation on theme: "OBSTACLES AND OPPORTUNITIES: ADDRESSING THE TRANSITION TO THE CCSS AND PARCC Tracey Severns, Ed.D Chief Academic Officer NJDOE."— Presentation transcript:

1 OBSTACLES AND OPPORTUNITIES: ADDRESSING THE TRANSITION TO THE CCSS AND PARCC Tracey Severns, Ed.D Chief Academic Officer NJDOE

2 Learning Objectives Understand 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 achievement Understand the relationship among the three reform initiatives – CCSS, PARCC and educator evaluation Understand how to use resources to guide school improvement efforts and elicit parental support

3 Shifting Gears Using the CCSS, PARCC and Evaluation to Drive Student Achievement Educator Evaluation PARCC Common Core Student Achievement Student Achievement

4 Why a Model Curriculum? Common Core State Standards Fewer, clearer, more rigorous Internationally benchmarked Commonness Leverage state and nation-wide expertise (45 States and DC) PARCC (22 States and DC) Continuous improvement Model 1.0 & 2.0

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.

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.

7 The CCSS Difference: Grade 3-5 ELA: Integration of Knowledge and Ideas Grade 3Grade 4Grade 5 Compare and contrast the most important points and key details presented in two texts on the same topic Integrate information from two texts on the same topic in order to write or speak about the subject knowledgably Integrate 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 evidence Introduce 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 audiences knowledge level, concerns, values, and possible biases.

9 Limitations of Textbooks and Programs CCSS requires the re-evaluation of textbooks, materials and programs Rubrics for evaluating resources can be found at the NJDOE website under CCSS

10 Model Curriculum 1.0 & 2.0 Version 1.0Version 2.0 Version 1.0 WHAT Students need to Learn HOW We can best Instruct WHEN do we know students have Learned Standard Student Learning Objectives Instruction Formative Assessments Summative/Formative CCSS Standard 1 SLO #1 SLO #2 Model Lessons Model Tasks Engaging Instructional Strategies Effective checks for understanding Teacher designed formative assessments Unit Assessment SLOs 1-5 CCSS Standard 2 SLO #3 SLO #4 SLO #5 General Bank of Assessment Items 2.0 Student level learning reports - Professional development - Resource reviews

11 Why Unit-based Formative Assessments? Clarify the level of rigor for SLOs Create common expectations in common courses Provide data to effectively inform classroom instruction Provide data that can be combined with observation data to inform PD

12 Unit Assessment Grade 3 sample formative assessment items

13 Common Standards require Common Assessments Common Core State Standards: critical - but just the first step Common Assessments: state comparisons will increase pressure for performance Quality Implementation required for actual improvement in student achievement

14 Claims Driving Design: ELA/Literacy Students are on-track or ready for college and careers Students read and comprehend a range of sufficiently complex texts independently Reading Literature Reading Informational Text Vocabulary Interpretation and Use Students write effectively when using and/or analyzing sources. Written Expression Conventions and Knowledge of Language Students build and present knowledge through research and the integration, comparison, and synthesis of ideas. 14

15 Solve problems involving the major content for their grade level with connections to practices Solve problems involving the additional and supporting content for their grade level with connections to practices Express mathematical reasoning by constructing mathematical arguments and critiques Use the modeling practice to solve real world problems Demonstrate fluency in areas set forth in the Standards for Content in grades 3-6 Claims Driving Design: Mathematics Students are on-track or ready for college and careers 15

16 Mathematical Practices 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 sense of structure. 8. Look for and express regularity in repeated reasoning.

17 17 Assessment Transition Timeline Spring 2012 NJ ASK Aligned to NJCCCS Spring 2013 NJ ASK Aligned to the CCSS (except gr 6-8 Math) Spring 2014 NJ ASK Aligned to the CCSS SY Full administration of PARCC assessments Transitional Assessments

18 PARCC Assessment Design English Language Arts/Literacy and Mathematics, Grades 3-11 End-of-Year Assessment Innovative, computer- based items Required Performance-Based Assessment (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 Speaking And Listening Assessment Locally scored Non-summative, required 2 Optional Assessments/Flexible Administration Mid-Year Assessment Performance-based Emphasis on hard- to-measure standards Potentially summative 18

19 PARCC: Evidence-Centered Design Claims Design begins with the inferences (claims) we want to make about students Evidence In order to support claims, we must gather evidence Tasks Tasks are designed to elicit specific evidence from students in support of 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.

20 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. PARCCs Core Commitments to ELA/Literacy Assessment Quality 20

21 1. Complexity: Regular practice with complex text and its academic language. 2. Evidence: Reading and writing grounded in evidence from text, literary and informational. 3. Knowledge: Building knowledge through content rich nonfiction. PARCC Design for ELA 21

22 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. Grade 7 Analytical Prose Constructed-Response Item 22

23 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 Earharts Life and Disappearance Consider the argument each author uses to demonstrate Earharts bravery. Write an essay that analyzes the strength of the arguments about Earharts bravery in at least two of the texts. Remember to use textual evidence to support your ideas. Grade 7 Prose Constructed- Response Item 23

24 Below are three claims that one could make based on the article Earharts Final Resting Place Believed Found. Part A Highlight the claim that is supported by the most relevant and sufficient facts within Earharts Final Resting Place Believed Found. Part B Click on two facts within the article that best provide evidence to support the claim selected in Part A. Grade 7 Technology-Enhanced Constructed-Response Item 24

25 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. PARCCs Core Commitments to Mathematics Assessment Quality 25

26 PARCC Design for Math 1. Focus: The PARCC Assessment will focus strongly where the Standards focus 2. Coherence: Think across grades and link to major topics within grades 3. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application.

27 Part A

28 Part B

29 Part C

30 Scoring Part A

31 Scoring Part B

32 Scoring Part C

33 Turnaround Principles Instructional leadership Climate & Culture Standards based curriculum, assessment and intervention system Effective instruction Use of Data Use of Time Family and Community involvement Effective Staffing Practices

34 Summative Assessment Assessments of Learning (Stiggins) Primary users: policy makers, curriculum supervisors, principals, teachers, students, parents Documents individual or group mastery of standards Measures achievement status for purposes of reporting Accountability

35 Formative Assessment Assessments for Learning (Ainsworth) Primary users: principals, teachers, students, parents Measures progress toward intended outcomes Provides data on teacher and student performance

36 Informal and Formal Observations What gets measured gets managed Lesson plans Walkthroughs and evaluations: feedback on standards-aligned instruction Data reports: Unit assessment data, walkthrough data

37 Effective Instruction Clear learning objective aligned to the curriculum Engaging and aligned instructional strategies Engaging and rigorous standards-aligned student work Quality and timely checks for understanding Adjustment based on student understanding Effective assessment of the learning objective to inform next lesson

38 Effective PLCs A Staff 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. B Instructional leaders create time for teacher collaboration through scheduling and programming, and guide that collaboration.

39 Effective PLCs 1. 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.

40 Activities to Promote Understanding of the CCSS Review the 10 ELA anchor standards for a grade band Examine the K-12 development of a single anchor standard Review the Appendices Appendix B: Text Exemplars and Student Perf. Tasks Appendix C: Samples of Student Writing Analyze the Model Curriculum and Unit Assessments Study the CCSS math practices

41 Resources to Support Implementation of the CCSS Tri-State Quality Review Rubric PARCC CCSS NJDOE Resources Model Curricula for K-12 Mathematics and ELA Unit Assessments Scaffolds for ELL and Special Education Model lessons, units, videos, materials and resources Assessment bank

42 NJDOE Professional Development on the CCSS Professional Development Intensive training for Regional Achievement Centers (Priority and Focus Schools) Principals Instructional Leadership Series State-wide presentations for administrators, teachers, parents and school board members Creation of a state-wide network to support implementation of the CCSS in all districts. Common Core Implementation Team in each district Partnerships with each professional organization

43 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. Resources to Support Understanding and Mastery of the CCSS

44 CCSSOs 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.pdf n/Session1959/Assessing%20the%20Common%20Core%20a nd%20Students%20with%20Disabilities.pdf Common Core State Standards- document that discusses the application of the CCSS to students with disabilities with-disabilities.pdf with-disabilities.pdf Resources to Support Understanding and Mastery of the CCSS

45 Obstacles and Opportunities Culture Capacity Coherence Courage

46 Shouldnt all kids have this experience?

47 This is our moment. What will you do?

48 Reflections and Questions Discuss an aha moment with a partner. How will you use what you learned to improve your school or district? What are you wondering?


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