Presentation on theme: "The Partnership for Assessment of Readiness for College and Careers:"— Presentation transcript:
1The Partnership for Assessment of Readiness for College and Careers: Released Items for English Language ArtsJanuary 23, 2014Mary Beth Banios, Assistant SuperintendentShrewsbury, MA Public SchoolsRobin Getzen, High School ELA TeacherLenox, MA Public SchoolsSusan Wheltle, Director of Literacy and Humanities, Massachusetts Department of Elementary and Secondary Education
2Agenda Basics on the Common Core State Standards and PARCC Previewing the PARCC ELA assessmentsA close look at ELA items for grades 10, 3, and 6PARCC Transition Plan for Massachusetts
3PARCC 101: The BasicsPARCC is based on the Common Core State Standards, which are included in the 2011 Massachusetts Curriculum Frameworks for ELA/Literacy and Mathematics. The ultimate purpose of the standards and assessments is to prepare students for success after high school.
446 States + DC Have Adopted the Common Core State Standards TALKING POINTS:46 States and the District of Columbia have adopted the Common Core State StandardsMost states are committed to implementing the standards by the school year*Minnesota adopted the CCSS in ELA/literacy only
5Partnership for Assessment of Readiness for College and Careers (PARCC) TALKING POINTSPARCC is an alliance of 19 states, educating nearly 25 million students, that are working together to develop a common set of K- 12 assessments in English and math anchored in what it takes to be ready for college and careers. PARCC is led by 16 governing board states (and D.C.) represented in Purple.CLICK: The chair of the governing board is Mitchell Chester, Education Commissioner of Massachusetts, and the state of Florida is serving as its fiscal agent.CLICK: Achieve is the project manager for PARCC, essentially serving as the staff for the consortium and coordinating the work. Collectively the PARCC states educate nearly 25 million students.Governing States will pilot and field test the assessment system components over the next three years and administer the new assessment system during the school year. Governing States will use the results from the PARCC assessments in their state accountability systemsThe chief state school officers of the Governing States serve on the PARCC Governing Board and make decisions on behalf of the Partnership on major policies and operational proceduresParticipating States (light blue) provide staff to serve on PARCC’s design committees, working groups, and other task forces established by the Governing Board to conduct the work necessary to design and develop PARCC’s proposed assessment system. By 2014–15, any state that remains in PARCC must commit to statewide implementation and administration of the Partnership’s assessment system Any PARCC Participating State prepared to make the commitments and take on the responsibilities of a Governing State can become oneNOTESLeadership Team: Comprised of delegates of K-12 chiefs from Governing Board States (e.g., Assoc. Supt for Curriculum, Assessment and/or Instruction)Technical Advisory Committee: Comprised of state/national assessment expertsGoverning Board: Comprised of K-12 chiefs from Governing Board StatesOperational Working Groups: Comprised of national, state, and local experts and leaders in their specific areas of expertiseACCR: Comprised of national and state postsecondary leaders
6Key ELA Shifts in the Common Core English Language ArtsBuilding knowledge through content-rich non-fictionReading, writing, and speaking grounded in evidence from text,both literary and informationalRegular practice with complex text and academic languageTALKING POINTSFocus, coherence and clarityMATHEMATICSFocus on key topics at each grade levelCoherent progressions across grade levelsAddresses long-heard criticism of mile-wide, inch-deep math curriculaProcedural fluency and understanding of concepts and skillsContent standards require both conceptual understanding and procedural fluencyMathematical proficienciesMathematical proficiencies students should develop (e.g., abstract reasoning, modeling, precision, perseverance, strategic use of tools, making arguments)Using mathematics to understand a problem – even in new or unfamiliar contextsOrganized around conceptual categoriesStandards are organized into conceptual categories and models of traditional, integrated, & advanced coursesPromotes various approaches to high school curriculumELA/LITERACYReadingBalance of literature and informational textsFocus on text complexity and what students readWritingEmphasis on argument and informative/explanatory writingWriting about sources (evidence) – answer questions that require students to have read the textSpeaking and ListeningInclusion of formal and informal talkLiteracy standards for history, science and technical subjectsPromotes the idea that teaching literacy skills is not just the job of the English teacherComplements rather than replaces those subjectsBOTH CONTENT AREASAnchored in college and career readinessExplicitly define the knowledge and skills that students must master to be college and career ready by the end of high school, and the knowledge and skills in each grade that build towards that goalANCHORED IN COLLEGE AND CAREER READINESS
82 Optional Assessments/Flexible Administration Assessment Design English Language Arts/Literacy and Mathematics, Grades 3-11Performance-BasedAssessment (PBA)Extended tasksApplications of concepts and skillsRequired2 Optional Assessments/Flexible AdministrationEnd-of-YearAssessment (EOY)Innovative, computer-based itemsRequiredDiagnostic 2-8 / K-1 Formative AssessmentsEarly indicator of student knowledge and skills to inform instruction, supports, and PDNon-summativeMid-Year AssessmentPerformance-basedEmphasis on hard-to-measure standardsPotentially summativeLocally scoredPARCC 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 to generate 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 skillsSpeaking And Listening AssessmentLocally scoredNon-summative, required, not included in summative score
9Administration TimePARCC estimates that students will spend the approximate times below to complete the PARCC performance-based and end-of-year assessments in ELA/literacy and math:8 hours annually in 3rd gradeJust over 9 hours in grades 4–5A little less than 9 ½ hours in middle schoolA little more than 9 ½ hours in high schoolSchools and districts will have a maximum of one four-week window to complete the administration of the performance-based and another maximum four-week window to complete the end-of-year tests.
10PARCC Accessibility Features and Accommodations Manual November 2013Second Edition Release
11PARCC Comprehensive Accessibility Policies Features for All StudentsAccessibility Features*Identified in advanceAccommodations**PARCC intends to provide opportunities for the widest possible number of students to demonstrate knowledge and skills while maintaining high expectations for all students to achieve the Common Core State Standards.The draft Manual details a three-tiered process of providing access to the assessments for all students:Features for All Students: Tools embedded in the computer-delivered system available to all students to use (e.g. font magnification, highlighting tool, bolding, underlining)Accessibility Features (identified in advance): Tools embedded in the computer-delivered system open to all students to use, but must be made available at the discretion of school-based educators (e.g. background/font color)Accommodations: Supports for students with disabilities and English learners that increase access while maintaining a valid and reliable score (e.g. braille form, extended time, word-to-word native language dictionary)* Available to all participating students**For students with disabilities, English learners, and English learners with disabilities
12Accessibility Features for All Students Audio AmplificationBlank Paper (provided by test administrator)Eliminate Answer ChoicesFlag Items for ReviewGeneral Administration Directions Clarified (by test administrator)General Administration Directions Read Aloud and Repeated (by test administrator)Highlight ToolHeadphonesMagnification/Enlargement DeviceNotePadPop-Up GlossaryRedirect Student to Test (by test administrator)Spell CheckerWriting ToolsLine Reader ToolDuring the assessment, students can choose which accessibility features they need on an item-by-item basis. Examples include: audio amplification, highlighting, pop-up glossary, etc.Students should be given the opportunity to select these features and practice using them.
13Accessibility Features Identified in Advance Answer MaskingBackground/Font Color (Color Contrast)General MaskingText-to-Speech for the Mathematics Assessments
16Headlines Structure of Performance Based Assessment Tasks: Read several related texts, one of which may be a videoAnswer questions after each text/videoComplete writing task to demonstrate understanding and synthesis across all texts/videosNote how EBSR and TECR questions for each text build toward synthesis across all texts/videos
17HeadlinesThe ELA assessment will include questions based on both literary and informational textsLiterary texts may include prose, poetry, and dramaInformational texts may include essays, memoirs, letters, biographies, texts or videos in history/social science, science, technical subjects, and the artsThere may be questions on maps, graphs, charts, or illustrations embedded in informational texts
18Understanding the Literary Analysis Task Students carefully consider two literary texts worthy of close study.They are asked to answer a few EBSR and TECR questions about each text to demonstrate their ability to do close analytic reading and to compare and synthesize ideas.Students write a literary analysis about the two texts.
22Understanding the Research Simulation Task Students begin by reading an anchor text that introduces the topic.EBSR and TECR items ask students to gather key details about the passage to support their understanding.Students read two additional sources and answer a few questions about each text to learn more about the topic, so they are ready to write the final essay and to show their reading comprehension.Finally, students mirror the research process by synthesizing their understandings into a writing that uses textual evidence from the sources.
26Understanding a Narrative Writing Task Based on a Literary Text Students read one brief text and answer a few questions to help clarify their understanding of the text(s).Students then write a narrative story.
27Texts Worth Reading Grade 6 Julie of the Wolves was a winner of the Newbery Medal in 1973.This text, about a young Eskimo girl surviving on her own in the tundra by communicating with wolves, offers a story rich with characterization and imagery that will appeal to a diverse student population.
28Narrative Writing (EBSR) Grade 6 Julie of the Wolves Which statement best describes the central idea of the text?Miyax is far from home and in need of help. *Miyax misses her father and has forgotten the lessons he taught her.Miyax is cold and lacks appropriate clothing.Miyax is surrounded by a pack of unfriendly wolves.
29Narrative Writing (EBSR) Grade 6 Julie of the Wolves Which sentence best helps develop the central idea?“Miyax pushed back the hood of her sealskin parka and looked at the Arctic sun.”“Somewhere in this cosmos was Miyax; and the very life in her body, its spark and warmth, depended upon these wolves for survival.”*“The next night the wolf called him from far away and her father went to him and found a freshly killed caribou.”He had ignored her since she first came upon them, two sleeps ago.”
30Narrative Writing (EBSR) Grade 6 Julie of the Wolves What does the word regal mean as it is used in the passage?generousthreateningkingly*uninterested
31Narrative Writing (PCR) Grade 6 Julie of the Wolves In the passage, the author developed a strong character named Miyax. Think about Miyax and the details the author used to create that character. The passage ends with Miyax waiting for the black wolf to look at her.Write an original story to continue where the passage ended. In your story, be sure to use what you have learned about the character Miyax as you tell what happens to her next.
32PARCC Online Test Samples Test drive the ELA and math assessment items!The Technology Platform:Notes about the online test sample:Safari, Chrome (PC), Firefox 14 or higherSome functionality on iPad 2Additional ELA and math items:
33Massachusetts Transition Plan The Board of Elementary and Secondary Education has voted to “test drive” PARCCSpring-Fall 2014: Field Test and Analysis of Field Test DataWinter-Spring : MA Schools Administer first PARCC operational testsSummer-Fall 2015: Standard setting for PARCC tests; Board votes on whether or not to adopt PARCC
34ResourcesAny publicly released assessment policies, evidence tables, item prototypes, PARCC Model Content Frameworks, and other valuable resources can be found atInformation on PARCC Transition Plan and Field Tests in Massachusetts:(MA Department of Elementary and Secondary Education)/parcc.asp (MA Department of Higher Education)