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The Partnership for Assessment of Readiness for College and Careers:

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Presentation on theme: "The Partnership for Assessment of Readiness for College and Careers:"— Presentation transcript:

1 The Partnership for Assessment of Readiness for College and Careers:
Released Items for English Language Arts January 23, 2014 Mary Beth Banios, Assistant Superintendent Shrewsbury, MA Public Schools Robin Getzen, High School ELA Teacher Lenox, MA Public Schools Susan Wheltle, Director of Literacy and Humanities, Massachusetts Department of Elementary and Secondary Education

2 Agenda Basics on the Common Core State Standards and PARCC
Previewing the PARCC ELA assessments A close look at ELA items for grades 10, 3, and 6 PARCC Transition Plan for Massachusetts

3 PARCC 101: The Basics PARCC 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.

4 46 States + DC Have Adopted the Common Core State Standards
TALKING POINTS: 46 States and the District of Columbia have adopted the Common Core State Standards Most states are committed to implementing the standards by the school year *Minnesota adopted the CCSS in ELA/literacy only

5 Partnership for Assessment of Readiness for College and Careers (PARCC)
TALKING POINTS PARCC 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 systems The 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 procedures Participating 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 one NOTES Leadership 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 experts Governing Board: Comprised of K-12 chiefs from Governing Board States Operational Working Groups: Comprised of national, state, and local experts and leaders in their specific areas of expertise ACCR: Comprised of national and state postsecondary leaders

6 Key ELA Shifts in the Common Core
English Language Arts Building knowledge through content-rich non-fiction Reading, writing, and speaking grounded in evidence from text, both literary and informational Regular practice with complex text and academic language TALKING POINTS Focus, coherence and clarity MATHEMATICS Focus on key topics at each grade level Coherent progressions across grade levels Addresses long-heard criticism of mile-wide, inch-deep math curricula Procedural fluency and understanding of concepts and skills Content standards require both conceptual understanding and procedural fluency Mathematical proficiencies Mathematical 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 contexts Organized around conceptual categories Standards are organized into conceptual categories and models of traditional, integrated, & advanced courses Promotes various approaches to high school curriculum ELA/LITERACY Reading Balance of literature and informational texts Focus on text complexity and what students read Writing Emphasis on argument and informative/explanatory writing Writing about sources (evidence) – answer questions that require students to have read the text Speaking and Listening Inclusion of formal and informal talk Literacy standards for history, science and technical subjects Promotes the idea that teaching literacy skills is not just the job of the English teacher Complements rather than replaces those subjects BOTH CONTENT AREAS Anchored in college and career readiness Explicitly 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 goal ANCHORED IN COLLEGE AND CAREER READINESS

7 Common Core to PARCC

8 2 Optional Assessments/Flexible Administration
Assessment Design English Language Arts/Literacy and Mathematics, Grades 3-11 Performance-Based Assessment (PBA) Extended tasks Applications of concepts and skills Required 2 Optional Assessments/Flexible Administration End-of-Year Assessment (EOY) Innovative, computer-based items Required Diagnostic 2-8 / K-1 Formative Assessments Early indicator of student knowledge and skills to inform instruction, supports, and PD Non-summative Mid-Year Assessment Performance-based Emphasis on hard-to-measure standards Potentially summative Locally scored 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 to Make “college- and career-readiness” and “on-track” determinations Measure the full range of standards and full performance continuum Provide data for accountability uses, including measures of growth Two interim, optional assessment components designed to generate timely information for informing instruction, interventions, and professional development during the school year In English language arts/literacy, an additional required, non-summative component will assess students’ speaking and listening skills Speaking And Listening Assessment Locally scored Non-summative, required, not included in summative score

9 Administration Time PARCC 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 grade Just over 9 hours in grades 4–5 A little less than 9 ½ hours in middle school A little more than 9 ½ hours in high school Schools 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.

10 PARCC Accessibility Features and Accommodations Manual
November 2013 Second Edition Release

11 PARCC Comprehensive Accessibility Policies
Features for All Students Accessibility Features* Identified in advance Accommodations** 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

12 Accessibility Features for All Students
Audio Amplification Blank Paper (provided by test administrator) Eliminate Answer Choices Flag Items for Review General Administration Directions Clarified (by test administrator) General Administration Directions Read Aloud and Repeated (by test administrator) Highlight Tool Headphones Magnification/Enlargement Device NotePad Pop-Up Glossary Redirect Student to Test (by test administrator) Spell Checker Writing Tools Line Reader Tool During 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.

13 Accessibility Features Identified in Advance
Answer Masking Background/Font Color (Color Contrast) General Masking Text-to-Speech for the Mathematics Assessments

14 PARCC ELA Sample Item Review

15 Headlines Question Types Evidence Based Selected Response (EBSR)
Technology Enhanced Constructed Response (TECR) Prose Constructed Response (PCR) Performance-Based Assessment Tasks Literary analysis Narrative writing Research simulation

16 Headlines Structure of Performance Based Assessment Tasks:
Read several related texts, one of which may be a video Answer questions after each text/video Complete writing task to demonstrate understanding and synthesis across all texts/videos Note how EBSR and TECR questions for each text build toward synthesis across all texts/videos

17 Headlines The ELA assessment will include questions based on both literary and informational texts Literary texts may include prose, poetry, and drama Informational texts may include essays, memoirs, letters, biographies, texts or videos in history/social science, science, technical subjects, and the arts There may be questions on maps, graphs, charts, or illustrations embedded in informational texts

18 Understanding 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.

19 Literary Analysis (EBSR) Grade 10

20 Literary Analysis (TECR) Grade 10

21 Literary Analysis (PCR) Grade 10

22 Understanding 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.

23 Research Simulation (EBSR) Grade 3

24 Research Simulation (EBSR) Grade 3

25 Research Simulation (Video Example) Grade 7

26 Understanding 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.

27 Texts 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.

28 Narrative 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.

29 Narrative 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.”

30 Narrative Writing (EBSR) Grade 6 Julie of the Wolves
What does the word regal mean as it is used in the passage? generous threatening kingly* uninterested

31 Narrative 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.

32 PARCC 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 higher Some functionality on iPad 2 Additional ELA and math items:

33 Massachusetts Transition Plan
The Board of Elementary and Secondary Education has voted to “test drive” PARCC Spring-Fall 2014: Field Test and Analysis of Field Test Data Winter-Spring : MA Schools Administer first PARCC operational tests Summer-Fall 2015: Standard setting for PARCC tests; Board votes on whether or not to adopt PARCC

34 Resources Any publicly released assessment policies, evidence tables, item prototypes, PARCC Model Content Frameworks, and other valuable resources can be found at Information on PARCC Transition Plan and Field Tests in Massachusetts: (MA Department of Elementary and Secondary Education) /parcc.asp (MA Department of Higher Education)

35 Thank You Thank You

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