Presentation on theme: "1. Oklahoma C 3 Standards, Including Common Core 2 The Oklahoma C 3 Standards, including the Common Core, lay the foundation toward ensuring that students."— Presentation transcript:
Oklahoma C 3 Standards, Including Common Core 2 The Oklahoma C 3 Standards, including the Common Core, lay the foundation toward ensuring that students are ready for college, careers, and citizenship.
3 PARCC will provide information to determine how students are progressing in that learning (as it relates to Mathematics, English Language Arts, and Literacy). States, districts, schools, and teachers can use this information to inform: Student Interventions, Systemic changes, and Curricular and instructional changes.
Partnership for Assessment of Readiness for College and Careers (PARCC) 4
1.Create high-quality assessments 2.Build a pathway to college and career readiness for all students 3.Support educators in the classroom 4.Develop 21 st century, technology-based assessments 5.Advance accountability at all levels 6.Build an assessment that is sustainable and affordable 5 The PARCC Goals
Goal #1: Create high-quality assessments 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 2 Optional Assessments/Flexible Administration Mid-Year Assessment Performance-based Emphasis on hard-to- measure standards Potentially summative 6 Speaking And Listening Assessment Locally scored Non-summative, required
7 Goal #2: Build a Pathway to College and Career Readiness for All Students K-23-8High School K-2 formative assessment being developed, aligned to the PARCC system Timely student achievement data showing students, parents and educators whether ALL students are on-track to college and career readiness ONGOING STUDENT SUPPORTS/INTERVENTIONS College readiness score to identify who is ready for college-level coursework SUCCESS IN FIRST- YEAR, CREDIT- BEARING, POSTSECONDARY COURSEWORK Targeted interventions & supports: 12 th -grade bridge courses PD for educators
8 Goal #3: Support Educators in the Classroom INSTRUCTIONAL TOOLS TO SUPPORT IMPLEMENTATION EDUCATOR-LED TRAINING TO SUPPORT “PEER-TO-PEER” TRAINING TIMELY STUDENT ACHIEVEMENT DATA K-12 Educator
Goal #3: Support Educators in the Classroom Support implementation of the CCSS; support development of assessment blueprints; provide guidance to state, district- and school-level curriculum leaders in the development of aligned instructional materials. www.parcconline.org Model Content Frameworks Model Instructional Units 9 Develop models of innovative, online-delivered items and rich performance tasks proposed for use in the PARCC assessments. www.parcconline.org www.parcconline.org Item and Task Prototypes
Purpose of the Educator Leader Cadre (ELC) 10 Educator Leader Cadre Goal To ensure that teachers in consortium states successfully implement the standards in classrooms and prepare more students for college and careers. The Educator Leader Cadre (ELC) is one of the ways PARCC is ensuring that success. The National Math and Science Initiative's Laying the Foundation program is leading a community of over 600 educators focused on creating expertise and resources to implement Common Core.
Roles of ELC Members 12 Strategic Thought Partners Are well positioned to provide advice on state implementation plans and on how best to communicate information to the field: who, what, when, where and how. Content Partners Can be called on to play the role of either developer or reviewer of existing or new communications materials, professional development materials, and instructional materials. Engagement Facilitators Are ideal for building capacity among colleagues, who can then spread professional development further across the state (think “trainer-of-trainers-of- trainers”). Distributors/Messengers/Ambassadors Are in a great position to spread messages and materials on behalf of the state, serve as a feedback channel for how work is unfolding and materials are being used.
13 Goal #4: Develop 21 st Century, Technology- Based Assessments PARCC’s assessment will be computer-based and leverage technology in a range of ways: Item Development – Develop innovative tasks that engage students in the assessment process Administration – Reduce paperwork, increase security, reduce shipping/receiving & storage – Increase access to and provision of accommodations for SWDs and ELLs Scoring – Make scoring more efficient by combining human and automated approaches Reporting – Produce timely reports of students performance throughout the year to inform instructional, interventions, and professional development
14 Goal #5: Advance Accountability at All Levels PARCC assessments will be purposefully designed to generate valid, reliable and timely data, including measures of growth, for various accountability uses including: – School and district effectiveness – Educator effectiveness – Student placement into college-credit bearing courses – Comparisons with other state and international benchmarks PARCC assessments will be designed for other accountability uses as states deem appropriate
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. Evidence-Centered Design (ECD) for the PARCC Assessments Claims Design begins with the inferences (claims) we want to make about students Evidence In order to support claims, we must gather evidence Task Models Tasks are designed to elicit specific evidence from students in support of claims 15
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. Evidence-Centered Design (ECD) for the PARCC Assessments Claims Design begins with the inferences (claims) we want to make about students Evidence In order to support claims, we must gather evidence Task Models Tasks are designed to elicit specific evidence from students in support of claims 16
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. 17
Students solve problems involving the major content* for their grade level with connections to practices Students solve problems involving the additional and supporting content* for their grade level with connections to practices Students express mathematical reasoning by constructing mathematical arguments and critiques Students solve real world problems engaging particularly in the modeling practice Student 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 19 *See PARCC Model Content Frameworks for details
Mathematics – Type I (PBA and EOY): Machine scorable, focusing on major content and/or fluency. Could be practice forward. – Type II (PBA): Hand scored (or machine scored if innovative); focused on expressing reasoning. – Type III (PBA): Hand scored (or machine scored if innovative); focused on modeling/application. Mathematics Task Types 20