How to achieve the RIGOR expected in the CCSS AAEA Susan A Gendron Senior Fellow International Center for Leadership in Education September 26, 2012

Rigor/Relevance For All Students B

Knowledge Taxonomy 1. Awareness 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation

Application Model 1. Knowledge in one discipline 2. Application within one discipline 3. Application across disciplines 4. Application to real-world predictable situations 5. Application to real-world unpredictable situations

Rigor/Relevance Framework 6 Rigor Thinking /Knowledge 5 4 3 2 Action/Application Relevance 1 1 2 3 4 5 108

Levels Bloom’s C D A B 6 5 4 Knowledge 3 2 1 2 3 4 5 1 Application

Knowledge in one discipline Apply knowledge in one discipline Students gather and store bits of knowledge/information and are expected to remember or understand this acquired knowledge. Application 3 A Acquisition Comprehension 2 Low-level Knowledge Awareness 1 1 Knowledge in one discipline 2 Apply knowledge in one discipline

A Quadrant Verbs Products definition worksheet list quiz test workbook name label define select identify list memorize recite locate record definition worksheet list quiz test workbook true-false reproduction recitation

Students use acquired knowledge to solve problems, design solutions, and complete work. Application 3 B Application Comprehension 2 Awareness 1 Low-level Application 3 Apply knowledge across disciplines 5 Apply to real-world unpredictable situation 4 Apply to real-world predictable situation

B Quadrant Verbs Products scrapbook summary interpretation collection apply sequence demonstrate interview construct solve calculate dramatize interpret illustrate scrapbook summary interpretation collection annotation explanation solution demonstration outline

Knowledge in one discipline Apply knowledge in one discipline Students extend and refine their knowledge so that they can use it automatically and routinely to analyze and solve problems and create solutions. Evaluation 6 C Assimilation Synthesis 5 Analysis 4 High-level Knowledge Application 3 1 Knowledge in one discipline 2 Apply knowledge in one discipline

C Quadrant Products Verbs essay abstract blueprint inventory report plan chart questionnaire classification diagram discussion collection annotation sequence annotate examine report criticize paraphrase calculate expand summarize classify diagram

Students think in complex ways and apply acquired knowledge and skills, even when confronted with perplexing unknowns, to find creative solutions and take action that further develops their skills and knowledge. Evaluation 6 D Adaptation Synthesis 5 Analysis 4 High-level Application Application 3 3 Apply knowledge across disciplines 4 Apply to real-world predictable situation 5 Apply to real-world unpredictable situation

D Quadrant Verbs Products evaluation evaluate newspaper validate estimation trial editorial radio program play collage machine adaptation poem debate new game invention evaluate validate justify rate referee infer rank dramatize argue conclude

D C A B Rigor/Relevance Framework Four Quadrants of Learning Assimilation C Adaptation D Complex Analytical Challenging Real World RIGOR High Acquisition A Application B A B Routine Memorization Practical Hands On Low Low High RELEVANCE 14

Rigor/Relevance Framework History - High School D C Summarize global impacts of WWII and project impacts of Iraq war Analyze original documents and summarize reasons for US opposition to entering WWII RIGOR High A B Identify nations involved and reasons for WWII Interview local WWII veterans and describe impacts from their perspective. Low Low High RELEVANCE 18

Example Multiple Performances for Single Standard Math – K-5 Level Domain: Operational Thinking for Algebra R/R Quadrant Student Performance A Use color counters to solve simple computational problems B Sort quantities to discover fractions of the whole C Find values in number sentences when represented by unknowns D Develop formula for determining a large quantity without counting, such as beans in a jar.  International Center for Leadership in Education

Rigor/Relevance Framework Teacher/Student Roles Think Student Think & Work R I GOR High A B Teacher Work Student Work Low Low High RELEVANCE

Did Students Get it Right? Rigor/Relevance Framework Did Students Get it Right? D C Rational Answer Right Questions R I GOR High A B Right Answer Right Procedure Low Low High RELEVANCE

Instructional Strategies: How to Teach for Rigor and Relevance

Rigor/Relevance Framework KNOWLEDGE Problems D C Projects Activities A B A P P L I C A T I O N

Selection of Strategies Based on Rigor/ Relevance Framework Page 1  International Center for Leadership in Education 22

Selection of Strategies Based on Rigor/ Relevance Framework Page 2  International Center for Leadership in Education 23

Rigor/ Relevance Handbook

Relevance makes rigor possible!

2 Optional Assessments/Flexible Administration PARCC Assessment Design English Language Arts/Literacy and Mathematics, Grades 3-11 Performance-Based Assessment (PBA) Extended tasks Applications of concepts and skills Required End-of-Year Assessment Innovative, computer-based items Required 2 Optional Assessments/Flexible Administration Diagnostic Assessment 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 TALKING POINTS Graphic 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 assessments Flexibility on when to administer the optional assessments The amount of testing time needed to administer the assessments Possible disruption to school schedules caused by through-course assessment preparation and administration Constraints 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 initiatives The PARCC assessment system will: Reflect the sophisticated knowledge and skills found in the English and math Common Core State Standards Include a mix of item types (e.g., short answer, richer multiple choice, longer open response, performance-based) Make significant use of technology Include 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 areas Diagnostic Assessments One 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 instruction Timeline: Expected Summer/Fall 2014 HS Assessments Taken 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 readiness Speaking And Listening Assessment Locally scored Non-summative, required

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. Confidential - Not for Distribution

Claims Driving Design: Mathematics Students are on-track or ready for college and careers 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

Advances in the PARCC ELA/Literacy Assessment August 2012

I. PARCC Core Commitments, Key Shifts in the Standards, and the Corresponding Advances in PARCC

PARCC’s Fundamental Advance PARCC is designed to reward quality instruction aligned to the Standards, so the assessment is worthy of preparation rather than a distraction from good work.

PARCC’s Core Commitments to ELA/Literacy Assessment Quality Texts Worth Reading: The assessments will use 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 will be the norm (as in an excellent classroom), rather than sets of random questions of varying quality. Better Standards Demand Better Questions: Instead of reusing existing items, PARCC will develop custom items to the Standards. Fidelity to the Standards (now in Teachers’ hands): PARCC evidences are rooted in the language of the Standards so that expectations remain the same in both instructional and assessment settings.

What is Different About PARCC’s Development Process? PARCC states first developed the Model Content Frameworks to provide guidance on key elements of excellent instruction aligned with the Standards. Then, those Frameworks informed the assessment blueprint design. So, for the first time. . . PARCC is communicating in the same voice to teachers as it is to assessment developers!  PARCC is designing the assessments around exactly the same critical content the standards expect of teachers and students.

What Are the Shifts at the Heart of PARCC Design (and the Standards)? Complexity: 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.

The CCSS Shifts Build Toward College and Career Readiness for All Students

Staircasing Texts Toward CCR Text at High End of Grade Band End of Year Text Between Middle and High End of Grade Band Text Near Middle of Grade Band Staircasing Texts Discuss the graphic, which shows how teachers might use texts at different levels of complexity throughout the year. When you staircase texts, you develop a series of texts at increasing levels of complexity. Notice how this staircase builds from the low end of the grade band students are expected to master and ends at the high end. You might have five or six texts, all on the same theme or topic, that your students may use to dig deeply into the topic in a sequence that suits their increasing skills. As students’ knowledge increases, they are able to do more with the text, including make connections. As always, the goal of the staircase is to move students on the path toward college and career readiness. Click to reveal arrows moving upward. If you have students who have trouble reading or are inexperienced readers, you might wish to start your staircase slightly below their grade band. Remember that all students are expected to end up at the high end of the grade band, with scaffolding in the early grades in the band, and independently by the last grade in that band. However, with struggling readers it is important to meet them first where they are. Staircasing texts lets you know that your students are progressing step-by-step toward that reading proficiency goal. WEBINAR TIP: Monitor Chat to watch for questions. Text Between Low End and Middle of Grade Band Text at Low End of Grade Band Beginning of Year TM ® & © Scholastic Inc. All rights reserved. 11/08/11. LEXILE and LEXILE FRAMEWORK are registered trademarks of MetaMetrics, Inc.

Text complexity is defined by: Overview of Text Complexity Reading Standards include over exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade Text complexity is defined by: Qualitative Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative Quantitative measures – readability and other scores of text complexity Best measured by an attentive reader Ability to make an informed decision about the difficulty of a text Knowledge of four factors in developing effective tools: Levels of Meaning or Purpose Reader and Task: Determining whether a given text is appropriate for the student: Cognitive abilities Motivation Topic knowledge Linguistic and discourse knowledge Comprehension strategies Experiences “Reading for Understanding, 2002, The RAND Reading Study group” Quantitative:Word length or frequency (Flesch-Kincaid Grade Level text, Dale-Chall Readability Formula, Lexile) Sentence length Text cohesion (University of Memphis, Coh-Metrix) Measurement tools ( Lexile example Structure Language Conventionality & Clarity Knowledge Demands Reader and Task Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned

Step 1: Qualitative Measures Measures such as: Levels of meaning Levels of purpose Structure Organization Language conventionality Language clarity Prior knowledge demands

SMARTER Balanced Assessment Consortia

Step 2: Quantitative Measures Measures such as: Word length Word frequency Word difficulty Sentence length Text length Text cohesion

Quantitative: Using Formulas Lexile® sentence length + word frequency Spache sentence length + unfamiliar words Dale-Chall Flesch-Kincaid sentence length + word length in syllables Fry

Text Complexity Grade Bands and Associated Lexile Ranges Text Complexity Grade Band in the Standards Old Lexile Ranges Lexile Ranges Aligned to CCR expectations K-1 N/A 2-3 450-725 450-790 4-5 645-845 770-980 6-8 860-1010 955-1155 9-10 960-1115 1080-1305 11-CCR 1070-1220 1215-1355 Metametrics has realigned its Lexile ranges to match the Standards’ text complexity grade bands and has adjusted upward its trajectory of reading comprehension development through the grades

Lexile Analyzer http://www.lexile.com/analyzer/

Step 3: Reader and Task Considerations such as: Motivation Knowledge and experience Purpose for reading Complexity of task assigned regarding text Complexity of questions asked regarding text

Step 4: Recommended Placement After reflecting upon all three legs of the text complexity model we can make a final recommendation of placement within a text and begin to document our thinking for future reference.

The CCSS Shifts Build Toward College and Career Readiness for All Students

Grade 4 Informational text

Grade 4 Informational Integration of Knowledge and Ideas 8 Explain how an author uses reasons and evidence to support particular points in a text.

Performance Task Students explain how Melvin Berger uses reasons and evidence in his book Discovering Mars: The Amazing Story of the Red Planet to support particular points regarding the topology of the planet. [RI.4.8]

Grade 7 Informational Text

Key Ideas and Details RI.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.7.2. 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. RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). Craft and Structure RI.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. RI.7.5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. RI.7.6. Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. Integration of Knowledge and Ideas RI.7.7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). RI.7.8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. RI.7.9. Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

Performance Task Students determine the figurative and connotative meanings of words such as wayfaring, laconic, and taciturnity as well as of phrases such as hold his peace in John Steinbeck’s Travels with Charley: In Search of America. They analyze how Steinbeck’s specific word choices and diction impact the meaning and tone of his writing and the characterization of the individuals and places he describes. [RI.7.4] Grade Seven

The CCSS Shifts Build Toward College and Career Readiness for All Students

Text Dependent Questions Step One: Identify the Core Understandings and Key Ideas of the Text Design Backwards What are the major points Essential to designing good questions and a culminating assignment

Text Dependent Questions Step Two: Start Small to Build Confidence Opening questions should be ones that help orientate students to the text Be sufficiently specific enough for them to answer Confidence to tackle more difficult questions later on.

Text Dependent Questions Step Three: Target Vocabulary and Text Structure Key text structures Academic words in the text that are connected to the key ideas and understandings, and Craft questions that illuminate these connections

Text Dependent Questions Step Four: Tackle Tough Sections Head-on Find the sections of the text that will present the greatest difficulty and craft questions that support students in mastering these sections (these could be sections with difficult syntax, particularly dense information, and tricky transitions or places that offer a variety of possible inferences).

Text Dependent Questions Step Five: Create Coherent Sequences of Text Dependent Questions Questions should not be random but should build toward more coherent understanding and analysis to ensure that students learn to stay focused on the text to bring them to a gradual understanding of its meaning.

Text Dependent Questions Step Six: Identify the Standards That Are Being Addressed Step Seven: Create the Culminating Assessment (a) mastery of one or more of the standards (b) involves writing, and (c) is structured to be completed by students independently.  

A Close Reading of Lincoln’s Gettysburg Address section 1 What’s at stake: a nation as a place and an idea (1–2 days) Section 1 Activities   Students first read Lincoln’s Gettysburg Address silently. Teacher reads out loud, student follow along Students re-read the first paragraph and translate it into their own words. Teacher asks the class a small set of guiding questions about the first paragraph of Lincoln’s speech. After the discussion, students rewrite their translation of Lincoln’s paragraph. The teacher guides discussion of first line of second paragraph. Wrap up.

A Close Reading of Lincoln’s Gettysburg Address section 1 What’s at stake: a nation as a place and an idea (1–2 days) Section 1 Activities   Students first read Lincoln’s Gettysburg Address silently. Teacher reads out loud, student follow along Students re-read the first paragraph and translate it into their own words. Teacher asks the class a small set of guiding questions about the first paragraph of Lincoln’s speech. After the discussion, students rewrite their translation of Lincoln’s paragraph. The teacher guides discussion of first line of second paragraph. Wrap up.

A Close Reading of Lincoln’s Gettysburg Address In the first sentence, what does Lincoln tell us about this new nation? “Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal.”

Creating Text Based Questions In small groups develop several questions that require close reading of the passage.

A Close Reading of Lincoln’s Gettysburg Address Guiding Questions: What does Lincoln mean by “four score and seven years ago”? Who are “our fathers”? What does conceived mean? What does proposition mean? What is he saying is significant about America? Is he saying that no one has been free or equal before? So what is new? Sum up and gather what students have learned so far: have students summarize the three ways in which the nation is new.

Text Dependent Questions Close analytic reading of Lincoln’s “Gettysburg Address,” the following would not be text dependent questions: Why did the North fight the civil war? Have you ever been to a funeral or gravesite? Lincoln says that the nation is dedicated to the proposition that “all men are created equal.” Why is equality an important value to promote? these questions is that they require no familiarity at all with Lincoln’s speech in order to answer them. Responding to these sorts of questions instead requires students to go outside the text.

Why Literacy in History/Social Studies, Science and Technical? Students are consistently unable to meet the demands of reading text within a particular discipline. Reading within a discipline is different than reading literature. The ability to read within the discipline is important to citizenship. Being literate across a broad range of disciplines is required to be considered College and Career Ready.

How is reading history/social studies different from other types of reading? History is interpretive. History is an argument in favor of a particular narrative. Who the author is matters. (sourcing) The author’s purpose matters. (bias and perspective) A single text is problematic. (corroboration)

How is reading science and technical reading different from other types of reading? Focus is on claims and counter claims Precise details, complex details and processes Analyze results by comparing Determining what question is being raised Navigate text, graphs, tables, charts Evaluate basis for claims

Teaching Channel Sarah Brown Wessiling http://www. teachingchannel

What is your focus? Examine your data Gap Analysis Identify 1-2 focus areas Build from strengths Define measurable criteria Monitor, Monitor, Monitor Support teachers! (Coaching, Professional development)

Solid Implementation Focus Fidelity of Implementation Leading and Lagging Indicators

Proportions of students scoring in each decile of the MCAS 8th grade ELA distribution

Proportions of students scoring in each decile of the MCAS 8th grade Math distribution

MCAS Math gains 8th to 10th grade, compared to others from the same 8th grade decile (School Rank Percentile)

MCAS ELA gains 8th to 10th grade, compared to others from the same 8th grade decile (School rank percentile/100)

OPEN RESPONSE STEPS TO FOLLOW 1. READ QUESTION CAREFULLY. 2. CIRCLE OR UNDERLINE KEY WORDS. 3. RESTATE QUESTION AS THESIS (LEAVING BLANKS). 4. READ PASSAGE CAREFULLY. 5. TAKE NOTES THAT RESPOND TO THE QUESTION. BRAINSTORM & MAP OUT YOUR ANSWER. 6. COMPLETE YOUR THESIS. 7. WRITE YOUR RESPONSE CAREFULLY, USING YOUR MAP AS A GUIDE. 8. STATEGICALLY REPEAT KEY WORDS FROM THESIS IN YOUR BODY AND IN YOUR END SENTENCE. 9. PARAGRAPH YOUR RESPONSE. 10. REREAD AND EDIT YOUR RESPONSE.

The Open Response calendar of implementation is as follows: As a follow up to this activity, I am requiring Department Heads to collect from each teacher at least one student sample from each of the teachers’ classes. The student samples should include: Student Name Teacher Name Date Course Name and Level Period A copy of the reading selection and question Evidence of the student’s active reading All pre-writing work that the student has done, e.g. webs A copy of the written open response The new scoring rubric and completed assessment   After you have collected the samples from each teacher and have had the opportunity to review them for quality and completeness, please send them to me in a department folder with a checklist of your teachers. Again, please be sure that your teachers clearly label their student samples. The Open Response calendar of implementation is as follows: Nov 2-6: Social Science, Social Sci Biling. Nov 30-Dec 4: Wellness, JROTC Dec 14-18: Science, Science Bilingual Jan 11-15: Business, Tech, & Career Ed. Jan 25-29: Math, Math Bilingual Feb 22-26: Foreign Lang, Special Ed Mar. 7-11: English, ESL Mar 20-24 Family &Cons. Sci, ProjGrads Apr 5-9: Music, Art

981/999 Brockton High School 2012

Nine Specific Advances in the PARCC ELA/Literacy Assessment Demanded by the Three Core Shifts. . .

Shift 1: Regular practice with complex text and its academic language PARCC builds a staircase of text complexity to ensure students are on track each year for college and career reading. PARCC rewards careful, close reading rather than racing through passages. PARCC systematically focuses on the words that matter most—not obscure vocabulary, but the academic language that pervades complex texts.

Shift 2: Reading and writing grounded in evidence from text, literary and informational PARCC focuses on students rigorously citing evidence from texts throughout the assessment (including selected-response items). PARCC includes questions with more than one right answer to allow students to generate a range of rich insights that are substantiated by evidence from text(s). PARCC requires writing to sources rather than writing to de-contextualized expository prompts. PARCC also includes rigorous expectations for narrative writing, including accuracy and precision in writing in later grades.

Shift 3: Building knowledge through content rich nonfiction PARCC assesses not just ELA but a full range of reading and writing across the disciplines of science and social studies. PARCC simulates research on the assessment, including the comparison and synthesis of ideas across a range of informational sources.

II. Sample Items Illustrating Some of the Advances

Students’ Command of Evidence with Complex Texts is at the Core of Every Part of the Assessment! SO. . . Two standards are always in play—whether they be reading or writing items, selected-response or constructed-response items on any one of the four components of PARCC. They are: Reading Standard One (Use of Evidence) Reading Standard Ten (Complex Texts)

Three Innovative Item Types That Showcase Students’ Command of Evidence with Complex Texts Evidence-Based Selected Response (EBSR)—Combines a traditional selected-response question with a second selected-response question that asks students to show evidence from the text that supports the answer they provided to the first question. Underscores the importance of Reading Anchor Standard 1 for implementation of the CCSS.

Three Innovative Item Types That Showcase Students’ Command of Evidence with Complex Texts Technology-Enhanced Constructed Response (TECR)—Uses technology to capture student comprehension of texts in authentic ways that have been difficult to score by machine for large scale assessments (e.g., drag and drop, cut and paste, shade text, move items to show relationships).

Technology New Purchases (as of April 2012) Hardware – 1GHz processor, 1 GB RAM, 9.5 inch screen size (10 inch class), screen resolution of 1024 x 768 Must have tools to temporarily disable features ( i.e.. web browser, Bluetooth connections, application switching) Operating Systems – Windows 7, Mac 10.7, Linux (Ubuntu 11.10, Fedora 16), Chrome, iOS, Android 4.0 Will consider older versions and Linux after survey data and cognitive labs Network – Must be able to connect to the Internet

Technology New Purchases (as of April 2012) Form Factors –Desktops, laptops, netbooks, thin-client, and tablets ) iPad, Windows and Android) that meet the above specifications Additional Accessories – Headphones may be required for audio support Physical keyboards (as opposed to virtual) and/or mice may be required for use with tablets

Three Innovative Item Types That Showcase Students’ Command of Evidence with Complex Texts Range of Prose Constructed Responses (PCR)—Elicits evidence that students have understood a text or texts they have read and can communicate that understanding well both in terms of written expression and knowledge of language and conventions. There are four of these items of varying types on each annual performance-based assessment.

PARCC Summative Assessment with EBSR, TECR, and PCR Items  

Literary Analysis Task (Grade 10): Ovid’s “Daedalus and Icarus” and Sexton’s “To a Friend Whose Work Has Come to Triumph”

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.

Texts Worth Reading? Range: Example of assessing literature and helping to satisfy the 70%-30% split of informational text to literature at the high school grade band. Quality: The story of Daedalus and Icarus from Ovid's Metamorphoses is a classic of the genre and has proven to be inspirational to painters and poets alike, and no poet’s version is more striking than that of Anne Sexton.  Her “To a Friend Whose Work Has Come to Triumph” refashions the themes of the myth in dramatic fashion, providing a powerful counterpoint for students to explore.  Complexity: Quantitatively and qualitatively, the passages have been validated and deemed suitable for use at grade 10.

Questions Worth Answering? On the following pages, there are two Evidence-Based Selected-Response Items and one Prose Constructed Response Item that challenge students’ command of evidence with complex texts.

Grade 10 Prose Constructed-Response Item Use what you have learned from reading “Daedalus and Icarus” by Ovid and “To a Friend Whose Work Has Come to Triumph” by Anne Sexton to write an essay that provides an analysis of how Sexton transforms Daedalus and Icarus. As a starting point, you may want to consider what is emphasized, absent, or different in the two texts, but feel free to develop your own focus for analysis. Develop your essay by providing textual evidence from both texts. Be sure to follow the conventions of standard English.

Aligns to the Standards and Reflects Good Practice Specific CCSS alignment to: RL.10.1 (use of evidence); RI.10.9 (comparison of authors’ presentation); RL.10.10 (complex texts). W.10.2 (writing to inform and explain); W.10.4 (writing coherently); W.10.9 (drawing evidence from texts). L10.1-3 (grammar and conventions). Measures the ability to explain how one text transforms ideas from another text by focusing on a specific concept presented in the texts (the transformation of ideas with regard to the experience of flying). Asks students to write to sources rather than write to a de-contextualized prompt. Focuses on students’ rigorously citing evidence for their answer. Requires students to demonstrate they can apply the knowledge of language and conventions when writing.

Grade 10 Evidence-Based Selected-Response Item Part A Which of the following sentences best states an important theme about human behavior as described in Ovid’s “Daedalus and Icarus”? Striving to achieve one’s dreams is a worthwhile endeavor. The thoughtlessness of youth can have tragic results.* Imagination and creativity bring their own rewards. Everyone should learn from his or her mistakes.

Grade 10 Evidence-Based Selected-Response Item Part B Select three pieces of evidence from Ovid’s “Daedalus and Icarus” that support the answer to Part A. “and by his playfulness retard the work/his anxious father planned” (lines 310-311)* “But when at last/the father finished it, he poised himself” (lines 312-313) “he fitted on his son the plumed wings/ with trembling hands, while down his withered cheeks/the tears were falling” (lines 327-329) “Proud of his success/the foolish Icarus forsook his guide” (lines 348-349)* “and, bold in vanity, began to soar/rising above his wings to touch the skies” (lines 350-351)* “and as the years went by the gifted youth/began to rival his instructor’s art” (lines 376-377) “Wherefore Daedalus/enraged and envious, sought to slay the youth” (lines 384-385) “The Partridge hides/in shaded places by the leafy trees…for it is mindful of its former fall” (lines 395-396, 399)

Aligns to the Standards and Reflects Good Practice Specific CCSS alignment to: RL.10.1 (evidence). RL.10.2 (theme). RL.10.10 (complex text). This item helps students gather information and details for use on the Prose Constructed Response; it requires close analytical reading to answer both parts correctly (e.g., Part A of this item is challenging because it requires synthesis of several parts of the myth to determine the answer). Requires students in Part B to provide evidence for the accuracy of their answer in Part A. PARCC assessment gives students the opportunity to gain partial credit if their answers reflect genuine comprehension on their part (e.g., they identify the theme correctly and are able to identify at least 2 details).

Grade 10 Evidence-Based Selected-Response Item Part A What does the word vanity mean in these lines from the text “Daedalus and Icarus”? “Proud of his success, the foolish Icarus forsook his guide, and, bold in vanity, began to soar” (lines 345-349) arrogance* fear heroism enthusiasm Part B Which word from the lines from the text in Part A best helps the reader understand the meaning of vanity? proud* success foolish soar

Aligns to the Standards and Reflects Good Practice Specific CCSS alignment to: RL.10.1 (use of evidence). RL.10.4 (meaning of words and phrases). RL.10.10 (complex texts). Reflects a key advance, namely focusing on the words that matter most, not obscure vocabulary, but the academic language that pervades complex texts. Rewards careful, close reading rather than requiring students to race through the passage to determine the meaning (by using the context of the text) of an academic word that is important to one of the main characters and to the central themes. Again, this item helps students gather details for use on the Prose Constructed Response. Credit for Part B (evidence) is given only if Part A is correct, signaling the importance of the connection between the claim and the evidence.

Research Simulation Task (Grade 7): Amelia Earhart’s Disappearance

Understanding the Research Simulation Task Session 1: 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. Then, they write a summary or short analysis of the piece. Session 2: Students read two additional sources (may include a multimedia text) 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 an analytic essay using textual evidence from several of the sources.

Texts Worth Reading? Range: Example of assessing reading across the disciplines and helping to satisfy the 55%-45% split of informational text to literature at the 6-8 grade band. Quality: The texts on Amelia Earhart represent content-rich nonfiction on a topic that is historically significant. Complexity: Quantitatively and qualitatively, the passages have been validated and deemed suitable for use at grade 7.

Questions Worth Answering? On the following pages there are two Prose Constructed Response Items and one Technology Enhanced Constructed-Response Item that challenge students’ command of evidence with complex texts.

Grade 7 Analytical Prose Constructed-Response Item #1 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.

Aligns to the Standards and Reflects Good Practice Specific CCSS alignment to: RI.7.1 (use of evidence); RI.7.2 (summary of text); RI.7.10 (complex texts). W.7.2 (writing to explain or inform); W.7.4 (writing coherently); W.7.9 (drawing evidence from texts). L.7.1-3 (grammar and conventions). Requires writing to sources rather than to a de-contextualized or generalized prompt (e.g., asks about a specific aspect of Earhart’s life). Requires students to draw evidence from the text and cite this evidence clearly. Requires students to apply the knowledge of language and conventions when writing. Purposely designed to help students gather information for writing the final analytic essay that asks students to evaluate the arguments made in three texts about Earhart’s bravery (i.e., her bravery can be expressed as her ability to face the many challenges).

Final Grade 7 Prose Constructed-Response Item #2 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.

Aligns to the Standards and Reflects Good Practice Specific CCSS alignment to: RI.7.1 (use of evidence); RI.7.8 (evaluate claims in a text); RI.7.9 (comparison of authors’ presentation); RI.7.10 (complex texts). W.7.2 (writing to inform and explain); W.7.4 (writing coherently); W.7.7 (conduct short research projects); W.7.8 (gather relevant information from multiple sources); W.7.9 (drawing evidence from texts). L.7.1-3 (grammar and conventions). Measures the ability to compare and synthesize ideas across multiple texts and the ability to analyze the strength of various arguments. Asks students to write to sources rather than write to a de-contextualized prompt. Focuses on students rigorously citing evidence for their answer. Requires students to delve deeply into multiple texts to gather evidence to analyze a given claim, simulating the research process. Requires students to demonstrate they can apply the knowledge of language and conventions when writing.

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 A Highlight the claim that is supported by the most relevant and sufficient facts within “Earhart’s 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.

Aligns to Standards and Reflects Good Practice Specific CCSS alignment to: RI.7.1 (use of evidence). RI.7.8 (author’s claims and evidence). RI.7.10 (complex texts). This item helps students gather information and details for use on the first and second Prose Constructed Response. Requires students to employ reasoning skills, since all of the claims listed could be made, but only one is supported by the most relevant and sufficient facts. Reflects the key shift of reading closely and weighing evidence by offering credit for Part B only if Part A is correct. Technology enables students to highlight evidence that supports their understanding.

Narrative Task (Grade 6): Jean Craighead George’s Excerpt from Julie of the Wolves

Understanding the Narrative Writing Task Students read one or two brief texts and answer a few questions to help clarify their understanding of the text(s). Students then write either a narrative story or a narrative description (e.g., writing a historical account of important figures; detailing a scientific process; describing an account of events, scenes, or objects).

Texts Worth Reading? Range: Example of assessing literature and helping to satisfy the 55%-45% split of informational text to literature at the 6-8 grade-band. Quality: 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. Complexity: Quantitatively and qualitatively, the passages have been validated and deemed suitable for use at grade 6.

Questions Worth Answering? On the following pages there is one Evidence-Based Selected-Response Item, one Technology Enhanced Constructed-Response Item, and one Prose Constructed Response Item that challenge students’ command of evidence with complex texts.

Grade 6 Prose Constructed-Response Item 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.

Aligns to the the Standards and Reflects Good Practice Specific CCSS alignment to: RL.6.1 (use of evidence); RL.6.3 (describe how characters respond to changes); RL.6.10 (complex text). W.6.3 (narrative writing); W.6.4 (writing coherently). L.6.1-3 (grammar and conventions). Includes rigorous expectations for narrative writing, including weaving details from the source text accurately into an original narrative story (students must draw evidence from the text—character traits and the events of the story—and apply that understanding to create a story). For students who struggle to create original stories, the source text provides ideas from which to begin; for those students who readily create imaginative experiences, the source provides a means to “jump off” and innovate. Focuses on students applying their knowledge of language and conventions when writing (an expectation for both college and careers).

Grade 6 Evidence-Based Selected-Response Item #1 Part A What does the word “regal” mean as it is used in the passage? generous threatening kingly* uninterested

Grade 6 Evidence-Based Selected-Response Item #1 Part B Which of the phrases from the passage best helps the reader understand the meaning of “regal?” “wagging their tales as they awoke” “the wolves, who were shy” “their sounds and movements expressed goodwill” “with his head high and his chest out”*

Aligns to the Standards and Reflects Good Practice Specific CCSS alignment to: RL.6.1 (use of evidence). RL.6.4 (meaning of words and phrases). RL.6.10 (complex texts). Reflects a key shift, namely focusing on the words that matter most, not obscure vocabulary, but the academic language that pervades complex texts. Rewards careful, close reading rather than requiring the students to race through the passage to determine the meaning of an academic word by showing the context within the passage that helped them determine the meaning of the word.

Grade 6 Evidence-Based Selected-Response Item #2 Part A Based on the passage from Julie of the Wolves, how does Miyax feel about her father? She is angry that he left her alone. She blames him for her difficult childhood. She appreciates him for his knowledge of nature.* She is grateful that he planned out her future.

Grade 6 Evidence-Based Selected-Response Item #2 Part B Which sentence from the passage best shows Miyax’s feelings for her father? “She had been lost without food for many sleeps on the North Slope of Alaska.” “This could be done she knew, for her father, an Eskimo hunter, had done so.”* “Unfortunately, Miyax’s father never explained to her how he had told the wolf of his needs.” “And not long afterward he paddled his kayak into the Bering Sea to hunt for seal, and he never returned.”

Aligns to the Standards and Reflects Good Practice Specific CCSS alignment to: RL.6.1 (use of evidence). RL.6.3 (how characters respond). RL.6.10 (complex texts). Rewards careful, close reading to find specific information and applying understanding of a text. Focuses students on rigorously citing evidence for their answer; students must provide the context used to establish the accuracy of their answer or they don’t receive credit for the item. Asks students to delve deeply into how the main character is feeling as she reflects on her predicament, helping students gather information and details for use on the Prose Constructed Response.

Grade 6 Technology-Enhanced Selected-Response Item Part A Choose one word that describes Miyax based on evidence from the text. There is more than one correct choice listed below. reckless lively imaginative* observant* impatient Confident

Grade 6 Technology-Enhanced Selected-Response Item Part B Find a sentence in the passage with details that support your response to Part A. Click on that sentence and drag and drop it into the box below. Part C Find a second sentence in the passage with details that support your response to Part A. Click on that sentence and drag and drop it into the box below.

Aligns to the Standards and Reflects Good Practice Specific CCSS alignment to: RL.6.1 (use of evidence). RL.6.3 (how characters respond). RL.6.10 (complex texts). Rather than a single right answer, this item allows students to explore different solutions and generate varying insights about a multi-dimensional character, choosing the word they most strongly feel they can defend. The item also insists on students rigorously substantiating their conclusions/insights about the character of Miyax with two details drawn from the text, helping students gather information and details for use on the Prose Constructed Response. Technology enables students to “drag and drop” evidence that supports their understanding.

End-of-Year Assessment (Grade 3): “How Animals Live”

Understanding the End-of-Year Assessment Students will be given several passages to read closely. EBSR and TECR questions will be sequenced in a way that they will draw students into deeper encounters with the texts and will result in thorough comprehension of the concepts to provide models for the regular course of instruction. Will draw on higher order skills such as critical reading and analysis, the comparison and synthesis of ideas within and across texts, and determining the meaning of words and phrases in context.

Texts Worth Reading? Range: Follows the requirements in the standards to make use of informational texts, including history, science, and technical passages (50% of the points in grades 3-5 are to come from informational texts). Quality: This is an example of a science passage from a third- grade textbook. Complexity: Quantitatively and qualitatively, the passages have been validated and deemed suitable for use at grade 3.

Questions Worth Answering? On the following pages there is one Evidence-Based Selected-Response Item and one Technology Enhanced Constructed-Response Item that challenge students’ command of evidence with complex texts.

Grade 3 Evidence-Based Selected-Response Item #1 Part A What is one main idea of “How Animals Live?” There are many types of animals on the planet. Animals need water to live. There are many ways to sort different animals.* Animals begin their life cycles in different forms. Part B Which sentence from the article best supports the answer to Part A? “Animals get oxygen from air or water.” "Animals can be grouped by their traits.”* "Worms are invertebrates.” "All animals grow and change over time.” "Almost all animals need water, food, oxygen, and shelter to live."

Aligns to the Standards and Reflects Good Practice Specific CCSS alignment to: RI.3.1 (evidence). RI.3.2 (main idea). RI.3.10 (complex text). While this is an example of a less complex item—one where the main idea and details to support it are explicit and readily found—students must provide evidence for the accuracy of their answer in Part B, illustrating one of the key shifts: use of textual evidence.

Grade 3 Technology-Enhanced Constructed-Response Item Drag the words from the word box into the correct locations on the graphic to show the life cycle of a butterfly as described in “How Animals Live.” Words: Pupa Adult Egg Larva

Aligns to the Standards and Reflects Good Practice Specific CCSS alignment to: RI.3.1 (use of evidence). RI.3.3 (relationship between events). RI.3.10 (complex texts). Reflects the key shift of building knowledge from informational text: students must apply their understanding of the text to complete the graphic. requires explicit references to the text as the basis for the answers rather than simply guessing. Whereas traditional items might have asked students to “fill in one blank” on a graphic (with three steps already provided), this technology enhanced item allows students to demonstrate understanding of the entire sequence of the life cycle because none of the steps are ordered for them.

What’s different about CCSS? These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep. — CCSS (2010, p.5) Too often in the past, important components of NCTM Standards, such as the process standards, were voluntary for teachers to implement. Now, with CCSS, standard assessments are part of state’s adoptions of the standards. And, because those assessments will address all aspects of the standards, implementing these more challenging aspects of the standards will be mandatory, not voluntary.

Advances in the PARCC Mathematics Assessment August 2012

PARCC’s Core Commitments to Mathematics Assessment Quality Focus: PARCC assessments will focus strongly on where the Standards focus. Students will have more time to master concepts at a deeper level. Problems worth doing: Multi-step problems, conceptual questions, applications, and substantial procedures will be common, as in an excellent classroom. Better Standards Demand Better Questions: Instead of reusing existing items, PARCC will develop custom items to the Standards. Fidelity to the Standards (now in Teacher’s hands): PARCC evidences are rooted in the language of the Standards so that expectations remain the same in both instructional and assessment settings.

What Are the Shifts in the Math Standards at the Heart of PARCC Design? Focus: The PARCC Assessment will focus strongly where the Standards focus Coherence: Think across grades and link to major topics within grades Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application.

What Are the Shifts in the Math Standards at the Heart of PARCC Design? Focus

We see that there is a disconnect between how prepared high school math educators believe their students are for college mathematics and how prepared post secondary math instructors feel the students are. Notice that this slide shows that HS math teachers feel that 89% of their students are ready for college level math, while college math teachers feel only 26% of their students are prepared. Rather than spend too much time and energy placing blame or thinking about why this disconnect exists, let’s instead turn to the implications of such a disconnect.

Shift #1: Focus Strongly where the Standards Focus Significantly narrow the scope of content and deepen how time and energy is spent in the math classroom. Focus deeply on what is emphasized in the standards, so that students gain strong foundations. What does it mean to focus? {Read slide} So, focus in the standards quite directly means that the scope of content is to be narrowed. This is that notion of “The power of the eraser”. After a decade of NCLB, we have come to see “narrowing” as a bad word – and when it means cutting arts programs and language programs, it is. But meanwhile, math has swelled in this country. It has become a mile wide and an inch deep. The CCSSM is telling us that math actually needs to lose a few pounds. Just as important is that we are deepening expectations as well. So rather than skating through a lot of topics – covering the curriculum, we are going to have fewer topics on our list, but the expectations in those topics are much deeper. Without focus, deep understanding of core math concepts for all students is just a fantasy. A study of the standards demonstrates that there are areas of emphasis already engineered into the standards at each grade level.

The shape of math in A+ countries Mathematics topics intended at each grade by at least two-thirds of A+ countries Mathematics topics intended at each grade by at least two-thirds of 21 U.S. states There are no detailed labels here because I want you to see visually that the overall shape of math topics in A+ countries and those typical in the US (pre-Common Core) is different. Each row is a math topic, like fractions, or congruence. In 2/3rds of the high-performing countries, the foundations are laid and then further knowledge is built on them. The design principle is focus and coherent progressions. In the U.S., the design principle is to teach everything every year that can possibly be taught… as well as many things that cannot. 1 Schmidt, Houang, & Cogan, “A Coherent Curriculum: The Case of Mathematics.” (2002).

Traditional U.S. Approach K 12 Number and Operations Measurement and Geometry Algebra and Functions Statistics and Probability This slide represents another visualization of how U.S standards used to be arranged, giving equal importance to all four areas - like “shopping aisles.” Each grade goes up and down the aisles, tossing topics into the cart, losing focus. There is no disagreement, for example, that the most critical area of mathematics in K-2 is numbers and operations. However, whether looking at typical state standards or typical curriculum that followed, numbers and operations was just one concept among many that was included. The Common Core State Standards is a set of standards that allow teachers to do what they know they need to in order to support the further development of their students: concentrate on fewer, powerful concepts and then build on those.

Focusing Attention Within Number and Operations Operations and Algebraic Thinking Expressions and Equations Algebra → Number and Operations— Base Ten The Number System Number and Operations—Fractions K 1 2 3 4 5 6 7 8 High School The CCSS takes the first strand from the last slide (Number and Operations) and expands it to show the relevance and progression of number and operations from K-12. You can see that the one "shopping aisle" or strand of Number and Operations from previous states standards is now split into 5 domains across the K-8 grade span, communicating exactly what is being learned at each grade and clarifying how that learning prepares the students for future studies.

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Fractions, Grades 3–6 3. Develop an understanding of fractions as numbers. 4. Extend understanding of fraction equivalence and ordering. 4. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. 4. Understand decimal notation for fractions, and compare decimal fractions. 5. Use equivalent fractions as a strategy to add and subtract fractions. 5. Apply and extend previous understandings of multiplication and division to multiply and divide fractions. 6. Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

Grade 7

Grade 8

PARCC High School Framework Course-specific analysis. General analysis

HS Framework Individual end-of-course overviews. For each course: Examples of key advances from previous grades or courses Discussion of Mathematical Practices in relation to course content Fluency recommendations

HS Framework Pathway summary table. Assessment limits table for standards assessed on more than one end-of-course test.

Algebra I

Algebra I

Geometry

Algebra II

Algebra II

Algebra II

What Are the Shifts in the Math Standards at the Heart of PARCC Design? 2. Coherence: Think across grades and link to major topics within grades

Elbow Partner Discussion Shift #2: Coherence: Think across grades, link to major topics within grades Discuss what coherence in the math curriculum means to you. Be sure to address both elements— coherence within the grade and coherence across grades. Cite specific examples. {Page 2 of practice with shifts handout. Read the question from the top of handout – same as slide} Take a few minutes to discuss this question.

Alignment in Context: Neighboring Grades and Progressions One of several staircases to algebra designed in the OA domain. Algebra begins in 6.EE.3 in its cleanest sense. Here is a beautiful illustration of the design of the standards. {read slide} 171

Coherence: Link to Major Topics Within Grades Example: Data Representation Standard 3.MD.3 Instead of bar charts being “yet another thing to cover,” detracting from focus, the standard is telling you how to “aim” bar charts back around to the major work of the grade. These connections are explicit in the standards. While in the past picture or bar graphs might have been distinct things to be assessed, now they need to be connected to the major work of the grade.

Coherence: Link to Major Topics Within Grades Example: Geometric Measurement 3.MD, third cluster Another example of coherence within a grade: Volume is not just another topic to cover in Grade 5 . It is explicitly linked to addition and multiplication in the standards.

What Are the Shifts in the Math Standards at the Heart of PARCC Design? 3. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application.

Shift #3: Rigor: In Major Topics, Pursue Conceptual Understanding, Procedural Skill and Fluency, and Application The third shift is Rigor. This word can mean many different things. For purposes of describing the shifts of the standards, it does not mean “more difficult.” For example, stating that “the standards are more rigorous” does not mean that “the standards are just harder.” Here rigor is about the depth of what is expected in the standards, and also about what one should expect to see happening in the classroom, in curricular materials, and so on. {read slide} This video entitled “From the Page to the Classroom:  Implementing the Common Core State Standards Mathematics.  Produced by Council of the Great City Schools.”  http://vimeo.com/44524812

Rigor -Require fluency, application, and deep understanding Conceptual understanding – solving short conceptual problems, applying math in new situations, and speaking about their understanding Procedural skill and fluency - speed and accuracy in calculation. Application - “real world” situations

Reasoning Invite Exploration of important mathematical concepts Allow students to solidify and make connections Make connections and develop coherent framework for mathematical ideas Problem formulation, problem solving and mathematical reasoning

Reasoning More than one solution Development of all students’ disposition to do math

Mathematically proficient students Make conjectures Build logical progressions to explore the truth of their conjectures Justify and communicate their conclusions Respond to arguments

Which number does not belong? Why? 4 16 36 48 64 81 Instead of asking which numbers are odd? From: Math for All: Differentiating Instruction, Grades 3-5, Dacey and Lynch

Procedural Fluency Knowledgeable about procedures Know when and how to use them Skill in performing procedures flexibly, accurately, efficiently and with understanding

Advances in Assessment Specific advances in the PARCC mathematics assessments demanded by the three shifts…

Advances in Assessment Demanded by the Shifts Shift #1 – Focus: The PARCC assessments will focus strongly where the Standards focus Advance: PARCC assessments will focus strongly where the Standards focus (70% or more on the major work in grades 3-8). Focus allows for a variety of problem types to get at concept in multiple ways. Students will have more time to master concepts at a deeper level.

Grade Fluency K Add/subtract within 5 1 Add/subtract within 10 2 Add/subtract within 20 Add/subtract within 100 (pencil and paper) 3 Multiply/divide within 100 Add/subtract within 1000 4 Add/subtract within 1,000,000 5 Multi‐digit multiplication 6 Multi‐digit division Multi‐digit decimal operations 7 8 Solve simple 22 systems by inspection

Advances in Assessment Demanded by the Shifts Shift #2 - Coherence: Think across grades, and link to major topics within grades Advance: The assessment design is informed by multi-grade progressions in the Standards and the Model Content Frameworks. Key beginnings are stressed (e.g., ratio concepts in grade 6), as are key endpoints and takeaway skills (e.g., fluency with the multiplication table in grade 3).

Advances in Assessment Demanded by the Shifts Shift #2 - Coherence: Think across grades, and link to major topics within grades Advance: Integrative tasks draw on multiple standards to ensure students are making important connections. The Standards are not treated as a checklist.

Advances in assessment demanded by the shifts Shift #3 - Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application Advance: PARCC assessments will reach the rigor in the Standards through innovations in technology and item design…

Using Technology to Advance Assessment and the Shifts Technology enhancements supporting accessibility (e.g., the ability to hover over a word to see and/or hear its definition, etc.) Transformative formats making possible what can not be done with traditional paper-pencil assessments (e.g., simulations to improve a model, game-like environments, drawing/constructing diagrams or visual models, etc.) Getting beyond the bubble and avoiding drawbacks of traditional selected response such as guessing or choice elimination.

Using Technology to Advance Assessment and the Shifts Capturing complex student responses through a device interface (e.g., using drawing tools, symbol palettes, etc.) Machine scorable multi-step tasks are more efficient to administer and score.

Sample Items Illustrating the Advances in Assessment The next section of this presentation is comprised of sample items that illustrate some of the advances called for by the three shifts.

Overview of Mathematics Task Types PARCC mathematics assessments will include three types of tasks. Task Type Description of Task Type I. Tasks assessing concepts, skills and procedures Balance of conceptual understanding, fluency, and application Can involve any or all mathematical practice standards Machine scorable including innovative, computer-based formats Will appear on the End of Year and Performance Based Assessment components II. Tasks assessing expressing mathematical reasoning Each task calls for written arguments / justifications, critique of reasoning, or precision in mathematical statements (MP.3, 6). Can involve other mathematical practice standards May include a mix of machine scored and hand scored responses Included on the Performance Based Assessment component III. Tasks assessing modeling / applications Each task calls for modeling/application in a real-world context or scenario (MP.4) Can involve other mathematical practice standards. For more information see PARCC Item Development ITN Appendix D.

Grade 7 Illustrative Sample Item

Aligns to the Standards and Reflects Good Practice Grade 7 Sample Illustrative Item: Speed Task Type I: Tasks assessing concepts, skills and procedures Alignment: Most Relevant Content Standard(s) 7.RP.2b. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.  In addition, see 7.RP.2d: Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. (The “explain” portion is not required in the task, but the task involves some of the concepts detailed here.) Alignment: Most Relevant Mathematical Practice(s) MP.2 enters (Reason abstractly and quantitatively), as students must relate the graphs and tables to each other via the unit rate and then to the context at hand.

Aligns to the Standards and Reflects Good Practice Grade 7 Sample Illustrative Item Key Features and Assessment Advances The PARCC assessment will seek to preserve the focus of the Standards by thoroughly exploring the major work of the grade. In this case, a multi-point problem is devoted to a single standard about proportional relationships, which are a major focus in grades 6 and 7. Unlike traditional multiple choice, it is difficult to guess the correct answer or use a choice elimination strategy. Variants of the task could probe understanding of unit rates and representations of proportional relationships by showing different scales on the two graphs, and/or by presenting the data in tables C and D with the ordered pairs not equally spaced in time.

High School Illustrative Sample Item Seeing Structure in a Quadratic Equation

Aligns to the Standards and Reflects Good Practice High School Sample Illustrative Item: Seeing Structure in a Quadratic Equation Task Type I: Tasks assessing concepts, skills and procedures Alignment: Most Relevant Content Standard(s) A-REI.4. Solve quadratic equations in one variable. Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x – p)2 = q that has the same solutions. Derive the quadratic formula from this form. Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the square, the quadratic formula, and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a  bi for real numbers a and b. Alignment: Most Relevant Mathematical Practice(s) Students taking a brute-force approach to this task will need considerable symbolic fluency to obtain the solutions. In this sense, the task rewards looking for and making use of structure (MP.7).

Aligns to the Standards and Reflects Good Practice  

Resources PARCC Resources: http://parcconline.org Progressions & Common Core Tools http://commoncoretools.wordpress.com \ Illustrative Mathematics http://www.illustrativemathematics.org/

Resources National Council of Supervisors of Math: www.mathleadership.org/ccss Mathematics Assessment Project (MAP): http://map.mathshell.org/materials/background.php Inside mathematics: http://insidemathematics.org

Prototype math items http://www.ccsstoolbox.com/parcc

Practical strategies to support school and district leaders: Supporting teachers in changing instruction to meet the requirements of the Common Core State Standards and Next Generation Assessments Approaching evaluation from the broader perspective of selection, support, and evaluation of all educators Providing meaningful Teacher Evaluations even with limited time and resources

sgendron@leadered.com 1587 Route 146 Rexford, NY 12148 Phone (518) 399-2776 Fax (518) 399-7607 E-mail - info@LeaderEd.com www.LeaderEd.com