Common Core Transition 1 Keystone Exams Project Based Assessments PASCD Conference November 22,2011

Common Core Transition The Pennsylvania Journey 2 English Language Arts Mathematics

The Direction  Eligible Content rewritten to embrace Common Core Standards  PA Academic Standards revised to reflect the content and rigor of Common Core.  PSSA aligned to revised Eligible Content 3

What Common Core Says - ELA Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from text. (Common Core: Gr. 7)

What We Have - ELA ASSESSMENT ANCHOR R7.A.1 Understand fiction appropriate to grade level. ELIGIBLE CONTENT R7.A.1.3 Make inferences, draw conclusions, and make generalizations based on text. R7.A Make inferences and/or draw conclusions based on information from the text. R7.A Cite evidence from text

When It’s Revised - ELA ASSESSMENT ANCHOR R-07.A – L1.1 1 Key Ideas and Details R07.A.1.1 Demonstrate understanding of key ideas and details in literature. EC: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences, conclusions, and/or generalizations drawn from text.

What Common Core Says - Math Instructional time at Grade 3 should focus on four critical areas:  Developing understanding of multiplication and division and strategies for multiplication and division within 100  Developing understanding of fractions, especially unit fractions (fractions with numerator 1)  Developing understanding of the structure of rectangular arrays and of area  Describing and analyzing two-dimensional shapes.

What Common Core Says - Math Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (Common Core: Grade 3)

What We Have ASSESSMENT ANCHOR M3.A.3 Compute accurately and fluently and make reasonable estimates. M3.A.3.1 Solve problems using addition, subtraction and multiplication (straight computation and word problems). M3.A Solve problems involving multiplication through the 9’s tables through 9x5.

When It’s Revised - Math ASSESSMENT ANCHOR M03.B-O.1 Represent and solve problems involving multiplication and division M03.B-O.1.2 Solve problems using multiplication and division, including determining the missing number in a multiplication and/or division equation. EC: M03.B-O Use multiplication (up to and including 10 x 10) and division (limit dividends through 50, and limit divisors and quotients through 10) to solve word problems in situations involving equal groups, arrays, and measurement quantities

Timeline DATEPDE ACTIVITY October 2011Revise Anchor/Eligible Content in Math and Reading in grades 3, 4, 5, 6, 7, 8, 11 to align to Common Core Standards January 2012 Revise PA Academic Standards in Reading and Math to create set of PA Common Core Standards January 2012 Begin development of Common Core aligned PSSA Reading and Math tests February 2012Post PA Common Standards on SAS February 2012 Develop PA Common Core train the trainer modules for IU delivery to LEAs February – May 2012 Offer CC training sessions to LEAs February ongoing Align SAS resources to PA Common Core Standards Spring 2014Implement Common Core aligned PSSA tests, grades 3-5 Spring 2015Implement Common Core aligned PSSA tests, grades 6-8

Assessment Overview GradeMathReadingWritingScience 3XX 4XXX 5XXX 6XX 7XX 8XXXX Keystone Exams Algebra ILiteratureEnglish Composition Biology

LEA Goals  Continue with Common Core curriculum alignment  Determine Keystone Exam schedule  Plan for Keystone Project Based Assessment option

To assist…  IU delivery of Common Core and Project Based Assessment trainings  SAS posting of PA Common Core Standards and Anchor/Eligible Content 14

Keystone Exams English Language Arts Mathematics Science Social Studies 15

Keystone Exams  Keystone Exam Status  2012 – 2013  Assessed Content Areas  Algebra I  Biology  Literature  English Composition  Field Test: 2012 – 2013  Civics and Government

Project Based Assessments 17 An Alternative Pathway to Proficiency

Chapter 4 Students who do not score proficient or above on a Keystone Exam after having taken the test at least twice may choose to complete a project based assessment for that module based upon the requirements as detailed below.

Chapter 4 If a student is unable to meet the requirements in § 4.24(b)(1)(iv)(A) (relating to high school graduation requirements) after two attempts on a Keystone Exam, the student may supplement a Keystone Exam score through satisfactory completion of a project-based assessment. Points earned through satisfactory performance on one or more project modules related to the Keystone Exam module or modules on which the student did not pass shall be added to the student’s highest Keystone Exam score.

Project Based Assessment Overview  Created by PA educators guided by Jay McTighe  Scaffolded tasks building to the creation and submission of a Project Based Assessment  Five to seven hour time frame for completion  Project work by student completed before, during, or after school in supervised environment  PSSA/Keystone Exam accommodations apply

Roles in the PBA  Student  Monitor  Tutor  School Site Administrator  District Level Administrator  Intermediate Unit  Regional Review Panel

Review of Sample PBA  Online Delivery  Secure Site  Accessible by Defined Roles

Field Testing Purpose: Evaluate the online tool as well as the quality of the projects  Scheduled for early 2012  Volunteer School Districts 23

I wonder… 24

Wrap Up  Contact: Common Core Jean Dyszel  Contact: Keystone Exams Rich Maraschiello  Contact: Project Based Assessments David Volkman