Shifting Gears Using the CCSS, PARCC and Evaluation to Drive Student Achievement Educator Evaluation PARCC Common Core Student Achievement Student Achieveme nt

1. CCSS_____ Who will learn how much of what by when (Common Core State Standards) 2.ELA _____ Building panel providing mentoring and (English Language Arts) targeted professional development 3.ELL_____ Students whose first language is not English (English Language Learners) 4. NAEP_____ A common national test given to selected students (National Assessment of Educational Progress)in each state 5. PARCC_____ Newly developed assessments to begin in (Partnership for Assessment of Readiness for College and Careers) 6. SGO_____ A comparison to other students with a similar testing history (Student Growth Objectives)leading to a score for teachers in tested content areas 7. mSGP_____Content area focusing on comprehension and (Student Growth Percentiles)communication 8.ScIP_____ Student learning descriptors that indicate expectations (School Improvement Panel) for each grade in language arts and math

Why is this initiative implementing the Common Core State Standards, readiness for PARCC, and the educator evaluation system all at the same time? CCSS: Teach standards that reflect the rigor that is required for college and career readiness. PARCC: Reward quality instruction aligned to the standards so that the assessment is worthy of preparation rather than a distraction from good work. Educator Evaluation: Measure the success of teachers in improving student learning using classroom evaluations on an approved model, measure principal success using evaluations based on school achievement, use standardized test scores (SGPs), and measure student growth using teacher designed assessments (SGOs). If these three initiatives move in concert, they will drive student achievement.

Common Core Across the Nation 4

What are the Common Core State Standards? The Common Core State Standards set grade-by- grade learning expectations for students in grades K-12 for Mathematics and for English Language Arts and Literacy. While states have had standards for more than 15 years, this set of standards is more focused on preparing students for success in college and career. They set clear, consistent and high learning goals. 5

The Shifts in ELA/Literacy 1. Building knowledge through content-rich nonfiction 2. Reading, writing and speaking grounded in evidence from text, both literary and informational 3. Regular practice with complex text and its academic language We are all teachers of literacy!

The CCSS Difference: Grade 7 ELA Before: NJCCCS (2004) 1.Produce written work and oral work that demonstrate comprehension of informational materials. After: CCSS (2010) 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.

The CCSS Difference: Grade 3-5 ELA: Integration of Knowledge and Ideas Grade 3Grade 4Grade 5 Compare and contrast the most important points and key details presented in two texts on the same topic Integrate information from two texts on the same topic in order to write or speak about the subject knowledgably Integrate information from several texts on the same topic in order to write or speak about the subject knowledgably.

College Readiness : Grade 11 ELA Write arguments to support claim(s) in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence Introduce precise knowledgeable claims(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaim(s), reasons and evidence. Develop claim(s) and counterclaim(s) fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

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. Grade 7 Technology-Enhanced Constructed-Response Item

The Shifts in Mathematics 1.Focus: Focus strongly where the standards focus 2.Coherence: Think across grades, and link to major topics 3.Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application with equal intensity

The CCSS Difference: Grade 8 Math 1. Understand and apply the Pythagorean Theorem. After: CCSS (2010) 1. Explain a proof of the Pythagorean Theorem and its converse. 2. Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions. 3. Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.

PARCC: Evidence-Centered Design Claims Design begins with the inferences (claims) we want to make about students Evidence In order to support claims, we must gather evidence Tasks Tasks are designed to elicit specific evidence from students in support of claims 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.

Rigor and Mastery “The level of mastery that will be reached is determined entirely by what sort of questions students are expected to answer.” - from Bambrick-Santoyo, Driven by Data

Use a Degree of Independence Rubric 1. Did with no teacher assistance. 2. Required only 1 – 2 quick reminders. 3. Required some direction, hints, prompts. 4. Required significant teacher assistance: scaffolded prompting, directions, reminders. 5. Even with considerable teacher assistance, could not complete the task. - Grant Wiggins

“On Their Own” “Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types of disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a speaker’s key points, request clarification, and ask relevant questions.” - Common Core ELA Standards

Therefore, we need to Add the phrase “on their own” to all goal statements to ensure that we design valid assessments of independent performance. Have a plan for developing independence over the year on recurring tasks.

Components of Evaluation Danielson Rubric

Welcome Teachers! Meet AchieveNJ

SMART SGOS ARE… SpecificMeasurableAttainable/ Ambitious Results-drivenTimed The SGO should be simplistically written, and clearly defined. The SGO should focus on a specific content area or skill. The SGO should be measurable and provide tangible evidence that you have achieved the objective. The SGO should be attainable; reasonably challenging both you and your students, but clearly defined so that it can be achieved. The SGO should focus on measuring outcomes, not activities. The SGO should be organized around a timeframe that presents a reasonable sense of urgency.

Growth vs. Achievement Goals GROWTHACHIEVEMENT Students’ post- assessment scores will be ___% greater than the pre- assessment. On the post- assessment, ___% of students will achieve a score of ___ or higher. SGOs can be growth and/or achievement goals.

Tested Grades and Subjects (Currently grades 4-8, math and ELA): 55% from teacher practice and 45% from student achievement measures * The NJDOE will look to incorporate other measures where possible and percentages may change as system evolves. Teachers in Tested Grades

Teacher Practice Performance on a teacher practice instrument, driven primarily through observation Stu. Growth Percentile State-calculated score that measures individual teacher’s ability to drive growth on NJ ASK NJASK Stu. Growth Objective Locally-calculated score that measures an individual teacher’s impact on stu. achievement Inputs of Effective Teaching Outcomes of Effective Teaching Summativ e Rating Overall eval. score that combines the multiple measures of practice and student progress N.J.A.C. 6A: Introduction to Teacher Evaluation Teachers in Tested Grades 4-8 Introduction to Teacher Evaluation

Non-Tested Grades and Subjects: Student Achievement will be 15% in SY Teacher Practice will be 85%. *The Department will look to incorporate other measures where possible and percentages will change as system evolves. Teachers in Non-Tested Grades/Subjects 37

Teacher Practice Performance on a teacher practice instrument, driven primarily through observation Stu. Growth Objective Locally-calculated score that measures an individual teacher’s impact on stu. achievement Inputs of Effective Teaching Outcomes of Effective Teaching Summativ e Rating Overall eval. score that combines the multiple measures of practice and student progress N.J.A.C. 6A: Teachers in Non-Tested Grades/Areas Introduction to Teacher Evaluation

39 Teacher Evaluation: Summative Evaluation Tested Grades and Subjects