 Growing concern over college enrollment and remedial courses in the United States  Dramatic improvement in education in countries such as Finland and Singapore  United States achieving lower than other English speaking countries on international assessments

 Common Core Interim Assessment (CCIA)  Performance Based Tasks (PBT)

 Completely based on the Common Core standards identified in CCSS Units of Study developed by APS teachers  Multiple choice format  Two assessments per year

August 2013 September 2013 October 2013 November 2013 SMTWTFS SMTWTFS SMTWTFS SMTWTFS December 2013 January 2014 February 2014 March 2014 SMTWTFS SMTWTFS SMTWTFS SMTWTFS April 2014 May 2014 June 2014 July 2014 SMTWTFS SMTWTFS SMTWTFS SMTWTFS Notes: CCIA Form 1: Oct. 1 – Oct. 31 Alternative Schools: Sept. 10 – Oct. 9 CCIA Form 2: Feb. 3 – Feb. 28 Alternative Schools: Jan. 13 – Feb. 10 Performance Tasks: Math – 1 per unit ELA – 4 for the year SBA Bridge Assessment: March 10 - April 4 APS Assessment Website: apsassessment.wordpress.com Albuquerque Public Schools CCIA Calendar j

 Teacher grade level teams identified focus, supporting, and reoccurring standards for each Unit of Study in ELA  Teacher grade level teams identified major, supporting and additional standards for each Unit of Study in math  Multiple choice items were developed based on the focus standards identified in the APS‘ELA Units of Study  Multiple choice items were developed based on the major, supporting and additional standards identified in the APS’ Math Units of Study  Form 1and Form 2 blueprints will be located on apsassessment.wordpress.com by August 1st

APS modeled its performance based tasks for Common Core ELA Units of Study from the PARCC prototypes Narrative Task Literary Analysis Research Simulation APS students in grades K-12 will complete four performance tasks during the school year

 Teacher grade level teams identified focus, supporting, and reoccurring standards for each Unit of Study in ELA  Assessment used the focus standards for each ELA unit and the unit overview written by teacher teams to create a performance task aligned to a PARCC prototype  Each school site will administer 4 Performance Tasks per grade level per year  Teacher teams provide ongoing feedback to assessment about Performance Tasks

 Teacher grade level teams identified major, supporting and additional standards for each Unit of Study in math  Teacher grade level teams selected multiple Performance Tasks in Math from a task bank for each Unit of Study  Each school site will identify a common Performance Task aligned to the Unit of Study to administer for each grade level  Teacher teams provide ongoing feedback to assessment about Performance Tasks

APS selected its performance based tasks for Common Core Math Units of Study from websites that modeled PARCC prototypes Many tasks include Mathematical Practice Standards Students are asked to justify or explain their thinking Problems are contextualized and require problem solving APS students will complete one task for each unit of study in grades K - Algebra II for the school year

 Tasks completed by whole class/small group  Emphasis on process rather than the product  Focus on speaking and listening rather than reading and writing  Build a foundation in using the text, writing, and content specific vocabulary

 Opportunities for teachers to study student work in collaboration and to learn about performance level indicators and learning trajectories  Affect lesson planning, including what questions do I ask and what texts or problems do I use?  Promote equity by providing all students with opportunities to engage in work that requires higher order thinking and problem solving  Increase student performance through feedback and targeted instruction

 All students will have the opportunity to complete rigorous tasks aligned to the Common Core State Standards in ELA and math  Teachers will review student work using a common performance level indicator to identify strengths and weaknesses

1.In what ways are these teachers preparing their students for PARCC? 2.What do you notice about teacher and student roles in the classroom? 3.What different kinds of professional development do you think has been provided to these teachers?

1.In what ways are these teachers preparing their students for PARCC? 2. What do you notice about teacher and student roles in the classroom? 3.What different kinds of professional development do you think has been provided to these teachers?