1. NEA/AFT Item Review Boot Camp Model Content Frameworks In Mathematics
A Closer Look
at the
Model Content Frameworks In Mathematics
Doug Sovde, Director Content and Instructional Supports, PARCC, Inc
Achieve
Created in 1996 by the nation's governors and corporate leaders, Achieve is an independent, bipartisan, non-profit education reform organization based in Washington, D.C. that helps states raise academic standards and graduation requirements, improve assessments and strengthen accountability.

2. Overview What is the purpose of the PARCC Model Content Frameworks?
How are the Mathematics Frameworks structured?
How might they be used to improve classroom instruction, student learning, and student performance on the PARCC assessments?

3. PARCC will provide information to determine how students are progressing in that learning.
States, districts, schools, and teachers can use this information to inform
Student interventions
Systemic changes
Curricular and instructional adjustments

4. Create High-Quality Assessments
Flexible
Performance-Based
Assessment (PBA)
Extended tasks
Applications of concepts and skills
End-of-Year
Assessment
Innovative, computer-based items
Early Assessment
Early indicator of student knowledge and skills to inform instruction, supports, and PD
Mid-Year Assessment
Performance-based
Emphasis on hard to measure standards
Potentially summative
TALKING POINTS
Graphic depiction of the assessment system.
The PARCC assessment system will:
Better 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
ELA/Literacy
Speaking
Listening
Summative assessment for accountability
Formative assessment 4

5. New Conceptual Framework for Assessment Design: ECD
Source: Pellegrino, Meryl, Huff, AERA 2009

6. Purpose and Audience of the Model Content Frameworks
Purpose: The MCF provide a bridge between the CCSS and PARCC
Support implementation of the Common Core State Standards
Inform development of item specifications and blueprints for the PARCC assessments in grades 3–8 and high school.
Audiences
State and local curriculum directors
Teachers and building administrators

7. Development Process
State-led process that included mathematics content experts in PARCC member states and members of the Common Core State Standards writing team, including feedback from PARCC’s Educator Leader Cadres (24 educators from each PARCC state).
Three rounds of feedback; nearly 1,000 individual comments were submitted from K–12 educators, principals, superintendents, higher education faculty, school board members, parents, and students during August public review

8. Key Elements of the Model Content Frameworks
Examples of key advances from the previous grade
Fluency expectations or examples of culminating standards
Examples of major within-grade dependencies
Examples of opportunities for connections among standards, clusters or domains
Examples of opportunities for in-depth focus
Examples of opportunities for connecting mathematical content and mathematical practices
Content emphases by cluster
The Model Content Framework for Mathematics for each grade is written with the expectation that students develop content knowledge, conceptual understanding and expertise with the Standards for Mathematical Practice. A detailed description of all features of the standards would be significantly lengthier and denser. For that reason, the analyses given here are intended to be valuable starting points. The Model Content Frameworks for Mathematics provide guidance for grades 3–8 and high school across a number of areas…

9. Introduction
The strong focus of the Standards in early grades is arithmetic along with the components of measurement that embody it. That includes the concepts underlying arithmetic, the skills of arithmetic computation, and the ability to apply arithmetic to solve problems and put arithmetic to engaging uses. Arithmetic in the K–5 standards is an important life skill, as well as a thinking subject and a rehearsal for algebra in the middle grades.
Excerpt from the K-2 MCF, pending feedback

10. Grade 3 Example

11. Grade 3 Example

12. Grade 3 Example

13. Possible Uses of the Model Content Frameworks
TPS: How might you use the MCF or encourage others to use them?

14. Making Use of the Model Content Frameworks for Professional Development
The Goals -
(1) Strengthen teacher knowledge and implementation of the Standards and their understanding of the Assessments that link to them
(2) Provide information that helps guide instructional planning and implementation that truly integrates instruction and assessment for long term student learning

15. Making Use of the Model Content Frameworks for Professional Development
(3) Encourage a move away from “mindless” test taking practice to purposeful application of standards-based skills and strategies along with opportunities for on-going assessment structures that are modeled after the PARCC assessments and embedded in instruction
(4) Foster collaboration among educators to improve practice and support student learning.

16. promotes a shared vision - district/school/classroom is long term
Making Use of the Model Content Frameworks for Professional Development
Effective Professional Development --
promotes a shared vision - district/school/classroom
is long term
is embedded in practice -
both teaching & learning
focuses on -
whole school & individual teacher needs
involves collaboration -
across & within grade levels

17. Fostering a Shared Vision
Whole School Level
Presentations and discussions of the CCSS and PARCC with an examination of curricular adjustments already made & possibilities for additional change
Resources:
Focus group levels - Long term, planned program of meetings
(1) Self contained classrooms - same & contiguous levels
(2) Departmental settings - ELA & Content Areas collaborate/share responsibility

18. The Process: in a Nutshell
Plan long-term schedule of meetings
Learn all you can about the CCSS & PARCC
Use what you know to plan/adjust curriculum
Learn all you can about what your students know and are able to do relative to CCSS & PARCC
Use what you learn to Scaffold and Differentiate instruction
Focus on underlying tasks required to successfully meet standards and assessment
Select strategies to try out; meet/share/discuss results; reflect & adjust practice; continue with new strategies/attempts at implementation

19. Departmental Settings
Select & Focus on specific instructional strategies
Meet, select & discuss strategies selected for special attention; address concurrently
Address strategies one at a time throughout the year(s), consistently adding to repertoire
Integrate strategies from science where applicable
meet/share/discuss results/review/revise

20. Guidance for Teachers (Mathematics)
Key advances in the standards between grade levels
Fluency expectations and major within-grade dependencies
Connections among standards, clusters, or domains
Opportunities for In-Depth Focus
Opportunities for Connecting Mathematical Content and Mathematical Practices
There are many different ways teachers may use the content frameworks as they begin to implement the standards into their instructional programs. An important first step, after reading the standards themselves carefully, would be to read the introductory section of the Content Frameworks.

21. Effective Instructional Strategies ALL levels - ELA & Content Areas
Combine Practices and Content Standards
Focus, Focus, Focus, while also presenting opportunities for connections
Integrate/simulate “types” of tasks (PARCC prototype items) as instructional strategies applied to content under study

22. The CCSS and PARCC foster Learning How to Learn
Teach to specific needs through a meaningful CCSS-based curriculum
Avoid mindless practice on simulated PARCC or other assessment tasks in isolation of meaningful content under study. Mindless practice does not encourage the thinking and ownership of the processes needed for transfer to new situations.
Effective Teaching and Learning IS Responsible Test Preparation

23. Guidance for Building Administrators
Using the content frameworks to guide discussions around implementation of the standards
Use the frameworks to support increased focus and coherence in instructional programs
Using the frameworks to gain a deeper understanding of the role of the practices in cooperation with the content, to support student learning
As instructional leaders, it’s critical that building administrators understand the standards and how to facilitate dialogue across the school regarding standards implementation.

24. Guidance for Curriculum Developers
Using the content frameworks with the standards to sketch out potential model instructional unit plans
Use the frameworks to support increased focus and coherence in instructional programs
Recognizing the shifts in the standards from grade to grade and using these shifts as grade level curricula are developed and as materials are purchased to align with the curricula
The content frameworks were designed with curriculum developers in mind. Today, I want to focus on three critical means to maximize use of the frameworks as curricula are developed.

25. Apply
Consider your current circumstances. Determine three action steps that you will take, beginning on Monday, to make use of the MCF:

26. Comments and Questions?

27. Learn More About & Follow PARCC
Partnership for Assessment of Readiness for College and Careers
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@PARCCPlace
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ELC Portal: