Presentation on theme: "Common Core Transition 1 Keystone Exams Project Based Assessments IU Curriculum Coordinators December 8, 2011."— Presentation transcript:
Common Core Transition 1 Keystone Exams Project Based Assessments IU Curriculum Coordinators December 8, 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.1.3.1 Make inferences and/or draw conclusions based on information from the text. R7.A.1.3.2 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 an 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.
And the related standards… 1.1.7.D Demonstrate comprehension/understanding before reading, during reading, and after reading on grade level texts through strategies such as comparing and contrasting texts, identifying context, and interpreting positions and arguments, distinguishing fact from opinion, and citing several pieces of textual evidence from the text to support analysis of text and conclusions. 1.2.7.D Draw generalizations, inferences, and conclusions based on a variety of information sources citing evidence from multiple texts to support responses.
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.3.1.2 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.1.2.1 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
Is this exciting? Work groups to develop PA Common Core Standards will convene January 18, 19, and 20, 2012. Projected work plan: Math and English Language Arts Grades 3 – 8 and 11 Link revised Anchor and Eligible Content to existing PA Academic Standards Rewrite PA Academic Standards to create big idea statements to create PA Common Core Standards 12
Even more exciting… IU curriculum staff assist in developing training modules to assist districts in transition Understanding the PA Common Core model Developing a step by step process for curriculum evaluation/revision in districts Creating crosswalk documents as needed Develop a training delivery system 13
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 Core 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 2012 - 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
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 http://www.pdesas.org/standard/CommonCore http://jaymctighe.com/resources/ 17
Keystone Exams English Language Arts Mathematics Science Social Studies 18
Keystone Exams Keystone Exam Status 2011 – 2012 2012 – 2013 Assessed Content Areas Algebra I Biology Literature English Composition AYP Status and Keystone Exams
Keystone Exam Schedule Operational: 2012 – 2013 Algebra I Biology Composition Literature Field Test: 2012 – 2013 Civics and Government 20
Project Based Assessments 21 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 curriculum experts 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 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 http://bb.plsweb.com/k12lms/home.php
Field Testing Purpose: Evaluate the online tool as well as the quality of the projects Scheduled for early 2012 Volunteer School Districts 27
Contact Information Contact: Common Core Jean Dyszel email@example.com Contact: Keystone Exams Rich Maraschiello firstname.lastname@example.org Contact: Project Based Assessments David Volkman email@example.com