1. Full Speed Ahead: PARCC ELA Assessments Explored
Presented by
Marcia Barnhart
Marcia Barnhart Educational Consulting

2. Session Outline Update on the latest PARCC information
Learn details released about ELA assessments
Explore PARCC Content Model Frameworks
Learn about PARCC item types: EBSR, TECR, PCR
Examine the released prototypes of assessment questions.

3. What is PARCC?
Partnership for Assessment of Readiness f0r College and Careers (PARCC)
17 states plus the U.S. Virgin Islands
Develop common set of K – 12 assessments in English and math aligned to the Common Core State Standards
$186 million grant from U.S. Department of Education
school year
Consortium of 23 states and US Virgin Islands
$186 million to develop and design the next-generation of assessments.
The new assessments will build a pathway to college and career readiness by the end of high school, mark students’ progress toward this goal from 3rd grade up, and provide teachers with timely information to inform instruction and provide student support.

4. PARCC STATES

5. The PARCC Vision
Builds a pathway to college and career readiness for all students,
Creates high-quality assessments that measure the full range of the Common Core State Standards,
Supports educators in the classroom,
Makes better use of technology in assessments, and
Advances accountability at all levels.
PARCC States have committed to building a K-12 assessment system that will:

6. Ohio’s Next Generation Assessments
PARCC-Developed Assessments
English Language Arts
Grades 3 – 8
High School End of Course (3)
English 1
English 11
English 111
Operational school year
Ohio’s Next Generation Assessments includes both PARCC-developed and state-developed assessments.
PARCC is developing assessments based on the CCSS in English language arts and mathematics for grades 3 – 8 and high school.

7. Online Assessments
The PARCC assessments will be available in paper and pencil format for:
students with disabilities whose Individualized Education Plans require it
schools that have gained approval for paper and pencil-based testing from their State Educational Agency (SEA).

8. ELA PARCC Assessments Required Summative Optional Non-Summative
Performance-Based (PBA)
End of Course (EOY)
(Applies to math, science and social studies as well)
Mid-Year
Diagnostic
Optional Non-summative
to provide educators with timely feedback to inform instruction
to provide multiple measures of student achievement across the school year.

10. ELA Performance-Based Assessment
administered after approximately 75% of the school year.
focus on writing effectively when analyzing text
Hand scored
Students will:
Read and analyze texts worth reading
Write in response to text-dependent questions

11. End-of-Year Assessment (EOY)
administered after approximately 90% of the school year
measures Reading Literature/Informational Text and Vocabulary Interpretation and Use standards
Computer scored
Students will:
Read and analyze text worth reading.
Answer questions to demonstrate their reading comprehension.

12. Field Test and Online Practice Test
Field Test – Spring 2014
PBA and EOY
Grades 3-8 and High School EOC
Online Practice Test (Became available 01/27/2014)
Students try out technology
Teachers see type of content to be tested
Similar to field test

16. ELA PARCC Assessments Required Summative Optional Non-Summative
Performance-Based (PBA)
End of Course (EOY)
(Applies to math, science and social studies as well)
Mid-Year
Diagnostic
Optional Non-summative
to provide educators with timely feedback to inform instruction
to provide multiple measures of student achievement across the school year.

17. The Field Test administration times shown in the tables on pages 2 through 4 of this document include the estimated times that the typical student will take to complete the test component (Estimated Time on Task) plus a set amount of additional time for students who need it to complete the session (e.g., if the estimated time on task for a given session is 60 minutes, students who need more time will be given up to 30 additional minutes to complete the session). Extended time accommodations may be allowed beyond the additional time, if specified in an individualized education plan (IEP).

18. PARCC Speaking and Listening Assessments
Real Time Engagement (Grades 3, 5, 7, 9, 11)
Advance Preparation (Grades 4, 6, 8, 10, 12)
Available to districts school year
PARCC is building Speaking and Listening Assessments for grades K-12 to help educators assess students' speaking and listening communications skills, which traditionally have been difficult to measure.  The PARCC Speaking and Listening Assessments will provide:
Information to schools and school districts that can be used to evaluate and improve the efficacy of instructional programs, materials and professional learning with respect to the Speaking and Listening CCSS;
Information to parents and students that indicates student learning and progress in building their speaking and listening abilities;
Teacher scoring of assessments to  inform and improve instruction; and
Results that are available as soon as possible following administration so that the information can be used to support educators in classroom instruction.

19. Speaking and Listening
Real Time Engagement
Listen to pre-recorded speech or media production
Spontaneous oral responses to questions/topics
Grades 3, 5, 7, 9, 11
1. Real Time Engagement:  Students will listen to a pre-recorded speech and/or media production and provide spontaneous oral responses to related questions and/or discussion topics (listening and speaking). These performance based tasks will be administered in grades 3, 5, 7, 9, and 11

20. Speaking and Listening
Advance Preparation
Conduct research of authentic topic in advance
Share findings in formal presentation
Respond spontaneously to audience questions
Grades 4, 6, 8, 10, 12
2. Advance Preparation: Students will conduct research using authentic topics, share their findings in a formal presentation (speaking), and respond spontaneously to audience questions (listening and speaking).  These performance based tasks will be administered in grades 4, 6, 8, 10, and 12.

21. ELA PARCC Assessments will include
Texts worth reading
Questions worth answering
Texts – authentic texts worthy of study instead of artificially produced or commissioned passages
Questions – sequences of questions that draw students into deeper encounters with texts will be the norm (as in an excellent classroom), rather than sets of random questions of varying quality

22. Basic Literacy Model Engage with complex text
Extract and employ evidence
Build knowledge

23. ELA Assessment Claims
Students will demonstrate deep understanding of text under review and perform several tasks to ensure the assessment measures the extent to which students are “on track” for college and career readiness.

24. Distribution of Literary and Informational Text
Grade
Fiction
Nonfiction 4
50% 8
45%
55% 12
30%
70%
Distribution of Literary Informational Passages by Grade in the 2009 NAEP Framework

25. ELA Assessment Informational Social Studies History/
Science/ Technical Subjects
Literary Nonfiction (6-12)
Literary

26. Literary Text
Literary Text Types will be categorized using four categories:
a. Poetry
b. Drama
c. Fiction
d. Multimedia (e.g. film, radio play)

27. Informational Text
Informational Text Types will be categorized using four categories:
a. Literary Non-fiction
b. History/Social Studies Texts
c. Science/Technical Texts
d. Multimedia (e.g. texts that have both words and audio or video)

28. Sample Informational Text Types
Advertisements
Agendas
Autobiographies
Biographies
Company profiles
Contracts
Correspondence
Essays
Feature Articles
Government Documents

29. More Informational Text Types
Histories
Interviews
Journal Articles
Legal Documents
Magazine articles
Memoirs
News articles
Opinion/Editorial pieces
Political Cartoons
Product Specifications

30. And More Informational Text Types
Product/Service Descriptions
Recipes
Reports
Reviews
Science Investigations
Speeches
Textbooks
Tourism Guides
Training manuals
User Guides/manuals

31. Passage Selection Grade Band
Minimum/Maximum Passage Length for Literary and Informational Text/Literary Nonfiction
3 -5
words*
6 - 8
400-1,000 words*
9 - 11
500-1,500 words*
*It should be noted too that for the Mid-Year Assessment and Performance-Based Assessments,
the text selected for the first session of the Research Simulation task and one of the literary
texts selected for the Literary Analysis task should be closer to the end of the range listed for the
grade band than the beginning of the range for that grade band.

32. 3 Item Types EBSR – Evidence Based Selected Response
TECR – Technology Enhanced Constructed Response
PCR – Prose Constructed Response

33. Evidence-Based Selected Response (EBSR)
Combines a traditional multiple-choice question with a second multiple-choice question
Asks students to show evidence from the text that supports the answer they provided to the first question
Underscores the importance of Reading Anchor Standard 1 for implementation of the CCSS

34. EBSR Example
Read all parts of the question before responding Part A What is one main idea of “How Animals Live?” a. There are many types of animals on the planet. b. Animals need water to live. c. There are many ways to sort different animals. d. Animals begin their life cycles in different forms.

35. Second part….
Part B
Which detail from the article best supports the answer to Part A?
a. “Animals get oxygen from air or water."
b. "Animals can be grouped by their traits."
c. "Worms are invertebrates."
d. "All animals grow and change over time."
e. "Almost all animals need water, food, oxygen, and shelter to live."

36. 2. Technology-Enhanced Constructed Response (TECR)
Uses technology to capture student comprehension of texts
authentic in ways that have been difficult to score by machine for large scale assessments
(e.g., drag and drop, cut and paste, shade text, move items to show relationships)

37. TECR Example
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.
Allow viewers to read question.
Click
Click.
Aligns to the standards and reflects good practice.
Specific CCSS alignment to:
RI.7.1 (use of evidence).
RI.7.8 (author’s claims and evidence).
RI.7.10 (complex texts).
This item helps students gather information and details for use on the first and second Prose Constructed Response.
Requires students to employ reasoning skills, since all of the claims listed could be made, but only one is supported by the most relevant and sufficient facts.
Reflects the key shift of reading closely and weighing evidence by offering credit for Part B only if Part A is correct.
Technology enables students to highlight evidence that supports their understanding.

39. TECR Example – Grade 6
Part A
Choose one word that describes Miyax based on evidence from the text. There is more than one correct choice listed below.
reckless
lively
imaginative
observant
impatient
confident

40. TECR Grade 6
Part B Find a sentence in the passage with details that support your response to Part A. Click on that sentence and drag and drop it into the box below. Part C Find another sentence in the passage with details that support your response to Part A. Click on that sentence and drag and drop it into the box below.

41. 3. Prose Constructed Responses (PCR)
Elicits evidence that students have understood a text or texts they have read.
Students can communicate that understanding well both in terms of written expression and knowledge of language and conventions.
There are four of these items of varying types on each annual performance-based assessment.

42. PCR Example
Based on the information in the text “Biography of Amelia Earhart,” write an essay that summarizes and explains the challenges Earhart faced throughout her life. Remember to use textual evidence to support your ideas.

43. Text-Dependent Questions
Not Text-Dependent
Text-Dependent
In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something.
In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair.
In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?
What makes Casey’s experiences at bat humorous?
What can you infer from King’s letter about the letter that he received?
“The Gettysburg Address” mentions the year According to Lincoln’s speech, why is this year significant to the events described in the speech?
Examples of questions that take students outside and inside the text.
Text-dependent questions require students to pay attention to the text at hand and to draw evidence from that text.
What does this look like in the classroom?
Teachers insist that classroom experiences stay deeply connected to the text on the page and that students develop habits for making evidentiary argument both in conversation, as well as in writing to assess comprehension of a text.
Students have rich and rigorous conversations and develop writing that are dependent on a common text.

45. New Grade 11 Sample Questions
Research Simulation Task
Question: Both John and Abigail Adams believed strongly in freedom and independence. However, their letters suggest that each of them understood these terms differently based on their experiences.
Write an essay that explains their contrasting views on the concepts of freedom and independence. In your essay, make a claim about the idea of freedom and independence and how John and Abigail Adams add to that understanding and/or how each illustrates a misunderstanding of freedom and independence. Support your response with textual evidence and inferences drawn from all three sources.
Sample Items for Grade 11: “Biography of Abigail Smith Adams” and two excerpts from the Adams’ letters

47. Rubrics and Sample Assessment Questions

48. 3 Types Performance Tasks*
Literary Analysis Task
Research Simulation Task
Narrative Task
*All tasks will make use of EBSR, TECR, and PCR.
EBSR – Evidence Based Selected Response
TECR – Technology Enhanced Constructed Response
PCR – Prose Constructed Response

49. Understanding the Literary Analysis Task
Read two literary texts worthy of close study.
Answer a few EBSR and TECR questions about each text
Write a literary analysis about the two texts.
Students carefully consider two literary texts worthy of close study.
They are asked to answer a few EBSR and TECR questions about each text to demonstrate their ability to do close analytic reading and to compare and synthesize ideas.
Students write a literary analysis about the two texts
Texts Worth Reading?
Range: Example of assessing literature and helping to satisfy the 70%-30% split of informational text to literature at the high school grade band.
Quality: The story of Daedalus and Icarus from Ovid's Metamorphoses is a classic of the genre and has proven to be inspirational to painters and poets alike, and no poet’s version is more striking than that of Anne Sexton.  Her “To a Friend Whose Work Has Come to Triumph” refashions the themes of the myth in dramatic fashion, providing a powerful counterpoint for students to explore. 
Complexity: Quantitatively and qualitatively, the passages have been validated and deemed suitable for use at grade 10.

50. Literary Analysis Task (Grade 10): Ovid’s “Daedalus and Icarus” and Sexton’s “To a Friend Whose Work Has Come to Triumph”

51. Grade 10 Prose Constructed-Response (PCR) Item
Use what you have learned from reading “Daedalus and Icarus” by Ovid and “To a Friend Whose Work Has Come to Triumph” by Anne Sexton to write an essay that provides an analysis of how Sexton transforms Daedalus and Icarus. As a starting point, you may want to consider what is emphasized, absent, or different in the two texts, but feel free to develop your own focus for analysis. Develop your essay by providing textual evidence from both texts. Be sure to follow the conventions of standard English.
Allow viewers to read prompt.
Aligns to the standards and reflects good practice:
Specific CCSS alignment to:
RL.10.1 (use of evidence); RI (comparison of authors’ presentation); RL (complex texts).
W.10.2 (writing to inform and explain); W.10.4 (writing coherently); W.10.9 (drawing evidence from texts).
L (grammar and conventions).
Measures the ability to explain how one text transforms ideas from another text by focusing on a specific concept presented in the texts (the transformation of ideas with regard to the experience of flying).
Asks students to write to sources rather than write to a de-contextualized prompt.
Focuses on students’ rigorously citing evidence for their answer.
Requires students to demonstrate they can apply the knowledge of language and conventions when writing.

52. 2. Research Simulation Task
Skills of observation, deduction, and proper use of evaluation and evidence
TASK: Analyze an informational topic presented through several articles or multi-media stimuli.
Anchor text introducing the topic
Series of questions synthesizing information from multiple sources in order to write two analytic essays
Asks students to exercise skills of observation, deduction, and proper use of evaluation and evidence across text types
Students will analyze an informational topic presented through several articles or multi-media stimuli.
First text will be anchor text introducing the topic
Students answer a series of questions synthesizing information from multiple sources in order to write two analytic essays.

53. Understanding the Research Simulation Task
Session 1:
Read anchor text that introduces the topic.
Answer EBSR and TECR items.
Write summary or short analysis of the piece.
Session 2:
Read two additional sources (may include a multimedia text)
Answer a few questions about each text
Synthesize understandings into an analytic essay using textual evidence from several of the sources.
Session 1:
Students begin by reading an anchor text that introduces the topic. EBSR and TECR items ask students to gather key details about the passage to support their understanding.
Then, they write a summary or short analysis of the piece.
Session 2:
Students read two additional sources (may include a multimedia text) and answer a few questions about each text to learn more about the topic so they are ready to write the final essay and to show their reading comprehension.
Finally, students mirror the research process by synthesizing their understandings into an analytic essay using textual evidence from several of the sources.
Texts Worth Reading
Range: Example of assessing reading across the disciplines and helping to satisfy the 55%-45% split of informational text to literature at the 6-8 grade band.
Quality: The texts on Amelia Earhart represent content-rich nonfiction on a topic that is historically significant.
Complexity: Quantitatively and qualitatively, the passages have been validated and deemed suitable for use at grade 7.

54. Research Simulation Task
(Grade 7): Amelia Earhart’s Disappearance

55. Grade 7 Prose Constructed-Response Item #2
You have read three texts describing Amelia Earhart. All three include the claim that Earhart was a brave, courageous person. The three texts are:
“Biography of Amelia Earhart”
“Earhart's Final Resting Place Believed Found”
“Amelia Earhart’s Life and Disappearance”
Consider the argument each author uses to demonstrate Earhart’s bravery.
Write an essay that analyzes the strength of the arguments about Earhart’s bravery in at least two of the texts. Remember to use textual evidence to support your ideas.
Allow viewers to read question.
Aligns to the standards and reflects good practice.
Specific CCSS alignment to:
RI.7.1 (use of evidence); RI.7.8 (evaluate claims in a text); RI.7.9 (comparison of authors’ presentation); RI.7.10 (complex texts).
W.7.2 (writing to inform and explain); W.7.4 (writing coherently); W.7.7 (conduct short research projects); W.7.8 (gather relevant information from multiple sources); W.7.9 (drawing evidence from texts).
L (grammar and conventions).
Measures the ability to compare and synthesize ideas across multiple texts and the ability to analyze the strength of various arguments.
Asks students to write to sources rather than write to a de-contextualized prompt.
Focuses on students rigorously citing evidence for their answer.
Requires students to delve deeply into multiple texts to gather evidence to analyze a given claim, simulating the research process.
Requires students to demonstrate they can apply the knowledge of language and conventions when writing.

56. 3. Narrative Task Broadens the use this type of writing
Convey experiences or events, real or imaginary
TASK: Write a story, detail a scientific process, write a historical account of important figures, or to describe an account of events, scenes, or objects, for example.
Broadens the way in which students may use this type of writing
Can be used to convey experiences or events, real or imaginary
TASK: Students may be asked to write a story, detail a scientific process, write a historical account of important figures, or to describe an account of events, scenes, or objects, for example.

57. Understanding the Narrative Writing Task
Read one or two brief texts and answer a few questions
Write either a narrative story or a narrative description (e.g., writing a historical account of important figures; detailing a scientific process; describing an account of events, scenes, or objects).
Students read one or two brief texts and answer a few questions to help clarify their understanding of the text(s).
Students then write either a narrative story or a narrative description (e.g., writing a historical account of important figures; detailing a scientific process; describing an account of events, scenes, or objects).
Texts Worth Reading?
Range: Example of assessing literature and helping to satisfy the 55%-45% split of informational text to literature at the 6-8 grade-band.
Quality: Julie of the Wolves was a winner of the Newbery Medal in This text about a young Eskimo girl surviving on her own in the tundra by communicating with wolves offers a story rich with characterization and imagery that will appeal to a diverse student population.
Complexity: Quantitatively and qualitatively, the passages have been validated and deemed suitable for use at grade 6

58. Narrative Task (Grade 6): Jean Craighead George’s
Excerpt from Julie of the Wolves

59. Grade 6 Prose Constructed-Response Item
In the passage, the author developed a strong character named Miyax. Think about Miyax and the details the author used to create that character. The passage ends with Miyax waiting for the black wolf to look at her. Write an original story to continue where the passage ended. In your story, be sure to use what you have learned about the character Miyax as you tell what happens to her next.
Allow viewers to read prompt.
Aligns to the standards and reflects good practice.
Specific CCSS alignment to:
RL.6.1 (use of evidence); RL.6.3 (describe how characters respond to changes); RL.6.10 (complex text).
W.6.3 (narrative writing); W.6.4 (writing coherently).
L (grammar and conventions).
Includes rigorous expectations for narrative writing, including weaving details from the source text accurately into an original narrative story (students must draw evidence from the text—character traits and the events of the story—and apply that understanding to create a story).
For students who struggle to create original stories, the source text provides ideas from which to begin; for those students who readily create imaginative experiences, the source provides a means to “jump off” and innovate.
Focuses on students applying their knowledge of language and conventions when writing (an expectation for both college and careers).

60. Comparison Tasks/Items
Comparison of literary elements
Comparison of central ideas, topics, points of view
Comparison of different versions of same text
Focus on transformation of ideas
Focus on integration of information
Focus on analysis of text structures
Focus on analysis of supplemental elements

61. Understanding the End-of-Year Assessment
Several passages to read closely.
Sequenced EBSR and TECR questions
Draw on higher order thinking skills
Students will be given several passages to read closely.
EBSR and TECR questions will be sequenced in a way that they will draw students into deeper encounters with the texts and will result in thorough comprehension of the concepts to provide models for the regular course of instruction.
Will draw on higher order skills such as critical reading and analysis, the comparison and synthesis of ideas within and across texts, and determining the meaning of words and phrases in context.
Texts Worth Reading?
Range: Follows the requirements in the standards to make use of informational texts, including history, science, and technical passages (50% of the points in grades 3-5 are to come from informational texts).
Quality: This is an example of a science passage from a third-grade textbook.
Complexity: Quantitatively and qualitatively, the passages have been validated and deemed suitable for use at grade 3.

62. End of Year Grade 9 Part A Question:
The final paragraph is headed by the phrase “Simplifying the Search.” What is the “search” discussed in this paragraph?
a. identifying new varieties of plants that can be grown from seeds
b. identifying new varieties of plants with particular characteristics*
c. identifying plants that can be easily tested for a DNA fingerprint
d. identifying plants that pass on their characteristics inside their seeds

63. `
Part B Question:
Based on information from the text, what are the two ways that the procedure for developing a DNA fingerprint simplifies the search identified in Part A?
a. Plant breeders no longer have to guess which crop trait will be desirable.
b. Plant breeders no longer have to wait for seeds to grow into plants before learning if the plants possess a desired crop trait.*
c. Plant breeders can look for a desired crop trait that has the same DNA as a trait that is not desired.
d. The DNA test can be performed to look for markers for a desired crop trait rather than for its actual DNA.*
e. The DNA test can tell plant breeders which crop trait will be most desired by seed companies.
f. The DNA test can indicate which genes will eventually produce a desired crop trait.

64. Grade 3 Technology-Enhanced Constructed-Response Item
Drag the words from the word box into the correct locations on the graphic to show the life cycle of a butterfly as described in “How Animals Live.” Words:
Aligns to the standards and reflects good practice
Specific CCSS alignment to:
RI.3.1 (use of evidence).
RI.3.3 (relationship between events).
RI.3.10 (complex texts).
Reflects the key shift of building knowledge from informational text:
students must apply their understanding of the text to complete the graphic.
requires explicit references to the text as the basis for the answers rather than simply guessing.
Whereas traditional items might have asked students to “fill in one blank” on a graphic (with three steps already provided), this technology enhanced item allows students to demonstrate understanding of the entire sequence of the life cycle because none of the steps are ordered for them.
Pupa
Adult
Egg
Larva

65. Limitations of Prototypes
Not sample tests
Not full-length
Not exact form
Not reviewed/field tested yet
Not test samplers
Not meant to mirror full-length assessments
May not appear exactly in the form they will take when included on PARCC assessments
Have not been reviewed by content and
assessment experts
Have not undergone field testing yet

66. 3 Key ELA Shifts in Assessments
1.Complexity
complex text and its academic language
2. Evidence
reading and writing grounded in evidence
3. Knowledge
content rich non-fiction
Reading and writing grounded in evidence from text
 Regular practice with complex text and its academic vocabulary
 Building knowledge through content-rich nonfiction and informational
The standards require regular practice with complex text and its academic language.
The standards emphasize reading and writing grounded in evidence from text, both literary and informational.
The standards require building knowledge through content rich non-fiction

67. What are the Model Content Frameworks for ELA/Literacy?
Developed to help:
Inform development of the PARCC assessments
Support implementation of the Common Core State Standards
1. The frameworks actually frame the assessments. those Frameworks informed the assessment blueprint design.
2. Provide voluntary resources to help educators and those developing curricula and instructional materials
3. Illustrate one of a number of ways the standards could be organized over the course of the school year

68. GRADE 8

69. Points to remember about the Model Content Frameworks
Grades 3 – 11
Represent one possible way of approaching curriculum design
Represent instructional planning that includes every standard for each grade level
Represent the key emphases which will be reflected on the PARCC assessments
My company Teacher 2 Teacher offers a CCSS curriculum design training and we use the frameworks as one possible model for curriculum mapping.

70. Content Model Frameworks

71. Two Common Core Standards
Reading Standard One (Use of Evidence)
1. Read closely to determine what the text says explicitly
and to make logical inferences from it; cite specific
textual evidence when writing or speaking to support
conclusions drawn from the text.
Reading Standard Ten (Complex Texts)
10. Read and comprehend complex literary and
informational texts independently and proficiently.
Two standards are always in play – whether they be reading or writing items, selected-response or constructed-response items on any one of the four components of PARCC.

72. PARCC Training Modules
Five online training modules for teachers, school leaders, and school site testing coordinators :
PARCC Assessments Overview
Introduction to the Mid-Year Assessment
Introduction to the Diagnostic Assessment
Introduction to the Speaking and Listening Assessment
PARCC Accessibility System Overview
Available for school year 2014
PARCC Assessments Overview, where users will deepen their understanding of the assessment system and learn more about the "hows" and "whys" of its innovative, distributed approach to summative and non-summative assessments;
Introduction to the PARCC Mid-Year Assessment, which will help users learn about administration and scoring options for this non-summative, optional assessment tool;
Introduction to the PARCC Diagnostic Assessment, designed to support users in deepening their understanding of the diagnostic tool's design and its use in informing classroom instruction;
Introduction to the PARCC Speaking and Listening Assessment, where users will review examples of scoring rubrics and the types of tasks in which students will engage; and,
PARCC Accessibility System Overview, which will help users learn more about the features built into the computer-based testing platform for students with disabilities, English language learners, and other students.

73. Stay connected…..
and use hashtags #PARCCELC and #askPARCC

74. More Resources

77. Article on Senate Bill 193
No Delays on the Common Core: an editorial

78. Questions?