2. Agenda Brief History of Standards and Assessment
PARCC - Who, What, When, Where, and How
Special Needs Students
Scores, Reports, and Graduation Requirements
Irvington Public Schools’ PARCC Preparation
Irvington Public Schools PARCC Parent Resources
Questions and Answers

3. History of Academic Standards
No standards or district created standards
1996 NJ Core Curriculum Content Standards
2010 Common Core (National) State Standards (CCSS)
CCSS
Aligned to college and career expectations
Internationally benchmarked so that all students are prepared to succeed in our global world
Coherent and focused towards achievement
Include rigorous content and application of knowledge through use of higher-order skills

4. History of State Assessments
Federal Regulations require states to assess students’ progress towards standards
State regulations require districts to administer standardized assessments
District funding is contingent on at least 95% student participation
Standards are not new,
standardized assessments are not new,
the only change is PARCC!

5. Merits of New Standards and PARCC
Greater consistency between districts and states
Clearer progression of topics, content, and proficiencies
Deeper commitment to quality curriculum
Promote higher expectations
Partners include 200 higher education institutions
Foster nationwide accountability with a true national metric

6. Key Shifts in ELA Standards
Students read a true balance of informational and literary texts
Students engage in rich conversations grounded in the text
Students write using evidence from sources to support an argument

7. The ELA PARCC Expects Students to:
Demonstrate the ability to read and comprehend a variety of complex passages
Defend ideas with evidence from texts

8. To Succeed on the ELA PARCC, Students Must:
Gain a comfort level with reading passages in the science and social studies content areas
Analyze primary source documents
Construct written arguments using evidence from multiple texts
Find evidence to support their arguments
Understand and compare authors’ points of view
Understand how point of view influences authors’ text

9. Key Shifts in Math Standards
Focus: Concentration on key topics
Coherence: Build skills within and across grade levels
Rigor: Develop conceptual understanding, procedural skills and fluency, and application with equal intensity
Focus: students have sufficient time to think, practice, and integrate new ideas into their growing knowledge structure.
allow time for the kinds of rich classroom discussion and interaction that support the Standards for Mathematical Practice.
Coherence- arises from mathematical connections- 1- across the content, most connections play out across two or more grade levels to form a progression of increasing knowledge, skill, or sophistication. The standards are woven of these progressions. 2- between the content standards and the practice standards to support the development of students’ broader mathematical understanding.
emphasize that mathematics is not a checklist of fragments to be mastered, but that doing and using mathematics involves connecting content and practices.
Focus is critical to ensure that students learn the most important content completely, rather than succumb to an overly broad survey of content. therefore focus shifts over time. Coherence is critical to ensure that students see mathematics as a logically progressing discipline, which has intricate connections among its various domains and requires a sustained practice to master.
RIGOR-

10. Key Fluencies in Math Grade Required Fluency K Add/subtract within 5 12
Add/subtract within 20 and
Add/subtract within 100 (pencil and paper) 3
Multiply/divide within 100 and add/subtract within 1000 4
Add/subtract within 1,000,000 5
Multi-digit multiplication and division 6
Multi-digit decimal operations 7
Solve px + q = r, p(x + q) = r 8
Solve simple 2×2 systems by inspection

11. Mathematics Practice Standards
Make sense of problems and persevere in solving them
I can do my best to solve a problem and I never give up until I get it right
Reason abstractly and quantitatively
I can think about numbers and solve problems in more than one way
Construct viable arguments and critique the reasoning of others
I can explain my math thinking and talk about it with others
Model with mathematics
I can see math in everyday life, use math to solve everyday problems and record my thinking in many ways
kinds of stick-to-itness that we all want for kids, transfer of learning

12. Mathematics Practice Standards
Use appropriate tools strategically
I can choose and use the right tools to solve a math problem
Attend to precision
I can work carefully and check my work
Look for and make use of structure
I can use what I know to solve new problems
Look for and express regularity in repeated reasoning
I can solve problems by looking for rules and patterns

13. NJASK and HSPA PARCC Single Test Administration
March - Performance Based Assessment
May - End of Year Assessment
Early closings, delayed openings, and major disruptions
Flexible schedule allows for less interruption of teaching and learning
Paper based - no technology
Administered Online
minutes per day
60-90 minutes per day
ELA grades and 11
Math grades and 11
Science grades 4 and 8
ELA grades 3-11
Math grades 3-8, Algebra I, Geometry,
and Algebra II
and NJASK - transitional alignment to CCSS content and rigor
PARCC:
comprehensive
online/interactive
flexibility for scheduling
measures real learning

14. Typical Student’s Testing Experience
Classroom (Chrome Books), Computer Lab, or Media Center
Morning Testing (Afternoon make-up testing)
Typically administered by your child’s teacher (grades 3 - 8)
Teachers permitted to help students with technology questions
Teachers can clarify directions
Students can flag questions, review, and change answers
If necessary, computer will be “swapped out” if there is a problem

15. Multiple Test Administrations
Performance Based Assessment
End-of-Year Assessment
March
End of April – May
Reading comprehension
Critical thinking skills
Short answer items
Writing in response to reading
Research simulations
Real world applications of mathematical skills
Math conceptual understanding and skills

16. PARCC Schedules - March
Elementary (Grades 3-5)
Grade 3
DAY 1
Monday
3/2
DAY 2
Tuesday
3/3
DAY 3
Wednesday
3/4
DAY 4
Thursday
3/5
DAY 5
Friday
3/6
ELA Unit 1
75min
ELA Unit 2
ELA Unit 3
60 min
Math Unit 1
75 min
Math Unit 2
Make up Days: 3/3/15 – 3/23/15
Grade 4
DAY 6
3/9
DAY 7
3/10
DAY 8
3/11
DAY 9
3/12
DAY 10
3/13
80 min
70 min
Make up Days: 3/10/15 – 3/23/15
Grade 5
DAY 11
3/16
DAY 12
3/17
DAY 13
3/18
DAY 14
3/19
DAY 15
3/20
Make up Days: 3/17/15 – 3/23/15

17. PARCC Schedules - March
Middle School (Grades 6-8)
Subject
Unit
Section
Estimated time on task (in minutes)
Unit Testing Time
(in minutes)
Math Unit 2
Grade 6
DAY 1
Monday
3/2
DAY 2
Tuesday
3/3
DAY 3
Wednesday
3/4
DAY 4
Thursday
3/5
DAY 5
Friday
3/6
ELA Unit 1
75min
ELA Unit 2
90 min
ELA Unit 3
60 min
Math Unit 1
80 min
70 min 
Make up Days: 3/3/15 – 3/23/15
Grade 7
DAY 6
3/9
DAY 7
3/10
DAY 8
3/11
DAY 9
3/12
DAY 10
3/13
70 min
Make up Days: 3/10/15 – 3/23/15
Grade 8
DAY 11
3/16
DAY 12
3/17
DAY 13
3/18
DAY 14
3/19
DAY 15
3/20
 ELA Unit 2
Algebra 1 Unit 1
Algebra 1 Unit 2
75 min
Make up Days: 3/17/15 – 3/23/15 

18. PARCC Schedules - March
High School (Grades 9-11)
Tuesday
3/24
Wednesday
3/25
Thursday
3/26
Friday
3/27
 ELA/Literacy
Grades
ELA Unit 1
75min
ELA Unit 2
90 min
ELA Unit 3
60 min
Make-up
 Make up Days: 4/1/15 – 4/2/15
Algebra I
Monday
3/30
3/31
 Make-up Days
Math Unit 1
Math Unit 2
75 min
4/1/15 – 4/2/15
Geometry
Make-up Days
Algebra II

19. PARCC Assessment - ELA Item Types and Sample Questions

20. PARCC Assessment Tasks Three Focus Areas
Literary Analysis - This task will ask students to carefully consider literature worthy of close study and compose an analytic essay.
Research Simulation - This task asks students to exercise the career- and college- readiness skills of observation, deduction, and proper use and evaluation of evidence across text types by analyzing an informational topic presented through several articles or multimedia stimuli.
Narrative Writing - This task asks students 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.

21. PARCC Assessment Types of Questions
Evidence-Based Selected Response (EBSR)
Technology-Enhanced Constructed Response (TECR)
Prose-Constructed Response (PCR)
*Prose Constructed Response does not appear on EOY

22. Evidence Based Selected Response Items
Address at least two Common Core reading standards
May have multiple interconnected parts
For example, Part B may require students to justify their response to Part A

24. Technology Enhanced Constructed Response Items
Technology Enhanced Constructed Response items allow for a variety of technology-enhanced student responses, including but not limited to the following:
drag and drop
highlighting the text
annotating text
other negotiated methods

26. Prose Constructed Response
Students will respond in writing to reading selections
Students’ writing should:
include a clear purpose
model the language of the Common Core Writing Standards
specify the audience to be addressed
clearly state the topic, issue, or idea to be addressed
reference the text(s)

28. PARCC Assessment Mathematics Item Types and Sample Questions

29. Type 1 Questions: Concepts, Skills and Procedures
Balance of conceptual understanding, fluency and application
Can involve any or all of mathematical practice standards
Machine scored including innovative, computer-based formats
Will appear on the End of Year and Performance Based Assessments
Mike

30. Type 1 Elementary Example:
Mike

31. Type 2 Questions: Mathematical Reasoning
Calls for written arguments/justifications, critiques of reasoning or precision in mathematical statements
Can involve other mathematical practice standards
May include a mix of machine and hand scored responses
Included on the Performance Based Assessment
Jeannine
T.U.M
connect content and practices
shift from fact-oriented curriculum to problem-solving based curriculum-
multi-step tasks and require more than multiple choice format to assess; next generation assessment is needed to assess this level of understanding
difficult to guess or use an elimination strategy- requires mastery of the content
Goes beyond “Do you know the skill?” to “Can you use the skill and related key concepts and strategies in different settings and formats requiring critical thinking and analysis?”
skill needed in real-life, in college and career in the 21st century
question type is found on the performance based assessment

32. Type 2: Eighth Grade Example Part A
Each box below identifies side lengths of a triangle.
Classify each triangle by dragging the box to the appropriate location: Right Triangle or Not a Right Triangle
12 in, 14 in, 16 in
6 cm, 8 cm, 10 cm
s= 3 ft
triangle with vertices
A (-5,1), B (-2,5), C (6,-1)
Right Triangle
Not a Right Triangle
Jeannine
children use technology to interact with the components of the question - note the screen is not drawn to scale
More than 1 correct situation
click and drag to construct an organizer
multiple representations
verbal and symbolic notation
Pythagorean Theorem is central idea, and is shown on the student reference sheet, unlike the older standards, here it is applied using different approaches and there are multiple correct strategies that can be used to get correct answer
exhibits work that teachers are engaging in to assess mastery of depth of standards- written as an example

33. Type 2: Eighth Grade Example Part B
For each triangle that is not a right triangle in Part A, prove why the triangle is not a right triangle.
Jeannine
written arguments/justifications- they must prove that they are getting the correct answer for a correct reason
evidences mathematical practice standards - typically taps on math practices of reasoning, modeling, perseverance, strategy selection and communication of thinking
a mix of machine and hand scored responses
remember, we are sampling across grade levels, all students will have all levels of questions, but the demand is adjusted
to that end, my colleague...

34. Type 3: Modeling/Applications
Calls for modeling/application in a real-world context or scenario
Can involve other mathematical practice standards
May include a mix of machine and hand scored responses
Included on the Performance Based Assessment
Kari

35. Kari

36. Kari

37. Note HS tests / end of course tests in Algebra and Geometry - if a child is taking these high school courses in middle school, then the students takes the high school test instead of the grade level test

38. Special Needs Students
Special Education Leadership Team, CST case managers, and teachers have been trained and oriented to the PARCC/ and DLM (Dynamic Learning Maps) testing programs.
All students in Grades 3-11 will participate in the appropriate testing program whether In District or Out of District; the testing program begins on March 2.
Child Study Team members, teachers, and the Special Education Leadership Team are reviewing all student Testing Accommodations. If revisions or changes are necessary, an IEP Amendment request will be sent home shortly for review, acceptance and prompt return.
Amy & Chad

39. Special Needs Students
Out of District Student Schools may or may not offer the testing program. Other arrangements for those students affected will be made on a case by case basis. This information will be communicated to parents.
Students on Home Instruction will be scheduled to participate in the testing program. (Paper/Pencil)
Scheduling for Out of District Students and those on Home Instruction will be done on a case by case basis.
Amy & Chad

40. PARCC Scores and Reports
NJASK and HSPA
PARCC
3 Levels - Scale of
5 Levels - Scale of TBD
Limited data
Rich data
Received in Fall of next year
Year 1 receive in Fall of next year
Years after receive by June of current year
Ceiling score
Score beyond grade level
Amy & Chad

41. Purpose and Use of PARCC Data
As one of many multiple measures that assist teachers, our schools, and the district to support differentiated instruction and strategic decision making
To inform parents and students on progress towards “on track” college and career readiness
By colleges and universities as one of the indicators of a student’s readiness for entry-level, credit-bearing college courses
Amy & Chad

42. NJDOE Graduation Requirements
For the Classes of 2016, 2017, and 2018:
English Language Arts
Mathematics
Passing score on a PARCC ELA Grade 9 or
Passing score on a PARCC Algebra I or
Passing score on a PARCC ELA Grade 10 or
Passing score on a PARCC Geometry or
Passing score on a PARCC ELA Grade 11 or
Passing score on a PARCC Algebra II or
SAT>=400 or
ACT>=16 or
Accuplacer Write Placer>=6 or
Accuplacer Elementary Algebra>=76 or
PSAT>=40 or
ACT Aspire>=422 or
ASVAB-AFQT>31 or
Meet the Criteria of the NJDOE Portfolio Appeal
Kari

43. Irvington Public Schools PARCC Preparation
Standards based curriculum, instruction, and programs
Technology
Strategic plan to support infrastructure and accessibility
Professional development of staff
Integrated throughout K-12 program
Skills - Drag and drop, highlight text, cut and paste, move items, use of math tools and online calculators, graphing tools, and type written responses in ELA and Math
Amy & Chad

44. Irvington Public Schools PARCC Preparation
2013 Item Tryout and 2014 Field Testing
NJDOE Regional Trainings
Differentiated Professional Development
District and school based leadership teams
Strategic Plans
PARCC tutorial, sample items and practice tests in the classroom
Staff PARCC resource
Parent PARCC resource
Amy & Chad
2014 Field Test: approximately 250 students in Grades 4, 6, 7, 8 & 11 (ELA and Math)

45. For Additional Information
Visit the District’s Website and click the “PARCC” link
Amy & Chad

46. What Parents Can Do - ELA
Encourage your child to defend and support his/her thinking, provide more examples in conversation
Encourage your child to read more nonfiction
Encourage your child to read multiple texts on the same subject
Encourage students to type assignments on the computer whenever possible

47. What Parents Can Do - Mathematics
Be good mathematicians at home
Encourage perseverance and the mathematical practices
Ask questions that support conceptual development and reasoning
Practice key fluencies
Provide opportunities for practice of technology skills
Talk about math and look for it during your daily activities
Show your love for fractions
rest and good breakfast before testing, be to school on time, provide a brain break during testing

48. Education is a partnership and we thank you for your trust!
Questions?