1. The Partnership for Assessment of Readiness for College and Careers (PARCC) December 2012 1

2. The PARCC Goals 1.Create high-quality assessments 2.Build a pathway to college and career readiness for all students 3.Support educators in the classroom 4.Develop 21 st century, technology-based assessments 5.Advance accountability at all levels 2

3. Goal #1: Create High Quality Assessments PARCC is developing an assessment system comprised of four components. Each component will be computer-delivered and will leverage technology to incorporate innovations. –Two summative assessment components designed to Make “college- and career-readiness” and “on-track” determinations Measure the full range of standards and full performance continuum Provide data for accountability uses, including measures of growth –Two formative assessment components designed to Generate timely information for informing instruction, interventions, and professional development during the school year In ELA/literacy, a third formative component will assess students’ speaking and listening skills 3

4. Goal #1: Create High Quality Assessments –Required summative assessment components Grades 3-11 in English, Language Arts, Literacy Grades 3-8 in Mathematics End-of-Course Mathematics tests in Algebra 1, Geometry, and Algebra 2; or Integrated Mathematics 1/2/3 4

5. Assessment Design English Language Arts/Literacy and Mathematics, All Grades End-of-Year Assessment Innovative, computer-based items Required Performance-Based Assessment (PBA) Extended tasks Applications of concepts and skills Required Diagnostic Assessment Early indicator of student knowledge and skills to inform instruction, supports, and PD Non-summative 2 Optional Assessments/Flexible Administration Mid-Year Assessment Performance-based Emphasis on hard- to-measure standards Potentially summative 5 Speaking And Listening Assessment Locally scored Non-summative

6. In 2014-2015, Common Core summative assessments will replace current FCAT 2.0 and End-of-Course tests currently being administered in Writing, Reading, and Mathematics Current Florida assessments in non-Common Core content areas will remain in place: –FCAT 2.0 Science in Grades 5 and 8 –Florida’s Biology EOC assessment –Florida’s US History EOC assessment –Florida’s Civics EOC assessment –Retakes for Florida’s Grade 10 Reading and EOCs as required 6 Goal #1: Create High Quality Assessments

7. 7 Transition from FCAT to Common Core Assessments Assessments in 2012-13, and 2013-14Assessments in 2014-15 FCAT 2.0 Reading Grades 3 to 10Common Core English Language Arts Grades 3 to 11 FCAT 2.0 Writing Grades 4, 8, 10 FCAT 2.0 Mathematics Grades 3 to 8Common Core Mathematics Grades 3 to 8 Florida Algebra 1 EOCCommon Core Algebra 1 EOC Florida Geometry EOCCommon Core Geometry EOC Common Core Algebra 2 EOC FCAT 2.0 Science Florida Biology 1 EOC Florida US History EOC Florida Civics EOC

8. Goal #4: Develop 21 st Century, Technology-Based Assessments The assessment will be computer-based and leverage technology in a range of ways: Item Development –Develop innovative tasks that engage students in the assessment process Administration –Reduce paperwork, increase security, reduce shipping/receiving & storage –Increase access to and provision of accommodations for SWDs and ELLs Scoring –Make scoring more efficient by combining human and automated approaches Reporting –Produce reports of students performance throughout the year to inform instruction, interventions, and professional development 8

9. 9 Common Core Assessment Timeline SY 2011-12 Development begins SY 2012-13 First year pilot/field testing and related research and data collection SY 2013-14 Second year pilot/field testing and related research and data collection SY 2014-15 Full administration of Common Core assessments SY 2010-11 Launch and design phase Summer 2015 Set achievement levels, including college-ready performance levels

10. Timeline Through First Common Core Assessment Administration in 2014-2015 PARCC Tools & Resources College-ready tools released Partnership Resource Center launched Professional development modules released Diagnostic assessments released Pilot/field testing begins Optional Diagnostic and Midyear Assessments Spring 2013 Summer 2013 Winter 2014 Spring 2014 Summer 2014 Fall 2013 Fall 2014 Assessment Implementation 10 Expanded field testing K-2 Formative Tools Released Winter 2015 Spring 2015 Summative Assessments (2014-15 SY) Standard Setting in Summer 2015

11. College- and Career Ready Determination 11

12. Sections of the Policy – Meaning of the Determination – Benefit of Earning the Determination – Criteria Used for Making the Determination – Maintaining the Determination – Setting Cut Scores for the Determination – Criteria for Validating the Determination College- and Career- Ready Determination Policy 12

13. PARCC intends to make two College- and Career- Ready (CCR) Determinations Students who earn a College- and Career-Ready Determination in ELA/literacy will have demonstrated the academic knowledge, skills and practices necessary to enter directly into and succeed in entry-level, credit-bearing courses in College English Composition, Literature, and technical courses requiring college- level reading and writing. *The practices referred to here are the Standards for Mathematical Practice included in the Common Core State Standards. 13 Meaning of a College- and Career- Ready Determination

14. Students who earn a CCR Determination will be exempt from having to take and pass placement tests designed to determine whether they are academically prepared to enter directly into entry-level, credit-bearing courses in ELA/literacy, mathematics, and technical courses requiring college-level reading, writing, or mathematics skills. The CCR Determination is not intended to inform admission decisions or exempt students from taking tests designed to place them into more advanced courses than entry-level. Benefit of Earning a College- and Career- Ready Determination 14

15. CCR Determinations will be awarded to students who achieve Level 4* on the designated PARCC high school assessments in ELA/literacy and mathematics. In order to achieve Level 4, students will need to demonstrate a strong command of the knowledge and skills embodied by the Common Core State Standards assessed on the designated PARCC high school assessments. Options for determining the specific PARCC high school assessments that will be used to make CCR Determinations will be discussed at the December 2012 Governing Board meeting. *Results of PARCC assessments will be reported using five performance levels, Level 5 being the highest. Criteria for Earning a College- and Career- Ready Determination 15

16. Policy states that postsecondary institutions/ systems may impose additional requirements for maintenance, such as continuous enrollment through graduation from high school in: – Courses offered through dual/concurrent enrollment; or – High school courses that build on the standards used to make the College- and Career- Ready Determination. 16 Maintaining a College- and Career- Ready Determination

17. PARCC Performance Levels 17

18. Purposes of Performance Levels To report the results of assessment(s) used to make College- and Career- Ready Determinations To report the results of high school end-of-grade ELA/literacy assessments and end-of-course math assessments (grades 9 and 10) To report the results of end-of-grade assessments for grades 3-8

19. Five levels – No names for the levels have been proposed. Level 4 is pitched to a level of rigor currently described by NAEP’s Proficient Level (solid command of the content). It is also the level for earning a CCR Determination. Number of Levels 19

20. Each of the proposed performance levels includes: – Policy claims, which describe the educational implications for students at a particular performance level. – General content claims, which describe the academic knowledge and skills students across grade levels performing at a given performance level are able to demonstrate. * *Grade/course-specific content claims are currently being developed (e.g. grade 4 ELA/literacy, Algebra I) Components of Performance Levels 20

21. Level 5: Distinguished command of the knowledge, skills, and practices embodied by the CCSS assessed at the grade level/ course. Level 4: Strong command … Level 3: Moderate command … Level 2: Partial command … Level 1: Minimal command … General Definition of Each Level 21

22. In ELA/literacy, general content claims at each level describe how well students are able to – Read and comprehend a range of sufficiently complex text independently – Write effectively when using and/or analyzing sources – Build and present knowledge through the integration, comparison, and synthesis of ideas – Use of context to determine the meaning of words and phrases 22 General Content Claims

23. PLDs for Reporting Results of Assessments used to make College- and Career- Ready Determinations Level 5 – Distinguished command of the knowledge and skills contained in the CCSS assessed – Academically well prepared to engage successfully in entry-level credit bearing courses in ….. – Exempt from having to take and pass placement tests designed to determine whether they are prepared for entry-level, credit bearing courses without need for remediation Level 4 – Strong command … – Academically prepared … – Exempt … Level 3 – Moderate command … – Will likely need academic support to engage successfully in entry-level, credit-bearing courses – Not exempt … Level 2 – Partial command … – Will need academic support … – Not exempt … Level 1 – Minimal command … – Will need extensive academic support … – Not exempt …

24. PLDs for Reporting Results of Grades 9 and 10 Assessments Level 5 – Distinguished command… – Academically well prepared to engage successfully in further studies in the content area – On-track to become academically prepared to engage successfully in entry-level, credit bearing courses in … Level 4 – Strong command … – Academically prepared … – On-track … Level 3 – Moderate command … – Will likely need academic support to engage successfully in further studies … – Will likely need academic support to become prepared to engage successfully in entry-level …. Level 2 – Partial command… – Will need academic support to engage successfully in further studies … – Will need academic support to become prepared to engage successfully in entry-level … Level 1 – Minimal command … – Will need extensive academic support to engage successfully in further studies … – Will need extensive academic support to become prepared to engage successfully in entry-level …

25. PLDs for Reporting Results of End-of-Grade Assessments for Grades 3-8 Level 5 – Distinguished command … – Academically well prepared to engage successfully in further studies in the content area Level 4 – Strong command … – Academically prepared … Level 3 – Moderate command – Will likely need academic support to engage successfully … Level 2 – Partial command … – Will need academic support … Level 1 – Minimal command – Will need extensive academic support

26. Common Core Assessments & Legislation Current Florida statute addresses assessments and accountability Adoption of Common Core assessments and any accountability measures to be linked to these assessments will require legislative approval, including approval of budget 26

27. Questions ? Vince Verges, Florida PARCC Project Director vince.verges@fldoe.org www.fldoe.org/parcc www.PARCConline.org