CCSS 101 and PARCC 101 What these projects mean to higher education - - PowerPoint PPT Presentation

CCSS 101 and PARCC 101

What these projects mean to higher education in Massachusetts

October 26, 2012

Overview

• College and career readiness is the overall goal
• New ELA/Literacy & Math Curriculum Frameworks

based on the Common Core State Standards (CCSS) are being implemented in MA

• MA assessment system is transitioning to measure

students’ attainment of the new standards

• MA is actively participating in the multi-state

Partnership for Assessment of Readiness of College and Careers (PARCC)

• Resources to support this work

Massachusetts is a PARCC State

 PARCC includes 24 states that have joined together with the goal of creating a next-generation assessment system in Mathematics and English based on Common Core State Standards  MA is one of 19 Governing PARCC states with Commissioner Chester chair of the Governing Board and Commissioner Freeland co-chair of the Advisory Committee on College Readiness.  PARCC includes supporting tools that will help states increase the number of students who graduate high school ready for college. PARCC assessments will be ready for states to administer during the 2014-15 school year.  www.parcconline.org

MA as a PARCC State-continued

• Massachusetts’ public higher education institutions support P-16

collaboration to support the full implementation of the Common Core Standards in MA

• Massachusetts’ public higher education institutions support P-16

collaboration with PARCC to develop ‘next-generation’ assessments based on the Common Core State Standards

• Massachusetts PARCC structure is campus and regional based

and flows from Campus Engagement Teams and Regional Readiness Centers

The “Massachusetts PARCC Fellows”

• Act as a major arm of MA’s transition and

implementation plans by providing professional development to P-12 Districts

• Become a network of in-state experts on the CCSS and

PARCC for P-12 Districts and Higher Education Campuses

• Be state and peer leaders around CCSS and PARCC

implementation

• Build and expand the number of other educators who

understand and take action and ownership for implementing the CCSS and PARCC Assessments

MASSACHUSETT IS A CORE TO COLLEGE STATE

• Massachusetts was one of ten states selected to receive a Core to

College grant funded by the Lumina Foundation, the William and Flora Hewlett Foundation, and the Bill & Melinda Gates Foundation.

• Massachusetts’ Core to College initiative intends to support the

implementation and use of the Common Core State Standards (CCSS) and one of the corresponding assessments, Partnership for Assessment of Readiness for College and Careers (PARCC).

• Core to College provides an opportunity for alignment across P-16

and supports MA Educator Fellows, PARCC Campus and Regional Readiness Center Engagement work.

CORE TO COLLEGE- continued

Desired outcomes for Core to College (CTC) include:

• a statewide definition of college and career readiness;
• postsecondary use of common assessments as a determining

indicator of a student’s readiness for placement into credit- bearing courses without the need for retesting (aka Accuplacer)

• r for remediation; and
• academic alignment to the CCSS across the P-16

Common Core State Standards and Massachusetts Curriculum Frameworks

For English Language Arts/Literacy and Mathematics

Why Common Core State Standards?

• Preparation: The standards are anchored in College and Career
• Readiness. *
• Competition: The standards are internationally benchmarked.
• Equity: Expectations are consistent for all (not dependent on a student’s

zip code)

• Clarity: The standards are focused, coherent, and clear.
• Collaboration: The standards create a foundation to work

collaboratively across states and districts

9 *Ready for first-year credit bearing, postsecondary coursework in mathematics and English without the need for remediation.

The Common Core State Standards Initiative

10

• Beginning in the spring of 2009, Governors and state commissioners
• f education from 48 states, 2 territories and the District of Columbia

committed to developing a common core of state K-12 English- language arts (ELA) and mathematics standards.

• The Common Core State Standards Initiative (CCSSI) was a state-led

effort coordinated by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO).

• Massachusetts adopted the CCSS (2010) - Massachusetts

Curriculum Frameworks for ELA/Literacy and Mathematics with a few additional standards including Pre-K.

• Massachusetts is adapting the MCAS to reflect these standards and

participating in a national project to develop an assessment system (PARCC)

45 States + DC Have Adopted the Common Core State Standards

11

* Minnesota adopted the CCSS in ELA only

Common Core State Standards for Mathematics

2011 Massachusetts Curriculum Framework for Mathematics

Key Instructional Shifts in Mathematics

• The Common Core State Standards emphasize coherence at each grade level –

making connections across content and between content and mathematical practices in

• rder to promote deeper learning.
• The standards focus on key topics at each grade level to allow educators and students

to go deeper into the content.

• The standards also emphasize progressions across grades, with the end of progression

calling for fluency – or the ability to perform calculations or solving problems quickly and accurate.

• The Standards for Mathematical Practice describe mathematical “habits of mind” or

mathematical applications and aim to foster reasoning, problem solving, modeling, decision making, and engagement among students.

• Finally, the standards require students to demonstrate deep conceptual understanding

by applying them to new situations.

13 Source:

Eight Standards for Mathematical Practice

• Make sense of problems and persevere in solving them
• Reason abstractly and quantitatively
• Construct viable arguments and critique the understanding of
• thers
• Model with mathematics
• Use appropriate tools strategically
• Attend to precision
• Look for and make use of structure
• Look for and express regularity in repeated reasoning

14

Overview of High School Mathematics Standards

• Call on students to practice applying mathematical ways of

thinking to real world issues and challenges

• Require students to develop a depth of understanding and ability

to apply mathematics to novel situations, as college students and employees regularly are called to do

• Emphasize mathematical modeling, the use of mathematics and

statistics to analyze empirical situations, understand them better, and improve decisions

• Identify the mathematics that all students should study in order

to be college and career ready

15

Format of High School Mathematics Standards

• Content/ Conceptual categories: overarching ideas that describe strands
• f content in high school
• Domains/ Clusters: groups of standards that describe coherent aspects of

the content category

• Standards: define what students should know and be able to do at each

grade level

• High school standards are organized around five conceptual categories:

Number and Quantity, Algebra, Functions, Geometry, and Statistics and Probability

• Modeling standards are distributed under the five major headings and are

indicated with a () symbol

• Standards indicated as (+ ) are beyond the college and career readiness

level but are necessary for advanced mathematics courses, such as calculus, discrete mathematics, and advanced statistics. Standards with a (+ ) may still be found in courses expected for all students

16

17

Model Course Pathways for Mathematics

Pathway A

Traditional in U.S. Geometry Algebra I Courses in higher level mathematics: Precalculus, Calculus (upon completion of Precalculus), Advanced Statistics, Discrete Mathematics, Advanced Quantitative Reasoning, or other courses to be designed at a later date, such as additional career technical courses.

Pathway B

International Integrated approach (typical

• utside of U.S.)

.

Mathematics I I Mathematics I Algebra I I Mathematics I I I

Common Core State Standards for English Language Arts and Literacy in History/ Social Studies, Science, and Technical Subjects Massachusetts Curriculum Frameworks for ELA and Literacy

Key Instructional Shifts in ELA/Literacy

• In Reading, the major advances are the shift away from literature-focused standards to

a balance of literature and informational texts to reflect college- and career-ready

• expectations. There is also a greater focus on text complexity and at what level

students should be reading.

• In Writing, there is a strong emphasis on argument and informative/ explanatory

writing, along with an emphasis on writing about sources or using evidence to inform an argument.

• The Common Core also include Speaking and Listening expectations, including a focus
• n formal and informal talk, which can be done through presentations and group work.
• The Language standards put a stress on both general academic and domain-specific

vocabulary.

• The Common Core also address reading, writing and literacy across the curriculum, and

include literacy standards for science, social studies and technical subjects. These standards complement rather than replace content standards in those subjects, and are the responsibility of teachers in those specific disciplines, making literacy a shared responsibility across educators.

• 19

Source:

MA Framework for ELA and Literacy in History/Social Studies, Science, and Technical Subjects

College and Career Readiness (CCR) Standards

• Overarching standards for each strand that are further defined by grade-specific

standards

Grade-Level Standards in English Language Arts

• Pre-K through 8, grade-by-grade
• 9-10 and 11-12 grade bands for high school
• Four strands: Reading, Writing, Speaking and Listening, and Language

Standards for Literacy in History/ Social Studies, Science, and Technical Subjects

• Standards are embedded at grades pre-K through 5
• Content-specific literacy standards are provided for grades 6-8, 9-10, and 11-12

20

Reading

Progressive development of reading comprehension; students gaining knowledge from what they read Emphasize the importance of grade-level texts that are of appropriate difficulty and are increasingly sophisticated

• Standards for Reading Foundational Skills (pK-5)
• Reading Standards for Literature (pK-12)
• Reading Standards for Informational Text (pK-12)
• Reading Standards for Literacy in History/Social Studies (6-12)
• Reading Standards for Literacy in Science and Technical

Subjects (6-12)

21

Overview of Reading Strand

Overview of Writing Strand

• Expect students to compose arguments and opinions,

informative/explanatory pieces, and narrative texts

• Focus on the use of reason and evidence to substantiate an argument
• r claim
• Emphasize ability to conduct research – short projects and sustained

inquiry

• Require students to incorporate technology as they create, refine, and

collaborate on writing

• Include student writing samples that illustrate the criteria required to

meet the standards (See standards’ appendices for writing samples)

22

Speaking and Listening and Language Strands

Speaking and Listening

• Focus on speaking and listening in a range of settings, both formal and informal

academic, small-group, whole-class discussions

• Emphasize effective communication practices
• Require interpretation and analysis of message as presented through oral,

visual, or multimodal formats

Language

• Include conventions for writing and speaking
• Highlight the importance of vocabulary acquisition through a mix of

conversation, direct instruction, and reading

• To be addressed in context of reading, writing, speaking and listening

Media and Technology are integrated throughout the CCSS

23

Standards for History/Social Studies, Science, and Technical Subjects

Reading Standards for History/Social Studies, Science, and Technical Subjects

• Knowledge of domain-specific vocabulary
• Analyze, evaluate, and differentiate primary and secondary sources
• Synthesize quantitative and technical information, including facts presented in

maps, timelines, flowcharts, or diagrams

Writing Standards for History/Social Studies, Science, and Technical Subjects

• Write arguments on discipline-specific content and informative/explanatory texts
• Use of data, evidence, and reason to support arguments and claims
• Use of domain-specific vocabulary

24

College and Career Readiness

Definition and Process

25

Why College and Career Readiness? The Rationale for Change

• Our current marker is 10th grade requirements for

the Competency Determination (CD).

• One-quarter of our students do not enroll in college

within 16 months of graduating from high school.

• 37% of graduates take at least one remedial course

during their first semester in college; that number rises to 65% at community colleges.

Why College and Career Readiness? The Rationale for Change, continued

• All students need to be prepared for and encouraged

to pursue postsecondary education/training

• pportunities (with college as just one option) by

taking a rigorous and relevant program of study.

• More Massachusetts adults will need to have higher

levels of education in order to be prepared for jobs in 21st century careers that allow them opportunities for advancement.

The Process of Developing a Definition of College and Career Readiness (CCR) for Massachusetts

• MA’s P-16 Campus Engagement Teams established

and collaborated on a shared definition of college

readiness for Massachusetts.

• MA’s Integrating College and Career Readiness Task

Force developed a definition of career readiness.

• Each definition calls for the integration of college and

career readiness in Massachusetts’ final statewide

definition.

The Process of Developing a Definition of College and Career Readiness (CCR) for Massachusetts, continued

• Massachusetts seeks public review of a draft definition

in Fall 2012.

• The Boards of Elementary and Secondary Education

and Higher Education are set to deliberate on the proposed draft in December 2012.

From the Massachusetts Draft Definition of College and Career Readiness

• Build the academic knowledge and develop the

intellectual and personal qualities that are essential to successfully complete entry-level, credit-bearing college courses and enter economically viable career pathways

• Ensure academic preparation in essential learning

competencies in English language arts/literacy and mathematics as contained in the Common Core State Standards and MassCore

From the Massachusetts Draft Definition of College and Career Readiness, continued

• Develop learning competencies including mastery of

learning strategies, collaboration, communication, and skills in problem solving

• Demonstrate higher order thinking skills of analysis;

synthesis and evaluation; and thinking critically, coherently, and creatively

• Build a foundation grounded by motivation, intellectual

curiosity, flexibility, discipline, self- advocacy, responsibility, and reasoned beliefs

The PARCC Consortium

Race to the Top Assessment Consortia

• The U.S. Department of Education funded two

proposals to develop resources and assessments for the Common Core State Standards (CCSS).

• The two consortia are:
• The Partnership for Assessment of Readiness for

College and Career (PARCC)

• The Smarter Balanced Assessment Consortium

(SBAC)

The PARCC States

PARCC Assessments K-12 Context

• Next-generation K–12 assessment system in English Language

Arts literacy (ELA) and mathematics

• Assessments in math and ELA/literacy planned for pilot in 2013-

2014

• Assessments in math and ELA/literacy planned for

implementation in Massachusetts in 2014–15, if determined are equal to or better than MCAS:

• Note: Current MCAS being revised to reflect changes in MA

Curriculum Frameworks/Common Core

• www.parcconline.org.

PARCC Assessment Higher Education Context

• The goal in the development of the assessment is greater

understanding of the MA Curriculum Frameworks /Common Core State Standards and who to assess a student’s proficiency.

• The goal of these culminating assessments will be to indicate

whether high school students are prepared for entry-level, credit- bearing coursework in English Language Arts and Mathematics without the need for remediation.

• PARCC Assessments may replace Accuplaccer is determined a

better assessment of high school graduates proficiency in English Language Arts/Literacy and Mathematics.

• 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 21st century, technology-based

assessments

• 5. Advance accountability at all levels
• 6. Build an assessment that is sustainable and

affordable

The PARCC Goals

PARCC Is a Next-Generation Assessment System

• More than an assessment: a suite of tools to support

teaching and learning—content frameworks, prototype sample assessment tasks, professional development modules

• Focus on measuring whether students are on track for

college and careers readiness

• Will leverage use of technology

Proposed PARCC Performance Levels

• Five levels are being proposed
• Level 5: Superior command of the knowledge, skills, and

practices embodied by the CCSS assessed at the grade level/ course.

• Level 4: Solid command …
• Level 3: Partial command …
• Level 2: Limited command …
• Level 1: Very Limited command …
• Level 4 is pitched to a level of rigor currently described

by NAEP’s Proficient level (solid command of the content) and is the proposed level for earning a college and career ready determination.

Assessment Design: English Language Arts/Literacy and Mathematics, Grades 3-11

End‐of‐Year Assessment (EOY)

• 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

Speaking And Listening Assessment

• Locally scored
• Non-summative, required

Goal #2: Build a Pathway to College and Career Readiness for All Students

K-2 3-8 High School

K-2 formative assessment being developed, aligned to the PARCC system Timely student achievement data showing students, parents and educators whether ALL students are

• n-track to college and

career readiness

ONGOI NG STUDENT SUPPORTS/ I NTERVENTI ONS

College readiness score to identify who is ready for college-level coursework SUCCESS IN FIRST‐YEAR, CREDIT‐BEARING, POSTSECONDARY COURSEWORK Targeted interventions & supports:

• 12th-grade

bridge courses

• PD for

educators

PARCC 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

• f PARCC

assessments

SY 2010‐11

Launch and design phase

Summer 2015

Set achievement levels, including college‐ready performance levels

Massachusetts Comprehensive Assessment System

Transitioning to assessment for the new Curriculum Frameworks/CCSS for ELA/Literacy and Mathematics

Timeline for P-16 Alignment of MA Standards and Assessments in ELA/Literacy and Math

2013-2014 Full implementation of ELA and math standards Monitor curriculum and instruction fully aligned to the 2011 standards 2012-2013 Near full implementation of ELA and math standards Implement balance

• f changes in

curriculum and instruction 2014-2015 Full implementation

• f new assessments
• f ELA and math

standards Administer assessments fully aligned to the 2011 standards

MCAS Assessment Transition for ELA, 2013 and 2014

• Standards from the 2011 MA Curriculum

Framework for English Language Arts and Literacy will be assessed

• The format of the MCAS ELA Reading

Comprehension tests will remain the same: Multiple-choice and open-response questions, as well as short-response questions in grade 3

MCAS Assessment Transition for ELA 2013 and 2014: Long Composition in grades 4, 7, and 10

• In grade 10, writing will continue to be

assessed through literary analysis

• Fourth graders will be assessed in one of the

following modes: narrative, expository, or

• pinion
• Seventh graders will be assessed in one of the

following modes: narrative, expository, or argument

MCAS Assessment Transition for Mathematics Grades 3-8, 10:

• (3-8) There will be a focus on the 2011

standards that connect to the 2000/2004 standards in 2013.

• (3-8)Standards From MA 2011 Curriculum

Framework will be assessed in 2014.

• In grade 10 ONLY the content in the 2011

standards that matches content in the 2000/2004 standards will be assessed in 2013/14.

Thank you!

Break out discussions

• Mathematics
• ELA/Literacy