PARCC: Leading Change At the Building Level Connecting the Dots - - PowerPoint PPT Presentation

PARCC: Leading Change At the Building Level

Connecting the Dots Spring Conference Columbus March 21, 2013

Char Shryock – Bay Village Schools Director of Curriculum and Instruction char.shryock@bayschoolsohio.org http://iteachbay.blogspot.com twitter @edtechgirl #PARCCELC Kristi Barker - Crestview Local Schools Curriculum Coordinator barker.kristie@crestviewschools.net

Vocabulary

• OAA/OGT Next Generation Assessments
• CCSS/Ohio Standards Ohio's New Learning Standards
• PARCC Partnership for Assessment of Readiness for

College and Careers

Educator Leader Cadres: Goals

• Act as a major arm of states’ transition and implementation

plans;

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

Educator Leader Cadres

Name Region Name Region **Sasheen Phillips ODE Carole Katz NE Steve Kucinski CE Char Shryock Janee Moss NE NE Kristie Barker CE Ken Bernacki NE Neil Gupta CE Tracy Yarchi SW Colleen Ruggieri CE Ann Drake SW Bill Wise CE Catherine Schulte SW Joyce Malainy CE Sylvia St. Cyr SW Denise Brown NW Elaine Barkan SE Nancy Sattler NW Cindy Miller SE Debra Gallagher NW Tricia Ebner SE

Ohio’s Educator Leader Cadre

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

Timeline Through First PARCC Administration in 2014-2015

PARCC Tools & Resources

College-ready tools released New Technology Gap Analysis Tool and Test Window Guidance Diagnostic assessments released Limited Pilot/field testing begins Tech Revision 3.0 with minimum bandwidth Optional Diagnostic and Midyear PARCC Assessments Spring 2013 Summer 2013 Spring 2014 Summer 2014 Fall 2013 Fall 2014

PARCC Assessment Implementation

Expanded field testing and possible practice tests Final Draft Accommodation Policy Released Design of Student Score Reports Winter 2015 Spring 2015 Summative PARCC Assessments Standard Setting in Summer 2015

Final Grade Level Descriptors Released

Design of PD Modules

2013-2014 More Prototypes and Assessment Guidance Shared

updated 3/1/2013

PARCC Assessment Administration Tool

• PARCC Summative Assessments will be

done in 9 sessions per grade level.

• Performance Based Assessment component

will require five sessions

• 3 sessions for ELA/literacy
• 2 sessions for mathematics.
• The End of Year Assessment component at

each grade level will require four sessions

• 2 sessions for ELA/literacy
• 2 sessions for mathematics.

Number of Sessions

Does not include ODE Science and Social Studies Components

• Maximum of 20 school days to administer the

Performance Based Assessment (PBA) components for ELA/literacy and mathematics

• Maximum of 20 school days to administer the

End of Year Assessment components (EOY) for ELA/literacy and mathematics.

• Schools will be able to complete administration
• f the tests in fewer days, if they have sufficient

capacity to administer computer-based assessments to large numbers of students simultaneously.

Maximum Testing Window

TRT Description

The TRT:

• is a secure, Web-based tool;
• will collect (automatically and manually) information;
• will help determine readiness for delivering online

assessments;

• will provide a gap analysis; and
• will provide quantitative data to support local, state,

and national efforts toward transitioning to consortia and state-developed assessment systems.

District Technology Staff should be regularly updating the TRT as district technology resources are updated or added.

Technology Readiness Tool

PARCC Technology Guidance

Hardware Operating System Networking Device Type

• 1GHz or faster

processor

• 1GB RAM or

greater memory

• 9.5 inch(10 inch

class)or larger screen size

• 1024 x 786 or

better screen resolution

• Windows 7
• Mac 10.7
• Linux(Ubuntu

11.10, Fedora 16)

• Chrome OS
• Apple iOS
• Android 4.0
• Wired or wireless

Internet connection

• Desktops, laptops,

netbooks, thin client, and tablets that meet the hardware,

• perating system,

and networking specifications

http://www.parcconline.org/technology

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 21st century, technology-based

assessments

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

affordable

PARCC’s Core Commitments to Assessment Quality - Mathematics

• Focus: PARCC assessments will focus strongly on where the

Standards focus. Students will have more time to master concepts at a deeper level.

• Problems worth doing: Multi-step problems, conceptual questions,

applications, and substantial procedures will be common, as in an excellent classroom.

• Better Standards Demand Better Questions: Instead of reusing

existing items, PARCC will develop custom items to the Standards.

• Fidelity to the Standards (now in Teacher’s hands): PARCC

evidences are rooted in the language of the Standards so that expectations remain the same in both instructional and assessment settings.

Texts Worth Reading: The assessments will use authentic texts worthy of study instead of artificially produced or commissioned passages. Questions Worth Answering: 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. Better Standards Demand Better Questions: Instead of reusing existing items, PARCC will develop custom items to the Standards. Fidelity to the Standards (now in Teachers’ hands): PARCC evidences are rooted in the language of the Standards so that expectations remain the same in both instructional and assessment settings.

PARCC’s Core Commitments to ELA/Literacy Assessment Quality

Ohio’s NLS Three Common Instructional Shifts - Ohio Model Curriculum

• 1. Build a deep understanding of content and

effectively apply learning within and across disciplines.

• 2. Craft responses based on evidence including:

demonstrate understanding, explain reasoning, and/or justify a position.

• 3. Use technology appropriately, strategically and

ethically in academic and real-world settings.

Using Technology to Advance Assessment and the Shifts Technology enhancements supporting accessibility (e.g., the ability to hover over a word to see and/or hear its definition, etc.) Transformative formats making possible what can not be done with traditional paper-pencil assessments (e.g., simulations to improve a model, game-like environments, drawing/constructing diagrams or visual models, etc.) Getting beyond the bubble and avoiding drawbacks of traditional selected response such as guessing or choice elimination.

Technology Enhanced Items

Evidence Based Selected Response (EBSR)

• Paired questions- traditional multiple choice and an

"evidence" question

• May have multiple correct answers

Technology Enhanced Constructed Response (TECR)

• Students will be able to select words or phrases in

reading passages or math problems that were used to develop an argument or answer.

• Drag and drop words and numbers, make a model, run

simulations -as a part their larger answer. Prose Constructed Response (PCR)

• May be based on multiple authentic text passages
• Require students to go "back into the text"
• Require analysis, synthesis, argument
• Will be supported by ESBR questions

What is Different about PARCC’s Development Process?

• PARCC states first developed the Model Content

Frameworks to provide guidance on key elements of excellent instruction aligned with the Standards.

• Frameworks informed the assessment blueprint

design So, for the first time. . .

• PARCC is communicating in the same voice to

teachers as it is to assessment developers!

• PARCC is designing the assessments around the exact

same critical content the standards expect of teachers and students.

Non-Summative Optional Assessment Components

Diagnostic Assessment

• Early indicator of

student knowledge and skills to inform instruction, supports, and PD Optional Assessments/Flexible Administration

Mid-Year

Assessment

• Performance-based
• Emphasis on hard to

measure standards

• Potentially

summative

• Diagnostic Assessment designed

to be an indicator of student knowledge and skills so that instruction, supports and professional development can be tailored to meet student needs

• Mid-Year Assessment comprised
• f performance-based items and

tasks, with an emphasis on hard- to-measure standards. After study, individual states may consider including as a summative component

Summative Assessment Components

End-of-Year Assessment

• Innovative,

computer-based items Performance-Based Assessment (PBA)

• Extended tasks
• Applications of

concepts and skills

• Performance-Based Assessment (PBA)

administered as close to the end of the school year as possible. The ELA/literacy PBA will focus

• n writing effectively when analyzing text. The

mathematics PBA will focus on applying skills, concepts, and understandings to solve multi-step problems requiring abstract reasoning, precision, perseverance, and strategic use of tools

• End-of-Year Assessment (EOY) administered

after approx. 90% of the school year. The ELA/literacy EOY will focus on reading

• comprehension. The math EOY will be comprised
• f innovative, machine-scorable items

Assessment Transition

2012-2013 Existing 2013-2014 Existing 2014-2015 New New Assessments

• 3-8 -OAA
• Grade 10- OGT
• New Alternative

Assessment for Severe Cognitively Disabled Students

• 3-8 -OAA aligned

to existing and new standards

• Grade 10- OGT

aligned to existing and new standards

• LEA developed

EOC exams Am Hist and Am Govt (SB 165)

• 3-8- PARCC ELA

and Math

• 3-8 State tests –

Soc Stud. And Science

• HS- PARCC EOC

exams ELA 9,10,11 and Alg1 Geo and Alg2

• HS- ODE

Developed Bio, Phys Science Am Hist and Am Govt EOC exams

• Web-based
• Two part

summative(PBA and EOC/EOY)

• Diagnostic and Mid

Year- PARCC

• Off Year PBA- State

Developed in Soc Studies and Science 10th Grade College and Career Readiness - Fall

PARCC College and Career Readiness Determination (CCRD)

• Students who earn a CCRD by performing at level 4 in

ELA/literacy ( 11th Grade ELA EOC exam) and enroll in College English Composition, Literature, and technical courses requiring college-level reading and writing have approximately a 0.75 probability of earning college credit by attaining at least a grade

• f C or its equivalent in those courses.
• Students who earn a CCRD by performing at level 4 in

mathematics (ALG 2+) and enroll in College Algebra, Introductory College Statistics, and technical courses requiring an equivalent level of mathematics have approximately a 0.75 probability of earning college credit by attaining at least a grade

• f C or its equivalent in those courses.

EQuIP Rubric - Ohio

• Rubric will be used to evaluate

exemplar unit plans shared through the ODE website

• Rubric will be available to teachers

and teacher teams to use when planning lessons/ units.

Evidence-Centered Design (ECD) for the PARCC Assessments

Claims Design begins with the inferences (claims) we want to make about students Evidence In order to support claims, we must gather evidence Task Models Tasks are designed to elicit specific evidence from students in support

• f claims

ECD is a deliberate and systematic approach to assessment development that will help to establish the validity of the assessments, increase the comparability of year-to year results, and increase efficiencies/reduce costs.

Understanding the Claims

OGT/OAA Vocab in Context

PARCC Vocab In Context

OGT Extended Response

PARCC Writing -Info Text

OAA 3rd Grade Math Fluency

PARCC 3rd Grade Math Fluency

Evidence-Centered Design (ECD) in the Classroom

ECD can inform a deliberate and systematic approach to instruction that will help to ensure daily classroom work leads to all students meeting the CCSS.

Daily Learning Objective

Design begins with the inferences (claims) we want to make about students—should be connected clearly to the CCSS/State Standards

Classroom Work

In order to support claims, we must gather evidence----design of student classroom work should allow us to evaluate whether each student has met the daily learning objective

Classroom Activities

Activities (tasks) are designed to elicit specific evidence from students in support of claims

• What student products will allow teachers to say with

assurance that the student has mastered the content standard...what do the products look like?

• What evidence can we point to, highlight or underline in a

student response that we will be looking for?

• What are the classroom activities necessary to get the

students to this level of mastery for the assessment?

• Have we designed tasks to elicit specific evidence from

students to support our claims?

Language of Claim....Evidence Centered Design in the Classroom

Implementing the Instructional Shifts with Diverse Learners

Key Components of Universal Design for Learning(UDL):

• multiple means of representation
• multiple means of action and expression;
• multiple means of engagement

http://www.youtube.com/watch?v=pGLTJw0GSxk&f eature=relmfu

Dealing with the "yeahbuts" and "wecants"

• AAGH!!! We won't have enough computers
• We don't know the cut scores
• We haven't seen a practice test
• Kids can't keyboard in 3rd grade
• These questions look hard
• Did we mention not enough technology?

How do we prepare?

• Immediate results on the End of Year tests.
• Built in accommodations
• Engaging assessments that will help learners really

show what they know.

• No more paper/pencil books that have to be

shipped, counted, locked up

• Larger testing window
• Technology enhanced items allow for multiple

answers, modeling of thinking, use of simulations, embedded video or sound

• Test questions will provide scaffolding for students.
• Higher expectations
• Large item bank

What are the benefits?

PARCC is designed to reward quality instruction aligned to the Standards, so the assessment is worthy of preparation rather than a distraction from good work.

PARCC’s Fundamental Advance

Teaching To The Testing Testing To The Teaching Paradigm Shift

Evidence Centered Design in Leadership What do students and teachers look like, sound like and act like if they are:

• building understanding through deeper learning and applying knowledge

across disciplines

• crafting responses based on evidence including: demonstrate

understanding, explain reasoning, and/or justify a position

• using technology appropriately, strategically and ethically in academic

and real-world settings

Leading The Shift

What professional development, formative assessments, modeling and peer support do we need to put in place to ensure teachers and students reach the level of performance we are claiming?

Leading The Shift

• How are lessons focusing on helping students to acquire

vocabulary...in context...in all content areas?

• How are a variety of fiction, non-fiction materials and primary source

materials that create a continuum of complex texts for student reading be used...in all content areas? Are they available?

• What strategies/tools are available to help students build and
• rganize knowledge...in all content areas?
• How are engaging writing prompts that allow students to write

persuasively or support an argument being used...in all content areas?

• What opportunities are there to go back into the reading materials to

find information to support a discussion...in all content areas?

• What opportunities to work with a group to build reading

comprehension by listening to and commenting on the arguments and reflections of others are included...in all content areas?

Leading The Shift - Literacy

What resources/supports are in place to encourage:

• Activities that help students build fluency with basic math facts, formulas

and applications

• Assignments that allow students to persevere in solving a problem and

explain the process they followed

• The use of manipulatives and simulations that will allow students to model

mathematics

• Opportunities to work with a group to build math knowledge by listening to

and commenting on the arguments and problem solving strategies of

• thers.
• Opportunities to do real world tasks that involve being presented with a

problem that needs to be solved or apply mathematical knowledge.

• Opportunities to design their own experiments based on their observations

and research.

• Opportunities to use technology tools to gather design data, present data

and simulate experiments.

Leading The Shift - STEM

• Making connections between PARCC, Ohio's

New Learning Standards, OTES, SLOs/SGMs, Formative Instructional Practice

• Finding time for collaboration - both within

teams, and across grade levels and disciplines.

• Modeling use of technolgy
• Building a culture of literacy in the building
• Facilitating communication, identifying and

address misconceptions.

• Involving parents and students in the work

Leading The Shift-Admins

OTES Crosswalk -SLOs, Tri State Rubric, FIP

Crosswalk - Making Connections

OTES Formative Instructional Practice

SLOs & SGMs

• http://www.ccsstoolbox.com/parcc/PARCCP

rototype_main.html CCSS Toolbox

• http://www.parcconline.org/samples/item-

task-prototypes PARCC Prototype Homepage

• http://commoncoretools.me/2011/01/16/th

e-illustrative-mathematics-project/ Illustrative Math Project Homepage

Prototype Questions

• Sources for Performance Tasks
• Sample Performance

Tasks http://sde.state.ok.us/curriculum/CommonCore/p df/CollegeReadinessMath.pdf

• Insidemathematics.org....works in firefox and
• chrome. http://insidemathematics.org/
• National Council of Teachers of Math Performance

Assessments http://palm.sri.com/standards/index.html

• Ohio Resource Center stella stunners problems
• Mathematical Assessment Project (MAP) GREAT

performance tasks, aligned to the 8 mathematical practices, written for expert, novice and beginner level students that can be used for summative assessment

Resource for Performance Tasks

PARCC Technology Guidance

Hardware Operating System Networking Device Type

• 1GHz or faster

processor

• 1GB RAM or

greater memory

• 9.5 inch(10 inch

class)or larger screen size

• 1024 x 786 or

better screen resolution

• Windows 7
• Mac 10.7
• Linux(Ubuntu

11.10, Fedora 16)

• Chrome OS
• Apple iOS
• Android 4.0
• Wired or wireless

Internet connection

• Desktops, laptops,

netbooks, thin client, and tablets that meet the hardware,

• perating system,

and networking specifications

http://www.parcconline.org/technology

• Math Interactive Websites/Tools
• Interactive Boards Lessons
• http://www1.center.k12.mo.us/edtech/sb/templates.htm
• Scholastic.com Math and Science Smartboard Lessons
• Interactive Activities for Smartboards - eMints Themes
• Online Manipulatives
• Houghton Mifflin Math For Kids Grades 1-6 homepage
• Kindergarten
• First Grade
• Second Grade
• Second Grade eManipulatives
• Doing Math Online
• Using Google As A Graphing Calculator
• Wolfram Demonstrations math interactive manipulatives - requires a

download

• SAS Curriculum Pathways - math (requires FREE district registration)
• Illuminations Website - NCTM Interactive Lesson Activities

Resources For Integrating Technology

• Mathematics Resource Filter
• Ohio Content Standards – Extended
• (Developing) TriState Rubric

ODE Resources

Ohio Teachers’ Homeroom OhioEdDept

• hio-department-
• f-education

Connect with ODE

QUESTIONS??