Township of Union Public School District English & Math, Grades - - PowerPoint PPT Presentation

Township of Union Public School District English & Math, Grades 6-12 PARCC Presentation

• Mr. Cohen
• Ms. Moran

Math Supervisor, 6 – 12 English Supervisor, 6 - 12 November 2015

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• To ensure all students are prepared for success after

graduation, the Common Core establishes a set of clear, consistent guidelines for what students should know and be able to do at each grade level in Math and English Language Arts.

• These standards are aligned to the expectations of

colleges, workforce training programs, and employers. The standards promote equity by ensuring all students are well prepared to collaborate and compete with their peers in the United States and abroad, no matter where they live.

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A Strong Foundation: The Common Core State Standards

• Please click on

Link #1 (Common Core in Grades 6-8) OR Link #2 (Common Core in Grades 9-12) What does Common Core look like in Our Classrooms??

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What Is PARCC?

Partnership for Assessment of Readiness for College and Careers

• Previous standardized tests assessed the most basic skills

required at each grade level. As a result of the adoption

• f the more rigorous Common Core State Standards, a

new assessment aligned to those standards needed to be developed.

• The PARCC assessments are designed to give schools and

teachers more information to improve instruction. Moreover, PARCC is designed to let parents know how their child is progressing academically.

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• 1. Determine whether students are college and career

ready or on track

• 2. Evaluate movement through the Common Core

State Standards

• 3. the new tests ask students to apply skills like

thinking, reasoning and justifying answers — showing what they know and can do

• 4. Computer-based allows for more interactive for

students, allow for greater accommodations and make it more efficient for schools to use results to improve instruction.

PARCC Focus

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• 5. Teachers know where to strengthen their instruction
• 6. Does not lend itself to “teaching to the test.” Since it

focuses on applying skills learned in school, it is the daily practice of these skills in the classroom that will serve as the best preparation for the tests.

• 7. Identifying the areas of need, as well as where they

are excelling, for students of all achievement levels

• 8. Assesses skills at every grade level, rather than only a

few times throughout grades K-12

PARCC Focus

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• Please click on

Link #3 (Sample English Score Report) OR Link #4 (Sample Math Score Report) Scoring and Score Reports

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• 1. Overall Performance
• 2. Score Breakdown

– shows your child’s performance on specific skills, so you can see where your student is excelling or needs additional support

Parts of the Score Report

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2015 PARCC

• 2 testing periods
• 11.1 total testing hours
• ELA Unit Total Times

– Unit 1 - 90 min x2 – Unit 2 - 60 min x2 – Unit 3 - 75 min x2

• Math Unit Total Times

– Unit 1 - 90 min x2 – Unit 2 - 75 min x2

2016 PARCC ADMINISTRATION

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2016 PARCC

• 1 testing period
• 9.7 total testing hours
• ELA Unit Total Times

– Unit 1 - 110 min – Unit 2 - 110 min – Unit 3 - 90 min

• Math Unit Total Times

– Unit 1 - 90 min – Unit 2 - 90 min – Unit 3 - 90 min

English / Language Arts (ELA) PARCC ASSESSMENT UNITS AND QUESTION TYPES

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ELA Test Units

• Research Simulation Task (RST) - analyze an informational topic

presented through several texts or multimedia; answering a series

• f questions and writing an analytic response to a prompt, utilizing

information from multiple sources.

• Literary Analysis Task (LAT) - read and analyze two pieces of

literature; write an analytic response to a prompt based on the literary texts

• Narrative Writing Task (NWT) - read a literary text from a grade-

appropriate short story, novel, poem, or other type of literature; write a narrative response to a prompt based on this literary text.

Two Types of Selected-Response Questions

Evidence-Based Selected Response (EBSR)— traditional selected-response question with a second selected- response question that asks students to show evidence from the text that supports the answer they provided to the first question. Technology-Enhanced Constructed Response (TECR)— questions that use technology to capture student comprehension of texts in ways that have been difficult to score on previous types of tests (e.g., drag and drop, cut and paste, shade text, move items to show relationships) Scoring: These items are worth two points each, with partial credit available in some instances.

How does the interaction between the characters advance the plot in the passage? a) The emotions each character displays create an opportunity for a flashback to show the reason Dr. Frankenstein created the man. b) The verbal dispute between the characters gives the man the opportunity to explain his experiences to Dr. Frankenstein. c) The fear expressed by the characters establishes the reasons for their conflicts. d) The threats each makes against the other initiate rising action.

Evidence Based Selected Response Sample 1—Part A

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Which phrase from the passage supports the answer to Part A? a) “I perceived, as the shape came nearer (sight tremendous and abhorred!) that it was the wretch whom I had created.” (paragraph 1) b) “Begone, or let us try our strength in a fight, in which one must fall.” (paragraph 7) c) “The sun is yet high in the heavens; before it descends to hide itself behind your snowy precipices and illuminate another world, you will have heard my story and can decide.” (paragraph 10) d) “… become the scourge of your fellow creatures and the author of your own speedy ruin.” (paragraph 10)

Evidence Based Selected Response Sample 1—Part B

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Technology Enhanced Constructed Response

Sample 1—Part A

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Technology Enhanced Constructed Response

Sample 1—Part B

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Prose Constructed Response

Prose Constructed Responses (PCR) — students provide evidence that they have understood a text or texts they have read and can communicate that understanding well both in terms of written expression and knowledge of language and conventions. There are three types of these items, based on the unit:

• the Literary Analysis Task
• the Research Simulation Task
• the Narrative Task

Scoring: Condensed Scoring Rubric for Prose Constructed Response Items (includes comprehension, expression, and conventions)

Prose Constructed Response Research Simulation Task

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Prose Constructed Response Narrative Task

Prose Constructed Response Literary Analysis Task

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Mathematics PARCC ASSESSMENT UNITS AND QUESTION TYPES

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Types of Math Problems

Task Type Description of Task Type

• I. Tasks assessing concepts,

skills, and procedures

• Balance of conceptual understanding, fluency, and application
• Can involve any or all mathematical practice standards
• Machine-scorable including innovative, computer-based formats
• II. Tasks assessing expressing

mathematical reasoning

• Each task calls for written arguments / justifications, critique of

reasoning, or precision in mathematical statements (MP3, 6).

• Can involve other mathematical practice standards
• May include a mix of machine scored and hand scored responses
• III. Tasks assessing modeling

/ applications

• Each task calls for modeling/application in a real-world context
• r scenario (MP.4)
• Can involve other mathematical practice standards
• May include a mix of machine scored and hand scored responses

Type I Task (Algebra I)

Type II Task (Geometry)

Type III Task (Algebra II)

Type III Task (Algebra II cont’d)

Calculator Policy

• Grades 6-7: Four-function with square root and

percentage functions

• Grade 8: Scientific calculators
• Algebra I, Geometry, Algebra II: Graphing calculators

(with functionalities consistent with TI-84 or similar models)

Will be available online during the assessment Students can bring their own hand-held calculator if it meets the given criteria

• Please click on

Link #5 (BestFootForwardNJ.org) How Can I Help My Child? Other Resources

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• Please click on

Link #6 (UnderstandTheScore.org) Other Resources

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• Please click on

Link #7 (prc.parcconline.org) Interest:

– Scoring Rubric: Grades 6-11 – English Language Arts/Literacy – Scoring Rules: English Language Arts / Literacy – Scoring Rules: Mathematics – Sample Tests

Other Resources

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PARCC ASSESSMENT ACCESSIBILITY FEATURES FOR ALL STUDENTS

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Accessibility Features

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Audio Amplification Before the test, student raises or lowers the volume control, as needed, using headphones Bookmark The student selects the “Bookmark” icon in the toolbar. The student electronically “bookmarks” items to review later. Blank Scratch Paper Test Administrators must supply at least one page of blank scratch paper (i.e., either unlined, lined, or graph) per student, per unit. The student uses blank scratch paper (lined, un-lined, or graph) to take notes and/or work through items during testing. Additional pages may be provided as needed. Test administrators are responsible for collecting all scratch paper after testing is completed to be securely destroyed. Eliminate Answer Choices The student selects the “Answer Eliminator” icon in the toolbar. On multiple choice options, a student selects an answer and a red X appears and “crosses out” the answer choice. General Administration Directions Clarified , Reread, Repeated The test administrator clarifies, rereads, or repeats general administration directions only. No passages or test items may be clarified.

Accessibility Features

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Highlight Tool The student electronically highlights text as needed to recall and/or

• emphasize. The student has the option to remove highlighting over text.

The highlighter color option will change depending on the color contrast

• ption selected.

Headphones or Noise Buffers The student uses headphones or noise buffers to minimize distraction, access embedded text-to-speech, or filter external noise during testing (in addition to when headphones are required for the ELA/literacy assessment). Magnification/ Enlargement Device The student selects “Enable Magnifier” in the User Dropdown Menu. The student enlarges text and graphics onscreen via a magnification square (200%). Notepad The student selects the “Notepad” icon in the toolbar. The student writes notes using embedded Notepad tool on the ELA/literacy assessments. Pop-up Glossary The student is able to view definitions of pre-selected, underlined words by hovering over them. The definition appears in a popup text box.

Accessibility Features

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Spell Check The student uses the embedded spell check icon in TestNav to review their written text for errors. Writing Tools The student uses embedded writing process tools for written responses, including copy/paste, bold, italicize, underline, insert bullets, numbered list, undo, redo, and spell check. Writing tools are available in the constructed response items on the ELA/literacy assessment.

• Any questions you have regarding content not included in tonight’s

presentation can be submitted using the Question Form in your

• packet. Please drop off the form on your way out.
• For a further discussion of student with needs regarding PARCC,

including Special Education students, students with 504s, and ELL students, please visit room D214.

Remember, the best way to prepare students is to encourage them to do their best in their classes. Have a great night!

Moving Forward…

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