obstacles and opportunities: addressing the transition to the ccss and parcc tracey severns, ed.d...
TRANSCRIPT
OBSTACLES AND OPPORTUNITIES:ADDRESSING THE
TRANSITION TO THE CCSS AND PARCC
Tracey Severns, Ed.D
Chief Academic Officer NJDOE
Learning Objectives
Understand how to use the model curriculum and unit assessments to maximize student achievement.
Understand how a standards-aligned curriculum, effective instruction, and formative & summative assessments can provide data PLCs need to improve achievement
Understand the relationship among the three reform initiatives – CCSS, PARCC and educator evaluation
Understand how to use resources to guide school improvement efforts and elicit parental support
Shifting Gears Using the CCSS, PARCC and Evaluation to Drive Student
Achievement
Why a “Model” Curriculum?
Common Core State Standards • Fewer, clearer, more rigorous• Internationally benchmarked
Commonness• Leverage state and nation-wide expertise (45
States and DC)• PARCC (22 States and DC)
Continuous improvement• Model 1.0 & 2.0
The CCSS Difference: Grade 7 ELA
Before: NJCCCS (2004) 1. Produce written work and oral work that
demonstrate comprehension of informational materials.
After: CCSS (2010) 2. Determine two or more central ideas in a
text and analyze their development over the course of the text; provide an objective summary of the text.
The CCSS Difference: Grade 8 Math
1. Understand and apply the Pythagorean Theorem. After: CCSS (2010)
1. Explain a proof of the Pythagorean Theorem and its converse.
2. Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.
3. Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.
The CCSS Difference: Grade 3-5 ELA: Integration of Knowledge and Ideas
Grade 3 Grade 4 Grade 5 Compare and contrast the
most important
points and key details
presented in two texts on the same topic
Integrate information
from two texts on the same
topic in order to write or
speak about the subject
knowledgably
Integrate information
from several texts on the same topic in
order to write or speak about the
subject knowledgably.
College Readiness : Grade 11 ELA
Write arguments to support claim(s) in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence
Introduce precise knowledgeable claims(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaim(s), reasons and evidence.
Develop claim(s) and counterclaim(s) fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
Limitations of Textbooks and Programs
CCSS requires the re-evaluation of textbooks, materials and programs
Rubrics for evaluating resources can be found at the NJDOE website under CCSS
Model Curriculum 1.0 & 2.0Version 1.0 Version 2.0 Version 1.0
WHAT Students need to Learn
HOW We can best Instruct
WHENdo we know students
have Learned
StandardStudent Learning
ObjectivesInstruction
Formative Assessments
Summative/Formative
CCSS Standard 1
SLO #1
SLO #2
•Model Lessons•Model Tasks•Engaging Instructional Strategies
•Effective checks for understanding•Teacher designed formative assessments
Unit AssessmentSLOs 1-5
CCSS Standard 2
SLO #3
SLO #4
SLO #5
General Bank of Assessment Items 2.0Student level learning reports - Professional development - Resource reviews
Why Unit-based Formative Assessments?
Clarify the level of rigor for SLOs
Create common expectations in common courses
Provide data to effectively inform classroom instruction
Provide data that can be combined with observation data to inform PD
Unit Assessment Grade 3 sample formative assessment items
Common Standards require Common Assessments
Common Core State Standards: critical - but just the first step
Common Assessments: state comparisons will increase pressure for performance
Quality Implementation required for actual improvement in student achievement
Claims Driving Design: ELA/Literacy
14
Claims Driving Design: Mathematics
Students are on-track or ready for college and careers
15
Mathematical Practices
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make sense of structure.
8. Look for and express regularity in repeated reasoning.
17
Assessment Transition Timeline
Spring 2012
NJ ASK Aligned to
NJCCCS
Spring 2013
NJ ASK
Aligned to the CCSS
(except gr 6-8 Math)
Spring 2014
NJ ASK
Aligned to the CCSS
SY 2014-15
Full administration
of PARCC assessments
“Transitional Assessments”
PARCC Assessment DesignEnglish Language Arts/Literacy and Mathematics, Grades 3-11
End-of-Year Assessment
•Innovative, computer-based items•Required
Performance-BasedAssessment (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
Speaking And ListeningAssessment
•Locally scored•Non-summative, required
2 Optional Assessments/Flexible Administration
Mid-Year Assessment•Performance-based•Emphasis on hard-to-measure standards•Potentially summative
18
PARCC: Evidence-Centered Design
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.
Texts Worth Reading: 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 rather than sets of random questions of varying quality.
Better Standards Demand Better Questions: Custom items written to the Standards instead of reusing existing items.
Fidelity to the Standards: 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
20
1. Complexity: Regular practice with complex text and its academic language.
2. Evidence: Reading and writing grounded in evidence from text, literary and informational.
3. Knowledge: Building knowledge through content rich nonfiction.
PARCC Design for ELA
21
Based on the information in the text “Biography of Amelia Earhart,” write an essay that summarizes and explains the challenges Earhart faced throughout her life. Remember to use textual evidence to support your ideas.
Grade 7 Analytical Prose Constructed-Response Item
22
You have read three texts describing Amelia Earhart. All three include the claim that Earhart was a brave, courageous person. The three texts are: •“Biography of Amelia Earhart” •“Earhart's Final Resting Place Believed Found” •“Amelia Earhart’s Life and Disappearance”Consider the argument each author uses to demonstrate Earhart’s bravery.
Write an essay that analyzes the strength of the arguments about Earhart’s bravery in at least two of the texts. Remember to use textual evidence to support your ideas.
Grade 7 Prose Constructed-Response Item
23
Below are three claims that one could make based on the article “Earhart’s Final Resting Place Believed Found.”
Part A•Highlight the claim that is supported by the most relevant and sufficient facts within “Earhart’s Final Resting Place Believed Found.”
Part B•Click on two facts within the article that best provide evidence to support the claim selected in Part A.
Grade 7 Technology-Enhanced Constructed-Response Item
24
Focus: Items will focus on major, and additional and supporting content.
Problems worth doing: Problems will include conceptual questions, applications, multi-step problems and substantial procedures.
Better Standards Demand Better Questions: Custom items written to the Standards instead of reusing existing items.
Fidelity to the Standards : 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 Mathematics Assessment Quality
25
PARCC Design for Math
1. Focus: The PARCC Assessment will focus strongly where the Standards focus
2. Coherence: Think across grades and link to major topics within grades
3. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application.
Part A
Part B
Part C
Scoring Part A
Scoring Part B
Scoring Part C
Turnaround Principles
Instructional leadership Climate & Culture Standards based curriculum, assessment
and intervention system Effective instruction Use of Data Use of Time Family and Community involvement Effective Staffing Practices
Summative Assessment
Assessments of Learning (Stiggins)
Primary users: policy makers, curriculum
supervisors, principals, teachers, students, parents
Documents individual or group mastery of
standards
Measures achievement status for purposes of
reporting
Accountability
Formative Assessment
Assessments for Learning (Ainsworth)
Primary users: principals, teachers, students, parents
Measures progress toward intended outcomes
Provides data on teacher and student performance
Informal and Formal Observations
“What gets measured gets managed”
Lesson plans
Walkthroughs and evaluations: feedback on standards-aligned instruction
Data reports: Unit assessment data, walkthrough data
Effective Instruction
Clear learning objective aligned to the curriculum
Engaging and aligned instructional strategies
Engaging and rigorous standards-aligned student work
Quality and timely checks for understanding Adjustment based on student understanding Effective assessment of the learning
objective to inform next lesson
Effective PLCs
AStaff members meet on a regular basis to discuss their work, work together to problem solve, reflect on their jobs, and take responsibility for what students learn.
BInstructional leaders create time for teacher collaboration through scheduling and programming, and guide that collaboration.
Effective PLCs
1. Provide time to allow on-going collaboration.
2. Create agendas that focus on the “right work.”
3. Monitor progress by regularly attending meetings and providing feedback on their work.
Activities to Promote Understanding of the CCSS Review the 10 ELA anchor standards for a
grade band Examine the K-12 development of a
single anchor standard Review the Appendices
Appendix B: Text Exemplars and Student Perf. Tasks
Appendix C: Samples of Student Writing Analyze the Model Curriculum and Unit
Assessments Study the CCSS math practices
Resources to Support Implementation of the CCSS
Tri-State Quality Review Rubric www.engageny.org
PARCC www.PARCConline.org CCSS www.achievethecore.org NJDOE Resources
Model Curricula for K-12 Mathematics and ELA Unit Assessments Scaffolds for ELL and Special Education Model lessons, units, videos, materials and
resources Assessment bank
NJDOE Professional Developmenton the CCSS
Professional Development Intensive training for Regional Achievement
Centers (Priority and Focus Schools) Principals’ Instructional Leadership Series State-wide presentations for administrators,
teachers, parents and school board members Creation of a state-wide network to support
implementation of the CCSS in all districts. Common Core Implementation Team in each district Partnerships with each professional organization
National Parent Teacher Association (PTA)- a grade-by-grade Parent Guide to students’ success on the CCSS (Available in English and Spanish) http://pta.org/parents/content.cfm?ItemNumber=2583
Council of the Great City Schools- Parent Roadmaps to the Common Core Standards (ELA and Math). Provides guidance to parents about what their children will be learning and how they can support that learning in grades K-8. http://cgcs.schoolwires.net/domain/36
Resources to Support Understanding and Mastery
of the CCSS
CCSSO’s Assessing the Common Core and Students with Disabilities - a PowerPoint on steps to take to ensure that students with disabilities benefit from the Common Core Standards http://ccsso.confex.com/ccsso/2010/webprogram/Presentation/Session1959/Assessing%20the%20Common%20Core%20and%20Students%20with%20Disabilities.pdf
Common Core State Standards- document that discusses the application of the CCSS to students with disabilities http://www.corestandards.org/assets/application-to-students-with-disabilities.pdf
Resources to Support Understanding and Mastery
of the CCSS
Obstacles and Opportunities Culture
Capacity
Coherence
Courage
Shouldn’t all kids have this experience?
http://www.youtube.com/watch?v=NyDXdHVw-yM
This is our moment.
What will you do?
Reflections and Questions
Discuss an “aha” moment with a partner.
How will you use what you learned to improve your school or district?
What are you wondering?