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Oklahoma C3 Standards, Including Common Core

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The Oklahoma C3 Standards, including the Common Core, lay the foundation toward ensuring that students are ready for college, careers, and citizenship.

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PARCC will provide information to determine how students are progressing in that learning (as it relates to Mathematics, English Language Arts, and Literacy).

States, districts, schools, and teachers can use this information to inform: • Student Interventions,• Systemic changes, and• Curricular and instructional changes.

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

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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

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The PARCC Goals

Goal #1: Create high-quality assessments

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

2 Optional Assessments/Flexible Administration

Mid-Year Assessment•Performance-based•Emphasis on hard-to-measure standards•Potentially summative

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Speaking And Listening Assessment•Locally scored•Non-summative, required

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

K-2 formative assessment

being developed,

aligned to the PARCC system

Timely student achievement data showing students, parents

and educators whether ALL students are on-track to college

and career readiness

ONGOING STUDENT SUPPORTS/INTERVENTIONS

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

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Goal #3: Support Educators in the Classroom

INSTRUCTIONAL TOOLS TO SUPPORT IMPLEMENTATION

EDUCATOR-LED TRAINING TO SUPPORT “PEER-TO-PEER” TRAINING

TIMELY STUDENT ACHIEVEMENT DATA

K-12 Educator

Goal #3: Support Educators in the Classroom

• Support implementation of the CCSS; support development of assessment blueprints; provide guidance to state, district- and school-level curriculum leaders in the development of aligned instructional materials.www.parcconline.org

Model Content

Frameworks

Model Instructional

Units

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Model Instructional

Units

• Develop models of innovative, online-delivered items and rich performance tasks proposed for use in the PARCC assessments. www.parcconline.org

Item and Task Prototypes

Purpose of the Educator Leader Cadre (ELC)

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Educator Leader Cadre

GoalTo ensure that teachers in

consortium states successfully implement the standards in

classrooms and prepare more students for college and careers.

The Educator Leader Cadre (ELC) is one of the ways PARCC is

ensuring that success. The National Math

and Science Initiative's Laying the Foundation program is

leading a community of over 600 educators focused on creating

expertise and resources to implement Common Core.

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Oklahoma’s

Roles of ELC Members

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Strategic Thought PartnersAre well positioned to provide advice on state implementation plans and on how best to communicate information to the field: who, what, when, where and how.

Content PartnersCan be called on to play the role of either developer or reviewer of existing or new communications materials, professional development materials, and instructional materials.

Engagement FacilitatorsAre ideal for building capacity among colleagues, who can then spread professional development further across the state (think “trainer-of-trainers-of-trainers”).

Distributors/Messengers/AmbassadorsAre in a great position to spread messages and materials on behalf of the state, serve as a feedback channel for how work is unfolding and materials are being used.

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Goal #4: Develop 21st Century, Technology-Based Assessments

PARCC’s 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 timely reports of students performance throughout the year to inform

instructional, interventions, and professional development

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Goal #5: Advance Accountability at All Levels

• PARCC assessments will be purposefully designed to generate valid, reliable and timely data, including measures of growth, for various accountability uses including:– School and district effectiveness

– Educator effectiveness

– Student placement into college-credit bearing courses

– Comparisons with other state and international benchmarks

• PARCC assessments will be designed for other accountability uses as states deem appropriate

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.

Evidence-Centered Design (ECD) for the PARCC Assessments

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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.

Evidence-Centered Design (ECD) for the PARCC Assessments

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Claims Driving Design: ELA/Literacy

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ELA/Literacy Task Types

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• ELA/Literacy– PBA: Prose Constructed Response (PCR)– EOY: Evidence-Based Selected Response (EBSR)– EOY: Technology Enhanced Constructed Response (TECR)

Claims Driving Design: Mathematics

Students are on-track or ready for college and careers

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• Mathematics– Type I (PBA and EOY): Machine scorable, focusing on major content

and/or fluency. Could be practice forward.– Type II (PBA): Hand scored (or machine scored if innovative); focused on

expressing reasoning.– Type III (PBA): Hand scored (or machine scored if innovative); focused on

modeling/application.

Mathematics Task Types

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