Ronda Davis Member of the NM PARCC Educator Leader Cadre Member of PARCC Consortium Math Operational Working Group Math Coach/Teacher at Highland High School, Albuquerque Public Schools PARCC Mathematics PARCC: Partnership for Assessment of Readiness for College and Career 14 Facts Every Elementary Math Educator Should Know – Q & A 1/9/2015

I will get all my current questions about PARCC, with respect to mathematics, answered I will have the most up to date information for the math assessments Objectives

Focus (Math): where the Standards focus, more time to master concepts at a deeper level Problems Worth Doing (Math): multi-step problems, conceptual questions, applications, and substantial procedures PARCC’s Core Commitments to Assessment Quality

#1 PARCC Assessment Design Summative Assessments Performance- Based Assessment End-of-Year Assessment  After 75% of the school year  Extended tasks, applications of concepts and skills  Math: Solving multi-step problems requiring abstract reasoning, precision, perseverance and strategic use of tools  All grades and courses, Grades 3 – Algebra 2  Window: March 2 – 27, 2015  After 90% of the school year  Innovative, short-answer items  Math: Short items that address both concepts and skills  All grades and courses, Grades 3–Alg 2  Window: April 13 – May 8, 2015 All students take both components for a final PARCC score

Scheduling PARCC - Unit Times #2 – Timed Test 75 PARCC Unit Times

Scoring Will Be Based on Student Work for Hand Scored Items (PBA) Scoring Will Be Based on Correct Work for Machine Scored Items (EOY & PBA) #3: Scoring

Both PBA & EOY will have: Samples of Scoring & Technology Enhancements  equation editor

Multiple Select: From 3 rd Grade EOY

In-Line/Drop Down Menus: 4 th Grade Sample

Drag & Drop: 5 th Grade Sample

Equation Editor: From 4 th Grade EOY

#4 PARCC Accessibility Policies Features for All Students Accessibility Features Identified in advance Accommodations Built into the test Available to All Students Example: magnification, highlighting, eliminate answer choices, line reader Available to All Students Must be turned on in Advance Example: answer masking, text-to-speech for mathematics, background/font color Available with IEP/504 Must be identified in Advance Example: Word to word dictionary, small group testing, extended time

PARCC Accessibility parcc.pearson.com

Accessibility Features Identified in Advance Answer Masking Background/Font Color (Color Contrast) General Masking Text-to-Speech for the Mathematics Assessments Headphone will be needed Accommodations for Special Ed Calculators & Extended Time

#5: Calculator Use Grades 3 – 5 – No Calculators Exception – Students with an IEP Allowed 4 function calculator with square root & percent Memory keys are allowed, but not required PARCC Calculator Policy

#6: Math Tools Math Tool Policy On-Line Grades 3 - 8: Rulers available as on-line tools Grade 3: ¼ inch Grades 4 – 8: 1/8 inch On-Line Grades 4 – 7: Protractors as shown to the right

#7 – Scratch Paper Test Administrators Must Provide:  Scratch paper – Blank, Lined & Graph  Scratch paper is NOT limited

Think about how to incorporate these into your instruction 1 foot = 12 inches 1 yard = 3 feet 1 day = 24 hours 1 meter = 1000 millimeters Area of a Rectangle: A = lw or A= bh Will be provided as a dropdown  Hard copies may be provided as well #8: Reference Sheets (only 5 th grade) NOT on reference sheet, but requisite knowledge for 5 th grade Grades Reference Sheet

4 th Grade: No Reference Sheet Students in grade 4 will be required to know relative sizes of measurement units within one system of units. 1 meter = 100 centimeters 1 kilometer = 1000 meters 1 kilogram = 1000 grams 1 liter = 1000 milliliters 1 minute = 60 seconds 1 hour = 60 minutes The area and perimeter formulas for rectangles are also considered requisite knowledge for Grade 4.

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. #9: Evidence-Centered Design (ECD) Claims Design begins with the inferences (claims) we want to make about students Evidence In order to support claims, we must gather evidence Tasks Tasks are designed to elicit specific evidence from students in support of 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.

Master Claim: On-Track for college and career readiness. The degree to which a student is college and career ready (or “on- track” to being ready) in mathematics. The student solves grade-level /course-level problems in mathematics as set forth in the Standards for Mathematical Content with connections to the Standards for Mathematical Practice. Sub-Claim A: Major Content 1 with Connections to Practices The student solves problems involving the Major Content 1 for her grade/course with connections to the SMP’s Sub-Claim B: Additional & Supporting Content 2 with Connections to Practices The student solves problems involving the Additional and Supporting Content 2 for her grade/course with connections to the SMP’s. Claims Structure: Mathematics Sub-Claim C: Highlighted Practices MP.3,6 with Connections to Content 3 (expressing mathematical reasoning) The student expresses grade/course- level appropriate mathematical reasoning by constructing viable arguments, critiquing the reasoning of others, and/or attending to precision when making mathematical statements. Sub-Claim D: Highlighted Practice MP.4 with Connections to Content (modeling/application) The student solves real-world problems with a degree of difficulty appropriate to the grade/course by applying knowledge and skills articulated in the standards for the current grade/course (or for more complex problems, knowledge and skills articulated in the standards for previous grades/courses), engaging particularly in the Modeling practice, and where helpful making sense of problems and persevering to solve them (MP. 1),reasoning abstractly and quantitatively (MP. 2), using appropriate tools strategically (MP.5), looking for and making use of structure (MP.7), and/or looking for and expressing regularity in repeated reasoning (MP.8). 12 pts (3-8), 18 pts (HS) 6 pts (Alg II/Math 3 CCR ) 12 pts (3-8), 18 pts (HS) 6 pts (Alg II/Math 3 CCR ) ~37 pts (3-8), ~42 pts (HS) ~37 pts (3-8), ~42 pts (HS) ~14 pts (3-8), ~23 pts (HS) ~14 pts (3-8), ~23 pts (HS) 14 pts (3-8), 14 pts (HS) 4 pts (Alg II/Math 3 CCR ) 14 pts (3-8), 14 pts (HS) 4 pts (Alg II/Math 3 CCR ) ~43% ~24% ~14% ~19%

Question Types & Point Values

#10 Evidence Statements Have Useful Clarifications

Ca EOY Whole number values limited to 0,1,2,3,4,5 More Samples of Evidence Statements

#11 Securely Held Knowledge

Based on Reasoning and Modeling  Connecting CCSS to applications and modeling  For example: #12 C & D Claims are NOT explicitly found in the CCSSM document

mathematics-test-documents PARCC Math Information Guide

parcc.pearson.com #13 Practice Tests

#14 NMPARCC Results Will Have Meaning Beyond High School

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Assessments: the Next Generation: (links to all PARCC practice items, smarter balance, & other good next gen sources)   tenmarks.com Basic PARCC implementation Videos:   APS Assessment Information:  Resources

Q & A Do you have any questions? How can you use what you’ve learned today in your work with students and teachers?