1. Investigating the American Dream Preparing PARCC Research Simulations Baltimore County Public Schools Offices of Secondary English Language Arts Office of Secondary Social Studies

2. Goals: Examine benefits and strategies for interdisciplinary preparation of PARCC writing tasks. Analyze components of PARCC Research Simulation Tasks to determine areas for discipline-specific support and collaboration. Apply the process of creating and implementing RSTs in the classroom.

3. BCPS: By the Numbers 25th largest in the U.S., 3rd largest in MD. $1.6 billion budget, FY 2015 173 schools, programs, and centers. 18,783 employees, including 8,792 classroom teachers Rural, Suburban, and Urban settings.

4. 109,984 students 7,075 graduates in 2014. $147.2 million in scholarships reported. Average of 17 AP courses at each high school; one-third offer 20 or more AP courses.

5. In a large system with the goal of advancing the academic challenge for all students---how do we prepare our teaching force?

6. Existing Challenges Overwhelmed department chairs. Challenging countywide initiatives. Curricular re-alignment. “Familiarity breeds contempt”

7. A New Challenge Literary Analysis Task Narrative Task Research Simulation Task PARCC Performance-based Assessment

8. A Solution… Build an Ark!

9. What is Ark? It is not… a boat with two of every animal an Acronym Train the Trainer a college course a system workshop

10. Ark Design = PLC “The Chosen,” Teachers met twice eight times per year. Teachers earned stipends or CPD credit for the after school sessions and the completion of their project. Collaborative analysis and development with a built in living, creative laboratory. Building material and instructional capacity. Paying it forward.

11. System Buy-In is CRITICAL! Program drafted by teachers and ELA office. Program revised by: – Area Superintendants. – Organizational Development for CPD credit. – Principals and Chairmen

12. Timeline for Concurrent Programs Ark I: ELA and CCSS and Literature 2012-2013 8 meetings 112 teachers 98% attendance 2013-2014 3 meetings 112 teachers 76% Attendance 2014-2015 2 meetings 112 teachers 52% Attendance Ark II: ELA and Social Studies and CCSS and Research Simulation 2013-14 8 meetings 124 teachers including STAT/Mentor Teachers with content 97% attendance Ark III Addressing Consistency in Scoring Student Responses 2014-15 Range-finding and Consistency with Scoring 65 teachers who focus on system- wide range-finding to create scoring guides and anchors for our ELA PBAs

13. ELAS.S. Repeat after me. “With this Assessment I thee wed…” CCS S

14. What do students have to demonstrate on the PARCC Research Simulation Task?

15. Students begin by reading an anchor text that introduces the topic. Evidence-Based Selected Response (EBSR) and Technology- Enhanced Constructed Response (TECR) items ask students to gather key details about the passage to support their understanding. Students read two additional sources and answer a few questions about each text to learn more about the topic, so they are ready to write the final essay and to show their reading comprehension. Students mirror the research process by synthesizing their understandings into a writing that uses textual evidence from the sources. Understanding the Research Simulation Task 15

16. In paragraph 6 of “The Biography of Amelia Earhart,” Earhart is quoted as saying “After scaring most of the cows in the neighborhood…I pulled up in a farmer’s back yard.” How does the quotation contribute to the meaning of the paragraph? a)It demonstrates Earhart’s sense of humor when describing a potentially frightening situation. b)It shows that Earhart loved taking risks but regretted when her actions put others in danger. c)It suggests that Earhart was humble about her accomplishments and able to admit serious mistakes. d)It illustrates Earhart’s awareness of her responsibility as a role model for other women. Sample Item #1—Part A 16

17. In which other paragraph in the article does a quotation from Earhart contribute to the reader’s understanding of her character in a similar way as does the quotation in Part A? a)paragraph 7 b)paragraph 8 c)paragraph 9 d)paragraph 11 Sample Item #1—Part B 17

18. According to the article “The Biography of Amelia Earhart,” which events had the most significant impact on Earhart’s life? From the list, create a summary by dragging the four most significant events and dropping them in chronological order into the table. Sample Item #2 18 1 Earhart becomes the first woman to fly across the Atlantic Ocean by herself. 2 Earhart attends a finishing school in Philadelphia. 3 Earhart purchases her first plane. 4 Earhart works as a nurse’s aide in Canada. 5 Earhart attends an air show, where a stunt pilot flies close to her. 6 Earhart sets off on a flight around the world. 7 Earhart places third at the Cleveland Women’s Air Derby. Event 1 Event 2 Event 3 Event 4

19. What do students have to demonstrate on the PARCC Research Simulation Task? Analyze non-fiction, informational texts. Respond to text-dependent questions. Define words in context. Summarize main ideas and points-of-view. Synthesize multiple texts. Form arguments. Support a claim using evidence and details. Refute counterclaims.

20. Which sentence explains how paragraph 4 is important to the development of the ideas in “The Biography of Amelia Earhart”? a)Paragraph 4 provides details that explain why Earhart chose flying as a career. b)Paragraph 4 relates Earhart’s love of hard work to her success in flying. c)Paragraph 4 illustrates how Earhart’s enjoyment of flying changed her personal life. d)Paragraph 4 retells a key event that enabled Earhart to become a celebrity pilot. Sample Item #3—Part A 20

21. Which quotation from paragraph 4 best supports the answer in Part A? a)“’I’m too busy to answer just now,’ she said.” b)“It wasn’t until the caller supplied excellent references that she realized the man was serious.” c)“’How would you like to be the first woman to fly the Atlantic?’ he asked, to which Earhart promptly replied, ‘Yes!’” d)“…she was asked to join pilot Wilmer ‘Bill’ Stulz and co- pilot/mechanic Louis E. ‘Slim’ Gordon.” Sample Item #3—Part B 21

22. Based on the author’s portrayal of Amelia Earhart in the biography, in what way did Earhart’s character affect the choices she made in her career? a)It prompted her to carefully plan each step she took toward her goals. b)It pushed her to try things that had never been done before. c)It led to her becoming frustrated when she faced obstacles along the way. d)It caused her to sacrifice her personal life to her ambition. Sample Item #4—Part A 22

23. Which two pieces of evidence from the article best support the answer to Part A? a)“Earhart named the plane ‘Canary,’ and used it to set her first women’s record by rising to an altitude of 14,000 feet.” (paragraph 3) b)“From then on, Earhart’s life revolved around flying.” (paragraph 5) c)“Intent on retaining her independence, she referred to the marriage as a ‘partnership’ with ‘dual control.’” (paragraph 5) d)“Together they worked on secret plans for Earhart to become the first woman and the second person to solo the Atlantic.” (paragraph 6)* e)“Every unessential item was removed from the plane to make room for additional fuel, which gave Earhart approximately 274 extra miles.” (paragraph 8) f)“Whey they fail, their failure must be but a challenge to others.” (paragraph 11) Sample Item #4—Part B 23

24. Step #1: Develop a clear understanding of the format, materials, and tasks established by RSTs and how they align. Comparisons with Historical Investigations. On-line samples Evidence tables CCSS Alignment Curricular Alignment

25. Step #2: Analyze RST Structure to inform the RST creation process. Walk through a teacher-created model in stages. Focus on the reflective process used to create an RST. Participants should examine the process through both lenses of student AND teacher. Share and discuss classroom applications.

26. Steps #3: Review, revise, and reflect on classroom use. Work and peer-review sessions. Present RSTs, reflect on how they can be used and modified for the classroom. – Material choices. – PBAs, Indicator Assessments, writing assignments. – Benefits and challenges. – Adaptations. – Collect and share RSTs with teachers.

27. Benefits and Cautions Aligns to C3 Inquiry Arc Builds PLC within and among schools. Provides sample resources for teachers. Prepares students for writing expectations on PARCC! Readability and readiness. Context, Context, Context! Question and text alignment. Paying it forward. Sustaining enthusiasm and use.

28. Continual support Follow-up activities and pedagogical “take aways.” Revisions. Developing speaking and listening skills. Creation of mini-RSTs and scaffolded supports. Promotion of student-centered discussion formats that support greater use of text-based evidence and argumentation skills.

29. Questions? Ms. Kelly Smith, Coordinator BCPS Office of Secondary English Language Arts ksmith@bcps.org Renee Baylin, Resource Teacher BCPS Office of Secondary Social Studies rbaylin@bcps.org