1. PARCC Overview and Implications for Concurrent Enrollment Concurrent Enrollment Advisory Board September 26, 2013

2. AGENDA
Introductions
PARCC 101
P20 Perspectives
Q & A and Discussion

3. 46 States and DC Have Adopted the Common Core State Standards for Math and English language arts
TALKING POINTS:
46 States and the District of Columbia have adopted the Common Core State Standards
Most states are committed to implementing the standards by the school year
*Minnesota adopted the CCSS in ELA/literacy only

4. Key Advances of the Common Core
MATHEMATICS
Focus, coherence and clarity: emphasis on key topics at each grade level and coherent progression across grades
Procedural fluency and understanding of concepts and skills
Promote rigor through mathematical proficiencies that foster reasoning and understanding across discipline
High school standards organized by conceptual categories
ENGLISH LANGUAGE ARTS/LITERACY
Balance of literature and informational texts; focus on text complexity
Emphasis on argument, informative/ explanatory writing, and research
Speaking and listening skills
Literacy standards for history, science and technical subjects
TALKING POINTS
Focus, coherence and clarity
MATHEMATICS
Focus on key topics at each grade level
Coherent progressions across grade levels
Addresses long-heard criticism of mile-wide, inch-deep math curricula
Procedural fluency and understanding of concepts and skills
Content standards require both conceptual understanding and procedural fluency
Mathematical proficiencies
Mathematical proficiencies students should develop (e.g., abstract reasoning, modeling, precision, perseverance, strategic use of tools, making arguments)
Using mathematics to understand a problem – even in new or unfamiliar contexts
Organized around conceptual categories
Standards are organized into conceptual categories and models of traditional, integrated, & advanced courses
Promotes various approaches to high school curriculum
ELA/LITERACY
Reading
Balance of literature and informational texts
Focus on text complexity and what students read
Writing
Emphasis on argument and informative/explanatory writing
Writing about sources (evidence) – answer questions that require students to have read the text
Speaking and Listening
Inclusion of formal and informal talk
Literacy standards for history, science and technical subjects
Promotes the idea that teaching literacy skills is not just the job of the English teacher
Complements rather than replaces those subjects
BOTH CONTENT AREAS
Anchored in college and career readiness
Explicitly define the knowledge and skills that students must master to be college and career ready by the end of high school, and the knowledge and skills in each grade that build towards that goal
ANCHORED IN COLLEGE AND CAREER READINESS

5. CO Academic Standards and 21st Century Skills
SELF DIRECTED LEARNING
“Own Your Learning”
COLLABORATION
“Work Together Learn Together”
INFORMATION LITERACY
“Untangle the Web”
CRITICAL THINKING
“Think Deep, Think Different”
INVENTION
“Create Solutions”

6. Colorado’s Approach to the Common Core in ELA and Math
Use the Colorado Academic Standards (CAS) template
Align essential components of CAS
21st century skills (SB 212)
Postsecondary and workforce readiness (SB 212)
Integrate personal financial literacy (HB 1168)

7. Measuring the Common Core State Standards and College and Career Readiness
Two multi-state groups apply for, and successfully win Race to the Top funds to develop aligned assessments
PARCC and Smarter Balanced
Last year Colorado became a Governing State of PARCC consortia, joining 22 other states and DC

8. Colorado Measures of Academic Success: New Assessments
State legislation
Colorado becomes member of PARCC
CO developed science and social studies assessments
PARCC developed English language arts and mathematics assessments 8

9. PARCC States

10. Goals of PARCC System of Assessments
Build a pathway to college and career readiness for all students and a high quality system that is designed to determine whether students are or on track as early as possible
Assess the full range of the Common Core Standards, utilizing technology-based innovations
Measure the full range of student performance, including the performance high and low performing students and demonstration of 21st century skills
Support educators in the classroom by providing data during the academic year to inform instruction, interventions and professional development
Provide data for accountability, including measures of growth
Build an assessment that is sustainable and affordable
Six goals driving the work but today I will focus on the most relevant to higher ed.
So we will look at how PARCC intends to meet the first and second goals,
breeze past all the great work designed to inform classroom instruction just-in-time voluntary items and diagnostics,
Quickly show an example of an item type that illustrates the power of using a computer-based platform to assess student skills
Highlight how PARCC intends to sustain work beyond grant period and VALIDATE RESULTS (this is where we come in)

11. Higher Expectations ELA/Literacy Math
Read sufficiently complex texts independently
Write effectively to sources
Build and present knowledge through research
Math
Solve problems: content and mathematical practice
Reason mathematically
Model real-world problems
Have fluency with mathematics
CCSS call for a radically different approach to teaching students and represent significant instructional shifts for all students.
ELA and literacy focus on complex informational texts, build student writing skills, and prepare students for applying and practicing these skills across content areas and research
MATH: application, mathematical practices, multistep problems based on real-world that students will be asked to solve and often will have more than one correct response

12. P20 Collaboration Driving PARCC Development
K-12 Educators & Education Leaders
Educators are involved throughout the development of the PARCC assessments and related instructional and reporting tools to help ensure the system provides the information and resources educators most need
Postsecondary Faculty & Leaders
Nearly 750 institutions and systems covering hundreds of campuses across PARCC states have committed to help develop the high school assessments and set the college-ready cut score that will indicate a student is ready for credit-bearing courses
This is a state-led initiative, but the input of those in the field will be crucial. That includes both K-12 teachers and leaders, as well as faculty and leaders from the higher education community.
INCLUDING JUDI DIAZ BONAQUISTI FROM COCEAL!!!
K-12: We have already engaged more than 1,500 educators directly in the process. Some will sit on our content teams and committees that will develop and implement the assessments. Many have provided input through surveys or have simply engaged us in a conversation. We are thrilled to have this involvement and it will only grow as we move forward. This will include the development of K-12 educator cadres that will allow educators the opportunity to learn about PARCC up close and personally, test the instructional tools described above, and get the information they need to educate their peers on PARCC and its related resources.
POSTSECONDARY: Our postsecondary community will be vital partners in the creation and implementation of these next generation assessments. This is crucial because the whole point is to make sure we are assessing students for college- and career-readiness. So the postsecondary community will be an important partner in this

13. PARCC Assessment Design
Diagnostic Assessment
K-1 and 2-8
Early indicator of knowledge and skills to inform instruction, supports, and PD
Optional
Performance-Based
Assessment
Extended tasks
Applications of concepts and skills
Required
End-of-Year
Assessment
Innovative, computer-based items
Required
Mid-Year Assessment
Grades 3-11 Performance-based
Emphasis on hard-to-measure standards
Optional
Speaking and Listening Assessment (Required): Locally scored ( )

14. Assessment Design Principles
Assessments will include four components
Two summative, required assessment components designed to
Make “college- and career-readiness” and “on-track” determinations
Measure the full range of standards and full performance continuum
Two non-summative, optional components designed to
Generate timely information for informing instruction, interventions, and professional development during the school year
An additional third non-summative component will assess students’ speaking and listening skills
For those that have been following the development of PARCC, the Governing Board did make some refinements to the design based on the input from the PARCC states.
As with PARCC’s initial design, there will be four components to the PARCC system.
PARCC will develop all four components – the first two will be available for all PARCC states and districts to use and administer flexibly.
Summative assessment components will:
Measure the full range of the CCSS and the full range of student performance, including low- and high-performing students
Include achievement levels that signify whether students are “college- and career-ready” by the end of high school and on-track in earlier grades
Produce data that can be used to make a variety of accountability determinations, including measures of student growth
The formative components will be designed to generate timely information during the academic year that can inform instruction, professional development, and supports and interventions for students.
In ELA/literacy, there will be an additional formative component that will assess the speaking and listening standards in the Common Core.

15. English Language Arts/Literacy PARCC
Two four week testing windows
Performance-based assessment component (3 sessions)
Three tasks: a research simulation, a literary analysis, and a narrative task
For each task, students will read one or more texts, answer several short comprehension and vocabulary questions, and write an essay that requires them to draw evidence from the text(s)
End-of-year assessment component (2 sessions)
4-5 texts, a combination of literary and informational
A number of short-answer comprehension and vocabulary questions will be associated with each text 15

16. Claims for ELA/Literacy
ELA/Literacy for Grades 3–11
“On Track” Master Claim/Reporting Category:
Students are “on track” to college and career readiness in ELA/Literacy.
Major Claim: Reading Complex Text
Students read and comprehend a range of sufficiently complex texts independently.
SC: Vocabulary Interpretation and Use
(RL/RI.X.4 and L.X.4-6)
Students use context to determine the meaning of words and phrases.
SC: Reading
Informational Text
(RI.X.1-10)
Students demonstrate comprehension and draw evidence from readings of grade-level, complex informational texts.
SC: Reading Literature
(RL.X.1-10)
Students demonstrate comprehension and draw evidence from readings of grade-level, complex literary text.
Major Claim: Writing
Students write effectively when using and/or analyzing sources.
SC: Written Expression (W.X.1-10)
Students produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience.
SC: Conventions and Knowledge of Language
(L.X.1-3)
Students demonstrate knowledge of conventions and other important elements of language.
SC: Research
(data taken from Research Simulation Task)
Students build and present knowledge through integration, comparison, and synthesis of ideas
Within the PARCC Assessment System, there are three types of claims, and each claim will have its own reporting category that will use an appropriate reporting metric. Examples of these metrics are performance level descriptors, scale scores, and raw scores.
The Master Claim is the overall performance goal for the PARCC ELA/Literacy Assessment System—students must demonstrate that they are “on track” for college and career readiness.
Major Claims are designed to elicit sufficient evidence to yield scale scores for making longitudinal comparisons. While students will receive one overall ELA/literacy scores, there will be scale scores for each of the two major claims.
Sub Claims are designed to elicit additional data in support of the Major Claims while providing data that must help educators to focus instruction on key priorities.
Master Claim: Students Are “On Track” to College and Career Readiness
This Master Claim reflects the overall goal of the Common Core State Standards and Model Content Frameworks—to prepare students for college and careers, and specifically to ensure students have the literacy skills and understandings required for success in multiple disciplines.
The measure of progress towards this essential goal will be reflected by a student’s overall performance on the summative components (both the Performance-Based Assessment and End-of-Year Assessment) of the PARCC ELA/Literacy Assessment System.
For the summative assessment, the extent to which students are “on track” for college and careers means measuring the degree to which students are able to:
(1) undertake close, analytic reading and the comparison and synthesis of ideas that are at the heart of comprehending complex literary works and informational texts;
(2) write effectively when using and/or analyzing sources;
this includes many additional skills and understandings as indicated by the sub-claims, including how well students interpret and use vocabulary, how well students read literary and informational texts, how well students express themselves in writing, how well students use their knowledge of language and its conventions, and how well students build and present knowledge through research and the integration, comparison, and synthesis of ideas.

17. Mathematics PARCC Two four week testing windows
Performance-based assessment component (2 sessions)
Comprised of short- and extended-response questions focused on conceptual knowledge and skills, and the mathematical practices of reasoning and modeling
End-of-year assessment component (2 sessions)
comprised primarily of short answer questions focused on conceptual knowledge, skills, and understandings
Note: High school mathematics assessments are “end of course” and are offered for two mathematics pathways:
Algebra I, Geometry, and Algebra II
Integrated I, Integrated II, and Integrated III 17

18. Claims Driving Design: Mathematics
Master Claim: Students are on-track or ready for college and careers
Sub-claim A: Students solve problems involving the major content for their grade level with connections to practices
Sub-Claim B: Students solve problems involving the additional and supporting content for their grade level with connections to practices
Sub-claim C: Students express mathematical reasoning by constructing mathematical arguments and critiques
Sub-Claim D: Students solve real world problems engaging particularly in the modeling practice
Sub-Claim E: Student demonstrate fluency in areas set forth in the Standards for Content in grades 3-6
Master Claim: Students Are “On Track” to College and Career Readiness
This Master Claim reflects the overall goal of the Common Core State Standards and Model Content Frameworks—to prepare students for college and careers, and specifically to ensure students have the skills and understandings required for success. The measure of progress towards this essential goal will be reflected by a student’s overall performance on the summative components (both the Performance-Based Assessment and End-of-Year Assessment) of the PARCC Assessment System.

19. Background: College- and Career-Ready Determination (CCRD) Policy
Two College and Career Ready Determinations:
English language arts/literacy
Mathematics
Students who receive a CCRD will have demonstrated the academic knowledge, skills, and practices necessary to enter directly into and succeed in entry-level, credit-bearing courses at public postsecondary institutions without the need for remediation.
Students who achieve the CCRD will be guaranteed exemption from remedial course work in that content area.
Policies are located at

20. Colorado Educator Participation PARCC Committees
11/10/2018
Colorado Educator Participation PARCC Committees
Committees with Colorado Educators and State Leaders
Item Review (2 levels of involvement: state and district)
Bias reviews
Developing reporting attributes
Non-summative (Speaking and Listening and the diagnostic assessments)
Educator Leader Cadre (ELC)
Higher Ed 20

21. Implication of Increased Rigor
11/10/2018
Implication of Increased Rigor
Given the increased rigor of both the Colorado Academic Standards and the new assessments, it is reasonable to prepare for a drop in performance based on them compared to the performance demonstrated under the current system.

22. Field Test PARCC CO will have both paper and computer testing
Schools will do one or the other
Two testing windows (PBA and EOY)
PBA - March 24- April 11
EOY – May 5 – June 6
Two testing conditions
Take both PBA and EOY in one content area (ELA OR Math)
Take either PBA OR EOY in one content area 22

23. Areas of Focus for Transition to PARCC
Policy
Student supports and interventions
Accountability
High school course requirements
College admissions/ placement
Perceptions about what these assessments can do
Implementation
Estimating costs over time, including long- term budgetary planning
Transitioning to the new assessments at the classroom level
Ensuring long- term sustainability
Technical
Developing an interoperable technology platform
Transitioning to a computer-based assessment system
Developing and implementing automated scoring systems and processes
Developing effective, innovative item types
TALKING POINTS
First, states came together with a commitment to improve standards and assessments. That commitment came with challenges that states accepted knowing there is a better way.
Obviously, our consortium states will undergo a lengthy, bumpy transition from old to new assessments. PARCC sees three areas of concern where attention will be needed:
Technical Challenges: Addressing the technology gaps for the implementation, administration and scoring of these next generation assessments.
Implementation Challenges: We must make sure our states and districts are ready to transition to these new assessments by and that they can sustain. Obviously, the biggest concern of all states right now is the budget. That won’t change in the next few years.
Policy Challenges: These assessments will require some, if not all of our states to review their policies and make adjustments. Through outreach and support we must make sure there are no “surprises.”
While these are real challenges, states can overcome them. We have already witnessed unprecedented collaboration between states and that must continue to reach their shared goals.

24. Summative Assessment Timeline
TCAP Reading, Writing and Math
New Social Studies and Science assessments & corresponding alternate (elementary and middle school)
Colorado ACT
ACCESS for English language learners
New PARCC English Language Arts and Mathematics assessments expected to be operational & Alternate
New Social Studies and Science assessments & corresponding alternate (high school)
Second year of new Social Studies and Science assessments & Alternate (elementary and middle school)
ACCESS for ELLs

25. PARCC and Higher Ed.
Higher education partners in PARCC—nearly 200 institutions and systems covering over 8,50 campuses across the country—have committed to:
help develop the high school assessments, and
set the college-ready cut score that will be used to place incoming freshman in credit-bearing college courses
In high school, results will send an early signal about whether students are ready for entry-level, non-remedial courses at higher education institutions
Provide interventions earlier and accelerate college-ready students
Alignment and use of CCR determination: new admission and placement policies

26. CCR Detmerminations
Students who earn a PARCC College- and Career-Ready Determination by performing at a Level 4 in Mathematics and enroll in College Algebra, Introductory Statistics, and technical courses requiring an equivalent level of mathematics have approximately a 0.75 probability of earning college credit by attaining at least a grade of C or its equivalent in those courses.
Students who earn a PARCC College- and Career-Ready Determination by performing at a Level 4 in ELA/literacy and enroll in College English Composition, Literature, and technical courses requiring college-level reading and writing have approximately a 0.75 probability of earning college credit by attaining at least a grade of C or its equivalent in those courses.
The following statement was approved for use to inform standard-setting (determining cut scores for PARCC performance levels) and to conduct reasearch

27. Research Strategy for Validation of CCRD
To set college-ready performance standards on the high school assessments, PARCC will use evidence from research such as:
Concurrent validity studies
Compare performance on PARCC with ACT/SAT/COMPASS/Accuplacer
Predictive validity studies
Connect success of students on PARCC to performance in first-year courses
Judgment studies
Rate importance of CCSS standards and test items in comparison with first-year course content
Alignment studies
Examine relationship between first course content and content PARCC measures

28. Timeline Summer 2013 Draft Standard Setting Memos September 2013
Standard Setting OWG crafts guidelines for OA Year 1
October 15, 2013
Governing Board and ACCR approve guidelines
Winter 2013/14
OA Year 1 RFP is release and responses are received
Spring 2014
OWG, TAC, etc. review responses
June 6, 2014
Governing Board and ACCR approve standard setting methods
Summer 2014
Recruit standard setting panels
September 12, 2014
Governing Board and ACCR approve standard setting panels
Fall 2014
Standard setting panels train
Winter 2014/15
Standard setting panels meet
Winter 2015
OWG reviews standard setting panel recommendations
Spring/Summer 2015
Governing Board and ACCR review recommendations and vote on establishing cut scores

29. HOW TO GET INVOLVED
Recommend Item Reviewers: PARCC will be starting phase 2 of item review. If you know of educators who would like to be a part of the PARCC process, they can me their information
When there is an opening on a committee/work group, I will pull from my list of interested educators
Join the Colorado Higher Ed. PARCC mailing list: receive updates and how you can get involved
LaTasha: 29

30. www.parcconline.org PARCC Resources
Sign up for PARCC news:
Check out new sample Items:
Twitter: @PARCCPlace Facebook: facebook.com/PARCC

31. Contact Information
Stephanie Boyd, PARCC Coordinator, CO Department of Education
Casey Sacks, Project Manager, CO Community College System
Emmy Glancy, P20 Alignment Director, CO Department of Higher Education