1. The Partnership for Assessment of Readiness for College and Careers (PARCC) Common Core State Standards Stakeholder Conference June 30, 2012 Tamara Reavis Washington, DC 1

2. Overview 2 Welcome Background on PARCC A Closer Look Engagement and Support

3. 3 The Common Core State Standards lay the foundation toward ensuring that students are ready for college and career.

4. 4 PARCC will provide information to determine how students are progressing in that learning. States, districts, schools, and teachers can use this information to inform Student interventions Systemic changes Curricular and instructional adjustments

5. Partnership for Assessment of Readiness for College and Careers (PARCC) 5

6. Create High-Quality Assessments End-of-Year Assessment Innovative, computer- based items Performance-Based Assessment (PBA) Extended tasks Applications of concepts and skills Summative assessment for accountability Formative assessment Early Assessment Early indicator of student knowledge and skills to inform instruction, supports, and PD ELA/Literacy Speaking Listening 6 Flexible Mid-Year Assessment Performance-based Emphasis on hard to measure standards Potentially summative

7. Non-Summative Assessment Components Summative assessment for accountability Non-Summative assessment Early Assessment Early indicator of student knowledge and skills to inform instruction, supports, and PD 7 Flexible Mid-Year Assessment Performance-based Emphasis on hard to measure standards Potentially summative – Diagnostic Assessment designed to be an indicator of student knowledge and skills so that instruction, supports and professional development can be tailored to meet student needs – Mid-Year Assessment comprised of performance-based items and tasks, with an emphasis on hard-to-measure standards. After study, individual states may consider including as a summative component

8. Summative Assessment Components End-of-Year Assessment Innovative, computer- based items Performance-Based Assessment (PBA) Extended tasks Applications of concepts and skills Summative assessment for accountability Non-Summative assessment 8 Performance-Based Assessment (PBA) administered as close to the end of the school year as possible. The ELA/literacy PBA will focus on writing effectively when analyzing text. The mathematics PBA will focus on applying skills, concepts, and understandings to solve multi-step problems requiring abstract reasoning, precision, perseverance, and strategic use of tools End-of-Year Assessment (EOY) administered after approx. 90% of the school year. The ELA/literacy EOY will focus on reading comprehension. The math EOY will be comprised of innovative, machine-scorable items

9. New Conceptual Framework for Assessment Design: ECD 9 Source: Pellegrino, Meryl, Huff, AERA 2009

10. Purpose and Audience of the Model Content Frameworks 10 Purpose Support implementation of the Common Core State Standards Inform development of item specifications and blueprints for the PARCC assessments in grades 3–8 and high school. Audiences State and local curriculum directors Teachers and building administrators

11. Development Process 11 State-led process that included mathematics content experts in PARCC member states and members of the Common Core State Standards writing team Three rounds of feedback; nearly 1,000 individual comments were submitted from K–12 educators, principals, superintendents, higher education faculty, school board members, parents, and students during August public review

12. Approach of the Model Content Frameworks for ELA/Literacy 12 PARCC Model Content Frameworks provide one model for how to organize content and integrate the four strands of the CCSS They focus on framing the critical advances in the standards: – Reading complex texts – Reading a range of texts—literature and informational – Writing effectively when using and/or analyzing sources – Conducting and reporting on research – Speaking and listening – Using knowledge of language effectively when reading, writing, and speaking

13. Key Elements of the Model Content Frameworks 13

14. Model Content Framework Chart for Grade 3

15. Example of Key Terms and Concepts for Grade 3

16. Writing Standards Progression from Grade 8 to Grades 9–10 Grade 8, Standard 1 (W.8.1)Grades 9–10, Standard 1 (W.9–10.1) Write arguments to support claims with clear reasons and relevant evidence. a.Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b.Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c.Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d.Establish and maintain a formal style. e.Provide a concluding statement or section that follows from and supports the argument presented. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a.Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b.Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns. c.Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d.Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e.Provide a concluding statement or section that follows from and supports the argument presented. Writing Standards Progression from Grade 8 to Grades 9–10

17. PARCC Model Content Frameworks provide a deep analysis of the CCSS, leading to more guidance on how focus, coherence, content and practices all work together. They focus on framing the critical advances in the standards: – Focus and coherence – Procedural knowledge, conceptual understanding, and application – Content and mathematical practices Model Content Frameworks for grades 3-8, Algebra I, Geometry, Algebra II, Mathematics I, Mathematics II, Mathematics III Approach of the Model Content Frameworks for Mathematics 17

18. Examples of key advances from the previous grade Fluency expectations or examples of culminating standards Examples of major within-grade dependencies Examples of opportunities for connections among standards, clusters or domains Examples of opportunities for in-depth focus Examples of opportunities for connecting mathematical content and mathematical practices Content emphases by cluster Key Elements of the Model Content Frameworks 18

19. Grade 3 Example 19

20. Grade 3 Example

22. Traditional Sequence in High School www.parcconline.org/parcc-content- frameworks www.parcconline.org/parcc-content- frameworks

23. Cross-Cutting Standards in High School

24. Possible Uses of the Model Content Frameworks 24 Assist in transitioning to the CCSS – Help inform curriculum, instruction, and assessment – Increase educator engagement and awareness Assist in evaluating resources Provide awareness on the balance of tasks Help educators think more deeply about the standards, especially foundational structures Inform grade-level analyses

25. Guidance for Teachers (ELA/Literacy) The key terms section highlights several important concepts that describe meaningful ways to implement the Common Core State Standards now: – Focus on close analytic reading and on comparison and synthesis of ideas – Provide guidance on both reading literature and reading informational texts – Focus on writing effectively when using and/or analyzing sources

26. Guidance for Teachers (Mathematics) Key advances in the standards between grade levels Fluency expectations and major within-grade dependencies Connections among standards, clusters, or domains Opportunities for In-Depth Focus Opportunities for Connecting Mathematical Content and Mathematical Practices

27. Guidance for Building Administrators (ELA/Literacy) Using the module chart and the other charts to guide discussions around implementation of the standards Focusing on the key terms to ensure consistent understanding and use of these terms throughout a school Facilitating dialogue among disciplinary teachers to foster student literacy development across contents

28. Guidance for Building Administrators (Mathematics) Using the content frameworks to guide discussions around implementation of the standards Use the frameworks to support increased focus and coherence in instructional programs Using the frameworks to gain a deeper understanding of the role of the practices in cooperation with the content, to support student learning

29. Guidance for Curriculum Developers (ELA/Literacy) Using the module chart with the standards to sketch out potential model instructional unit plans Using the key terms to ensure consistent application of the terms as curricula are developed Recognizing the shifts in the standards from grade to grade and using these shifts as grade-level curricula are developed and as materials are purchased to align with the curricula

30. Guidance for Curriculum Developers (Mathematics) Using the content frameworks with the standards to sketch out potential model instructional unit plans Use the frameworks to support increased focus and coherence in instructional programs Recognizing the shifts in the standards from grade to grade and using these shifts as grade level curricula are developed and as materials are purchased to align with the curricula

31. Item Development ITN (Invitation to Negotiate) 31 Source: Pellegrino, Meryl, Huff, AERA 2009

32. Item Development ITN: ELA/Literacy 32 Claims – ELA/Literacy: On track or college- and career-ready, supported by three major claims: reading complex texts (literature, informational texts, vocabulary); writing using and responding to sources (written expression, conventions); research Item Types – ELA/Literacy PBA: Prose Constructed Response (PCR) EOY: Evidence-Based Selected Response (EBSR) EOY: Technology Enhanced Constructed Response (TECR)

33. Claims – Mathematics: On track or college- and career-ready, supported by five sub- claims: major content; additional and supporting content; modeling/application; expressing mathematical reasoning; and, fluency. Item Types – 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. Item Development ITN: Mathematics 33

34. 100% of PARCC items will be reviewed prior to and following field testing A total of 24 review meetings will take place throughout the contract period, beginning in spring 2012 Item Review Process Core Leadership Committees Comprised of State DOE K-12 and higher education officials Local Educator Committees Comprised of LEA K-12 staff and higher education faculty Bias & Sensitivity Committees Comprised of citizens and educators from various backgrounds

35. Use of Technology Present assessment material and capture student responses in a way that cannot be accomplished with paper and pencil Ex.: simulation, interactivity, drag-and-drop Technology-Enhanced Items Adherence to recognized technology standards will allow for supports and accessibility information to be embedded in digital test items Electronic Item Banking Electronically tagged items will allow for proper supports to activate for individual students, promoting access for students with disabilities and ELs. Technology-enhanced items may include interactive elements Student Access & Engagement

36. 36 Technology Guidelines for PARCC Version 1.0, April 2012 Minima Processor SpeedRAM Available Memory/StorageResolution Display Size Hardware1.0 GHz1 GB 1024x768 10” Class Desktops, laptops, netbooks (Windows, Mac, Chrome, Linux), thin client, and tablets (iPad, Windows, and Android) will be compatible devices provided they are configured to meet the established hardware, operating system, and networking specifications- and are able to be “locked down”. Operating Systems Mac 10.7 Windows 7 Linux (Ubuntu 11.10; Fedora 16) Apple iOS Android 4.0

37. Supporting Educators

38. 38 K-12 Engagement Develop expertise on the CCSS and PARCC; develop state and peer leaders; build and expand the number of educators who understand and feel ownership for implementing the CCSS and PARCC Assessments State teams of K-12 teachers, school and district leaders, local and state curriculum directors, and postsecondary representatives National Math and Science Initiative/Lay The Foundation Annual meetings beginning in July 2012 Educator Leader Cadres

39. Instructional Supports and Tools 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 Released November 9, 2011; Re-Release late June; Final in August. www.parcconline.org/parcc-content-frameworks Model Content Frameworks Model Instructional Units 39 Model Instructional Units Provide educators with examples of ways to implement the CCSS in schools; allow for the development and sharing of ideas for instructional implementation of the CCSS; encourage development of additional PARCC tools Expected Spring 2013 Professional Learning Modules

40. Supports and Tools (continued) Develop professional development modules focused on assessments to help teachers, school and district leaders, and testing coordinators understand the new assessment system and use of the data Expected Fall 2013 Professional Development Modules 40 One-stop shop for PARCC resources; provide an online warehouse for all PARCC tools and resources as well as other instructional material being developed by PARCC states and districts and national organizations Expected Spring 2013 Partnership Resource Center Develop models of innovative, online-delivered items and rich performance tasks proposed for use in the PARCC assessments. Expected Summer 2012 Item and Task Prototypes

41. PARCC Timeline Through 2011-2012 Fall 2011 Winter 2012 Spring 2012 Summer 2012 PARCC Assessment Implementation PARCC Tools & Resources Model Content Frameworks released (Nov 2011) Educator Leader Cadres launched Item & task prototypes released Item development begins 41 Updated Model Content Frameworks Released Fall 2012

42. Timeline Through First PARCC Administration in 2014-2015 PARCC Tools & Resources College-ready tools released Partnership Resource Center launched Professional development modules released Diagnostic assessments released Pilot/field testing begins Expanded field testing of diagnostic assessment Optional Diagnostic and Midyear PARCC Assessments Spring 2013 Summer 2013 Winter 2014 Spring 2014 Summer 2014 Fall 2013 Fall 2014 PARCC Assessment Implementation 42 Expanded field testing Model Instructional Units Released K-2 Formative Tools Released Winter 2015 Spring 2015 Summative PARCC Assessments Standard Setting in Summer 2015

43. Instructional Tools To Support Implementation: Partnerships 43 AFT and NEA Mathematics Common Core Collaborative (MC 3 ) – NCTM, NCSM, ASSM, AMTE, CCSSO, NGA ELA/Literacy Collaborative NASSP, NAESP, ASCD, Learning Forward (Met Life), ISKME, NASDSE, NASBE, Expeditionary Learning, Understanding Language Illustrative Mathematics Project (www.illustrativemath.org)www.illustrativemath.org K12 Educator Advisory Committee And many others…

44. 44 A Few Additional Resources Tri-State Collaborative Rubrics (alignment and quality): http://www.achieve.org/achieving-common-core http://www.achieve.org/achieving-common-core Illustrative Mathematics: http://www.illustrativemathematics.orghttp://www.illustrativemathematics.org Math Progressions and other Resources: http://commoncoretools.mehttp://commoncoretools.me More on the Practices: http://www.mathedleadership.org/ccss/materials.html http://www.mathedleadership.org/ccss/materials.html Key Shifts: http://www.achievethecore.org/steal-these-toolshttp://www.achievethecore.org/steal-these-tools

45. 45 Comments and Questions? Keep Informed: http://www.tinyurl.com/parcc-k-12-survey http://www.tinyurl.com/parcc-k-12-survey

46. http://www.fldoe.org/parcc/ www.parcconline.org #parccplace 46 Partnership for Assessment of Readiness for College and Careers