Obstacles or Opportunities: Using the CCSS, PARCC and Educator Evaluation to Improve Student Achievement
Common Standards, Common Assessments Uncommon Results
Common Core State Standards: necessary, but not sufficient
Common Assessments: required to identify best practices
Quality Implementation: critical to improve student achievement
So the question is…
What is your role
in graduating all students
career and college ready?
The CCSS Difference: Grade 7 ELA
Before: NJCCCS (2004)
1. Produce written work and oral work that demonstrate comprehension of informational materials.
After: CCSS (2010)
2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
The CCSS Difference: Grade 8 Math
1. Understand and apply the Pythagorean Theorem.
After: CCSS (2010)
1. Explain a proof of the Pythagorean Theorem and its converse.
2. Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.
3. Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.
The CCSS Difference Grade 3-5 ELA: Integration of Knowledge and Ideas
Grade 3
Grade 4
Grade 5
Compare and contrast the most important points and key details presented in two texts on the same topic
Integrate information from two texts on the same topic in order to write or speak about the subject knowledgably
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgably.
College Readiness: Grade 11 ELA
Write arguments to support claim(s) in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence
Introduce precise knowledgeable claims(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaim(s), reasons and evidence.
Develop claim(s) and counterclaim(s) fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
Limitations of Textbooks and Programs
CCSS requires the re-evaluation of textbooks, materials and programs.
Rubrics for evaluating resources can be found at the NJDOE website under CCSS.
Student level learning reports - Professional development - Resource reviews
Why Unit-based Formative Assessments?
Clarify the level of rigor for teaching the standards or SLOs
Create common expectations in common courses
Provide data to inform classroom instruction
Provide data that can be combined with observation data to inform PD
Unit Assessment Grade 3 sample formative assessment items
Grade 3, Item #1—Part A: Eliza’s Cherry Trees: Japan’s Gift to America
The article includes these details about Eliza’s life:
She wrote newspaper articles to tell others about what she saw in Alaska to inform those who had not been there. (paragraph 1)
She wrote the first guidebook about Alaska. (paragraph 1)
She was the first woman to work at the National Geographic Society, where she wrote many articles and books. (paragraph 11)
What do these details help show ?
They show that she shared the benefits of her experiences with others.*
They show she had many important jobs during her lifetime, but becoming a photographer was one of her proudest moments.
They show that her earlier travels were more exciting than the work she did later in her life.
They show that she had a careful plan for everything she did in her life.
Grade 3, Item #1—Part B: Eliza’s Cherry Trees: Japan’s Gift to America
Ideas from paragraphs 1 and 11 were used to help you learn about Eliza. Click on two other paragraphs that include additional support for the answer in Part A. There are more than two paragraphs that include additional support, but you need to only choose two.
Grade 3, Item #3, Research Simulation Essay: Eliza’s Cherry Trees: Japan’s Gift to America and “The Peanut Man”
You have read two texts about famous people in American history who solved a problem by working to make a change.
Write an article for your school newspaper describing how Eliza and Carver faced challenges to change something in America.
In your article, be sure to describe in detail why some solutions they tried worked and others did not work.
Tell how the challenges each one faced were the same and how they were different.
Based on the information in the text “Biography of Amelia Earhart,” write an essay that summarizes and explains the challenges Earhart faced throughout her life. Remember to use textual evidence to support your ideas.
Below are three claims that one could make based on the article “Earhart’s Final Resting Place Believed Found.”
Part A
Highlight the claim that is supported by the most relevant and sufficient facts within “Earhart’s Final Resting Place Believed Found.”
Part B
Click on two facts within the article that best provide evidence to support the claim selected in Part A.
Grade 7, Prose Constructed-Response Item
You have read three texts describing Amelia Earhart. All three include the claim that Earhart was a brave, courageous person. The three texts are:
“Biography of Amelia Earhart”
“Earhart's Final Resting Place Believed Found”
“Amelia Earhart’s Life and Disappearance”
Consider the argument each author uses to demonstrate Earhart’s bravery.
Write an essay that analyzes the strength of the arguments about Earhart’s bravery in at least two of the texts. Remember to use textual evidence to support your ideas.
Grade 7 Summative Assessment: Prose Constructed Response from Research Simulation Task (Analytical Essay): “Amelia Earhart’s Life and Disappearance”
Read the “Biography of Amelia Earhart”
Read “Earhart’s Final Resting Place Believed Found”
Read Anne Sexton’s “To A Friend Whose Work Has Come To Triumph”
Read the excerpt from Ovid’s “Daedalus and Icarus”
Grade 10 Summative Assessment:
Read Anne Sexton’s “To A Friend Whose Work Has Come To Triumph”
Read the excerpt from Ovid’s “Daedalus and Icarus”
How do your assessments compare to these?
PARCC is designed to reward
quality instruction aligned to the Standards,
so the assessment is worthy of preparation
rather than a distraction from good work.
What kind of instruction is rewarded by your assessments?
How are your assessments developed?
PARCC utilizes Evidence-Centered Design
Claims Driving Design: ELA/Literacy
CCSS: 3 Shifts in ELA/Literacy
1. Building knowledge through content-rich nonfiction
2. Reading, writing, and speaking grounded in evidence from text, both literary and informational
3. Regular practice with complex text and its academic language
Claims Driving Design: Mathematics
Students are on-track or ready for college and careers
The CCSS: 3 Shifts in Mathematics
1. Focus strongly where the standards focus.
2. Coherence: Think across grades, and link to major topics.
3. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application.
Mathematical Practices
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make sense of structure.
Look for and express regularity in repeated reasoning.
PARCC’s Core Commitments to ELA/Literacy Assessment Quality
Texts Worth Reading: Authentic texts worthy of study instead of artificially produced or commissioned passages.
Questions Worth Answering: Sequences of questions that draw students into deeper encounters with texts rather than sets of random questions of varying quality.
Better Standards Demand Better Questions: Custom items written to the Standards instead of reusing existing items.
Fidelity to the Standards: PARCC evidences are rooted in the language of the Standards so that expectations remain the same in both instructional and assessment settings.
PARCC’s Core Commitments to Mathematics Assessment Quality
Focus: Items will focus on major, and additional and supporting content.
Problems worth doing: Problems will include conceptual questions, applications, multi-step problems and substantial procedures.
Better Standards Demand Better Questions: Custom items written to the Standards instead of reusing existing items.
Fidelity to the Standards : PARCC evidences are rooted in the language of the Standards so that expectations remain the same in both instructional and assessment settings.
Assessment Transition Timeline Are your assessments transitioning?
Spring 2012
NJ ASK
Aligned to NJCCCS
Spring 2013
NJ ASK
Aligned to the CCSS
(except gr 6-8 Math)
Spring 2014
NJ ASK
Aligned to the CCSS
SY 2014-15
Full administration of PARCC assessments
“Transitional Assessments”
PARCC Assessment Design English Language Arts/Literacy and Mathematics, Grades 3-11
End-of-Year
Assessment
Innovative, computer-based items
Required
Performance-Based
Assessment (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
Speaking And Listening
Assessment
Locally scored
Non-summative, required
2 Optional Assessments/Flexible Administration
Mid-Year Assessment
Performance-based
Emphasis on hard-to-measure standards
Potentially summative
What gets measured gets managed!
Lesson plans
Walkthroughs and evaluations: feedback on standards-aligned instruction
Data reports: Unit assessment data, walkthrough data
Leverage the Power of PLCs!
Create agendas that focus on the “right work.”
Engage in on-going collaboration.
Put the truth on the table.
Administrators attend on a regular basis and provide feedback and support.
Activities to Promote Understanding of the CCSS
Review the 10 ELA anchor standards for a grade band
Examine the K-12 development of a single anchor standard
Review the Appendices
Appendix A: Text Complexity
Appendix B: Text Exemplars and Student Perf. Tasks
September launch of Educator Resource Exchange website!
Development of on-line CC professional development modules for teachers and administrators
Training videos on high quality early childhood practices
A series of videos that address the Shifting Gears topics
Monthly dissemination of information (resources, invitations to participate in special projects, free PD opportunities) to Common Core Implementation Teams
Comprehensive communication campaign to build awareness
Additional SGO exemplars that support quality instruction
Identification and sharing of CC “best practices.”
Contribute – Rate – Collect – Download – Share
What can I do?
Educators can:
Search for resources and/or browse standards/model curriculum to locate instructional materials
Upload a resource to share with fellow educators and general public
Rate a resource and view rating (only educators can rate resources)
Create a user profile with a “my collections” feature to store and organize favorite resources
Access on a mobile device on IOS (Apple) and Android devices.
Share resources in social media
What new Professional Development will be offered?
Introduction of Model Lesson Awards
Training for teachers on the Tri-State Quality Review Rubric and protocols for examining student work
Regional trainings for teachers on key CC topics in math and ELA
Regional trainings for administrators on curricular and instructional “look fors” in the CC classroom
Statewide CC and PARCC trainings for school board members, administrators, teachers, higher ed faculty, parents and the business community
Enhanced training and support for Priority and Focus schools
SGO training for teachers and administrators
National Parent Teacher Association (PTA)- a grade-by-grade Parent Guide to students’ success on the CCSS http://pta.org/parents/content.cfm?ItemNumber=2583
National Parent Teacher Association (PTA)- a grade-by-grade Parent Guide to students’ success on the CCSS http://pta.org/parents/content.cfm?ItemNumber=2583
Council of the Great City Schools- Parent Roadmaps to the Common Core Standards (ELA and Math). Provides guidance to parents about what their children will be learning and how they can support that learning in grades K-8. (Available in English and Spanish) http://cgcs.schoolwires.net/domain/36
