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The PARCC Institute – High School Math: Preparing for PARCC! NJ’s Next Generation Standardized Assessment System

The PARCC Institute – High School Math: Preparing for PARCC! NJ’s Next Generation Standardized Assessment System. FEA/NJPSA - Judith T. Brendel - Spring 2014. Welcome…. Let’s take our… (pages 1-2) PARCC Pre-Assessment!. Activity #1 : FAQs Pre-Test. 3.

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The PARCC Institute – High School Math: Preparing for PARCC! NJ’s Next Generation Standardized Assessment System

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  1. The PARCC Institute – High School Math:Preparing for PARCC!NJ’s Next Generation Standardized Assessment System FEA/NJPSA - Judith T. Brendel - Spring 2014

  2. Welcome…

  3. Let’s take our… (pages 1-2) PARCC Pre-Assessment! Activity #1 : FAQs Pre-Test 3

  4. HOW MANY math tests are required for HS students? • Three: Algebra-I, Geometry and Algebra II • (or Math-I, Math-II and Math-III) • PBA Performance Based Assessment >75% of instruction • EOY End of Year Assessment > 90% of instruction • HOW ARE the PBAs and EOYs ALIKE? • taken online • divided into 2 sessions • align with CCSS • variety of question formats • regular-ed and special-ed accommodations • 4-week (20-day) window to take each test

  5. How do I know what CONTENT is included on each test? • PARCC Blueprints: Algebra 1: PBA and EOY • Geometry: PBA and EOY • Algebra 2: PBA and EOY • How many TOTAL POINTS on each test? • PBA – 18-20 points • EOY – 34-35 points = 52-55 • What is a PROFICIENT SCORE? highly proficient score? • To be determined after field tests are scored. • How do I know the FORMAT of PARCC questions? • Activity #2 – workbook pages 3-6 (to do soon) • How many TYPES of tasks are on these tests? • Activity – 3 separate packets for Type I, II and III tasks

  6. What about calculator use? • Is one session calculator active and the other not calculator active? • What calculator will be available? (handout page-14A) Ti-84 type graphing calculator

  7. HOW ARE PBAs and EOYs DIFFERENT from each other?

  8. HS BLUEPRINTS for MATHEMATICS ALGEBRA-I GEOMETRY ALGEBRA-II (page 22)

  9. HS Blueprints for Mathematics MATH I MATH II MATH III (page 22)

  10. TODAY’S PLAN: • Understand the overall substance, design and technical aspects of next generation PARCC assessments • Experience PARCC assessment tasks and related resources • Align scope-and-sequence to PARCC assessment schedule • Share effective strategies to lead the transition to CCSS and PARCC assessments.

  11. What should teaching and learning in the 21st century look like?” “…revolutionary transformation rather than evolutionary tinkering.”US DOE, NETP 2010 11

  12. “The best time to plant a tree is twenty years ago; the second best time is today.” (Ancient Chinese Proverb) 13

  13. Listen to our students! “I am a 21st Century Learner!” 14 14 14

  14. How? Fostering essential skills… • Global competence • Content knowledge • Entrepreneurship • Adaptability • Interpersonal • Communication • Collaborative problem solving • Critical thinking • Creativity • Innovation … through innovative pedagogy and ubiquitous technology. 15

  15. What conditions will foster these skills? “I do not teach my students; I simply create the conditions for their learning.” (Albert Einstein) 2006 Innovative Teachers Forum. Retrieved May 10, 2010 on : http://www.edlabgroup.org/tl/resources/InnovativeTeachers2006.pdf 17 17

  16. 21st learning… …what should it look like?

  17. 21st learning… http://www.pascack.k12.nj.us/cms/lib5/NJ01000238/Centricity/Domain/87/Writing%20Equations%202.swf 19

  18. Dan Meyer:Math Class Needs a Makeover

  19. PARCC: Partnership for Assessment of Readiness for College and Career What does it mean? “Students are on-track or ready for college and careers.”

  20. Standards of Mathematical Practices (MP) • 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 use of structure. • Look for and express regularity in repeated reasoning. Construct viable arguments and critique the reasoning of others Model with mathematics. WHAT’S NEW? Attend to precision

  21. Activity #2 : Create different question formats Algebra, Algebra-II or Geometry (pages 3-8) MC- one right answer (traditional format) MC – more than one right answer (at least A-D) MC – yes/no true/false listed questions; multiple-standards SCR – fill-in-the blank OE – compare/contrast; explain/defend; how do you know?

  22. A (Quick) Walk through the PARCC!

  23. PARCC Assessment Consortium PBA MATH EOY MATH

  24. Spring 2012 Aligned to NJCCCS Spring 2013 Aligned to the CCSS &NJCCCS (Except Gr. 6-8 Math) Spring 2014 Aligned to the CCSS 2014-15 Full admin. of PARCC assessment • Assessment Transition Timeline • NJ ASK Assessment Transition Timeline “Transitional Assessments”

  25. Understanding the Common Core State Standards …is to understand PARCC

  26. Why Common Core State Standards? • Before Common Core State Standards we had standards, but rarely did we have standards-based instruction. • Long lists of broad, vague statements • Mysterious assessments • Coverage mentality • Focused on teacher behaviors – “the inputs”

  27. Principles of the CCSS… FEWER - CLEARER - HIGHER • Aligned to requirements for College and Career Readiness • Based on evidence • Honest about time

  28. The CCSS Difference: Grade 8 Mathematics (2004) Before NJCCCS: • Understand and apply the Pythagorean Theorem. (2010) After CCSS • Explain a proof of the Pythagorean Theorem and its converse. • Applythe Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions. • Applythe Pythagorean Theorem to find the distance between two points in a coordinate system.

  29. a2 + b2 = c2 5 5 25 4 16 c a = 4 a c = ? 4 9 3 3 b = 3 b

  30. Implications of the CCSS on WHAT and HOW to teach… What are the Critical Shifts to Consider?

  31. COMMON CORE SHIFTS in ASSESSMENTS Shift 1: Focus Priority standards = focus of the assessments. Other standards deemphasized. Shift 2: Coherence Assessments will reflect the progression of content and concepts as depicted in the standards across grade levels. Shift 3: Fluency It will be assumed students possess required fluencies through grade 8; as such, students will not be allowed to use calculators in grades 3-5. Students will be allowed to use four-function calculators with a square root key or scientific calculators in grade 6 and scientific calculators in grades 7-8.

  32. CC SHIFTS in ASSESSMENTS continued …. Shift 4: Deep Understanding Each standard will be assessed from multiple perspectives, while not veering from the primary target of measurement for the standard. Shift 5: Application Shift 6: Dual Intensity Students will be expected to know grade-level mathematical content with fluency and to know which mathematical concepts to employ to solve real-world mathematics problems.

  33. Three (3) Significant Shifts in Mathematics: • Focus: Focus strongly where the Standards focus. • Coherence: Think across grades, and link to major topics within grades. • Rigor: In major topics, pursue: • conceptual understanding; • procedural skill and fluency; and • application with equal intensity.

  34. Three (3) Significant Shifts in Mathematics: • Focus: Focus strongly where the Standards focus. • Coherence: Think across grades, and link to major topics within grades. • Rigor: In major topics, pursue: • conceptual understanding; • procedural skill and fluency; and • application with equal intensity.

  35. Traditional U.S. Approach… 38

  36. Focusing attention within Number and Operations

  37. Focus Areas in Mathematics (CCSS) 40

  38. Focus Areas in Mathematics (CCSS)- MS/HS 41

  39. Focus Areas in Mathematics (CCSS) - HS 42

  40. Focus Areas in Mathematics (CCSS) – HS 43

  41. FOCUS AREAS: High SchoolALGEBRA-I: Unit 2 – LINEAR RELATIONSHIPS • Find approximate solutions to linear equations by making a table of values, using technology to graph and successive approximations. • Graph functions by hand (in simple cases) and with technology …. • Solve systems of linear equations in two variables … A.REI.10, 11 major F.IF.7/9 supporting A.REI.5, A.REI.6 additional

  42. Three (3) Significant Shifts in Mathematics: • Focus: Focus strongly where the Standards focus. • Coherence: Think across grades, and link to major topics within grades. • Rigor: In major topics, pursue: • conceptual understanding; • procedural skill and fluency; and • application with equal intensity. 45

  43. COHERENCE Integrative tasks draw on multiple standards to ensure students are making important connections.  The Standards are not treated as a checklist.

  44. Coherence: Link to Major Topics Across Grades Gr.6- Apply properties One of several staircases to algebra designed in the OA domain. Gr.5-expressions Gr.3- multiply … divide Gr.1- add … subtract 47

  45. Coherence: Link to Major Topics Across Grades One of several staircases to algebra designed in the OA domain. ALGEBRA-I ALGEBRA- II 48

  46. Coherence and NEW multiple-choice questions. Activity 3: Circle all that are true. Given: All squares • are parallelograms and rectangles • have 4 acute angles • have only 2 diagonals • Area = ½ base x height • Sum of consecutive angles = 180˚ • Perimeter = 2 x Side length • Area > area with the same perimeter. 25 5 3 5 21 7

  47. Coherence: Link to major topics within grades Example: HIGH SCHOOL performance task; Algebra-I unit 1 • A large truck has two fuel tanks, each with a capacity of 150 gallons. One of the tanks is half full, and the other is empty. Fuel is pumped into the tanks until both tanks are full. The pump delivers fuel at a constant rate of 5¾ gallons per minute. • Write an equation for the total number of gallons of fuel …. • How much fuel is in the tanks after the pump … 8 minutes? • Graph the equation … on the coordinate plane … label …. Algebra-I Unit-1 50

  48. Three (3) Significant Shifts in Mathematics: • Focus: Focus strongly where the Standards focus. • Coherence: Think across grades, and link to major topics within grades. • Rigor: In major topics, pursue: • conceptual understanding; • procedural skill and fluency; and • application with equal intensity.

  49. See the Rigor – Early Elementary Grades Ray’s father has 129 plants in his garden. Billy’s father has 230 plants in his garden. Ray says his father has more plants because 9 is bigger than 2. Is Ray correct? Yes ___ No ___ Explainhow you know. Guess the grade level!

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