CCSS and PARCC

1. CCSS and PARCC Created for Ball-Chatham Teachers By Jill Larson, Assistant Superintendent

2. Did You Know? • http://www.youtube.com/watch?v=YmwwrGV_aiE

3. YES, STUDENTS HAVE CHANGED!

4. Terms Defined CCSS – Common Core State Standards PARCC – Partnership for Assessment of Readiness for College and Careers ELA – English-Language Arts

5. Who is leading the CCSS Initiative? Parents, teachers, school administrators, and experts from across the country together with state leaders, through their membership in the Council of State School Officers (CCSSO) and the National Governors Association Center for Best Practices (NGA Center)

6. Why Common Core State Standards? Illinois’ application for competitive Race to the Top Dollars + End the “apples to oranges” comparisons among the states which will allow for reliable state-to-state comparisons

7. Why Common Core State Standards? Addressesesmobility, equity, and consistency by making expectations for students clear to parents, teachers, and the general public Students will be able to compete with their American peers in the next state, but with students from around the world College and career focused, accountability, and research based Forces a “common language” for educators Encourages the development of textbooks, digital media, and other teaching materials aligned to the standards Evaluates policy changes needed to help students and educators meet the standards

8. Why Common Core State Standards? They were designed to provide a clear understanding of what students are expected to know and be able to do at each grade level so they will be well prepared to enter college or the workforce. The new standards are: Research and evidence based Aligned with the college and work expectations Rigorous Internationally Benchmarked

9. Adoption of CCSS • http://www.corestandards.org/in-the-states

10. What grade levels are included in the CCSS? English-Language Arts (ELA), K – 12 Math, K – 12 Reading and writing are critical skills across all disciplines, therefore ELA literacy skills for CCSS also target social science, science, and technical subjects.

11. Who is developing standards in other subject areas? Science – The National Research Council, the National Science Teachers Association, the American Association for Advancement of Science, and Achieve are working on the Next Generation Science Standards.

12. CCSS

13. Common Core English Language Arts

14. CCSS Shifts in English Language Arts (ELA): More Informational Text Building Knowledge in the Disciplines Staircase of Complexity Text Dependent Questions Writing from Sources Academic Vocabulary

15. Shift 1: Change (We Have Already Worked On Due to our District Literacy Initiative)

16. Shift 2: Literacy Across Disciplines Literature Science Social Science Arts

17. Shared Responsibility for Students’ Literacy Development The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school. The K – 5 standards include expectations for reading, writing, speaking, listening, and language applicable to a range of subjects, including but not limited to ELA. The grades 6 – 12 standards are divided into 2 sections, one for ELA and the other for history/social science, science, and technical subjects. This division reflects the unique, time-honored place of ELA teachers in developing students’ literacy skills while at the same time recognizing that teachers in other areas must have a role in this development. CCSS – ELA, pg. 4

18. Shift 3: Staircase of Complexity (Standard 10) The complexity of what students can read is the greatest predictor of success in college. (ACT Study) Today, workplace readiness demands the same level of knowledge and skills as college readiness. (Conley, 2011)

19. Lexile

20. Shift 4: Text Dependent Questions Questions that are text dependent can ONLY be answered correctly by close reading of the text.

21. Non-Text Dependent vs. Text Dependent Questions

22. What Are the Implications? 80% - 90% of CCSS Reading Standards require text dependent analysis, yet over 30% of questions in major textbooks do not. -Sue Pimentel, CCSS Author

23. Shift 5: Writing from Sources Informational Argument Narrative

24. Shift 6: Academic Vocabulary Tier 3: Highly specialized, subject –specific; low occurrences in texts; lacking generalizations Tier 2: Abstract, general academic (across content areas); encountered in written language; high utility across instructional areas Tier 1: Basic, concrete, encountered in conversation/oral vocabulary; words most students will know at a particular grade level

25. CCSS MATH Two Types of Standards Content Standards for Mathematical Practice

26. CCSS MathContent Standards

27. Standards for Mathematical Practice • 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.

28. CCSS Shifts in Mathematics

29. PARCC’s Goals Build pathway to college and career readiness for all students Create high-quality assessments that will measure the full range of the CCSS Support educators in the classroom Makes better use of technology in assessments Advances accountability at all levels Be sustainable and affordable

30. States that are part of PARCC

31. PARCC and SMARTER Balanced Two assessment consortiums for the same set of standards Both received federal funding to develop their testing models Both designed to be “performance-based” Periodic assessments throughout the year Adaptive tests

32. Differences in PARCC and SMARTER Balanced

33. PARCC High Quality Assessments • To address the priority purposes, PARCC will develop an assessment system comprised of four components. Each component will be computer-delivered and will leverage technology to incorporate innovations. • 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 • Provide data for accountability uses, including measures of growth • Two non-summative, optional assessment components designed to • Generate timely information for informing instruction, interventions, and professional development during the school year • An additionalthirdnon-summative component will assess students’ speaking and listening skills

34. PARCC High Quality Assessments • Summative Assessment Components: • 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 • Non-Summative Assessment Components: • 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

35. PARCC High Quality Assessments The PARCC assessments will allow us to make important claims about students’ knowledge and skills. • In English Language Arts/Literacy, whether students: • Can read and comprehend complex literary and informational text • Can write effectively when analyzing text • Have attained overall proficiency in ELA/Literacy • In Mathematics, whether students: • Have mastered knowledge and skills in highlighted domains (e.g. domain of highest importance for a particular grade level – number/ fractions in grade 4; proportional reasoning and ratios in grade 6) • Have attained overall proficiency in mathematics

36. PARCC in 2014 – 2015 (Draft)Five (5) Assessments Diagnostic (optional by state) – Beginning of year – Immediate Feedback Mid year (optional by state) – Winter- Immediate Feedback Required Performance-Based Assessment (PBA) – Feb/March – Slow in getting ALL results Required End of Year (EOY)– May or 90% of year completed – may be slow in getting ALL results Required Speaking and Listening Assessment (not yet developed)

37. PARCC in 2014 – 2015 (Draft) K – 2: Optional formative assessment being developed; being built in January 2013 3 – 8: timely student achievement data showing students, parents, and educators whether ALL students are on-track to college and career readiness 9 – 12: college and career ready determination and targeted interventions and supports in 12th grade bridge courses and PD for educators Ongoing Student Supports/Interventions

38. Possible Future Implications With New Test Dip in Scores - Lower Meets and Exceeds Overall

39. ISAT2013 – NEW CUT SCORES 20% of the items on reading and math were written to CCSS and will be included as part of the students’ scores. Higher expectations will likely result in adownward shift where students rank in meeting or exceeding standards. This shift may be more significant than expected.

40. PSAE 2013 Adding third component to the PSAE which will allow students to earn a National Career Readiness Certificate.

41. What is “college and career ready”? Demonstrated the academic knowledge, skills, and practices in ELA and math, to enter into and succeed in entry-level, credit bearing courses in those content areas in programs leading to a credential or degree (aligned to the student’s career aspirations), from two or four year public institutions of higher education.

42. Will colleges accept PARCC? It will still be up to the colleges on how PARCC will be accepted. PARCC is not to replace ACT.

43. PARCC Supporting Educators in the Classroom Instructional tools to support implementation Professional development modules Timely student achievement data Educator-led training to support “peer-to-peer” training

44. Key Ingredients for the Plan for Ball-Chatham Educators Literacy/Instructional/Numeracy Coach(es) Have Been Trained on: Rationale and Structure Curriculum Alignment Unit Design Assessment Instruction Leading and Facilitating

45. Key Ingredients of Plan Learning Communities Leadership Resources Data Learning Opportunities

46. Timeline for CCSS Implementation November 30, 2012 - Coaches to meet with Cabinet to discuss roll-out and PD needs December 6, 2012 (SIP)– Overview December 2012–February 2013 – Unpacking CCSS which includes What We Do Well/Gaps/Next Steps March – May 2013 – Integration June 2013- May 2014 – Integration/Implementation

47. CCSS Implementation – Step 1Unpacking by Grade Level What we do systemically = GREEN Familiar, but not consistent = YELLOW Unfamiliar – don’t do = ORANGE

48. Cautions Websites – Overwhelming! Saying, “I already do all this in my classroom now.”\ Don’t go home and unpack the standards alone. Don’t teach in isolation.

49. Think About… “This is truly a once-in-a-lifetime opportunity and we can’t afford not to get it right.” “CCSS is a brave-new-world game changer if only we can pull it off.” -Steve Leinwand, 2012

50. References www.corestandards.org www.isbe.net LUDA Fall Conference, Session on PARCC for Curriculum Directors www.parcconline.org www.smarterbalanced.org Title I Fall Conference, Session with Jay McTighe