Welcome to… a walk in the PARCC!

1. Welcome to…a walk in the PARCC! Instructional Data Division

3. Outcome Outcome: • Participants will be able to: • understand PARCC’s historical context • define PARCC’s components • communicate AACPS’ efforts to accelerate student achievement using PARCC tools

4. Partnership for Assessment of Readiness for College and Careers

5. Common Core States

6. Partnership for Assessment of Readiness for College and Careers PARCC

7. “It is not the strongest of the species…nor the most intelligent that survives. It is the one most adaptable to change.” Charles Darwin

8. PARCC: History and Purpose Assessments used to be all about measuring the student… …and then… …the Russians launched Sputnik!!!

9. PARCC History and Purpose 1983 – A Nation at Risk *trust changed 1989 – National Assessment Government Board *state-level comparisons 1990 – Voluntary National Test *did not come to fruition 2001 – No Child Left Behind * standards-based assessments * consequences *** states adopted their own standards***

10. Why did the states decide to work together as a nation?

11. Absolutely!!! Myths/ Facts: “Are we teaching to the test?” First Finally Then Standards Instruction Assessment

12. Myths/ Facts: How much are we testing our student?

13. Absolutely!!! Myths/ Facts: How is PARCC different? • These tests are harder. • Kids have to write. • There are more testing options/accommodations.

14. Assessment Design How does our local curriculum, instruction, and assessment change with this knowledge? PBA Instruction EOY Instruction Gap Instruction End-of-Year Assessment (EOY) Performance-Based Assessment (PBA) Mid-Year Assessment Diagnostic Assessment “Other” Instruction Speaking/Listening Assessment 4

15. Welcometo PARCC ELA

18. Common Core State Standards

19. ELA Standards Review • College and Career Readiness Anchor Standards for Reading • College and Career Readiness Anchor Standards forWriting • College and Career Readiness Anchor Standards for Speaking and Listening • College and Career Readiness Anchor Standards for Language

22. Claims: ELA/Literacy • Master Claim: • Students are “on track” to college and career readiness. • Major Claim: Reading • complex texts • Major Claim: Writing • using / analyzing sources • Subclaim: • Vocabulary • in context • Subclaim: • Literature • comprehension/draw evidence • Subclaim: • Informational • comprehension/draw evidence • Subclaim: • Written Expression • organizational-style matches task, purpose & audience • Subclaim: • Language • Knowledge and Conventions • Subclaim: • (data from Research Task) • integrate, compare and synthesize ideas

24. Task Types

25. Welcometo PARCC Math

28. Why work on our US standards?

30. Claims: Mathematics Students are on-track or ready for college and careers ~37 pts (3-8), ~42 pts (HS) ~14 pts (3-8), ~23 pts (HS) 14 pts (3-8), 14 pts (HS) 4 pts (Alg II/Math 3 CCR) 12 pts (3-8), 18 pts (HS) 6 pts (Alg II/Math 3 CCR) 7-9 pts (3-6)

32. Model Content Framework

33. Thank you!!!

34. Item has two possible solutions Students have to recognize the nature of the equation to know how to solve Technology prevents guessing and working backward Math: High School Type I Sample Item

35. Second part of multi-step problem, and, unlike traditional multiple choice, it is difficult to guess the correct answer or use a choice elimination strategy. Math: Grade 3 Type II Sample Item

36. This task is a Type III sample item assessing Mathematical Modeling In Part a, students extend a sequence established by the context. This sequence sets up the parts of the task that follow. Math: High School Type III Sample Item

37. In Part b, students create a recursive expression that can be used to model the sequence of growth; they then consider limitations on the domain to fit the context. Math: High School Type III Sample Item

38. In Part c, students choose appropriate statements that could be used to model the situation. The use of a multiple-answer, multiple-choice format allows insights into student thinking. Math: High School Type III Sample Item

39. In Part d, students are required to use either the explicit or recursive model they constructed to answer a question about what number of weeks might have resulted in a particular number of cells. Math: High School Type III Sample Item

40. In Part d, students are required to use either the explicit or recursive model they constructed to answer a question about what number of weeks might have resulted in a particular number of cells. Math: High School Type III Sample Item