The Partnership for Assessment of Readiness for College and Careers

1. The Partnership for Assessment of Readiness for College and Careers PARCC Educator Leader Cadre Kick Off Convening Summer, 2012 Doug Sovde and Bonnie Hain, Achieve Tamara Reavis, District of Columbia

2. Overview Objective: You will gain a working understanding of the roles of the PARCC Educator Leader Cadres, PARCC’s goals, design, and how it is connected to instruction. Goals and Roles for Educator Leader Cadre Participants PARRC 101: The Basics PARCC 201: ECD and the Content Frameworks PARCC 301: ECD and Claims & Task Types

3. PARCC is developing assessments, and the Partnership for the Assessment of Readiness of College and Careers is also: More than an assessment system.

4. PARCC’s Implementation Support & Stakeholder Engagement To support state efforts to implement and transition to the Common Core and next generation assessments, PARCC will facilitate: • Strategic planning and collective problem solving for the implementation of CCSS and PARCC assessments • Collaborative efforts to develop the highest priority instructional and support tools • Multi-state support to build leadership cadres of educators • Multi-state support to engage the postsecondary community around the design and use of the assessments

5. Educator Leader Cadres A Partnership Among PARCC and NMSI/Laying the Foundation Goals and Roles

6. Educator Leader Cadres: Goals Educator Leader Cadres • Act as a major arm of states’ transition and implementation plans; • Become a network of in-state expertson the CCSS and PARCC; • Be state and peer leaders around CCSS and PARCC implementation; • Build and expand the number of other educators who understand and take action and ownership for implementing the CCSS and PARCC Assessments

7. Educator Leader Cadres: Roles Distributors/Messengers/Ambassadors • You are in a great position to spread messages and materials on behalf of your state, serve as a feedback channel for how work is unfolding and materials are being used. Strategic Thought Partners • You are well positioned to provide advice on state implementation plans and on how best to communicate information to the field: who, what, when, where and how. Content Partners • You can be called on to play the role of either developer or reviewer of existing or new communications materials to make sure messages will be clear to the intended audiences. Engagement Leaders • You are ideal for building capacity among your colleagues, who can then spread professional development further across the state (think “oil slick on water”).

8. Implications for this week: • All week, you should be thinking on two levels, simultaneously: • Your role as a learner • Your role as a professional developer in your state’s context • How will I use what I just learned? • How will I communicate what I just learned? The Educator Leader Cadres

9. PARCC 101 The Basics

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

11. 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 changes

12. K-12 and Postsecondary Roles in PARCC K-12 Educators & Education Leaders • Educators will be involved throughout the development of the PARCC assessments and related instructional and reporting tools to help ensure the system provides the information and resources educators most need Postsecondary Faculty & Leaders • Nearly 750 institutions and systems covering hundreds of campuses across PARCC states have committed to help develop the high school assessments and set the college-ready cut score that will indicate a student is ready for credit-bearing courses

13. The PARCC Goals • Create high-quality assessments • Build a pathway to college and career readiness for all students • Support educators in the classroom • Develop 21st century, technology-based assessments • Advance accountability at all levels • Build an assessment that is sustainable and affordable

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

15. Governance & Committee Structure Advisory Committee on College Readiness (ACCR) Advises Governing Board on postsecondary issues; Gov State reps vote on key college-ready matters Governing Board Deals with major policy issues Steering Committee Technical Advisory Committee (TAC) Responsible for technical and research work Leadership Team (LT) Responsible for operation and management Higher Education Leadership Team (HELT) Responsible for postsecondary engagement to advance college readiness ACCR Steering Committee HELT Working Groups Responsible for advancing research and planning around key higher education issues Technical Working Groups(TWG) Domain-specific technical advisors, appointed by TAC and Leadership Team LT Steering Group Sustainability OWG Responsible for long-term governance strategy Design, Development and Implementation Committees Responsible for day-to-day-aspects of major projects – e.g. assessment development, technology Operational Working Groups (OWG) Responsible for day-to-day-aspects of specific projects and vendor contracts – e.g. item development and tech architecture (incl. LT and some HELT)

16. The People of PARCC: K-12 and Postsecondary Roles K-12 Educators & Education Leaders • Educators will be involved throughout the development of the PARCC assessments and related instructional and reporting tools to help ensure the system provides the information and resources educators most need Postsecondary Faculty & Leaders • Nearly 750 institutions and systems covering hundreds of campuses across PARCC states have committed to help develop the high school assessments and set the college-ready cut score that will indicate a student is ready for credit-bearing courses

17. Goal #1: Create High Quality Assessments Priority Purposes of PARCC Assessments: • Determine whether students are college- and career-readyor on track • Assess the full range of the Common Core Standards, including standards that are difficult to measure • Measure the full range of student performance, including the performance high and low performing students • Provide data during the academic year to inform instruction, interventions and professional development • Provide data for accountability, including measures of growth • Incorporate innovative approaches throughout the system

18. Assessment DesignEnglish Language Arts/Literacy and Mathematics, Grades 3-11 2 Optional Assessments/Flexible Administration • End-of-Year • Assessment • Innovative, computer-based items • Required • Mid-Year Assessment • Performance-based • Emphasis on hard-to-measure standards • Potentially summative • 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

19. Non-Summative Optional Assessment Components Optional Assessments/Flexible Administration • 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 • Mid-Year Assessment • Performance-based • Emphasis on hard to measure standards • Potentially summative • Diagnostic Assessment • Early indicator of student knowledge and skills to inform instruction, supports, and PD 19

20. 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 • End-of-Year • Assessment • Innovative, computer-based items • Performance-Based • Assessment (PBA) • Extended tasks • Applications of concepts and skills 20

21. Promoting Student Access • Contractors must adhere to the following principles: • Use Universal Design principles to create accessible assessments throughout every stage and component of the assessment • Minimize/eliminate features of the assessment that are irrelevant to what is being measured, so that all students can more accurately demonstrate their knowledge and skills • Measure the full range of complexity of the standards • Use technology to make all components of the assessment as accessible as possible

22. Use of Technology

23. Technology Guidelines for PARCCVersion 1.0, April 2012 • 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”.

24. Goal #2: Build a Pathway to College and Career Readiness for All Students K-2 formative assessment being developed, aligned to the PARCC system Timely student achievement data showing students, parents and educators whether ALL students are on-track to college and career readiness College readiness score to identify who is ready for college-level coursework • Targeted interventions & supports: • 12th-grade bridge courses • PD for educators SUCCESS IN FIRST-YEAR, CREDIT-BEARING, POSTSECONDARY COURSEWORK ONGOING STUDENT SUPPORTS/INTERVENTIONS

25. Goal #3: Support Educators in the Classroom INSTRUCTIONAL TOOLS TO SUPPORT IMPLEMENTATION PROFESSIONAL DEVELOPMENT MODULES K-12 Educator TIMELY STUDENT ACHIEVEMENT DATA EDUCATOR-LED TRAINING TO SUPPORT “PEER-TO-PEER” TRAINING

26. Goal #3: Instructional Supports and Tools Model Content Frameworks • 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 • Many PARCC states are in the process of developing a rubric and a process for evaluating the quality and alignment of the instructional materials to the CCSS. • Already released, revisions due this fall Aligning Instructional Materials Model Instructional Units Model Instructional Units

27. Goal #5: Advance Accountability at All Levels • PARCC assessments will be purposefully designed to generate valid, reliable and timely data, including measures of growth,for various accountability uses including: • School and district effectiveness • Educator effectiveness • Student placement into college-credit bearing courses • Comparisons with other state and international benchmarks • PARCC assessments will be designed for other accountability uses as states deem appropriate

28. Implementation Estimating costs over time, including long-term budgetary planning Transitioning to the new assessments at the classroom level Ensuring long-term sustainability Policy Student supports and interventions Accountability High school course requirements College admissions/ placement Perceptions about what these assessments can do Technical Developing an interoperable technology platform Transitioning to a computer-based assessment system Developing and implementing automated scoring systems and processes Identifying effective, innovative item types Areas of Focus for Transition to PARCC

29. PARCC Highlights:The Work is Underway • Quarterly Governing Board meetings where major decisions have been made around assessment design, procurement schedule, committee structure and by-laws • Consortium-wide and in-state meetings, including first two Transition & Implementation Institute, each attended by 200 state and district leaders from over 20 states • Educator Leader Cadres kick off in July 2012 • Release of sample item prototypes on August 20, 2012 • Release of final by-laws, Model Content Frameworks, procurement schedule, and launch of PARCC website (www.parcconline.org), • Direct engagement with over 5,000 educators, K-12 and postsecondary leaders and state and local officials in nearly all 24 PARCC states.

30. Think – Pair – Table Talk What did you hear that was new to you, or different? What do you want to know more about?

31. PARCC 201 ECD and the Content Frameworks

32. Evidence-Centered Design (ECD) in the Classroom ECD can inform a deliberate and systematic approach to instruction that will help to ensure daily classroom work leads to all students meeting the CCSS.

33. Evidence-Centered Design (ECD) for the PARCC Assessments ECD is a deliberate and systematic approach to assessment development that will help to establish the validityof the assessments, increase the comparability of year-to year results, and increase efficiencies/reduce costs.

34. Purpose and Audience of the Model Content Frameworks 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

35. Approach of the Model Content Frameworks for ELA/Literacy 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

36. Key Elements of the Model Content Frameworks

37. Model Content Framework Chart

38. Writing Standards Progression from Grade 8 to Grades 9–10 Writing Standards Progression from Grade 8 to Grades 9–10

39. Approach of the Model Content Frameworks for Mathematics • 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 • Coherence • Rigor: Conceptual Understanding, Fluency, Application/Modeling • Model Content Frameworks for grades 3-8, Algebra I, Geometry, Algebra II, Mathematics I, Mathematics II, Mathematics III

40. Key Elements of the Model Content Frameworks • 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

41. Grade 3 Example

42. High School

43. High School

44. Possible Uses of the Model Content Frameworks 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

45. Think – Pair – Table Talk What did you hear that was new to you, or different? What do you want to know more about?

46. PARCC 301 ECD and Claims & Task Types

47. Evidence-Centered Design (ECD) for the PARCC Assessments ECD is a deliberate and systematic approach to assessment development that will help to establish the validityof the assessments, increase the comparability of year-to year results, and increase efficiencies/reduce costs.

48. Claims Driving Design: ELA/Literacy

49. Three Types of Items for ELA/Literacy

50. Grade 10 Evidence-Based Selected Response