Shifting Gears Using the CCSS, PARCC and Evaluation to Drive Student Achievement

1. Shifting Gears Using the CCSS, PARCC and Evaluation to Drive Student Achievement Student Achievement Student Achievement

2. ACRONYM MATCH GAME • 1. CCSS _____ Who will learn how much of what by when • (Common Core State Standards) • ELA _____ Building panel providing mentoring and • (English Language Arts) targeted professional development • ELL _____ Students whose first language is not English • (English Language Learners) • 4. NAEP _____ A common national test given to selected students • (National Assessment of Educational Progress) in each state • 5. PARCC _____ Newly developed assessments to begin in 2014-2015 • (Partnership for Assessment of Readiness for • College and Careers) • 6. SGO _____ A comparison to other students with a similar testing history • (Student Growth Objectives) leading to a score for teachers in tested content areas • 7. mSGP _____ Content area focusing on comprehension and • (Student Growth Percentiles) communication • ScIP _____ Student learning descriptors that indicate expectations • (School Improvement Panel) for each grade in language arts and math

3. Why is this initiative implementing the Common Core State Standards, readiness for PARCC, and the educator evaluation system all at the same time? CCSS: Teach standards that reflect the rigor that is required for college and career readiness. PARCC: Reward quality instruction aligned to the standards so that the assessment is worthy of preparation rather than a distraction from good work. Educator Evaluation:  Measure the success of teachers in improving student learning using classroom evaluations on an approved model, measure principal success using evaluations based on school achievement, use standardized test scores (SGPs), and measure student growth using teacher designed assessments (SGOs). If these three initiatives move in concert, they will drive student achievement. 

4. Common Core Across the Nation 4

5. What are the Common Core State Standards? The Common Core State Standards set grade-by-grade learning expectations for students in grades K-12 for Mathematics and for English Language Arts and Literacy. While states have had standards for more than 15 years, this set of standards is more focused on preparing students for success in college and career. They set clear, consistent and high learning goals. 5

6. The Shifts in ELA/Literacy Building knowledge through content-richnonfiction Reading, writing and speaking grounded in evidence from text, both literary and informational Regular practice with complex text and its academic language We are all teachers of literacy!

7. The CCSS Difference: Grade 7 ELA Before: NJCCCS (2004) • 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.

8. The CCSS Difference: Grade 3-5 ELA: Integration of Knowledge and Ideas

9. 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.

10. Grade 7 Technology-Enhanced Constructed-Response Item 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.

11. The Shifts in Mathematics Focus: Focus strongly where the standards focus Coherence: Think across grades, and link to major topics Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application with equal intensity

12. 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.

13. PARCC: Evidence-Centered Design 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.

14. Rigor and Mastery “The level of mastery that will be reached is determined entirely by what sort of questions students are expected to answer.” - from Bambrick-Santoyo, Driven by Data

16. Use a Degree of Independence Rubric • Did with no teacher assistance. • Required only 1 – 2 quick reminders. • Required some direction, hints, prompts. • Required significant teacher assistance: scaffolded • prompting, directions, reminders. • 5. Even with considerable teacher assistance, could not complete the task. • - Grant Wiggins

17. “On Their Own” • “Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types of disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a speaker’s key points, request clarification, and ask relevant questions.” • - Common Core ELA Standards

18. Therefore, we need to • Add the phrase “on their own” to all goal • statements to ensure that we design valid • assessments of independent performance. • Have a plan for developing independence • over the year on recurring tasks.

20. Components of Evaluation Danielson Rubric

27. Welcome Teachers! Meet AchieveNJ http://www.youtube.com/watch?v=RuwSIjT_ql4&rel=0

28. SMART SGOS ARE…

29. Growth vs. Achievement Goals GROWTH ACHIEVEMENT Students’ post-assessment scores will be ___% greater than the pre-assessment. On the post-assessment, ___% of students will achieve a score of ___ or higher. SGOs can be growth and/or achievement goals.

35. Teachers in Tested Grades Tested Grades and Subjects (Currently grades 4-8, math and ELA): 55% from teacher practice and 45% from student achievement measures * The NJDOEwill look to incorporate other measures where possible and percentages may change as system evolves.

36. Introduction to Teacher Evaluation Introduction to Teacher Evaluation Teachers in Tested Grades 4-8 Teacher Practice Performance on a teacher practice instrument, driven primarily through observation Stu. Growth Percentile State-calculated score that measures individual teacher’s ability to drive growth on NJ ASK NJASK Stu. Growth Objective Locally-calculated score that measures an individual teacher’s impact on stu. achievement Summative Rating Overall eval. score that combines the multiple measures of practice and student progress Inputs of Effective Teaching Outcomes of Effective Teaching N.J.A.C. 6A:10-4.1

37. Introduction to Teacher Evaluation Teachers in Non-Tested Grades/Areas Teacher Practice Performance on a teacher practice instrument, driven primarily through observation Stu. Growth Objective Locally-calculated score that measures an individual teacher’s impact on stu. achievement Summative Rating Overall eval. score that combines the multiple measures of practice and student progress Inputs of Effective Teaching Outcomes of Effective Teaching N.J.A.C. 6A:10-4.1

38. Teacher Evaluation: Summative Evaluation Tested Grades and Subjects 39