1 / 64

Common Core State Standards (CCSS) and Assessments

Common Core State Standards (CCSS) and Assessments. Leadership for Implementation. Regional Administrators’ Meeting. Agenda. MDE Training Efforts MDE Resources and Communications MDE Textbook Adoption Timeline Secondary Course Recommendations PARCC Technology Readiness

ike
Download Presentation

Common Core State Standards (CCSS) and Assessments

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Common Core State Standards (CCSS) and Assessments Leadership for Implementation Regional Administrators’ Meeting

  2. Agenda • MDE Training Efforts • MDE Resources and Communications • MDE Textbook Adoption Timeline • Secondary Course Recommendations • PARCC Technology Readiness • PARCC Testing Window and Assessment Sessions • Assessment Transition Plan • CCSS Sample Assessment Item Comparisons

  3. Training Efforts • 49 CCSS grade-band training sessions and webinars have been offered across the state, reaching over 5,200 educators since June 2010. • Focused webinars are being offered in ELA and mathematics each month. • Webinars are being archived in iTunes U. • A K-5 CCSS Boot Camp was offered regionally in June 2013, reaching almost 500 educators.

  4. Training Efforts • Fall 2013 • School and district leaders • Grades 9-12 Follow-up • Spring 2014 • Interventions for struggling learners • Instructional staff for English Learners and Special Education • Ongoing • Resource development • Webinars on specific topics (ELA and mathematics)

  5. MDE Resources and Communications • www.mde.k12.ms.us/ci • C&I Open Listserv • www.mde.k12.ms.us/ccss • CCSS and PARCC Resources • Link to Training Materials • SharePoint (districtaccess.mde.k12.ms.us) • Training Materials • MDE Professional Development Calendar

  6. MDE Resources and Communications • MDE iTunes U (www.mde.k12.ms.us/itunes) • Twitter (@MissDeptEd) • PARCC (www.parcconline.org) • Sample Test Items • Assessment Administration Guidance • Future Timeline

  7. Textbook Adoption Timeline 2011-2012 CCSS Reading/Literature 2012-2013 CCSS Mathematics K-8 Social Studies 2013-2014 CCSS Mathematics 9-12 CCSS Compacted Mathematics 7-8 (includes Algebra I) CCSS English/Language Arts

  8. Mathematics Secondary Recommendations • Four (4)Carnegie units of Mathematics should be required for graduation, one of which can be earned through CCSS 8th Grade Math. • Either CCSS Algebra I or CCSS Integrated Math I (district choice) should be the only required high school math course, along with two (2) courses higher than CCSS Algebra I or CCSS Integrated Math I. • The following courses are considered higher than CCSS Algebra I or CCSS Integrated Math I: • CCSS Geometry (new course) • CCSS Algebra II (new course) • CCSS Advanced Math Plus (new course) • CCSS Integrated Math II (new course) • CCSS Integrated Math III (new course) • Transition to College Math (new course) • Calculus • AP Calculus AB • AP Calculus BC • AP Statistics • Dual Credit / Dual Enrollment “Pre-Decisional - Not Yet Approved”

  9. Mathematics Secondary Recommendations • It is recommended that the following courses no longer be offered as standalone courses in the mathematics framework, as the content is embedded in CCSS mathematics courses. • Pre-Algebra (Grade 7, Grade 8, Grades 9-12) • Transition to Algebra (Grade 7, Grade 8, Grades 9-12) • Advanced Algebra • Discrete Mathematics • Pre-Calculus • Statistics • Survey of Mathematical Topics • Trigonometry • The timeframe for phasing out these courses has not been determined. “Pre-Decisional - Not Yet Approved”

  10. Mathematics Secondary Recommendations • The Common Core State Standards for Mathematics (CCSSM) Appendix A: Designing High School Mathematics Courses Based on the Common Core State Standards (CCSS) outlines a suggested “Compacted” or “Accelerated” Pathway to prepare course content at the 7th and 8th grade level for districts that choose to offer CCSS Algebra I at the middle school level. “Pre-Decisional - Not Yet Approved”

  11. Mathematics Secondary Recommendations • The CCSS for Mathematics suggests a “Compacted” or “Accelerated” Pathway to provide course content at the 7th and 8th grade level for districts that choose to offer CCSS Algebra I at the middle school level. • Students following this compacted pathway would be required to complete all CCSS grade 7, grade 8, and Algebra I content by the end of 8th grade. Due to the pace of the courses and amount of content, it is recommended that districts delay using this option until 3rd graders of 2014-2015 enter middle school. • While a delayed implementation of middle school Algebra I is recommended, districts may continue to offer Algebra I in the 7th or 8th grade at their discretion. “Pre-Decisional - Not Yet Approved”

  12. Mathematics Secondary Recommendations • Due to the acceleration and pace of the courses, massive content, and the amount of time for “double testing” in math under this Pathway, districts should be cautious about offering this Compacted/Accelerated Pathway until the 3rd graders of the school year 2014-15 enter middle school. Note: Eighth graders will take an assessment in CCSS Math Grade 8, CCSS English Language Arts (ELA) Grade 8, and MS Science Grade 8. If 8th graders take CCSS Algebra I, they will also have to take the CCSS Algebra I assessment. “Pre-Decisional - Not Yet Approved”

  13. Mathematics Secondary Recommendations It is recommended that all students take a math course during their senior year. • Advanced Placement • Dual credit / dual enrollment • Credit recovery course • Transition to college course “Pre-Decisional - Not Yet Approved”

  14. English Language ArtsSecondary Recommendations • Four (4) Carnegie units of English should be required for graduation. • CCSS English I and CCSS English II should be the only required high school English courses, along with two (2) additional courses. • The following courses may be taken for additional English credit: • CCSS English III • CCSS English IV • Transition to College English (new course) • AP-English Language and Composition • AP-English Literature and Composition • African American Literature • Creative Writing • Debate • Oral Communication • Technical and Work Place Writing • Twentieth Century Literature • World Literature • Dual Credit / Dual Enrollment “Pre-Decisional - Not Yet Approved”

  15. English Language ArtsSecondary Recommendations • It is recommended that the following courses no longer be offered in the ELA framework: • Accelerated English I-IV • The American Novel • Intermediate Poetry • Introduction to Sign Language • Introduction to Literary Arts • Mythology • Short Story • The timeframe for phasing out these courses has not been determined. “Pre-Decisional - Not Yet Approved”

  16. Secondary Recommendations • It is recommended that compensatory courses be made available as elective-credit companion courses which must be taken in concert with a credit-bearing course in the content area. “Pre-Decisional - Not Yet Approved”

  17. Assessment DesignEnglish Language Arts/Literacy and Mathematics, Grades 3-11 2 Optional Assessments/Flexible Administration • Required • End-of-Year • Assessment • Innovative, computer-based items • Optional • Mid-Year Assessment • Performance-based • Emphasis on hard-to-measure standards • Potentially summative • Required Performance-Based • Assessment (PBA) • Extended tasks • Applications of concepts and skills • Optional • Diagnostic Assessment • Indicator of student knowledge and skills to inform instruction, supports, and PD • Non-summative • Required Speaking And Listening Assessment • Locally scored • Non-summative

  18. Mississippi Involvement in PARCC

  19. Technology Readiness Over the past 2 years, information needed for the Capacity Planning Tool has been entered into the PARCC Technology Readiness Tool by technology coordinators. Information includes: • Student enrollment by tested grade (2014-2015) • Computer devices available for assessment • Number of test administration days • Bandwidth availability

  20. Technology Readiness • The Capacity Planning Tool can calculate the number of devices needed to administer the assessments in 5, 10, 15, or 20 days, depending upon district preference. • This tool is not a single source of readiness information. Results should be considered in the context of individual schools. • Visit http://www.parcconline.org/assessment-administration-guidance to access this tool.

  21. Device Capacity: “Rule of Thumb”

  22. PARCC Assessment Sessions: Grades 3-11

  23. Testing Window • Districts will have a maximum of two four-week windows to administer the Performance-Based Assessments (PBA) and the End-of-Year (EOY) Assessments. • Districts may opt to administer the tests in a shorter time span if they have the capacity to do so.

  24. PARCC Assessment Time • The estimated time-on-task for a typical student to complete the full battery of PBA and EOY assessments in ELA and Mathematics is 8-10 hours. • Specific session lengths and totals by grade level are available online at the PARCC website. • Refined guidance will be shared after field testing in 2014.

  25. PARCC Field Testing – Spring 2014 • Random selection of schools across Mississippi, as well as other PARCC states, will participate. • Districts with sampled schools were notified of their selection in September 2013. • Field test assessments are designed to mirror those that will be used in the first PARCC administration in 2014-2015. • Most students participating in the field test will only take one part of the whole assessment in one content area in order to minimize testing burden on individual students and schools.

  26. PARCC Field Testing – Spring 2014 • Over 1.2 million students from PARCC states are participating in the field test. • Approximately 85,000 Mississippi students from 144 districts and 498 schools will participate. • 92% of Mississippi schools identified in the initial sample volunteered to participate. • 80% of students will only take the PBA or the EOY in either ELA ormath.

  27. Assessment Transition Plan • SATP3 (PARCC) assessments in Algebra I and English II will ‘go live’ during the 2014-2015 school year • Standard setting committees will recommend cut scores • In accordance with current SBE policy, students will still have to pass SATP2 assessments in Biology I and U.S. History “Pre-Decisional - Not Yet Approved”

  28.  PARCC Assessment Implementation Timeline “Pre-Decisional - Not Yet Approved”

  29. Timeline for Other Assessments “Pre-Decisional - Not Yet Approved”

  30. Advances in Mathematics Assessment Demanded by the Shifts Shift #1 – Focus: The PARCC assessments will focusstrongly where the Standards focus Advance: PARCC assessments will focus strongly where the Standards focus (70% or more on the major work in grades 3-8). • Focus allows for a variety of problem types to get at the concept in multiple ways. • Students will have more time to master concepts at a deeper level.

  31. Advances in Mathematics Assessment Demanded by the Shifts Shift #2 – Coherence: Think across grades and link to major topics within grades Advance: Integrative tasks draw on multiple standards to ensure students are making important connections. • The Standards are not treated as a checklist.

  32. Advances in Mathematics Assessment Demanded by the Shifts Shift #3– Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application Advance: PARCC assessments will reach the rigor in the Standards through innovations in technology and item design.

  33. Overview of Mathematics Task Types PARCC mathematics assessments will include three types of tasks. For more information see PARCC Item Development ITN Appendix D.

  34. Using Technology to Advance Assessment and the Shifts • Technology enhancements supporting accessibility (e.g., the ability to hover over a word to see and/or hear its definition, etc.) • Transformative formats making possible what can not be done with traditional paper-pencil assessments (e.g., simulations to improve a model, game-like environments, drawing/constructing diagrams or visual models, etc.) • Getting beyond the bubble and avoiding drawbacks of traditional selected response such as guessing or choice elimination

  35. Using Technology to Advance Assessment and the Shifts • Capturing complex student responses through a device interface (e.g., using drawing tools, symbol palettes, etc.) • Machine scorable multi-step tasks are more efficient to administer and score.

  36. Grade 7 Illustrative Sample Item

  37. Grade 7 Illustrative Sample Item Aligns to the Standards and Reflects Good Practice Grade 7 Sample Illustrative Item Key Features and Assessment Advances • The PARCC assessment will seek to preserve the focus of the Standards by thoroughly exploring the major work of the grade. • In this case, a multi-point problem is devoted to a single standard about proportional relationships, which are a major focus in grades 6 and 7. • Unlike traditional multiple choice, it is difficult to guess the correct answer or use a choice elimination strategy. • Variants of the task could probe understanding of unit rates and representations of proportional relationships by showing different scales on the two graphs, and/or by presenting the data in tables C and D with the ordered pairs not equally spaced in time.

  38. PARCC Sample Assessment Task http://www.parcconline.org/samples/mathematics/grade-3-mathematics-field

  39. PARCC Sample Assessment Task http://www.parcconline.org/samples/mathematics/grade-3-mathematics-field

  40. Grade 3MCT2 Math Sample Item Taken from Mississippi MCT2 3rd Grade Practice Test 2

  41. Nine Specific Advances in the PARCC ELA/Literacy Assessment Demanded by the Three Core Shifts. . .

  42. Shift 1: Regular practice with complex text and its academic language • PARCC builds a staircase of text complexity to ensure students are on track each year for college and career reading. • PARCC rewards careful, close reading rather than racing through passages. • PARCC systematically focuses on the words that matter most—not obscure vocabulary, but the academic language that pervades complex texts.

  43. Shift 2: Reading and writing grounded in evidencefrom text, literary and informational • PARCC focuses on students rigorously citing evidence from texts throughout the assessment (including selected-response items). • PARCC includes questions with more than one right answer to allow students to generate a range of rich insights that are substantiated by evidence from text(s). • PARCC requires writing to sources rather than writing to de-contextualized expository prompts. • PARCC also includes rigorous expectations for narrative writing, including accuracy and precision in writing in later grades.

  44. Shift 3: Building knowledge through content rich nonfiction • PARCC assesses not just ELA but a full range of reading and writing across the disciplines of science and social studies. • PARCC simulates research on the assessment, including the comparison and synthesis of ideas across a range of informational sources.

  45. Innovative ELA/Literacy Item Types That Showcase Students’ Command of Evidence with Complex Texts • Evidence-Based Selected Response (EBSR)—Combines a traditional selected-response question with a second selected-response question that asks students to show evidence from the text that supports the answer they provided to the first question. Underscores the importance of Reading Anchor Standard 1 for implementation of the CCSS. • Technology-Enhanced Constructed Response (TECR)—Uses technology to capture student comprehension of texts in authentic ways that have been difficult to score by machine for large scale assessments (e.g., drag and drop, cut and paste, shade text, move items to show relationships). • Range of Prose Constructed Responses (PCR)—Elicits evidence that students have understood a text or texts they have read and can communicate that understanding well both in terms of written expression and knowledge of language and conventions. There are four of these items of varying types on each annual performance-based assessment.

  46. Grade 7 ELA/Literacy – Technology-Enhanced Constructed Response Item 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.

  47. Aligns to the Standards and Reflects Good Practice • Specific CCSS alignment to: • RI.7.1 (use of evidence). • RI.7.8 (author’s claims and evidence). • RI.7.10 (complex texts). • This item helps students gather information and details for use on the first and second Prose Constructed Response. • Requires students to employ reasoning skills, since all of the claims listed could be made, but only one is supported by the most relevant and sufficient facts. • Reflects the key shift of reading closely and weighing evidence by offering credit for Part B only if Part A is correct. • Technology enables students to highlight evidence that supports their understanding.

  48. Grade 7 Analytical Prose Constructed-Response Item #1 Based on the information in the text “Biography of Amelia Earhart,” write an essay that summarizes and explains the challenges Earhart faced throughout her life. Remember to use textual evidence to support your ideas.

  49. Aligns to the Standards and Reflects Good Practice • Specific CCSS alignment to: • RI.7.1 (use of evidence); RI.7.2 (summary of text); RI.7.10 (complex texts). • W.7.2 (writing to explain or inform); W.7.4 (writing coherently); W.7.9 (drawing evidence from texts). • L.7.1-3 (grammar and conventions). • Requires writing to sources rather than to a de-contextualized or generalized prompt (e.g., asks about a specific aspect of Earhart’s life). • Requires students to draw evidence from the text and cite this evidence clearly. • Requires students to apply the knowledge of language and conventions when writing. • Purposely designed to help students gather information for writing the final analytic essay that asks students to evaluate the arguments made in three texts about Earhart’s bravery (i.e., her bravery can be expressed as her ability to face the many challenges).

  50. Final Grade 7 Prose Constructed-Response Item #2 50

More Related