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The Journey to College and Career Readiness

The Journey to College and Career Readiness. Family Support Services Spring 2014 Professional Development June 4, 2014. Cecilia J. Roe, Maryland State Dept. of Education Director of Instructional Assessment and Professional Learning.

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The Journey to College and Career Readiness

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  1. The Journey to College and Career Readiness Family Support Services Spring 2014 Professional Development June 4, 2014 Cecilia J. Roe, Maryland State Dept. of Education Director of Instructional Assessment and Professional Learning

  2. Arriving at one goal is the starting point to another.~ John Dewey

  3. In Maryland, we’re on the road to full implementation of the Maryland College- and Career- Ready Standards. • Turn and talk: • What do you know about the Standards? • What questions do you have? • What do you know about PARCC? • What questions do you have?

  4. Let’s Share! • The Standards? • PARCC?

  5. What Makes Maryland Different?

  6. Home-Grown Maryland Curriculum • Adoption of Common Core Standards • Inclusion of STEM Education • Adoption of Next Generation Science Standards • LEAs develop curriculum around the College and Career- Ready Standards • Robust professional learning for educators

  7. New Standards Mean New Assessments • PARCC is the Partnership for the Assessment of Readiness for College and Careers • Maryland is a governing state and fiscal agent for PARCC

  8. Aligning Instruction and Assessment PARCC is designed to reward quality instruction aligned to the Standards, so the assessment is worthy of preparation rather than a distraction from good work.

  9. Objectives of PARCC Assessments • Determine whether students are college- and career-ready • 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 to achieve better measurement of student performance, reduce costs, and allow for more timely reporting of results

  10. PARCC’s Core Commitment to Quality • Focus:focus strongly on where the Standards focus. Students will have more time to master concepts at a deeper level. • Instructional Shifts areat the heart of the PARCC Design. • Better Standards Demand Better Questions:custom items developed to the Standards. • Fidelity to the Standards: rooted in the language of the Standards so that expectations remain the same in both instructional and assessment settings.

  11. PARCC’s Core Commitment to Quality • Questions Worth Answering: Sequences of questions that draw students into deeper encounters with texts, rather than sets of random questions of varying quality. • Problems worth doing: Multi-step problems, conceptual questions, applications, and substantial procedures • Texts Worth Reading: authentic texts worthy of study instead of artificially produced or commissioned passages.

  12. The Shifts that are the focus of the PARCC Assessments or “What Makes Them Different?” There are three shifts identified for English Language Arts, and three shifts identified for mathematics

  13. What Are the Shifts at the Heart of PARCC Design (and the Standards)? In English Language Arts: • Complexity: Regular practice with complex text and its academic language. • Evidence: Reading and writing grounded in evidencefrom text, literary and informational. • Knowledge: Building knowledge through content rich nonfiction.

  14. What Are the Shifts at the Heart of PARCC Design (and the Standards)? In Mathematics • Focus: Aligned with the focus of the Standards, resulting in a variety of problem types and assessment of a concept in multiple ways • Coherence: Think across grades, and link to major topics within grades—informed by multi-grade progressions. • Rigor: In major topics, pursue conceptual understanding; procedural skill and fluency; and application

  15. Performance Levels • Level 5 • Distinguished command of the knowledge and skills contained in the CCSS assessed • Academically well prepared to engage successfully in entry-level, credit-bearing courses in ….. • Exempt from having to take and pass placement tests designed to determine whether they are prepared for entry-level, credit bearing courses without need for remediation • Level 4 • Strong command … • Academically prepared … • Exempt … • Level 3 • Moderate command … • Will likely need academic support to engage successfully in entry-level, credit-bearing courses • Not exempt … • Level 2 • Partial command … • Will need academic support … • Not exempt … • Level 1 • Minimal command … • Will need extensive academic support … • Not exempt …

  16. ELA: Comparing MSA/PARCC • Take a few minutes to compare the two grade 5 ELA assessment items, one MSA and one PARCC • What are the similarities/differences? • How are the shifts are reflected in the PARCC items? • What are the instructional implications?

  17. What Are the Shifts at the Heart of PARCC Design (and the Standards)? In English Language Arts: • Complexity: Regular practice with complex text and its academic language. • Evidence: Reading and writing grounded in evidencefrom text, literary and informational. • Knowledge: Building knowledge through content rich nonfiction.

  18. Math: Comparing MSA/PARCC Now take a few minutes to compare the two grade 5 math assessment items, one MSA and one PARCC. • What are the similarities/differences? • How are the shifts are reflected in the PARCC items? • What are the instructional implications?

  19. What Are the Shifts at the Heart of PARCC Design (and the Standards)? In Mathematics • Focus: Aligned with the focus of the Standards, resulting in a variety of problem types and assessment of a concept in multiple ways • Coherence: Think across grades, and link to major topics within grades—informed by multi-grade progressions. • Rigor: In major topics, pursue conceptual understanding; procedural skill and fluency; and application

  20. PARCC Accommodations

  21. PARCC Comprehensive Accessibility Policies * Available to all participating students **For students with disabilities, English learners, and English learners with disabilities

  22. Accessibility Features for All Students

  23. Accessibility Features Identified in Advance

  24. Proposed Accommodations for Students with Disabilities

  25. Presentation Accommodations * See notes below

  26. Response Accommodations

  27. Other Proposed Accommodations

  28. Proposed Accommodations Policies for English Learners

  29. Accommodations for English Learners KEY for Table 5 below: •Highly recommended for use by English learners at this English language proficiency level Recommendedfor use by English learners at this English language proficiency level May not be appropriate for students at this ELP level

  30. Sample Items and Tutorials • Sample items have been moved to the same platform that students will use on the field test(Test NAV8) • Online tutorials have been released • You can find the sample items and the tutorials at: http://practice.parcc.testnav.com/

  31. Observations? Thoughts?

  32. High School GraduationRequirements

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