Understanding the Bar A Deeper Look at the MCCRS and PARCC 2014 Leadership Institute Day 1

1. Understanding the BarA Deeper Look at the MCCRS and PARCC2014 Leadership Institute Day 1

2. Please connect to the internet using the Leadership Institute network. Network ID: BCPS Password: baltimorecitypublicschool$ If you have not already downloaded today’s materials, please go to the conference website and download the documents for the appropriate day and grade level. Website: 365.bcpss.org/leadership

3. Agenda Session Outcome Activities We will develop a common understanding of the urgency of raising the bar for every student through a deeper understanding of content and grade level expectations for the Maryland College and Career Ready Standards (MCCRS). • Dissect PARCC tasks for rigor in ELA and Mathematics • Deconstruct the MCCRS aligned to the task • Make connections to the curriculum and Instructional Framework

4. Group Norms • Understand that those who work, learn. • Recognize that everyone has expertise. • Phrase questions for the benefit of everyone. • Challenge ideas, not people. • Share talk time

5. K-8 Literacy

6. Session Overview: Literacy Participants will... • Review PARCC timelines and task types, • Complete a sample PARCC task, and • Analyze how the task addresses the MCCRS …in order to better understand how the PARCC assessment measures readiness for college and career against the MCCRS.

7. The MCCRS Shifts Build Toward College and Career Readiness for All Students

9. PARCC Performance-Based Assessment for ELA / Literacy

10. PARCC Performance-Based Assessments

11. 3 Types of Questions When taking the PARCC assessment, students will encounter three question types: • Evidence-Based Selected Response (EBSR) items • Technology-Enhanced Constructed Response (TECR) items • Prose Constructed Response (PCR) items

12. Texts Worth Reading We will be looking at the first text for a Research Simulation Task: Eliza’s Cherry Trees: Japan’s Gift to America by Andrea Zimmerman tells the story of a young woman who lived in Washington, D. C. in the 1800s. As you read the text, pay attention to complexity (vocabulary, structure, etc.) What grade level do you think aligns to this text?

13. Research Simulation Task • After reading and discussing the excerpt from Eliza’s Cherry Trees, complete the Sample PARCC Assessment questions. • What do you think is the appropriate grade level for this text? Has your opinion changed? Why or why not?

14. Debriefing the Task

15. Sample Item #1—Part A The article includes these details about Eliza’s life: • She wrote newspaper articles to tell others about what she saw in Alaska to inform those who had not been there. (paragraph 1) • She wrote the first guidebook about Alaska. (paragraph 1) • She was the first woman to work at the National Geographic Society, where she wrote many articles and books. (paragraph 11) What do these details help show about Eliza? • They show that she shared the benefits of her experiences with others.* • They show she had many important jobs during her lifetime, but becoming a photographer was one of her proudest moments. • They show that her earlier travels were more exciting than the work she did later in life. • They show that she had a careful plan for everything she did in her life.

16. Sample Item #1—Part B Ideas from paragraphs 1 and 11 were used to help you learn about Eliza. Click on (or highlight) two other paragraphs that include additional support for the answer in Part A. There are more than two paragraphs that include additional support, but you need to only choose two. [Note: in addition to the instructions within the item, the computer functionality will prevent students from selecting paragraphs 1 and 11 or more than two paragraphs total.]

17. Connecting the MCCRS Standard RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.

18. Connecting the MCCRS Standard RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers.

19. Sample Item #1—Part A Which statement best describes how the events in paragraphs 13 through 15 are related to each other? a. They explain how Washington DC would change if cherry trees were planted around the city. b. They show that Eliza found a new way to get cherry trees planted in Washington, D.C.* c. They compare the ways Eliza and Mrs. Taft tried to add beauty to Washington, D.C. d. They describe how Mr. Takamine gave Eliza the idea to bring cherry trees to Washington, D.C. .

20. Sample Item #1—Part B Which sentence from the article best supports the answer in Part A? a. “When they bloomed, the trees became clouds of pink blossoms.” b. “She kept trying for more than twenty years!” c. “She wrote a letter to the president’s wife, Mrs. Taft.”* d. “With the help of Mr. Takamine, a generous Japanese scientist, they had trees sent from Japan.”

21. Connecting the MCCRS Standard RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a a text, using language that pertains to time, sequence, and cause / effect.

22. Connecting the MCCRS Standard RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers.

23. Reflection • What does this look like in the classroom? • How do teachers engage students in activities that allow students to succeed at these tasks? • How do these activities align to the actions within the Instructional Framework?

24. Connecting to the Instructional Framework

25. Connecting to City Schools Model for Effective Literacy Instruction

26. Connecting to City Schools Curriculum • Structures • Whole Group • Small Group • Independent Practice • Strategies • Guided Reading • Shared Reading • Rich and Rigorous Conversation • Close Reading • Writing from Sources • Think Aloud / Write Aloud • Text Dependent Questioning

27. Connecting to City Schools Curriculum Modeling: Think Aloud (RI.1, RL.1) Pre-writing: Outlining/Charting (RI.1, RL.1)

28. Closing: Table Talk At your tables, discuss the following: How does this information help you as you prepare to lead your school/teacher team for the upcoming year?

29. K-8 Mathematics

30. Mathematics Assessment

31. Type I Tasks

32. Type II Tasks

33. Type III Tasks

34. What’s the Task Type?

35. Elementary PARCC Task 18 14 + 16 48 48

36. Elementary PARCC Task

37. Elementary PARCC Task 56 = R x 7

38. Debrief

39. Guide to the MCCRS Structure

40. MCCRS Standards Progression

41. Priorities in Mathematics

42. Required Fluencies in K-6

43. Connecting the MCCRS What content cluster of the MCCRS does this task address?

44. Connecting the MCCRS

45. 3.OA.D.8

46. Connecting the MCCRS What does this look like in the classroom?

47. Sample Student Activities

48. Connecting the Curriculum What resources does our curriculum provide to allow students to engage in these types of activities?

49. Detailed fluency activities that support prior learning and current learning. Elementary Units Students need to develop speed and accuracy with simple calculations

50. Fun, fast-paced, adrenaline-rich activities that intentionally build energy and excitement. Elementary Units 11 12 14 13 15 16 10 17 19 20 Sprints – The teacher assumes the role of athletic coaches and students recognize their increasing success which serves to motivate them to do their personal best.