Common Core and PARCC : NJACTE & NJASCD March 30, 2012

1. Common Core and PARCC : NJACTE & NJASCD March 30, 2012

2. Curriculum & Assessment Foundation Teacher Who should decide what students need to learn in Chemistry? Principal • Agreement on learning objectives and the use of common assessments to share best practices is a powerful tool to improve student achievement District leader • It is more efficient and potentially more effective for a district to develop standards-based curriculum State leader • Quality implementation of the CCSS across all districts and schools requires the state to take on an enhanced role

3. The Quiet Revolution: Why should the NJDOE develop a “Model” Curriculum? Common Core State Standards • Fewer, clearer, more rigorous • Internationally benchmarked Commonness • Leverage state and nation-wide expertise (46 States and DC) • PARCC (23 States and DC) Continuous improvement • Model 1.0 followed by Model 2.0

4. The CCSS Difference: Grade 7 ELA Clearer … Before: NJCCCS (2004) 1. 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.

5. The CCSS Difference: Grade 8 Math Before: NJCCCS (2004) Understand and apply the Pythagorean Theorem. After: CCSS (2010) Explain a proof of the Pythagorean Theorem and its converse. Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions. Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.

6. The CCSS Difference: Grade 3-5 ELA: Integration of Knowledge and ideas Grade 3: Compare and contrast the most important points and key details presented in two texts on the same topic Grade 4: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgably Grade 5: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgably.

7. 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.

8. ELA/Literacy: 3 shifts • Regular practice with complex text and its academic vocabulary • Building knowledge through content-rich nonfiction and informational text • Reading and writing grounded in evidence from text Note: Beyond ELA

9. Text-Dependent or Not The novel Sarah Plain and Tall is a great book to illustrate what things were like in the past. Possible center activities: Put out a very simple pattern like an apron, or place mat and have the students trace, cut out and then sew (by hand) the item. My students said overwhelmingly "I can't imagine sewing all of my clothes like that!" Have a wheat grinder, which the kids use to grind wheat into flour. We then use it to make scones from scratch later on. We made butter to go on the scones by putting cream and salt into a jar and shaking it for a very long time.

10. Mathematics: 3 shifts • Focus: Focus strongly where the standards focus. • Coherence: Links major topics across grades • Rigor: Requires fluency, application, and deep understanding

11. Priorities in Mathematics

12. Key Fluencies

13. Model Curriculum 1.0

14. Model Curriculum Grade 3 sample formative assessment items

15. Model Curriculum 2.0: Instructional Improvement System Improved CCSS aligned unit-based SLOs Improved CCSS aligned 6-week unit assessments CCSS aligned model lessons Model and Teacher-developed formative assessments Instructional resource rating system School, Classroom, Student level assessment reports Unit level Item bank Professional Development: Content Area Instructional strategies

16. Continued Learning & Support On-going release of unit SLOs for comment Release Unit 1 SLOs ASAP Release Unit 1 assessment by June Professional Development: Offered on-going by unit and content area

17. The limits of Common Standards andCommon Assessments • Common Core State Standards are critical, but just the first step • Common Assessments aligned to the Common Core will help ensure the new standards truly reach every classroom • Quality Implementation of aligned curriculum is required for students to reap the benefits of new standards

18. PARCC 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. Goal #2: Build a Pathway to College and Career Readiness 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

20. Claims Driving Design: ELA/Literacy

21. Claims Driving Design: Mathematics • Students are on-track or ready for college and careers

22. PARCC Timeline Through 2011-12 PARCC Tools & Resources Educator Leader Cadres launched Item & task prototypes released Model Content Frameworks released (Nov 2011) Summer 2012 Fall 2011 Winter 2012 Spring 2012 Fall 2012 Updated Model Content Frameworks Released Item development begins PARCC Assessment Implementation

23. Timeline Through First PARCC Administration in 2014-2015 PARCC Tools & Resources Partnership Resource Center launched K-2 Formative Tools Released Diagnostic assessments released Professional development modules released College-ready tools released Summative PARCC Assessments Winter 2015 Spring 2015 Fall 2014 Spring 2013 Summer 2013 Fall 2013 Winter 2014 Spring 2014 Summer 2014 Pilot/field testing begins Model Instructional Units Released Expanded field testing of diagnostic assessment Expanded field testing Optional Diagnostic and Midyear PARCC Assessments Standard Setting in Summer 2015 PARCC Assessment Implementation

24. NJ ASK Transition to the Common Core

25. Assessment Transition Timeline Spring 2012 NJ ASK Aligned to NJCCCS Spring 2013 NJ ASK Aligned to the CCSS Spring 2014 NJ ASK Aligned to the CCSS SY 2014-15 Full administration of PARCC assessments “Transitional Assessments”

26. NJ ASK Transitional Assessments • Content on the NJ ASK will reflect, as closely as possible, the Common Core State Standards • Alignment • Depth • We do not expect that our transitional assessments will be perfectly aligned to PARCC assessments • Continually modify as more information from PARCC becomes available (i.e. content frameworks)

27. What you can expect of me… Willingness to listen, learn & reflect Quiet determination Persistence Resilience penny.maccormack@doe.state.nj.us “Be the change you wish to see in the world” Ghandi

28. Websites http://www.corestandards.org/about-the-standards http://www.achievethecore.org/student-achievement-partners DRAFT