Presentation Transcript

1. Overview of PARCC

   January 17, 2014
2. Agenda Overview of PARCC PARCC Timeline ELA/Literacy Mathematics Alternate Assessment & Accommodations Resources Questions
3. Three Years in Three Minutes PARCC Assessment Story
4. PARCC Assessment Story Attribution
5. PARCC Assessment Story ARIZONA’S COLLEGE AND CAREER READY STANDARDS
6. PARCC Assessment Story
7. PARCC Assessment Story Claims
8. PARCC Assessment Story Attribution
9. PARCC Assessment Story Attribution
10. PARCC ASSESSMENT PRIORITIES:
11. Clearing Some Confusion
12. Science AIMS Science will continue!
13. PARCC Assessment Design: ELA/Literacy and Mathematics 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
14. PARCC timeline SY 2012-13 First year pilot/field testing and related research and data collection SY 2013-14 Second year pilot/field testing and related research and data collection SY 2014-15 Full administration of PARCC assessments Summer 2015 Set achievement levels, including college-ready performance levels SY 2010-11 Launch and design phase SY 2011-12 Development begins
15. Claims Driving Design: ELA/literacy MASTER CLAIM Students are on-track or ready for college and careers Students read and comprehend a range of sufficiently complex texts independently Students write effectively when using and/or analyzing sources. Students build and present knowledge through research and the integration, comparison, and synthesis of ideas. MAJOR CLAIMS SUB CLAIMS Convention and Knowledge of Language Reading Informational Text Vocabulary Interpretation and use Reading Literature Written Expression
16. Standards Assessed by AIMS Standards Assessed by PARCC AIMS to PARCC: Grade 3 ELA/literacy Standards 3S1C6.PO4 Answer clarifying questions in order to comprehend text. 3.RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3.RI.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. 3.RI.10 Read and comprehend informational texts…
17. AIMS PARCC ELA/Literacy: 3rd Grade Reading Items Which of these is not a way to buy the Zoomster Deluxe? Go to the store Call the toll-free number Go on-line Mail order with payment Read all parts of the question before responding. Part A: What is one main idea of “How Animals Live”? There are many types of animals on the planet. Animals need water to live. There are many ways to sort different animals. Animals begin their life cycles in different forms. Part B: Which detail from the article best supports your answer to Part A? “Animals get oxygen from air or water.” “Animals can be grouped by their traits.” “Worms are invertebrates.” “All animals grow and change over time.” “Almost all animals need water, food, oxygen, and shelter to live.”
18. Standards Assessed by AIMS Standards Assessed by PARCC AIMS to PARCC:Grade 3 ELA/literacy Standards (2) 3S3C2.PO4 Interpret information in functional documents (e.g., maps, schedules, pamphlets) for a specific purpose. 3.RI.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3.RI.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. 3.RI.10 Read and comprehend informational texts…
19. AIMS PARCC ELA/Literacy: 3rd Grade Reading Items According to the passage, which of the following is true about the Zoomster 2000? It is slower than the Zoomster Deluxe. It is a new toy. It saves time and money. It works on rough ground. Drag the words from the word box into the correct locations on the graphic to show the life cycle of a butterfly as described in “How Animals Live.”
20. Standards Assessed by AIMS Standards Assessed by PARCC AIMS to PARCC:Grade 3 ELA/literacy Standards 5S3C1.PO1 (Strands 1 and 2 are also assessed) Write a narrative based on imagined or real events, observations, or memories that includes: Characters Setting Plot Sensory details Clear language Logical sequence of events 6.RL.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 6.W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequence. 6.L.1-3 Command of conventions
21. AIMS PARCC ELA/Literacy—Writing 5th grade Writing Prompt: Imagine one morning you wake up and look in the mirror to see a different reflection. You realize you have turned into the principal of your school. Write a story in which you describe what happens when you go to school that day. 6th grade Prose Constructed Response: In the passage, the author developed a strong character named Miyax. Think about Miyax and the details the author used to create that character. The passage ends with Miyax waiting for the black wolf to look at her. Write an original story to continue where the passage ended. In your story, be sure to use what you have learned about the character Miyax as you tell what happens to her next.
22. CLAIMS DRIVING DESIGN: MATHEMATICS Master Claim: On-track for college and career readiness. Students solve grade-level/course-level problems in mathematics as set forth in the Standards for Mathematical Content with connections to the Standards for Mathematical Practice. Sub-Claim E: Students demonstrate fluency in areas set forth in the Standards for Content in grades 3-6
23. Key Shifts—Mathematics Focus strongly where the Standards focus Coherence: Think across grades, and link to major topics within grades Rigor: In major topics pursue conceptual understanding, procedural skill and fluency, and application with equal intensity.
24. Standard Assessed by AIMS Standard(s) Assessed by PARCC AIMS to PARCC:Grade 4 Mathematics Standards 04-S1C1.01 Express whole numbers, fractions, decimals, and percentsusing and connecting multiple representations 04-S1C1.04 Compare and order decimals to hundredths 05-S1C1.01 Determine equivalence by converting between benchmark fractions, decimals, and percents 4.NF.C.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100 4.NF.C.6 Use decimal notation for fractions with denominators 10 or 100 4.NF.C.7 Compare to decimals to hundredths by reasoning about their size
25. Mathematics—4th Grade Items AIMS Look at the figure. Which fraction represents the shaded part of the figure? 3/8 3/5 5/8 5/3 4th Grade What is written as a percent? 15% 30% 45% 60% 5th Grade
26. Mathematics—4th Grade Items In this task, you will compare the decimal representations of the fractions and . Two grids, Square A and Square B, are shown. The squares are of equal size. Square A is divided into 10 rectangles of equal size. Square B is divided into 100 rectangles of equal size. You can shade the rectangles by clicking in them. You can use the grids to help with your explanation and comparison.
27. Mathematics—4th Grade Items Part A Write a fraction with denominator of 100 that is equivalent to . Use the grids to explain how you know that the fractions are equivalent. Part B Write as a decimal. Then write as a decimal. Explain how you can use the grids to compare the two decimals.
28. Alternate Assessment AIMS-A to NCSC
29. Proposed Accommodations for Students with Disabilities Presentation accommodations Response accommodations Other Proposed accommodations

30. Presentation Accommodations

    * See notes below

31. Response Accommodations

    * See notes below

32. Other Proposed Accommodations for Students with Disabilities

33. Accessibility Features Identified in Advance

34. Support Strategies for ELL students All students need to be engaged with complex text. Creative text pairings Provide scaffolding with the knowledge that scaffolding is intended to be removed Tier Two Vocabulary
35. Things to Consider How can I use what I already have to transition to a new assessment? How can I make this meaningful for students? How can ADE help?
36. PARCC updates Preparing for Field Testing The State Board of Education should make its decision about what assessment will replace AIMS some time this spring. Continued release of resources for teachers and students.
37. PARCC resources ELA/Literacy & Mathematics sample items and prototypes Task models & Evidence Statements Accommodations
38. Arizona Department of Education resources ELA/Literacy & Mathematics sample items Transition guidelines High School graduation PARCC Place newsletter Webinars
39. Questions & contacts ELA/Literacy – Sarah.Gardner@azed.gov Mathematics – Kevin.Bruney@azed.gov Technology – Margaret.Bowerman@azed.gov General – parcc@azed.gov