Common Core State Standards and PARCC Assessment Update

1. Common Core State Standards andPARCC Assessment Update September 5, 2012 Office of Curriculum and Instruction Nathan Oakley, Director of Curriculum and Instruction Marla Davis, Office Director II – Mathematics Vincent Segalini, Office Director II – English/Language Arts

2. Agenda • Common Core State Standards and PARCC Updates for English/Language Arts (ELA) • Common Core State Standards and PARCC Updates for Mathematics • Importance of Leadership at the District Level • Resources

3. Common Core State Standards and PARCC Update for English/Language Arts

4. PARCC Model Content Framework New interactive version can be found at: http://www.parcconline.org/parcc-model-content-frameworks

5. Claims Driving Design: ELA/Literacy

6. PARCC’s Core Commitments to ELA/Literacy Assessment Quality • Texts Worth Reading: The assessments will use authentic texts worthy of study instead of artificially produced or commissioned passages.  • Questions Worth Answering: Sequences of questions that draw students into deeper encounters with texts will be the norm (as in an excellent classroom), rather than sets of random questions of varying quality. • Better Standards Demand Better Questions: Instead of reusing existing items, PARCC will develop custom items to the Standards. • Fidelity to the Standards (now in Teachers’ hands): PARCC evidences are rooted in the language of the Standards so that expectations remain the same in both instructional and assessment settings. Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint

7. What Are the Shifts at the Heart of PARCC Design (and the Standards)? • 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. Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint

8. 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. Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint

9. 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. Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint

10. 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. Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint

11. Three Innovative Item Types • 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. • Technology-Enhanced Constructed Response (TECR)—Uses technology (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. Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint

12. PARCC Summative Assessmentwith EBSR, TECR, and PCR Items Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint

13. PARCC Sample Item and Task Prototypes for ELA • Sample Item and Task Prototypes for English Language Arts are available at: http://www.parcconline.org/samples/item-task-prototypes • To-date, sample items and prototypes are available for Grade 3, 4, 6, 7 and HS (total:13).

14. Literary Analysis Task (Grade 10):Ovid’s “Daedalus and Icarus” andSexton’s “To a Friend Whose Work Has Come to Triumph”

15. Understanding the Literary Analysis Task • Students carefully consider two literary texts worthy of close study. • They are asked to answer a few EBSR and TECR questions about each text to demonstrate their ability to do close analytic reading and to compare and synthesize ideas. • Students write a literary analysis about the two texts. Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint

16. Grade 10 Prose Constructed-Response Item Use what you have learned from reading “Daedalus and Icarus” by Ovid and “To a Friend Whose Work Has Come to Triumph” by Anne Sexton to write an essay that provides an analysis of how Sexton transforms Daedalus and Icarus. As a starting point, you may want to consider what is emphasized, absent, or different in the two texts, but feel free to develop your own focus for analysis. Develop your essay by providing textual evidence from both texts. Be sure to follow the conventions of standard English. Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint

17. Aligns to the Standards and Reflects Good Practice • Specific CCSS alignment to: • RL.10.1 (use of evidence); RI.10.9 (comparison of authors’ presentation); RL.10.10 (complex texts). • W.10.2 (writing to inform and explain); W.10.4 (writing coherently); W.10.9 (drawing evidence from texts). • L10.1-3 (grammar and conventions). • How one text transforms ideas from another text • Write to sources • Citing evidence • Knowledge of language and conventions Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint

18. SATP Analysis Question Based upon the use of literary elements in the excerpts, which statement below justifies the accuracy or inaccuracy of the analysis? The first excerpt uses the symbolism of Aristotle’s writings to mark Friar Bacon as a pioneer, and the second excerpt uses thorns to symbolize the harm that humans often do to later generations. The first excerpt relies on a persuasive tone and point of view to outline the developments made by Friar Bacon, and the second excerpt relies on the creation of mood and atmosphere to emphasize the importance of art. The first excerpt uses the rainbow as a symbol to highlight the value of endlessly pursuing knowledge, and the second excerpt uses the symbolism of baby clothes to emphasize the limitless potential of the human mind. The first excerpt relies on formal diction and factual information to convey the author’s admiration of Friar Bacon, and the second excerpt relies on tone and figurative language to promote the importance of living a good life. Taken from practice EII SATP

19. Grade 10 Evidence-Based Selected-Response Item Part A Which of the following sentences best states an important theme about human behavior as described in Ovid’s “Daedalus and Icarus”? • Striving to achieve one’s dreams is a worthwhile endeavor. • thoughtlessness of youth can have tragic results.* • Imagination and creativity bring their own rewards. • Everyone should learn from his or her mistakes. Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint

20. Grade 10 Evidence-Based Selected-Response Item Part B Select three pieces of evidence from Ovid’s “Daedalus and Icarus” that support the answer to Part A. • “and by his playfulness retard the work/his anxious father planned” (lines 310-311)* • “But when at last/the father finished it, he poised himself” (lines 312-313) • “he fitted on his son the plumed wings/ with trembling hands, while down his withered cheeks/the tears were falling” (lines 327-329) • Proud of his success/the foolish Icarus forsook his guide” (lines 348-349)* • “and, bold in vanity, began to soar/rising above his wings to touch the skies” (lines 350-351)* • “and as the years went by the gifted youth/began to rival his instructor’s art” (lines 376-377) • “Wherefore Daedalus/enraged and envious, sought to slay the youth” (lines 384-385) • “The Partridge hides/in shaded places by the leafy trees…for it is mindful of its former fall” (lines 395-396, 399) Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint

21. Aligns to the Standards and Reflects Good Practice • Specific CCSS alignment to: • RL.10.1 (evidence) • RL.10.2 (theme) • RL.10.10 (complex text) • How one text transforms ideas from another text • Write to sources • Citing evidence • Knowledge of language and conventions Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint

22. SATP Theme Question Read lines 16–29 from the passage. From which of the following details can the reader conclude that stickball game outcomes were significant beyond the final score? • The stickball games earned the nickname “little brother of war” because they were used occasionally to settle disputes between tribes. • This Choctaw stickball game and one of the most famous Choctaw ball players of the time were also depicted in paintings Catlin completed in the 1830s. • In the nineteenth century, Choctaw stickball matches were played regularly between districts or counties. • That night the twenty-five to thirty players on each team would hold meetings to discuss strategies for the game. Taken from practice SATP

23. Research Simulation Task (Grade 7): Amelia Earhart’s Disappearance

24. Understanding the Research Simulation Task Session 1: • Students begin by reading an anchor text that introduces the topic. EBSR and TECR items ask students to gather key details about the passage to support their understanding. • Then, they write a summary or short analysis of the piece. Session 2: • Students read two additional sources (may include a multimedia text) and answer a few questions about each text to learn more about the topic so they are ready to write the final essay and to show their reading comprehension. • Finally, students mirror the research process by synthesizing their understandings into an analytic essay using textual evidence from several of the sources. Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint

25. Final Grade 7 Prose Constructed-Response Item #2 You have read three texts describing Amelia Earhart. All three include the claim that Earhart was a brave, courageous person. The three texts are: • “Biography of Amelia Earhart” • “Earhart's Final Resting Place Believed Found” • “Amelia Earhart’s Life and Disappearance” Consider the argument each author uses to demonstrate Earhart’s bravery. Write an essay that analyzes the strength of the arguments about Earhart’s bravery in at least two of the texts. Remember to use textual evidence to support your ideas. Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint

26. Aligns to the Standards and Reflects Good Practice • Specific CCSS alignment to: • RI.7.1 (use of evidence); RI.7.8 (evaluate claims in a text); RI.7.9 (comparison of authors’ presentation); RI.7.10 (complex texts) • W.7.2 (writing to inform and explain); W.7.4 (writing coherently); W.7.7 (conduct short research projects); W.7.8 (gather relevant information from multiple sources); W.7.9 (drawing evidence from texts) • L.7.1-3 (grammar and conventions) • How one text transforms ideas from another text • Write to sources • Citing evidence • Knowledge of language and conventions Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint

27. MCT2 Analysis Question Which statement below is a correct evaluation of the cause of the situation described in the sentence above? • Because many lawmakers wanted the nation’s capital to be located in their state, a compromise was made to create a capital city that belonged to none of the states. • Because one hundred square miles of land was needed for the capital city, Maryland and Virginia offered George Washington a section of land along the Potomac River. • Because the country had not established a capital city, Congress met in several different cities such as Philadelphia, Baltimore, and New York. • Because the District residents were not allowed to vote for President, Congress passed an amendment to the Constitution. Taken from practice MCT2

28. End-of-Year Assessment (Grade 3):“How Animals Live”

29. Understanding the End-of-Year Assessment • Students will be given several passages to read closely. • EBSR and TECR questions will be sequenced in a way that they will draw students into deeper encounters with the texts and will result in thorough comprehension of the concepts to provide models for the regular course of instruction. • Will draw on higher order skills such as critical reading and analysis, the comparison and synthesis of ideas within and across texts, and determining the meaning of words and phrases in context. Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint

30. Questions Worth Answering? On the following pages there is one Evidence-Based Selected-Response Item and one Technology Enhanced Constructed-Response Item that challenge students’ command of evidence with complex texts. Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint

31. Grade 3 Evidence-Based Selected-Response Item #1 Part B Which sentence from the article best supports the 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." 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. Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint

32. Aligns to the Standards and Reflects Good Practice • Specific CCSS alignment to: • RI.3.1 (evidence) • RI.3.2 (main idea) • RI.3.10 (complex text) • Students must provide evidence for the accuracy of their answer in Part B. Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint

33. MCT2 Main Idea Question Which of the following questions identifies the purpose for reading the passage? • Why have the otters left their home in California? • What can visitors see at the aquarium besides sea otters? • What can visitors expect to be different about their visit to the aquarium? • What do the trained guides tell visitors during the tour? Taken from practice MCT2

34. Grade 3 Technology-Enhanced Constructed-Response Item 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.” Words: Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint

35. Aligns to the Standards and Reflects Good Practice • Specific CCSS alignment to: • RI.3.1 (use of evidence) • RI.3.3 (relationship between events) • RI.3.10 (complex texts) • Building knowledge from informational text • students must apply their understanding of the text to complete the graphic. • requires explicit references to the text as the basis for the answers rather than simply guessing. • Whereas traditional items might have asked students to “fill in one blank” on a graphic this technology enhanced item allows students to demonstrate understanding of the entire sequence. Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint

36. MCT2 Question on Structure Which of the following correctly compares the text structures used in “Come See a Sea Otter!” and “The Amazing Otter”? • Both passages use description to show how otters swim either to hunt or play. • Both passages use simple cause and effect to explain how sea plants help otters in different ways. • Both passages use sequential order to explain how otters eat the food they find. • Both passages use simple procedure to explain why people should watch otters in nature and at the aquarium. Taken from practice MCT2

37. Common Core State Standards and PARCC Update for Mathematics

38. Recent PARCC Releases for Mathematics • Proposed Performance Level Descriptors under the College-Readiness Determination Policy (In public review phase) • Calculator Policy • Assessment Reference Sheet (Pending PARCC Governing Board approval) • PARCC Model Content Frameworks (MCF) for Mathematics (Version 2.0) • Sample Item and Task Prototypes in Mathematics

39. Proposed Performance Level Descriptors • To report the results of assessment(s) used to make College-Ready (CR) determinations • To report the results of high school end-of-grade ELA/literacy assessments and end-of-course math assessments (Grades 9 and 10) • To report the results of end-of-grade assessments for Grades 3-8 Taken from PARCC Mathematics Sample Illustrative Items PowerPoint

40. Proposed Performance Level Descriptors • Five levels are being proposed • No names for the levels have been proposed at this time; however, Level 4is pitched to a level of rigor currently described by NAEP’s Proficient Level (solid command of the content). It is also the proposed level for earning a CR Determination. • Reasons for Five Levels (rather than four) • PARCC assessments will support the accurate classification of student performance into five levels. • Five levels will help schools target assistance to students. • Five levels will provide states with options for using performance levels in various accountability mechanisms. • Five levels will provide increased opportunities for students, schools and districts to demonstrate growth. • The PARCC Technical Advisory Committee supports five levels. Taken from PARCC Mathematics Sample Illustrative Items PowerPoint

41. PLDs for Reporting Results of End-of-Grade Assessments Adapted from PARCC Mathematics Sample Illustrative Items PowerPoint

42. Components of Performance Levels • Each of the proposed performance levels includes: • Policy claims, which describe the educational implications for students at a particular performance level. • General content claims, which describe the academic knowledge and skills students across grade levels performing at a given performance level are able to demonstrate. * *Once general content claims are adopted, grade/course-specific content claims will be developed (e.g. grade 4 ELA/literacy, Algebra I) Taken from PARCC Mathematics Sample Illustrative Items PowerPoint

43. Claims Driving PARCC Assessment Design for Mathematics Students are on-track or ready for college and careers Taken from PARCC Mathematics Sample Illustrative Items PowerPoint

46. PARCC Model Content Frameworks The PARCC Model Content Frameworks for Mathematics (Version 2.0) was released in mid-August with the following improvements: • Searchable capabilities (available online) • Five (5) descriptors of what evidence assessment items are designed to elicit (Grades 3-5) (Refer to PARCC MCF page 6) • New online resources (Refer to PARCC MCF page 11) • Attention to Cluster Emphasis (Refer to PARCC MCF page 14 ) Major Content Supporting Content Additional Content • Reconstruction of High School Analysis (Refer to PARCC MCF pp. 40-81 )

47. Snapshot of PARCC MCF (v.2) page 6

48. Snapshot of PARCC MCF (v.2) page 11

49. Snapshot of PARCC MCF (v.2) page 14

50. Snapshot of PARCC MCF (v.2) page 39