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Preparing for the PARCC and the Common Core:  PARCC and Common Core Mathematics Updates

Preparing for the PARCC and the Common Core:  PARCC and Common Core Mathematics Updates. www.parccmann.pbworks.com Dr. Bob Mann Mathematics, Western Illinois University rr-mann@wiu.edu. www.ictm.org to access full slide show from Heather Brown of ISBE. What Is PARCC?.

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Preparing for the PARCC and the Common Core:  PARCC and Common Core Mathematics Updates

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  1. Preparing for the PARCC and the Common Core:  PARCC and Common Core Mathematics Updates www.parccmann.pbworks.com Dr. Bob Mann Mathematics, Western Illinois University rr-mann@wiu.edu www.ictm.org to access full slide show from Heather Brown of ISBE

  2. What Is PARCC? The Partnership for Assessment of Readiness for College and Careers: Made up of 19 states + DC and US Virgin Islands KY and PA are participating states Developing common, high-quality math and English language arts (ELA) tests for grades 3–11 Computer-based and linked to what students need to know for college and careers For use starting in the 2014–15 school year

  3. AssessmentsELA/Literacy and Mathematics, Grades 3–11 Beginning of School Year End of School Year Flexible administration Performance-Based Assessment DiagnosticAssessment Mid-Year Assessment End-of-Year Assessment Speaking and Listening Assessment Key: Optional Required

  4. What is Different About PARCC’s Development Process? • PARCC states first developed the Model Content Frameworks to provide guidance to key elements of excellent instruction aligned with the Standards. • The Model Content Frameworks were then used to provide guidance in the content emphasis for the mathematics assessment. So, for the first time. . . • PARCC is communicating in the same voice to teachers as it is to assessment developers!  • PARCC is designing the assessments around exactly the same SHIFTS the standards expect of teachers and students.

  5. Model Content Frameworks • Final version in November of 2012 • Look at these to see exactly which standards should be covered in each grade or course

  6. Pathways • Traditional (Algebra, Geometry, Algebra II) • Integrated (Math 1, 2, 3) • For grades 9-12, PARCC is making tests for both pathways • High Schools in Illinois can choose which form they would like to use • By the end of grade 11, the standards covered would be the same

  7. PARCC’s Core Commitments to Mathematics Assessment Quality • Focus: PARCC assessments will focus strongly on where the Standards focus. Students will have more time to master concepts at a deeper level. • Problems worth doing: Multi-step problems, conceptual questions, applications, and substantial procedures will be common, as in an excellent classroom. • Better Standards Demand Better Questions: Instead of reusing existing items, PARCC will develop custom items to the Standards. • Fidelity to the Standards: PARCC Evidence Statements are rooted in the language of the Standards so that expectations remain the same in both instructional and assessment settings.

  8. Focus: The PARCC assessment will 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. What Are the Shifts at the Heart of PARCC’s Design?

  9. College and Career Ready Determination (CCRD) • Students who achieve a College and Career ReadyDetermination on the high school assessment will be able to enter directly into certain entry-level, credit-bearing courses in college, without having to take placement tests.

  10. What’s new? • PARCC Performance Level Descriptors (PLDs) • PARCC Evidence Tables and test blueprints • PARCC Sample test items and prototypes: • ISBE Mathematics Model Curriculum • Abundance of resources at PARCC, ISBE, and other sites

  11. Performance Level Descriptors or PLDs describe what students at each performance level know and can do relative to grade-level or course content standards assessed. What are Performance Level Descriptors?

  12. Performance Level Descriptor Language

  13. Evidence-Centered Design (ECD) for the PARCC Assessments ECD is a deliberate and systematic approach to assessment development that will help to establish the validityof the assessments, increase the comparability of year-to year results, and increase efficiencies/reduce costs.

  14. Claims for Mathematics Master Claim: Students are on-track or ready for college and careers

  15. Evidence-Centered Design (ECD) for the PARCC Assessments ECD is a deliberate and systematic approach to assessment development that will help to establish the validityof the assessments, increase the comparability of year-to year results, and increase efficiencies/reduce costs.

  16. Evidence Statement Tables:Types of Evidence Statements Several types of evidence statements are being used to describe what a task should be assessing, including: • Those using exact standards language • Those transparently derived from exact standards language, e.g., by splitting a content standard • Integrative evidence statements that express plausible direct implications of the standards without going beyond the standards to create new requirements • Sub-claim C & D evidence statements, which put MP.3, 4, 6 as primary with connections to content

  17. Evidence-Centered Design (ECD) for the PARCC Assessments ECD is a deliberate and systematic approach to assessment development that will help to establish the validityof the assessments, increase the comparability of year-to year results, and increase efficiencies/reduce costs.

  18. Overview of Task Types • The PARCC assessments for mathematics will involve three primary types of tasks: Type I, II, and III. • Each task type is described on the basis of several factors, principally the purpose of the task in generating evidence for certain sub claims. Source: Appendix D of the PARCC Task Development ITN on page 17

  19. Overview of PARCC Mathematics Task Types For more information see PARCC Task Development ITN Appendix D.

  20. Type II

  21. Type III

  22. Algebra II/Math III Sample Task

  23. Algebra II/Math III Sample Task

  24. Algebra II/Math III Sample Task

  25. Sub-Claim D: Highlighted Practice MP.4 with Connections to Content (modeling/application) Claims Structure: Mathematics Sub-Claim B: Additional & Supporting Content2 with Connections to Practices Sub-Claim E: Fluency in applicable grades (3-6) Sub-Claim A: Major Content1 with Connections to Practices Master Claim: On-Track for college and career readiness. The degree to which a student is college and career ready (or “on-track” to being ready) in mathematics. Total Exam Score Points: 82 (Grades 3-8), 97 or 107(HS) Sub-Claim C: Highlighted Practices MP.3,6 with Connections to Content3 (expressing mathematical reasoning) . ~14 pts (3-8), ~23 pts (HS) ~37 pts (3-8), ~42 pts (HS) 14 pts (3-8), 14 pts (HS) 4 pts (Alg II/Math 3 CCR) 12 pts (3-8), 18 pts (HS) 6 pts (Alg II/Math 3 CCR) 7-9 pts (3-6)

  26. What’s Important? • The content itself has not changed that much • The way it is packaged and delivered should be different • The way it will be assessed should be different • The expectations are higher throughout • The Mathematical Practices must not be forgotten

  27. Standards for Mathematical Practice • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically. • Attend to precision. • Look for and make use of structure. • Look for and express regularity in repeated reasoning.

  28. Practices? Engagement Tasks and Talk Work and Words

  29. ·       When students transform expressions purposefully, they are looking for and making use of structure (MP.7). ·       When modeling a situation, students often can get started by working repetitively with numerical examples and then look for and express regularity in that repeated reasoning by writing equations or functions (MP.8). ·       Throughout high school, students construct viable arguments and critique the reasoning of others (MP.3). As in geometry, important questions in advanced algebra cannot be answered definitively by checking evidence. Results about all objects of a certain type — the factor theorem for polynomials, for example — require general arguments. And deciding whether two functions are equal on an infinite set cannot be settled by looking at tables or graphs; it requires a deeper argument.

  30. Questions

  31. Illinois State Board of Education Mathematics Performance-based Assessment and End-of-Year Assessment

  32. Illinois State Board of Education Prairie State Achievement Exam Approximately 50% of the items on the ACT Mathematics Test involve knowledge and skills Approximately 30% of items involve direct application Approximately 20% of the items involve understanding concepts/integrated conceptual understanding

  33. PARCC Comprehensive Accessibility Policies

  34. Accessibility Features for All Students

  35. Availableto all students (i.e., not limited to students with IEPs, 504 plans, or English learners), but will be selected and “turned on” by school-based educators prior to the assessment, based on each student’s Personal Needs Profile (PNP). Based on each student’s individual needs, a PNP is created for the student to ensure that he or she receives appropriate access without the distraction of other tools and features that are not required by the student. Although school-based educators will enable specific accessibility features for students, the student will decide whether or not to use the feature. These accessibility features will be readily available on the computer-delivered testing platform. Accessibility Features Identified in Advance

  36. Accessibility Features Identified in Advance

  37. Detailed guidelines on the administration of the PARCC assessments will be included in the PARCC Test Administration Manual. Principals may determine that any student may require one or more of the following test administration considerations, regardless of the student’s status as a student with a disability or who is an English learner: Small group testing Frequent breaks Time of day Separate or alternate location Specified area or seating Adaptive and specialized equipment or furniture Administrative Considerations for All Students

  38. PARCC Information Release July 2013 • Summative assessment cost estimates • Final English Language Learners policy • Final accommodations manual for students with disabilities • Final performance level descriptors for all grades/courses in ELA/literacy and mathematics August 2013 • Additional sample items • Specific information about windows for traditional and block scheduling, when assessment components will be available within the window, models of what PARCC will look like in schools, and proctor requirements

  39. Contact Heather Brown – hedi0201@me.com Jennie Winters –jwinters@lake.k12.il.us For “End-of-Course” Questions, email Rachel Jachino, rjachino@isbe.net Any publicly released assessment policies, item prototypes, PARCC Model Content Frameworks, and other valuable resources can be found at www.PARCConline.org www.facebook.com/ilmathcommoncore

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