Preparing for the Transition to PARCC Arkansas Guiding Coalition

1. Preparing for the Transition to PARCC Arkansas Guiding Coalition Margaret Horn, Vice President, State Leadership & Policy Development Lesley Muldoon, Associate Director, PARCC State Engagement & Policy Achieve July 26, 2012

2. Partnership for Assessment of Readiness for College and Careers (PARCC)

3. Next Generation PARCC Assessments

4. Understanding the PARCC Assessment System

5. PARCC Assessment Priorities • Determine whether students are college- and career-readyor on track • Compare performance across states and internationally • Assess the full range of the Common Core Standards, including standards that are difficult to measure • Measure the full range of student performance, including the performance of high and low performing students • Provide data during the academic year to inform instruction, interventions and professional development • Provide data for accountability, including measures of growth • Incorporate innovative approaches throughout the system

6. 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

7. Non-Summative Assessment Components Flexible • Diagnostic Assessment designed to be an indicator of student knowledge and skills so that instruction, supports and professional development can be tailored to meet student needs • Mid-Year Assessment comprised of performance-based items and tasks, with an emphasis on hard-to-measure standards. After study, individual states may consider including as a summative component • Mid-Year Assessment • Performance-based • Emphasis on hard to measure standards • Potentially summative • Early Assessment • Early indicator of student knowledge and skills to inform instruction, supports, and PD Summative assessment for accountability Non-Summative assessment 7

8. Summative Assessment Components • Performance-Based Assessment (PBA) administered as close to the end of the school year as possible. The ELA/literacy PBA will focus on writing effectively when analyzing text. The mathematics PBA will focus on applying skills, concepts, and understandings to solve multi-step problems requiring abstract reasoning, precision, perseverance, and strategic use of tools • End-of-Year Assessment (EOY) administered after approx. 90% of the school year. The ELA/literacy EOY will focus on reading comprehension. The math EOY will be comprised of innovative, machine-scorable items • End-of-Year • Assessment • Innovative, computer-based items • Performance-Based • Assessment (PBA) • Extended tasks • Applications of concepts and skills Summative assessment for accountability Non-Summative assessment 8

9. What’s New in PARCC

10. What’s New in PARCC • Item Development • Release of Sample Items • Planning for Item Tryouts & Field Testing • Draft College-Ready Policy and Performance Levels • Technology Readiness Tool • Educator Leader Cadres

11. Launching Item Development • Item Development Contracts • PARCC released major solicitation for development of more than 10,000 assessment items and tasks in December 2011 • Contracts are executed and item development officially launched in June 2012 • Contracts with 2 groups of vendors • After ~50% of work complete, PARCC will evaluate quality, rigor and innovation and re-award contract to vendor(s) who meet threshold for completing work • Item Review Process • Core Leadership Review Teams from across PARCC states • Bias & Sensitivity Review Team • Local Educator Review Teams

12. Release of Sample Items A set of web-based sample items for ELA/literacy and mathematics will be ready for public release later this summer.

13. Launching Field Testing • Contractors on Board – Late Summer 2012 • Item Tryouts – Spring 2013 • Cognitive Labs – Summer 2013 • Field Testing – Spring 2014 • Operational Forms Construction – Summer 2014 • Research Studies – 2013-2014

14. Draft College-Ready Determination Policy

15. Draft College-Ready Determination • PARCC intends to make two College-Ready (CR) Determinations • Students who earn a College-Ready Determination in ELA/literacy will have demonstrated the knowledge and skills necessary to enter into and succeed in entry-level, credit-bearing courses in College English Composition and Literature, and introductory courses requiring college-level reading in a range of disciplines, such as history and the social sciences. • Students who earn a College-Ready Determination in Mathematics will have demonstrated the knowledge, skills, and practices* necessary to enter into and succeed in entry-level, credit-bearing courses in College Algebra and Introductory Statistics. *The practices referred to here are the Standards for Mathematical Practice included in the Common Core State Standards.

16. Criteria for Earning a College-Ready Determination • CR Determinations will be awarded to students who achieve Level 4* on the designated PARCC high school assessments in ELA/literacy and mathematics. • In order to achieve Level 4, students will need to demonstrate a solid command of the knowledge and skills embodied by the Common Core State Standards assessed on the designated PARCC high school assessments. • Options for determining the specific PARCC high school assessments that will be used to make CR Determinations will be discussed at the September 2012 Governing Board meeting. *The proposal is to report the results of PARCC assessments using five performance levels, Level 5 being the highest.

17. Standard-Setting/ Validation Studies The following statement will be used to inform standard-setting (determining cut scores for PARCC performance levels) and to conduct future studies to validate the efficacy of the CR Determinations. • At least 75 percent of the students who earn a College-Ready Determination by performing at level 4 in ELA/ literacy should earn college credit by attaining at least a grade of C or its equivalent in College English Composition or Literature, or introductory courses in disciplines requiring college-level reading, such as history and the social sciences. • At least 75 percent of the students who earn a PARCC College-Ready Determination by performing at Level 4 in Mathematics should earn college credit by attaining at least a grade of C or its equivalent in College Algebra or Introductory Statistics.

18. Proposed Performance Levels & Policy Claims

19. Purposes of Performance Levels • To report the results of assessment(s) used to make College-Ready 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

20. Proposed Number of Levels • 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

21. 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)

22. General Definition of Each Level • Level 5: Superior command of the knowledge, skills, and practices embodied by the CCSS assessed at the grade level/ course. • Level 4: Solid command … • Level 3: Partial command … • Level 2: Limited command … • Level 1: Very Limited command …

23. PLDs for Reporting Results of Assessments used to make College-Ready Determinations • Level 5 • Superior command of the knowledge and skills contained in the CCSS assessed • Academically well prepared to engage successfully in entry-level credit bearing courses in ….. • Exempt from having to take and pass placement tests designed to determine whether they are prepared for entry-level, credit bearing courses without need for remediation • Level 4 • Solid command … • Academically prepared … • Exempt … • Level 3 • Partial command … • Will likely need academic support to engage successfully in entry-level, credit-bearing courses • Not exempt … • Level 2 • Limited command … • Will need academic support … • Not exempt … • Level 1 • Very limited command … • Will need extensive academic support … • Not exempt …

24. PLDs for Reporting Results of Grades 9 and 10 Assessments • Level 5 • Superior command… • Academically well prepared to engage successfully in further studies in the content area • On-track to become academically prepared to engage successfully in entry-level, credit bearing courses in … • Level 4 • Solid command … • Academically prepared … • On-track … • Level 3 • Partial command … • Will likely need academic support to engage successfully in further studies … • Will likely need academic support to become prepared to engage successfully in entry-level …. • Level 2 • Limited command… • Will need academic support to engage successfully in further studies … • Will need academic support to become prepared to engage successfully in entry-level … • Level 1 • Very limited command … • Will need extensive academic support to engage successfully in further studies … • Will need extensive academic support to become prepared to engage successfully in entry-level …

25. PLDs for Reporting Results of End-of-Grade Assessments for Grades 3-8 • Level 5 • Superior command … • Academically well prepared to engage successfully in further studies in the content area • Level 4 • Solid command … • Academically prepared … • Level 3 • Partial command • Will likely need academic support to engage successfully … • Level 2 • Limited command … • Will need academic support … • Level 1 • Very limited command • Will need extensive academic support

26. Public Review Timeline: Summer/Fall 2012 • July 12th – September 21st: Public feedback/review period • September 12th: Present preliminary aggregated feedback to Joint Governing Board and ACCR • September 21st: End of public feedback/review period • October 25th: Joint Governing Board and ACCR consider revised policy for adoption • Fall – Winter: Begin development of grade- and course-specific content claims

27. Transition to Computer-Based Assessment

28. Technology Transition • Technology Readiness Tool • Six data collection windows between spring 2012 and summer 2014 • Contains data to support local/state planning for the transition to consortia assessment systems • Release of Technology Minimum Device Specifications

29. Technology Readiness Tool

30. Early Data from First Technology Readiness Tool Data Collection

31. Early Data from First Technology Readiness Tool Data Collection

32. Technology Decisions Timeline

33. Launching Educator Leader Cadres

34. Educator Leader Cadres Educator Leader Cadres • Act as a major arm of states’ transition and implementation plans • Become a network of in-state expertson the CCSS and PARCC • Be state and peer leaders around CCSS and PARCC implementation • Build and expand the number of other educators who understand and take action and ownership for implementing the CCSS and PARCC Assessments

35. Goal: To create high-quality, capacity-building content and experiences that lead to an ever-growing number of effective CCSS and PARCC implementation leaders in PARCC states. • PARCC contracting with National Math & Science Initiative/Laying the Foundation to provide support to Educator Leader Cadres through 2014 • Cohort 1 (including Arkansas educators) meeting for the first time this week • ELC members will meet with teams from other states twice a year and come together regularly through online modules and webinars Launching the ELCs

36. Educator Leader Cadres: Roles • Distributors/Messengers/Ambassadors • In a great position to push out messages and materials on behalf of the state, serve as a feedback channel for how work is unfolding and materials are being used • Strategic Thought Partners • Well positioned to provide input on state implementation plans and on how best to communicate to the field: who, what, when, where and how • Content Partners • In a great position to play the role of either developer or reviewer of existing or new communications materials to make sure messages will be clear to the intended audiences. • Engagement Leaders • Ideal for building capacity in a number of areas through professional development experiences with colleagues that they can then share further across the state (think “oil slick”)

37. What to Expect and How to Prepare • Communicate, communicate, communicate • Transitioning high school assessment system • Transitioning state accountability system • Transition to technology-based classrooms that support teaching, learning and assessment • Supporting educators in implementation of the new standards, assessments, and educator effectiveness systems • Possible policy and regulatory changes • Sustaining PARCC assessments post-RTTA grant • Preparing for the “perfect storm”

38. Perfect Storm in 2014-2015 • Fewer Students Score Proficient • More Rigorous Standards • More Rigorous Tests • Schools & districts rated “A” & “B” will get lower grades

39. Preparing for the Perfect Storm • Develop and implement communications strategy to prepare educators and the public for results in 2014-15, with particular attention to parents and state legislators • Build broad-based coalition led by Governor, Commissioner of Education, business leaders and postsecondary leaders • Transition Arkansas assessments toward CCSS and PARCC • Build partnerships to support CCSS implementation by teachers and school leaders

40. PARCC Tools & Resources

41. Tools & Resources • Model Content Frameworks • Item and Task Prototypes • Purpose: Support implementation of the CCSS; support development of assessment blueprints; provide guidance to state, district- and school-level curriculum leaders in the development of aligned instructional materials • Audience: State and local curriculum directors (primary audience) ; teachers • Timeline: Released November 9, 2011; educator feedback June-July 2012: www.parcconline.org/parcc-content-frameworks • Purpose: Develop models of innovative, online-delivered items and rich performance tasks proposed for use in the PARCC assessments. • Audience: Broad audience: teachers, schools, districts, states (for CCSS implementation and PARCC assessment preparation) • Timeline: Expected Summer 2012 • Model Instructional Units

42. Tools & Resources (continued) • Professional Development Modules • Purpose: Develop professional development modules focused on assessments to help teachers, school and district leaders, and testing coordinators understand the new assessment system and use of the data • Audience: Teachers; instructional staff; school and district administrators • Timeline: Expected Spring/Summer 2013

43. Tools & Resources (continued) • College-Ready Tools • Purpose: Develop a set of college readiness tools aligned to the CCSS and PARCC assessments; strengthen alignment between K-12 and postsecondary; prepare students for postsecondary opportunities • Audience: Teachers; school leaders; higher education • Timeline: Expected Winter/Spring 2014 Partnership Resource Center • Purpose: One-stop shop for PARCC resources; provide an online warehouse for all PARCC tools and resources as well as other instructional material being developed by PARCC states and districts and national organizations • Audience: Broad audience: teachers; principals; students; parents; states; general public • Timeline: Expected Winter 2013

44. K-12 and Postsecondary Engagement • Educator Leader Cadres • Post-secondary Engagement • Purpose: Develop expertise on the CCSS and PARCC; develop state and peer leaders; build and expand the number of educators who understandand feel ownership for implementing the CCSS and PARCC Assessments • Audience: State teams of K-12 teachers, school and district leaders, local and state curriculum directors, and postsecondary representatives • Timeline: Annual meetings beginning in Summer 2012 • Purpose: Ensure development of college-ready assessments; strengthen alignment between K-12 and postsecondary; prepare students for postsecondary opportunities • Audience: PARCC convenes teams of K-12 and higher education faculty and leaders • Timeline: Ongoing

45. PARCC Timeline

46. PARCC Timeline Through 2011-12 PARCC Tools & Resources Educator Leader Cadres launched Sample summative assessment items 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

47. 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 (2014-15 SY) Winter 2015 Spring 2015 Fall 2014 Spring 2013 Summer 2013 Fall 2013 Winter 2014 Spring 2014 Summer 2014 Pilot/field testing begins Expanded field testing of diagnostic assessment Expanded field testing Optional Diagnostic and Midyear PARCC Assessments Standard Setting in Summer 2015 PARCC Assessment Implementation

48. Partnership for Assessment of Readiness for College and Careers Sign up for PARCC Place Newsletter and Updates at www.PARCConline.org mhorn@achieve.org lmuldoon@achieve.org