Elementary PARCC Practice Tests Instructional Implications

1. Elementary PARCC Practice TestsInstructional Implications

2. Dr. Lowery’s Message

3. MSDE Credit • 1 Credit for attending 7 sessions over 2 days. • Teachers need to get their card “stamped” at the end each session. • After 7 stamps ask that presenter for the CPD form in exchange for the card (or the Command Center). • A second CPD credit can be earned for presenting at your home school – see blackboard for the information later.

4. Session Materials msde.blackboard.com Click Maryland Professional Learning Resources

5. Session Materials Click Here

6. Session Materials Click Session Information

7. For this session select A103

9. Session Focus Explore PARCC sample assessments and collaborate to determine instructional implications

10. Questions • If you have questions any time during the session, feel free to ask. • If we are unsure we will put the question in the PARKING LOT and consult a MSDE representative for an answer.

11. Norms • Listen and Participate • Limit Sidebar Conversations • Be Open to New Ideas • Use Technology Responsibly

12. Who are we? • Shana Sterkin • Prince Georges County Public Schools • Shana.sterkin@pgcps.org • ColienaAyele • Montgomery County Public Schools • Middle School Teacher • Coliena_B_Ayele@mcpsmd.org • Dr. Nicole Gavin • Baltimore City Schools • Lead teacher/ staff developer • explr1@yahoo.com

13. Who are we? PK-2 Teacher 3-5 Teacher Support teacher Administrator Central Office Other…

14. Keep in Mind… We are in transition to PARCC, we don’t have all of the answers, but we have resources to support all stakeholders as we make this transition.

15. Purpose of the Practice Tests • Format • Types of Assessment Items • Professional Learning • Familiarizing stakeholders with the PARCC assessment. http://practice.parcc.testnav.com/#

16. PARCC Tutorial At your own pace, go through the PARCC tutorial to familiarize yourself with the available tools. http://practice.parcc.testnav.com Click on TUTORIAL

17. PARCC COMPREHENSIVE ACCESSIBILITY POLICIES

18. Accessibility Features • Availableto all students (i.e., not limited to students with IEPs, 504 plans, or ELs), but will be selected and “turned on” by a school-based educator 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 a school-based educator will enable specific accessibility features for students, the student will decide whether or not to use the feature. Accessibility features will be readily available on the computer-delivered testing platform. Expanding Access: A Teacher’s Guide http://ca539dfd55636c55e922-fd4c048d1c793e15a27f954b34a49d25.r49.cf1.rackcdn.com/PARCCTeacherGuideBrochure(Final%20Web).pdf

19. Accessibility Features for All Students on the Computer-Based Test Mode

20. MATHEMATICS

21. Thinking About Math As we explore the content of the math items, think about… • Which mathematical practices would students apply to each test item to reach proficiency? • What are the implications for instruction? • What kinds of instructional activities should be implemented in the classroom before students take the PARCC assessment?

22. What is available from PARCC for Math? Sample Items – These are grade banded (3-5) with some performance based tasks for math. Practice Test – Grade leveled, End of the year only practice assessment (task type 1 – machine scoreable).

23. SAMPLE ITEMS • Take a look at the 6 sample items for 3-5 math. • Which questions are performance based questions? Note: Performance Based Tasks for math will be released this fall. http://practice.parcc.testnav.com Click on SAMPLE ITEMS

24. #3 Grade 3 (3.NBT.2, 3.OA.4, 3.MD.7B)

25. #5 Grade 4 (4.OA.1,2,3)

26. PRACTICE TEST • Practice tests are end-of-year (EOY). • Let’s take a look at some examples from the practice test for grade 4. • The examples represent some of the focus clusters http://practice.parcc.testnav.com Click on PRACTICE TEST

30. Thinking About Math As we explore the content of the math items, think about… • Which mathematical practice would students apply to each test item to reach proficiency? • What are the implications for instruction? • What kinds of instructional activities should be implemented in the classroom before students take the PARCC assessment?

31. Standards for Mathematical Practices

32. ENGLISH LANGUAGE ARTS/LITERACY

33. PARCC Assessment DesignEnglish Language Arts/Literacy and Mathematics, Grades 3-11 Optional/Flexible Assessments • End-of-Year • Assessment • Innovative, computer-based items • Mid-Year Assessment • Performance-based • Emphasis on hard-to-measure standards • Potentially summative • Performance-Based • Assessment (PBA) • Extended tasks • Applications of concepts and skills • Diagnostic Assessment • Early indicator of student knowledge and skills to inform instruction, supports, and PD • Speaking And Listening • Assessment • Locally scored • Non-summative, required Summative, Required assessment Interim, optional assessment

34. PARCC Terms

35. PARCC Terms

36. What type of question?

37. What type of question?

38. RL.9-10.2(1) RL.9-10.1(2)

39. What type of question?

40. Designing the ELA/Literacy PBAs • Three Types of Tasks • Narrative Writing • Literary Analysis • Research Simulation • PARCC assessment designers created Task Generation Models(TGM)for each type of task above to guide and focus test development

42. Approx. Min./Max. Passage Length • Grades 3 – 5 - 200 – 800 words • Grades 6 – 8 - 400 – 1,000 words • Grades 9 – 11 - 500 – 1,500 words Extended = Upper End

43. Grade 4 Literary Analysis Tasks • Task Generation Models • Analysis of structural elements • Central Idea/Lesson of literature • Character(s), setting(s) or event (s) • Authors’ study • Connecting a text and a companion visual or oral presentation of that text

45. Grade 4 Research Simulation Tasks • Task Generation Models • Analyzing the relationship between a series of concepts • Analyzing the role of illustrations

47. Thinking About ELA As we explore the content of the ELA items, think about.. • Which ELA strands/standards would students apply to each test item to reach proficiency? • What are the implications for instruction?

48. Research Simulation – Gr. 4 The example we will look at is from fourth grade. It is a research simulation that reflects the literacy standards for science and technical subjects. There are three texts for students.

49. The Texts • “The Wild Horses of Assateague Island” • Video • “Wild Ponies of Chincoteague” Read/view the texts, and answer the questions. Discuss the skills and knowledge required by students to respond to the questions and essay

50. Thinking About ELA As we explore the content of the ELA items, think about.. • Which ELA strands/standards would students apply to each test item to reach proficiency? • What are the implications for instruction?