Burning Questions? Please use a moment to jot down your absolutely “Need to Know” Burning Questions…. One per post it please! If you wouldn’t mind, please

Burning Questions? Please use a moment to jot down your absolutely Need to Know Burning Questions. One per post it please! If you wouldnt mind, please place them on the white board.. Thanks!

to the Next Generation Assessments CCESC Catherine Schulte Clermont County ESC Ohio Educator Leader Cadre [email protected]

Learning Targets Learn the Top "10" List of things teachers can do to get ready for the PARCC Assessment. Investigate the tools and resources available to assist in preparing students for the upcoming assessment. Learn about the impact of the Standards for Mathematical Practice and the shifts necessary for your instruction

Instruction Matters Teaching has 6 to 10 times as much impact on achievement as all other factors combined. Numerous studies demonstrate that two teachers working with the same socioeconomic population can achieve starkly different results on the same test.. Just three years of effective teaching accounts on average for an improvement of 35 to 50 percentile points. Schmoker, M. (2006). Results now: How we can achieve unprecedented improvements in teaching and learning. Alexandria, VA: Association for Supervision and Curriculum Development.

Opportunity to Learn Opportunity to learn is widely considered the single most important predictor of student achievement. Defined by the National Research Council as circumstances that allow students to engage in and spend time on academic tasks (p. 333). National Research Council. (2001). Adding it up: Helping children learn mathematics. J. Kilpatrick, J. Swafford, & B. Findell (Eds.). Mathematics Learning Study Committee, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, D.C.: National Academy Press

Top 10 Next Generation Assessments Top 10 Things Every Ohio Teacher Should Know About Ohios Next Generation Assessments OK, SO THERE ARE REALLY 12AT LEAST!

Bonus news! 12/8/2014 Ohio Waiver to Eliminate Double Testing.. The U.S. Department of Education has approved the Ohio Department of Educations request for a waiver from double testing students below ninth grade who are taking high school-level courses for credits. The waiver, which only applies to the 2014-2015 school year, requires these students in elementary and middle school to test above their grade levels in the high school-level courses they took for credit and prohibits them from taking the assessments for the courses at their current grade levels. These students must take the performance-based assessments and the end-of- year exams that match the high school-level courses. For example, an eighth- grader who is taking Algebra I for high school credit must take only the Algebra I assessment. That student will not take the eighth-grade math test. Unlike the previous policy on accelerated testing, students do NOT need to be on formal acceleration plans in order to take the higher-grade state tests. The waiver allows all students to take the tests that best match their courses of study, regardless of whether acceleration plans are in place.

1 Mathematics units must include one unit of algebra II or the equivalent of algebra II. Students on a Student Success Plan may be exempted from taking algebra II. 2 School districts may adopt a policy that would exempt students who participate in interscholastic athletics, band or cheerleading for two full seasons from the physical education requirement. Students must take another course of at least 60 contact hours in its place. 3 Science units must include one unit of physical sciences, one unit of life sciences and one unit advanced study in one or more of the following sciences: chemistry, physics or other physical science; advanced biology or other life science; astronomy, physical geology or other earth or space science. Students on a Student Success Plan may be exempted from advanced study in science. 4 Social studies units must include unit of American history and unit of American government. 5 Electives units must include one or any combination of foreign language, fine arts, business, career-technical education, family and consumer sciences, technology, agricultural education or English language arts, mathematics, science or social studies courses not otherwise required. 6 All students must receive instruction in economics and financial literacy during Grades 9-12 and must complete at least two semesters of fine arts taken any time in Grades 7-12. Students following a career-technical pathway are exempted from the fine arts requirement. 7 The State Board of Education may decide to include an algebra II end-of-course examination in place of algebra beginning for students entering ninth grade on or after July 1, 2016. #12

Physical Science vs Biology.. Students in grade 8 and below (graduating classes of 2019 and beyond) must take the biology end-of-course exam to meet their science graduation requirement. Students in grade 9 (graduating class of 2018) have the option to take either the physical science or the biology end-of-course exam to meet their science graduation requirement. Students in grades 10-12 do not take an end-of-course exam in science. They are still under the Ohio Graduation Tests to meet their science graduation requirements.

Graduation Requirements New Decisions Sept 19, 2014 Graduation Points As one of the three pathways to a diploma, students can accumulate their scores from end-of-course exams. The higher a student scores on any end-of- course exam, the more graduation points he or she earns: Advanced Level = 5 points Accelerated Level = 4 points Proficient Level = 3 points Basic Level = 2 points Limited Level = 1 point Diploma eligibility 18 points! A student must earn at least four points between the math exams, four points between the English exams and six points between the science and social studies exams.

Substitute exams Students in certain courses can take a substitute exam, such as an Advanced Placement (AP) exam, instead of the states end-of-course exam. The State Board-approved AP exams may be substitute tests for the following courses: Physical Science: AP Physics 1: Algebra-Based AP Physics 2: Algebra-Based American History: AP United States History American Government: AP United States Government and Policy Phase-in exemption and automatic points If a student earned high school credit for a tested course before July 1, 2014, the student automatically earns three graduation points. Students who earn credit for a first semester block course in American history, American government or physical science before January 31, 2015, will also automatically earn three graduation points. If a student receives automatic points, he or she does not have to take the exam, unless that student chooses to take it. The exemption for block schedule students is part of a rule that will be finalized in December 2014

Retaking exams A student who scores below Proficient on any end-of-course exam may retake the exam after receiving extra help from the school. A student scoring Proficient or higher can retake an exam only if he or she has taken all seven end-of- course exams and still is below the minimum point requirements. Any student who automatically earned three graduation points from a course can retake the exam for a higher score. Highest score counts The highest score a student gets on a test will count. For example, if a student retakes an end-of-course exam, or if he or she takes the college admissions test before or after it is offered by the state, the students highest recorded score will count. Transfer students Districts will scale down the graduation points requirements for students who arrive at a school with credit for some, but not all, tested courses. However, these students still must earn at least five points between the English II and either the Geometry or Integrated Math II exams. Students who transfer having taken all of the tested courses will take only the college admissions test (see below for more information on this test). If the student does not reach the score needed for graduation, the student must take the English II and Integrated Math II exams and earn five points between them.

PARCC VS AIR or. who is taking what? GradeSubjects PARCCAIR 3XXXMath 4ELAMathSocial Studies 5ELAMathScience 6ELAMathSocial Studies 7ELAMath 8ELAMathScience

High School FAQ: MUST A STUDENT TAKE THE END-OF-COURSE EXAM WHEN HE/SHE IS ENROLLED IN THE COURSE? Course Fall Block 2014-2015 Dec - Jan Spring Windows Feb - May 2015 Fall Block 2015-2016 Dec - Jan Spring Windows Feb - May 2016 English Language Arts IYes English Language Arts IIYes Algebra IYes GeometryYes Math INoYes Math IINoYes American HistoryNoYes American GovernmentNoYes Physical ScienceNoYes BiologyNo Yes Yes, it is the expectation for students to take the state end-of-course exam when they are taking the course. PARCC AIR

# 11 Design of the Assessment System 15

Assessment Design English Language Arts/Literacy and Mathematics, Grades 3-11 16 End-of-Year Assessment Innovative, computer-based items Required 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 2 Optional Assessments/ Flexible Administration Mid-Year Assessment Performance-based Emphasis on hard- to-measure standards Potentially summative Speaking And Listening Assessment Locally scored Non-summative, required

Summative Assessment Components Performance Based Assessment ELA Write effectively when analyzing text Math Multi-step problems requiring abstract reasoning, precision, perseverance, and strategic use of tools End of Year Assessment ELA Reading comprehension Math Innovative, machine-scorable items Science and Social Studies PBA and EOY

PARCC Math Assessments PBA Administration Math (Session) Unit 1 Calculator Section Non-Calculator Section Unit 2 EOY Administration Math (Session) Unit 1 Calculator Section Non-Calculator Section Unit 2

Districts/schools should schedule accordingly with NO breaks (except spring breaks for one week) or professional days scheduled within the 20-day or 10-day window. For example, a district/school may schedule 3 five-day weeks, skip a week for spring break and schedule the last five-day week of the window for a total of 20 days. Performance Based February 16 March 20 20 day window Includes make ups English Language Arts & Mathematics Grades 3-8, and High School Computer February 16 March 6 15 day window includes make ups English Language Arts & Mathematics Grades 3-8, and High School Paper/pencil March 2 March 13 10 day window Includes make ups Social Studies Grades 4, 6 and HS Science Grades 5, 8 and HS Computer or paper/pencil (district choice) End of Course April 13 May 15 20 day window Includes make ups English Language Arts & Mathematics Grades 3-8, and High School Computer April 13 May 1 15 day window includes make ups English Language Arts & Mathematics Grades 3-8, and High School Paper/pencil May 4 May 15 10 day window Includes make ups Social Studies Grades 4, 6 and HS Science Grades 5, 8 and HS Computer or paper/pencil (district choice) Spring 2015 Test Schedule

PARCC Testing Times (minutes) 2014-2015 Tests PBA Unit 1 PBA Unit 2 EOY Unit 1EOY Unit 2 Grade 3 Math Unit Time75 Est. Time on Task50 Grade 4 - 5 Math Unit Time807075 Est. Time on Task5550 Grade 6 - 8 Math Unit Time80708075 Est. Time on Task55506050 Alg. 1, Geo, Int. Math I, Int. Math II Unit Time90758075 Est. Time on Task60506050

10: Mathematical Practices Next Generation Assessments will measure Standards for Mathematical Practice Mathematical Content Standards 8 Practices Describe ways in which students ought to engage with mathematics. Fewer Content Standards per grade Describe what students should understand and be able to do

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

Standards for Mathematical Practice Habits of Mind

Grouping the Standards of Mathematical Practice http://Importance of Mathematical PracticesImportance of Mathematical Practices

Standard Task Card Sort Activity Match each of the 12 Tasks to the Standard that the task addresses.

# 9 The Three Shifts in Mathematics Focus: Strongly where the Standards focus Coherence: Think across grades and link to major topics within grades Rigor: Require conceptual understanding, fluency, and application

Focus on the Major Work of the Grade Two levels of focus: Whats in/Whats out The shape of the content that is in

28 Engaging with the shift: What do you think belongs in the major work of each grade? Grade Which two of the following represent areas of major focus for the indicated grade? K Compare numbersUse tally marksUnderstand meaning of addition and subtraction 1 Add and subtract within 20 Measure lengths indirectly and by iterating length units Create and extend patterns and sequences 2 Work with equal groups of objects to gain foundations for multiplication Understand place value Identify line of symmetry in two dimensional figures 3 Multiply and divide within 100 Identify the measures of central tendency and distribution Develop understanding of fractions as numbers 4 Examine transformations on the coordinate plane Generalize place value understanding for multi-digit whole numbers Extend understanding of fraction equivalence and ordering 5 Understand and calculate probability of single events Understand the place value system Apply and extend previous understandings of multiplication and division to multiply and divide fractions 6 Understand ratio concepts and use ratio reasoning to solve problems Identify and utilize rules of divisibility Apply and extend previous understandings of arithmetic to algebraic expressions 7 Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers Use properties of operations to generate equivalent expressions Generate the prime factorization of numbers to solve problems 8 Standard form of a linear equation Define, evaluate, and compare functions Understand and apply the Pythagorean Theorem Alg.1 Quadratic inequalitiesLinear and quadratic functionsCreating equations to model situations Alg.2 Exponential and logarithmic functionsPolar coordinatesUsing functions to model situations

Engaging with the shift: What do you think belongs in the major work of each grade? Grade Which two of the following represent areas of major focus for the indicated grade? K Compare numbersUse tally marksUnderstand meaning of addition and subtraction 1 Add and subtract within 20 Measure lengths indirectly and by iterating length units Create and extend patterns and sequences 2 Work with equal groups of objects to gain foundations for multiplication Understand place value Identify line of symmetry in two dimensional figures 3 Multiply and divide within 100 Identify the measures of central tendency and distribution Develop understanding of fractions as numbers 4 Examine transformations on the coordinate plane Generalize place value understanding for multi-digit whole numbers Extend understanding of fraction equivalence and ordering 5 Understand and calculate probability of single events Understand the place value system Apply and extend previous understandings of multiplication and division to multiply and divide fractions 6 Understand ratio concepts and use ratio reasoning to solve problems Identify and utilize rules of divisibility Apply and extend previous understandings of arithmetic to algebraic expressions 7 Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers Use properties of operations to generate equivalent expressions Generate the prime factorization of numbers to solve problems 8 Standard form of a linear equation Define, evaluate, and compare functions Understand and apply the Pythagorean Theorem Alg.1 Quadratic inequalitiesLinear and quadratic functionsCreating equations to model situations Alg.2 Exponential and logarithmic functionsPolar coordinatesUsing functions to model situations 29

Coherence Coherence: Progression of Domains Across the Grades kindergarten 12345678HS Counting & Cardinality Number and Operations in Base Ten Ratios and Proportional Relationships Number & Quantity Number and Operations Fractions The Number System Operations and Algebraic Thinking** Expressions and EquationsAlgebra Functions Geometry Measurement and Data*Statistics and Probability Statistics & Probability * K-5 Measurement and Data splits into Statistics and Probability and Geometry in Grade 6 ** Operations and Algebraic Thinking is foundation for Grade 6 Expressions and Equations and The Number System

Big Ideas Elementary K-2: Place Value & 10 Grades 3-5+: Fractions! Grades 6-8: Ratios & Algebra High School: Modeling 31

A detailed graphic created by CCSSM lead writer Jason Zimba showing the connections among standards within and across grades K8. http://achievethecore.org/page/844/ccssm-wiring-diagram

Progressions http://commoncoretools.me/category/progressions/

34 Fractions in the Common Core Grade 3 Develop understanding of fractions as numbers. Grade 4 Extend understanding of fraction equivalence and ordering. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Understand decimal notation for fractions, and compare decimal fractions. Grade 5 Use equivalent fractions as a strategy to add and subtract fractions. Apply and extend previous understandings of multiplication and division to multiply and divide fractions. Grade 6 Apply and extend previous understandings of multiplication and division to divide fractions by fractions. Grade 7 (Integers) Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.

Rigor 35 The CCSSM require a balance of: Solid conceptual understanding Procedural skill and fluency Application of skills in problem solving situations Pursuit of all three requires equal intensity in time, activities, and resources.

PARCC Assessment Development and Design Tools & Resources #8Model Content Frameworks #7Evidence Tables #6Performance Level Descriptors Implementing the Standards

8: Model Content Frameworks The Model Content Frameworks were developed by PARCC to Inform development of item specifications and blueprints for the PARCC assessments, and Support implementation of the Common Core State Standards.

Structure of the Model Content Frameworks for Mathematics Examples of key advances from the previous grade Fluency expectations or examples of culminating standards Examples of major within-grade dependencies Examples of opportunities for connections among standards, clusters or domains Examples of opportunities for in-depth focus Examples of opportunities for connecting mathematical content and mathematical practices Content emphases by cluster

4 th Grade Model Content Frameworks

Required Fluencies in K-6 40 GradeStandardRequired Fluency KK.OA.5Add/subtract within 5 11.OA.6Add/subtract within 10 2 2.OA.2 2.NBT.5 Add/subtract within 20 (know single-digit sums from memory) Add/subtract within 100 3 3.OA.7 3.NBT.2 Multiply/divide within 100 (know single-digit products from memory) Add/subtract within 1000 44.NBT.4Add/subtract within 1,000,000 55.NBT.5Multi-digit multiplication 66.NS.2,3 Multi-digit division Multi-digit decimal operations

Model Content Framework Activity Study the grade level Model Content Framework for the course you teach What do you notice? (On post-it notes make at least 3 noticings) What do you wonder? (On post-it notes make at least 3 wonderings)

Turn and Talk What is your understanding of Model Content Frameworks? How do the Model Content Frameworks affect my Grade Course of Study?

K-8 Achieve Doc

7: Evidence Tables and Instructional Guides Evidence Tables and Evidence Statements Describe the knowledge and skills that an assessment item or task elicits from the student. Are aligned directly to the Common Core State Standards Highlight the advances around and the coherent nature of the standards Indicate calculator availability for each item http://www.parcconline.org/mathematics-test-documents

Integral pieces to the Math assessments. What you need to know For mathematics, knowing which evidence statements are eligible for the performance-based assessment (PBA) and the end-of-year assessment (EOY) with accompanying content clarifications and limits is essential. (also calculator availability) Also essential in mathematics is to demonstrate the coherent nature of the standards. As such, some evidence statements include more than one standard.

Assessment Blueprints vs Evidence Statements Assessment Blueprints/ Test Specifications Evidence Statements / Tables Describe the content and structure of an assessment. Define The total number of tasks and/or items for any given assessment component The standards measured The item types The point values for each item Describe the knowledge and skills that an assessment item or a task elicits from students. Are aligned directly to the Common Core State Standards Highlight the advances around and the coherent nature of the standards Indicate calculator availability for each item (Mathematics 6-HS)

Math item counts per form

Evidence Centered Design Claims

Updated Sept 2014 All points from Claim E (grades 3-6) have been reallocated to Claims A or B

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

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 Evidence Statement Tables: Types of Evidence Statements 53

Clarifications. 1 Thin context is a sentence or phrase that establishes a concrete referent for the quantity/quantities in the problem, in such a way as to provide meaningful avenues for mathematical intuition to operate, yet without requiring any sort of further analysis of the context. For example, a task could provide a reason for being given a set of fractional measurements such as, The fractions represent lengths of ribbon. 2 Scaffolding in a task provides the student with an entry point into a pathway for solving a problem. In unscaffolded tasks, the student determines his/her own pathway and process. Both scaffolded and unscaffolded tasks will be included in reasoning and modeling items.

55 1. Those using exact standards language Evidence Statements using Exact Standards Language

2. Those transparently derived from exact standards language, e.g., by splitting a content standard. Here 8.F.5 is split into 8.F.5-1 and 8.F.5-2. Evidence Statements Derived from Exact Standards 56 KeyEvidence Statement Text Clarifications, limits, emphases, and other information intended to ensure appropriate variety in tasks Relationship to MP 8.F.5-1Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). i) Pool should contain tasks with and without contexts. MP.2, MP.5 8.F.5-2Sketch a graph that exhibits the qualitative features of a function that has been described verbally. i) Pool should contain tasks with and without contexts. MP.2, MP.5, MP.7

Evidence Statements Derived from Exact Standards 57 For the PBA, tasks will assess 3.OA.3. This CCSS has been split into 4 Evidence Statements 3.OA.3-1, 3.OA.3-2, 3.OA.3-3 and 3.OA.3-4. The full text of 3.OA.3 is listed in the CCSS. For Type 1 tasks, Evidence Statement Text may represent all or part of CCSS. Clarifications provide item developers with guidance on the depth and breadth of the tasks. MP - Mathematical Practices provide guidance on how content should be connected to practices. Mathematical Practices listed on the top row are Ipso Facto. The se MPs are a direct consequence of the Evidence Statement. MPs listed on the second row were considered when developing items.

Integrative Evidence Statements 58 3. Integrative evidence statements that express plausible direct implications of the standards without going beyond the standards to create new requirements An Evidence Statement could be integrated across Grade/Course Ex. 4.Int.2 (Integrated across Grade 4) Domain F.Int.1 (Integrated across the Functions Domain) Cluster - S-ID.Int.1 (Integrated across S-ID Interpreting Categorical & Quantitative Data ) The extension numbers .1,.2, 3-3 on all Int Evidence Statements are used for numbering/ordering purposes for item developers.

Integrative Evidence Statements 59 KeyEvidence Statement Text Clarifications, limits, emphases, and other information intended to ensure appropriate variety in tasks Relationship to MP 4.Int.8Solve addition and subtraction word problems involving three four-digit addends, or two four-digit addends and a four-digit subtrahend. i)The given numbers are such as to require an efficient/standard algorithm (e.g., 7263 + 4875, 7263 4875, 7406 4637. The given numbers do not suggest any obvious ad hoc or mental strategy (as would be present for example in a case such as 6,999 + 3,501 or 7300 6301, for example). MP.1 Draws on content from ALL of grade 4 Grade/Course Ex. 4.Int.1 (Integrated across Grade 4)

Integrative Evidence Statements 60 Cluster - S-ID.Int.1 (Integrated across S-ID Interpreting Categorical & Quantitative Data ) Algebra I

4. Sub-claim C & Sub-claim D Evidence Statements, which put MP. 3, 4, 6 as primary with connections to content Sub-claim C and Sub-claim D Evidence Statements 61 KeyEvidence Statement Text Clarifications, limits, emphases, and other information intended to ensure appropriate variety in tasks Relationship to MP HS.C.5.11Given an equation or system of equations, reason about the number or nature of the solutions. Content scope: A-REI.11, involving any of the function types measured in the standards. i) For example, students might be asked how many positive solutions there are to the equation e x = x+2 or the equation e x = x+1, explaining how they know. The student might use technology strategically to plot both sides of the equation without prompting. MP.3 High School Evidence Statement Subclaim C (Reasoning)

Sub-claim C and Sub-claim D Evidence Statements 62 Within these Subclaim C (Reasoning) and Subclaim D (Modeling) Evidence Statements, the Content Scope lists the CCSS that will be assessed Within Evidence Statement Key, these Evidence Statements will address Subclaim C (Reasoning) and Subclaim D (Modeling). Please note within 3.C.7 and 3.D.2, the Evidence Statements will address on grade level Reasoning (3.C.7) and Modeling (3.D.2) but will utilize securely held (grade 2) content.

Also in the Informational Guides #6 Calculators Tools Rulers Protractors Geometry Tools if applicable Reference Sheets Requisite Knowledge http://www.parcconline.org/mathematics-test-documents

Grades 3 5 will not allow for calculator usage. Grades 6-7 will allow for an online four function calculator with square root. Grade 8 will allow for an online scientific calculator. High School will allow for an online calculator with functionalities similar to that of a TI-84 graphing calculator. Provide calculator accommodations on the non- calculator test sessions of the mathematics summative assessments for SWD who meet the eligibility criteria http://www.parcconline.org/sites/parcc/files/PARCC%20 Calculator%20Policy%20-%20Updated%207-31-14.pdfhttp://www.parcconline.org/sites/parcc/files/PARCC%20 Calculator%20Policy%20-%20Updated%207-31-14.pdf Suggested Calculator/ Non Calculator Sessions Student Test Supports (Math) Calculators and Reference Sheets Reference Sheets for grades 5 8 and HS

C ALCULATORS AND THE A CCOMMODATION P OLICY Grades 3 5 will not allow for calculator usage. Grades 6-7 will allow for an online four function calculator with square root. Grade 8 will allow for an online scientific calculator. High School will allow for an online calculator with functionalities similar to that of a TI-84 graphing calculator. Provide calculator accommodations on the non- calculator test sessions of the mathematics summative assessments for SWD who meet the eligibility criteria Suggested Calculator/ Non Calculator Sessions

For students who meet the guidelines in the PARCC Accessibility Features and Accommodations Manual for a calculation device, this accommodation allows a calculation device to be used on non-calculator section of any PARCC mathematics assessment. Test administrators are not required to collect calculators for items measuring fluency. Calculator Accommodations

Hand-held calculators allowed 2014-2015 Grade 6 and 7

Hand-held Calculator Grade 8

Hand-held Calculators High school

Requisite Knowledge Not on reference sheet GRADE 4 1 meter = 100 centimeters 1 kilometer = 1000 meters 1 kilogram = 1000 grams 1 liter = 1000 milliliters 1 minute = 60 seconds 1 hour = 60 minutes 1 pound = 16 ounces GRADE 5 - 8 1 foot = 12 inches 1 yard = 3 feet 1 day = 24 hours 1 meter = 1000 millimeters 1 gram = 1000 milligrams 1 liter = 1000 cubic centimeters Area of Rectangle A = lw or A = bh

Reference Sheet Grade 5 Exhibit

Reference Sheet Grade 6 72 Exhibit

Reference Sheet Grade 7 73 Exhibit

74 Reference Sheet Grade 8 Exhibit

75 Reference Sheet High School Exhibit

Graph paper is allowable at all grade levels/courses For computer-based assessments, reference sheets provided on the platform (exhibits). Schools may provide printed copies For paper-based assessments, reference sheets, protractors, rulers provided in materials Tracing paper, reflection tools, straight edge and compass allowed for Grade 8, Geometry, Int. Math I,II,III Rulers are used at all grades, protractors grade 4 and up (paper- based: ruler grade 3-quarter inch, ruler grade 4 and up eighth inch and whole cm.) Schools not allowed to provide their own rulers and protractors PARCC Math Tools Policy

5: Performance Level Descriptors Performance levels at each grade level are written for each of five assessment sub-claims: (1) major content; (2) additional and supporting content; (3) reasoning; (4) modeling; and (5) fluency for grades 3-6. Performance levels within each claim area are differentiated by a number of factors consistent with the Common Cores inclusion of standards for both mathematical content and mathematical practices and PARCCs Cognitive Complexity Framework for Mathematics.

Performance Descriptor Levels 78 PARCC will report students achievement using PLDs and scaled scores Level 5: Students performing at this level demonstrate a distinguished command of the knowledge, skills, and practices embodied by the Common Core State Standards assessed at their grade level. Level 4: Solid command Level 3: Moderate command Level 2: Partial command Level 1: Minimal command NOTE Level 4 or higher on the Gr 11 ELA EOC exam and the Alg 2/Math 3 EOC exam (with additional material) will be College/Career readiness determination)

80 Looking at the PLDs Gives the Conceptual Concept the PLD is based on Gives the Sub-Claim that the PLD is written for (A-Major Content) Gives the PLD by performance level ranging from 2-5. Level 1 indicates a range from no work shown to Minimal command

Making Connections

ClaimSub-ClaimPerformance Level Scale ScoreSub-Score MathXX Major ContentX Additional & Supporting Content X Expressing Mathematical Reasoning X Modeling and Applications X Mathematics Claims and Reporting Metrics

84 # 4 PARCC Comprehensive Accessibility Policies Features for All Students Accessibility Features* Identified in advance Accommodations** * Available to all participating students **For students with disabilities, English learners, and English learners with disabilities

Accessibility Features for All Students 85 Accessibility Features for All Students Audio Amplification Blank Paper (provided by test administrator) Eliminate Answer Choices Flag Items for Review General Administration Directions Clarified (by test administrator) General Administration Directions Read Aloud and Repeated (by test administrator) Highlight Tool Headphones Magnification/Enlargement Device NotePad Pop-Up Glossary Redirect Student to Test (by test administrator) Spell Checker Writing Tools

Administrative Considerations for All Students 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 students 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 86

Accessibility Features Identified in Advance 87 Accessibility Features Identified in Advance Answer Masking Background/Font Color (Color Contrast) General Masking Line Reader Tool Text-to-Speech for the Mathematics Assessments Read Aloud Guidance http://education.ohio.gov/getattachment/Topics/Testing/Special-Testing- Accomodations/Accommodations-on-State-Assessments/Read-Aloud-Guidance-for- Ohio120214_Final.pdf.aspx

Presentation Accommodations 88 Content AreaPresentation Accommodations ELA/Literacy Text-to-Speech or Video of a Human Interpreter for the ELA/Literacy Assessments, including items, response options, and passages* Braille Edition of ELA/Literacy Assessments (Hard-copy braille tests and refreshable braille displays for ELA/Literacy) Closed-Captioning of Multimedia Passages on the ELA/Literacy Assessments Descriptive Video Mathematics Video of a Human Interpreter for the Mathematics Assessments for a Student Who is Deaf or Hard of Hearing Braille Edition of Mathematics Assessments (Hard-copy braille tests for Mathematics) Both Content Areas Additional Assistive Technology (Guidelines available fall 2013) Tactile Graphics Video of a Human Interpreter for Test Directions for a Student Who is Deaf or Hard of Hearing Paper-and-Pencil Edition

Response Accommodations 89 Content AreaResponse Accommodations ELA/Literacy Scribing or Speech-to-Text (i.e., Dictation/Transcription or Signing) for constructed responses on the English Language Arts/Literacy Assessments* Word prediction on the ELA/Literacy Performance-Based Assessment* Mathematics Calculation Device and Mathematics Tools* (on Non-calculator Sessions of Mathematics Assessments) Both Content Areas Additional Assistive Technology (Guidelines available fall 2013) Braille note-taker Scribing or Speech-to-Text (i.e., Dictation/Transcription or Signing) for the Mathematics assessments, and for selected response items on the English Language Arts/Literacy assessments * See notes below

Other Proposed Accommodations for Students with Disabilities 90 CategoryAccommodation Timing & Scheduling Extended Time Setting Many settings that were once considered accommodations are now consider accessibility features for all students and will be included in the test administrator manual. These include separate location, small group testing, specified area or seating, time of day, and frequent breaks.

#3: Communicate with Shareholders

Who Decides? PARCCStates/Districts

Comments from the field test panel: It went smoothly because we prepared over the top Staff owned it and were determined to make it work Students showed reluctance to write things down on paper before putting numbers in the computer Collaboration and communicationno one can do this alone! Students felt it was harder than the state test but felt the change in rigor in the classroom was reflected on the test Students were not selecting multiple correct answers for the select all of the following

http://www.parcconline.org/sites/parcc/files/field-test-lessons-learned.pdf

Schedule a Lessons Learned session with schools in your district, either in-person or virtual Know the administration manual!! Integrate tech skills into classroom lessons Use PARCC resources #2: Organize a Lessons Learned with Your District on Tech Readiness & Integration

School Technology Readiness and Implementation Technical InfrastructureLearning Infrastructure Devices and Networks Bandwidth Accessibility Security Interoperability Data Analytics and Reporting Tech Support User Training Standards Curriculum Pedagogy Instructional Materials Opportunity to Learn Professional Development Formative and Summative Assessment http://parcconline.org/sites/parcc/files/Technology-Guidelines- for-PARCC-Assessments-v4-February-2014.pdf

Keyboarding Cutting and Pasting Highlighting Using on-screen calculator Dragging and Dropping items Manipulating a graph Running a simulation to generate data Changing font size and background color Clicking on multiple correct answers Utilizing spreadsheets, documents Student Technology Skills - For the PARCC Assessments

http://parcc.pearson.com/

Additional Tech Skills Tutorial Tutorial All Students Logging in with a username and password Students Identified Ahead of Time Using a line reader tool Using a masking tool Text to speech - highlights words as it is reading *NOTE - these tools are available for all students to try in the tutorial, but will only be available for pre- designated students for testing Math Students Equation Editor o Using math symbol keys for fractions, mixed numbers, greater than, less than, parenthesis o Using keys for not equal, brackets, exponent o Using keys for clear, undo, redo, backspace o Using left, right, up, down keyboard arrows to navigate through a problem o Using combination math/text typing boxes and only math typing boxes.

Online Samples & TutorialTutorial TestNav Toolbar Navigation Blue arrow advances to next item. Review button allows you to go back IN THE SAME SECTION of the test to look at marked items Flag button marks the items student wants to return to later Tools - o Pointer o Ruler - to or o Protractor o Calculator - type will vary by grade o Answer Eliminator * available on all tests Guest Icon - Drop Down Menu Change background/foreground color Open text magnifier tool Show/Hide line reader tool Logout

Basic Equation Editor (enter only your answer, expression, equation or solution)

Open Response Equation Editor (enter only your answer, expression, equation or solution) AND your (work, explanation or justification) in the space provided

Select all that are true

Multiple Scroll Bars & Exhibits

Equation builder- 4 th grade model answer

3.OA.7-2

Fluency Wherever the word fluently appears in a content standard, the word means quickly and accurately. It means more or less the same as when someone is said to be fluent in a foreign language. To be fluent is to flow: Fluent isnt halting, stumbling, or reversing oneself. A key aspect of fluency in this sense is that it is not something that happens all at once in a single grade but requires attention to student understanding along the way. It is important to ensure that sufficient practice and extra support are provided at each grade to allow all students to meet the standards that call explicitly for fluency. CCSSM p.9

Practice with Technology Assessments - The Next Generation nextgen.apps.sparcc.org Assessments - The Next Generation

http://nextgen.nwoca.org/

Current Math Practice Test ONLY contains EOY items PBA items are scheduled to be released in the fall Questions to consider as items are reviewed: What do students need to know and be able to do for each item? Do my class materials cover the content and are they rigorous enough? How is this item different from current classroom practice? What implications does this item have for my instruction? Will students need to complete this item without a calculator and will the be prepared? Does this item require the use of technology that my students are not used to? Professional Development Analyzing the items in the Practice Test

Two Major Takeaways from Forms Construction Evidence Statements - start with PBA Constructed Response questions

The assessment is based on the CCSS; therefore it is imperative that students have access to the standards during instruction Start using multiple answer questions in classroom assessments Use your state as well as PARCCs standards supporting materials (Read evidence tables carefully! For example 4 th grade: Definition of a trapezoid quadrilateral with at least 1 pair of parallel sides) Students should see assessment questions that match the rigor of the PARCC assessments #1: Use the Standards in Teaching

Implement the Standards Shifts in the Common Core for Mathematics Focus: strongly where the Standards focus Coherence: think across grades, and link to major topics within grades Rigor: in major topics* Conceptual Understanding Procedural Skill and Fluency Application with equal intensity Achievethecore.org/focus pp 4-12

Standards for Mathematical Practice Habits of Mind 2.5 min/pt.

Resources PARCC Achieve the Core Illustrative Mathematics Inside Mathematics Ohio Resource Center Carl Jones Darke County ESC Char Shyrock Bay Village Schools Engage NY Louisiana Believes

Questions? Catherine Schulte Math/School Improvement Supervisor Ohio Educator Leader Cadre Clermont County ESC [email protected]

Documents

Burning Questions? Please use a moment to jot down your absolutely “Need to Know” Burning Questions…. One per post it please! If you wouldn’t mind, please