CCSS and PARCC

Created for Ball-Chatham Teachers By Jill Larson, Assistant SuperintendentCCSS and PARCCDid You Know?http://www.youtube.com/watch?v=YmwwrGV_aiE

YES, STUDENTS HAVE CHANGED!StudentsWhat does this mean?1. Have short attention spans and hate to be bored.Use optimal learning time (7 -10) minutes and then apply what they learn.2. Are visually preferred.Use graphic organizers and pictures.3. Want immediate gratification.Use short-cycle challenge and feedback.4. Choose to be interactive and hands-on.Create challenges that use multiple neuropathways. Use cooperative learning.5. Love challenge and are curious.Be explicit about objectives and cause curiosity. 6. Want to win using strategies, practice, and do-overs.Explicitly teach learning-to-learn strategies that work. Use re-takes and re-dos.Students have CHANGED Think of this example: Kids will play a video game an average of 100 hours to get good at it no grades, extra credit, win money or get public acclaim, by the second time they have figured out the objective/goal, strategies and skills, vocabulary, how well they are doing, and what to do better next time.Shorter attention spans (7 to 10 minutes and then apply what they learned) and visually preferred (use graphic organizers and pictures)Want immediate gratification (use short-cycle challenge and feedback)Choose to be interactive and hands on (create challenges that use multiple neuropathways and cooperative learning)Love challenge and are curious (be explicit about objectives and cause curiosity)Want to succeed (win) using strategies, practice, and do-overs (explicitly teach learning to learn strategies that work; use re-takes and re-dos.)Based on Marzano, Pickering work

3CCSS Common Core State Standards

PARCC Partnership for Assessment of Readiness for College and CareersELA English-Language ArtsTerms DefinedParents, teachers, school administrators, and experts from across the country together with state leaders, through their membership in the Council of State School Officers (CCSSO) and the National Governors Association Center for Best Practices (NGA Center)Who is leading the CCSS Initiative?Illinois application for competitive Race to the Top Dollars

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End the apples to oranges comparisons among the states which will allow for reliable state-to-state comparisons

Why Common Core State Standards?IL adopted June 24, 2010When applying for the RTT dollars the state of IL received extra points if they agreed to change their standards for student assessmentsRationale no longer states to be Independent Contractors; my own experience with placing students from out of stateCommon Standards will provide a greater opportunity to share experiences and best practices within and across states that will improve our ability to best serve the needs of students

6Addresseses mobility, equity, and consistency by making expectations for students clear to parents, teachers, and the general publicStudents will be able to compete with their American peers in the next state, but with students from around the worldCollege and career focused, accountability, and research basedForces a common language for educatorsEncourages the development of textbooks, digital media, and other teaching materials aligned to the standardsEvaluates policy changes needed to help students and educators meet the standards

Why Common Core State Standards?This will effect 43.5 million students which is about 87% of the student population.7They were designed to provide a clear understanding of what students are expected to know and be able to do at each grade level so they will be well prepared to enter college or the workforce. The new standards are:Research and evidence basedAligned with the college and work expectationsRigorousInternationally Benchmarked

Why Common Core State Standards?8Adoption of CCSShttp://www.corestandards.org/in-the-states

46 States and the District of Columbia have adopted the Common Core State StandardsMost states are committed to implementing the standards by the 2014-2015 school year

9English-Language Arts (ELA), K 12Math, K 12

Reading and writing are critical skills across all disciplines, therefore ELA literacy skills for CCSS also target social science, science, and technical subjects.

What grade levels are included in the CCSS?Why ELA and Math? These two subjects are skills, upon which students build skills sets in other subject areas. They are the most frequently assessed subjects for accountability purposes.

10Science The National Research Council, the National Science Teachers Association, the American Association for Advancement of Science, and Achieve are working on the Next Generation Science Standards.Who is developing standards in other subject areas?11CCSSFewerFocusClearerCoherenceHigherRigorFocus on fewer conceptsCoherence so that were teaching for mastery instead of re-teaching year after yearRigor as teaching for transfer the point is not just to get to a right answer, but to understand the process.

12Common Core English Language ArtsReading for InformationReading LiteratureSpeakingListeningLanguageWritingReading and Writing in Science, History, and TechnologyMore Informational TextBuilding Knowledge in the DisciplinesStaircase of ComplexityText Dependent QuestionsWriting from SourcesAcademic Vocabulary

CCSS Shifts in English Language Arts (ELA):Talk Literacy Initiative From the audit focus on comprehension and then phonology and vocabulary. CRC creation too! It provided us K 8, a consistent foundation. We now understand basic comprehension, gradual release of responsibility, differentiation based on skills on top of interests,

14Shift 1: Change (We Have Already Worked On Due to our District Literacy Initiative)Grade SpanLiteratureInformational TextK 550%50%6 845%55%9 1230%70%At least 50% of what students read is informational; literacy initiative 4 years ago in K 8, we were have on literature to the point of 90%. Due to the literacy audit, we are here now15LiteratureScienceSocial ScienceArtsShift 2: Literacy Across DisciplinesCross-disciplinary focus on literacy. The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school. The K 5 standards include expectations for reading, writing, speaking, listening, and language applicable to a range of subjects, including but not limited to ELA. The grades 6 12 standards are divided into 2 sections, one for ELA and the other for history/social science, science, and technical subjects. This division reflects the unique, time-honored place of ELA teachers in developing students literacy skills while at the same time recognizing that teachers in other areas must have a role in this development.

CCSS ELA, pg. 416The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school. The K 5 standards include expectations for reading, writing, speaking, listening, and language applicable to a range of subjects, including but not limited to ELA. The grades 6 12 standards are divided into 2 sections, one for ELA and the other for history/social science, science, and technical subjects. This division reflects the unique, time-honored place of ELA teachers in developing students literacy skills while at the same time recognizing that teachers in other areas must have a role in this development.

CCSS ELA, pg. 4Shared Responsibility for Students Literacy Development Once again, our literacy initiative has helped us with this. Literacy is everyones responsibility. It has provided us a toolbox. 17The complexity of what students can read is the greatest predictor of success in college. (ACT Study)

Today, workplace readiness demands the same level of knowledge and skills as college readiness. (Conley, 2011)Shift 3: Staircase of Complexity (Standard 10)Preparing students for college and career close reading with scaffolds for students reading below grade level. Reading is thinking. 18LexileSAT, ACT, AP1000+Military1050+Citizenship1050+Workplace900 +Community College1100Online Reference Articles1200Online Worldwide Newspapers1250University1300Graduate Record Exam1350The literacy initiative allowed us to move in the direction of utilizing data in order to make text selection at the guided reading table. 19Questions that are text dependent can ONLY be answered correctly by close reading of the text.Shift 4: Text Dependent QuestionsCiting text evidence for writing and speaking about understanding. With gradual release, we are holding kids more accountable for their learning. They are carrying the metacognition load versus the teacher. 20Non-Text Dependent vs. Text Dependent QuestionsNon-Text Dependent QuestionsText Dependent QuestionsHave you ever been to a funeral?What does Lincoln mean by four score and seven years ago? Who are our fathers? (L. 9-10.3; RI. 9 10.1; RI. 9-10.4)Why did the North fight the South in the Civil War?Beyond what students may or may not know about the Declaration of Independence, what does Lincoln tell us in this first sentence about what happened 87 years ago? What is the impact of Lincoln referring to such a famous date? (RI. 9-10.1; RI. 9-10.3; RI. 9-10.6)Lincoln says that the nation is dedicated to the proposition that all mean are created equal. Why is equality an important value to promote?How does Lincoln use the idea of unfinished work to assign responsibility to his listeners? (RI. 9-10.1; RI. 9-10.5; RI. 9-10.9)80% - 90% of CCSS Reading Standards require text dependent analysis, yet over 30% of questions in major textbooks do not.

-Sue Pimentel, CCSS AuthorWhat Are the Implications?InformationalArgumentNarrativeShift 5: Writing from SourcesWriting (informational, argument, and narrative) about what is read.23Tier 3: Highly specialized, subject specific; low occurrences in texts; lacking generalizationsTier 2: Abstract, general academic (across content areas); encountered in written language; high utility across instructional areasTier 1: Basic, concrete, encountered in conversation/oral vocabulary; words most students will know at a particular grade level

Shift 6: Academic VocabularyBuilding vocabulary that more commonly appears in complex text. This is another item that we are addressing with our literacy audit and initiative. 24Two Types of StandardsContentStandards for Mathematical PracticeCCSS MATHCCSS MathContent StandardsOperations and Algebraic ThinkingNumbers and Operations in Base 10Measurements and DataGeometryNumbers and Operations FractionsRatios and Proportional RelationshipsNumber SystemExpressions and EquationsStatistics and ProbabilityAlgebraMath Content Standards what we teach/Practice Standards how we teachNumeracy CoachMath Leaders thank them26Standards for Mathematical PracticeMake 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.This is how we teach overarching K - 1227CCSS Shifts in MathematicsFocusProvides sufficient time to think about, practice, and integrate math concepts; not a survey approach.2. CoherenceStandards are connected and increase in skills and sophistication.FluencyThoughtful practice for skill acquisition and understanding.4. Deep UnderstandingStudents write and speak about their understanding of concepts.ApplicationsApply concepts in real-life situations and across content areas.6. Dual IntensityPractice and understandingBuild pathway to college and career readiness for all studentsCreate high-quality assessments that will measure the full range of the CCSSSupport educators in the classroomMakes better use of technology in assessmentsAdvances accountability at all levelsBe sustainable and affordable

PARCCs Goals29States that are part of PARCC

PARCC is an alliance of 24 states, educating nearly 25 million students, that are working together to develop a common set of K-12 assessments in English and math anchored in what it takes to be ready for college and careers. PARCC is led by 17 governing board states (and D.C.) represented in Dark Blue.

30Two assessment consortiums for the same set of standardsBoth received federal funding to develop their testing modelsBoth designed to be performance-based Periodic assessments throughout the yearAdaptive tests

PARCC and SMARTER BalancedReplacing individual state exams with assessments that cross state boundaries is an untested experiment, Policymakers see this as being unique and beneficialCompetition breeds innovation6 States are members of both consortiums AL, CO, KY, ND, PA, and SC31Differences in PARCC and SMARTER BalancedPARCCSMARTER BALANCEDBegin year with diagnostic testOptional interim tests at the beginning of the year and middle of the yearMidyear assessmentRequired testing grades 9 11Optional testing in grades 9 and 10Determine cut scores after the first full year of implementationDetermine cut scores for passing or failing after piloting the assessments in Spring 2014PARCC High Quality AssessmentsTo address the priority purposes, PARCC will develop an assessment system comprised of four components. Each component will be computer-delivered and will leverage technology to incorporate innovations.Two summative, required assessment components designed toMake college- and career-readiness and on-track determinationsMeasure the full range of standards and full performance continuumProvide data for accountability uses, including measures of growthTwo non-summative, optional assessment components designed to Generate timely information for informing instruction, interventions, and professional development during the school yearAn additional third non-summative component will assess students speaking and listening skills

To address the priority purposes, PARCC will develop an assessment system comprised of four components. Each component will be computer-delivered and will leverage technology to incorporate innovations.Two summative, required assessment components designed toMake college- and career-readiness and on-track determinationsMeasure the full range of standards and full performance continuumProvide data for accountability uses, including measures of growthTwo non-summative, optional assessment components designed to Generate timely information for informing instruction, interventions, and professional development during the school yearAn additional third non-summative component will assess students speaking and listening skills

33PARCC High Quality AssessmentsSummative 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 itemsNon-Summative Assessment Components: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 needsMid-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

PARCC High Quality AssessmentsThe PARCC assessments will allow us to make important claims about students knowledge and skills.In English Language Arts/Literacy, whether students:Can read and comprehend complex literary and informational textCan write effectively when analyzing textHave attained overall proficiency in ELA/Literacy

In Mathematics, whether students:Have mastered knowledge and skills in highlighted domains (e.g. domain of highest importance for a particular grade level number/ fractions in grade 4; proportional reasoning and ratios in grade 6)Have attained overall proficiency in mathematics

Diagnostic (optional by state) Beginning of year Immediate FeedbackMid year (optional by state) Winter- Immediate FeedbackRequired Performance-Based Assessment (PBA) Feb/March Slow in getting ALL resultsRequired End of Year (EOY) May or 90% of year completed may be slow in getting ALL resultsRequired Speaking and Listening Assessment (not yet developed)

PARCC in 2014 2015 (Draft)Five (5) Assessments18 months to put it all togetherHigher-order thinking problem solving, essay writing, and research projects no longer Multiple choice, fill in the blankItems are multi-stepped basedIL optional for # 1 and 2 pay to take by districtPARCC states are developing an assessment system comprised of four components. Each component will be computer-delivered and will leverage technology to incorporate innovations.

Two summative, required assessment components designed toMake college- and career-readiness and on-track determinations

Measure the full range of standards and full performance continuum

Provide data for accountability uses, including measures of growth

Two interim, optional assessment components designed to generate timely information for informing instruction, interventions, and professional development during the school year

In English language arts/literacy, an additional required, non-summative component will assess students speaking and listening skills

36K 2: Optional formative assessment being developed; being built in January 20133 8: timely student achievement data showing students, parents, and educators whether ALL students are on-track to college and career readiness9 12: college and career ready determination and targeted interventions and supports in 12th grade bridge courses and PD for educatorsOngoing Student Supports/Interventions

PARCC in 2014 2015 (Draft)

ETS is writing test items same company that does ACTIncluding targeted interventions and supportsImplications for students not meeting district policy decisionsAccommodations working on this since on computer read to them should be easierMath will be both integrated and traditionaldesigned to challenge students, help identify when theyre not meeting the standards, and provide targeted instruction, supports and interventions to help them succeedStudents who score proficient on the assessments will know they are on track for the next steps in their education, creating a more meaningful targetIn high school, results will send an early signal about whether students are ready for entry-level, non-remedial courses at higher education institutions in all 24 PARCC statesStudents who are identified as not being on track, or who do not meet the college readiness score, will receive targeted supports and interventionsHigher education partners in PARCCnearly 200 institutions and systems covering over 8,50 campuses across the countryhave committed to help develop the high school assessments and set the college-ready cut score that will be used to place incoming freshman in credit-bearing college courses

37Dip in Scores - Lower Meets and Exceeds OverallPossible Future Implications With New Test20% of the items on reading and math were written to CCSS and will be included as part of the students scores.Higher expectations will likely result in a downward shift where students rank in meeting or exceeding standards. This shift may be more significant than expected.ISAT2013 NEW CUT SCORESPSAE, which is aligned with the ACT, does provide a good indicator of college and career readiness.The ACT is the gold standard for college and career readiness. 39Adding third component to the PSAE which will allow students to earn a National Career Readiness Certificate.PSAE 2013Demonstrated the academic knowledge, skills, and practices in ELA and math, to enter into and succeed in entry-level, credit bearing courses in those content areas in programs leading to a credential or degree (aligned to the students career aspirations), from two or four year public institutions of higher education.What is college and career ready?It will still be up to the colleges on how PARCC will be accepted.PARCC is not to replace ACT.Will colleges accept PARCC?ACT and SAT are undergoing changes due to CCSSACT is developing an elementary version with Pearson

42Instructional tools to support implementationProfessional development modulesTimely student achievement dataEducator-led training to support peer-to-peer training

PARCC Supporting Educators in the ClassroomLiteracy/Instructional/Numeracy Coach(es) Have Been Trained on:Rationale and StructureCurriculum AlignmentUnit DesignAssessmentInstructionLeading and Facilitating

Key Ingredients for the Plan for Ball-Chatham EducatorsRationale Professional development must comprise professional learning opportunities that are ongoing, multi-leveled, differentiated that:Is aligned with the rigorous CCSS and SIP goalsIs conducted at the building level and facilitated by coachesPrimarily occurs weekly among established teams of teachers where the teams are engaged in a continuous cycle of improvement44Learning CommunitiesLeadershipResourcesDataLearning Opportunities

Key Ingredients of PlanLargest Cog typically will be professional learning followed by standards, 21st century learning, instruction, and assessments45November 30, 2012 - Coaches to meet with Cabinet to discuss roll-out and PD needsDecember 6, 2012 (SIP) OverviewDecember 2012February 2013 Unpacking CCSS which includes What We Do Well/Gaps/Next Steps March May 2013 IntegrationJune 2013- May 2014 Integration/Implementation

Timeline for CCSS ImplementationWhat we do systemically = GREENFamiliar, but not consistent = YELLOWUnfamiliar dont do = ORANGE

CCSS Implementation Step 1Unpacking by Grade LevelWebsites Overwhelming!Saying, I already do all this in my classroom now.\Dont go home and unpack the standards alone.Dont teach in isolation.

CautionsThis is truly a once-in-a-lifetime opportunity and we cant afford not to get it right.

CCSS is a brave-new-world game changer if only we can pull it off.

-Steve Leinwand, 2012

Think Aboutwww.corestandards.orgwww.isbe.netLUDA Fall Conference, Session on PARCC for Curriculum Directorswww.parcconline.orgwww.smarterbalanced.orgTitle I Fall Conference, Session with Jay McTighe

References