Shifting Gears Using the CCSS, PARCC and Evaluation

to Drive Student Achievement

1. CCSS _____ Who will learn how much of what by when (Common Core State Standards)

2. ELA _____ Building panel providing mentoring and(English Language Arts) targeted professional development

3. ELL _____ Students whose first language is not English (English Language Learners)

4. NAEP _____ A common national test given to selected students(National Assessment of Educational Progress) in each state

5. PARCC _____ Newly developed assessments to begin in 2014-2015(Partnership for Assessment of Readiness for College and Careers)

6. SGO _____ A comparison to other students with a similar testing history

(Student Growth Objectives) leading to a score for teachers in tested content areas

7. mSGP _____ Content area focusing on comprehension and (Student Growth Percentiles) communication

8. ScIP _____ Student learning descriptors that indicate expectations (School Improvement Panel) for each grade in language arts and math

Why is this initiative implementing the Common Core State Standards, readiness for PARCC, and the educator evaluation system all at the same time?

CCSS: Teach standards that reflect the rigor that is required for college and career readiness.

PARCC: Reward quality instruction aligned to the standards so that the assessment is worthy of preparation rather than a distraction from good work.

Educator Evaluation:  Measure the success of teachers in improving student learning using classroom evaluations on an approved model, measure principal success using evaluations based on school achievement, use standardized test scores (SGPs), and measure student growth using teacher designed assessments (SGOs).

If these three initiatives move in concert, they will drive student achievement. 

Common Core Across the Nation

4

What are the Common Core State Standards?

•The Common Core State Standards set grade-by-grade learning expectations for students in grades K-12 for Mathematics and for English Language Arts and Literacy.

•While states have had standards for more than 15 years, this set of standards is more focused on preparing students for success in college and career. They set clear, consistent and high learning goals.

5

The Shifts in ELA/Literacy

1. Building knowledge through content-rich nonfiction

2. Reading, writing and speaking grounded in evidence from text, both literary and informational

3. Regular practice with complex text and its academic language

We are all teachers of literacy!

The CCSS Difference: Grade 7 ELA

Before: NJCCCS (2004) 1. Produce written work and oral work that

demonstrate comprehension of informational materials.

After: CCSS (2010) 2. Determine two or more central ideas in a text and

analyze their development over the course of the text; provide an objective summary of the text.

The CCSS Difference: Grade 3-5 ELA: Integration of Knowledge and Ideas

Grade 3 Grade 4 Grade 5

Compare and contrast the

most important points and key

details presented in two texts on the same topic

Integrate information from two texts on the same topic in

order to write or speak about the

subject knowledgably

Integrate information from several texts on the same topic in order to write or speak about the

subject knowledgably.

College Readiness : Grade 11 ELA

• Write arguments to support claim(s) in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence

• Introduce precise knowledgeable claims(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaim(s), reasons and evidence.

• Develop claim(s) and counterclaim(s) fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

Below are three claims that one could make based on the article “Earhart’s Final Resting Place Believed Found.”

Part A•Highlight the claim that is supported by the most relevant and sufficient facts within “Earhart’s Final Resting Place Believed Found.”

Part B•Click on two facts within the article that best provide evidence to support the claim selected in Part A.

Grade 7 Technology-Enhanced Constructed-Response Item

The Shifts in Mathematics1. Focus: Focus strongly where the

standards focus

2. Coherence: Think across grades, and link to major topics

3. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application with equal intensity

The CCSS Difference: Grade 8 Math

1. Understand and apply the Pythagorean Theorem. After: CCSS (2010)

1. Explain a proof of the Pythagorean Theorem and its converse.

2. Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.

3. Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.

PARCC: Evidence-Centered Design

ECD is a deliberate and systematic approach to assessment development that will help to establish the validity of the assessments, increase the comparability of

year-to year results, and increase efficiencies/reduce costs.

Rigor and Mastery

“The level of mastery that will be reached is determined entirely by what sort of questions students are expected to answer.”

- from Bambrick-Santoyo, Driven by Data

Use a Degree of Independence Rubric

1. Did with no teacher assistance. 2. Required only 1 – 2 quick reminders. 3. Required some direction, hints, prompts. 4. Required significant teacher assistance: scaffolded prompting, directions, reminders. 5. Even with considerable teacher assistance, could

not complete the task.

- Grant Wiggins

“On Their Own”

“Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types of disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a speaker’s key points, request clarification, and ask relevant questions.”

- Common Core ELA Standards

Therefore, we need to

Add the phrase “on their own” to all goal statements to ensure that we design valid assessments of independent performance.

• Have a plan for developing independence over the year on recurring tasks.

Components of Evaluation

Danielson Rubric

http://www.youtube.com/watch?v=RuwSIjT_ql4&rel=0

Welcome Teachers! Meet AchieveNJ

SMART SGOS ARE…

Specific Measurable Attainable/Ambitious

Results-driven Timed

The SGO should be simplistically

written, and clearly defined.The SGO should

focus on a specific content

area or skill.   

The SGO should be measurable

and provide tangible

evidence that you have

achieved the objective.

  

The SGO should be attainable;

reasonably challenging both

you and your students, but

clearly defined so that it can be

achieved.

The SGO should focus on

measuring outcomes, not

activities.     

 The SGO should

be organized around a

timeframe that presents a reasonable

sense of urgency.

Growth vs. Achievement Goals

GROWTH ACHIEVEMENT

Students’ post-assessment scores will be ___% greater than the pre-assessment.

On the post-assessment, ___% of students will achieve a score of ___ or higher.

SGOs can be growth and/or achievement goals.

Tested Grades and Subjects (Currently grades 4-8, math and ELA): 55% from teacher practice and 45% from student achievement measures

* The NJDOE will look to incorporate other measures where possible and percentages may change as system evolves.

Teachers in Tested Grades

Teacher Practice

Performance on a teacher practice

instrument, driven primarily through

observation

Stu. Growth

PercentileState-calculated

score that measures individual teacher’s

ability to drive growth on NJ ASK

NJASK

Stu. Growth

ObjectiveLocally-calculated

score that measures an individual

teacher’s impact on stu. achievement

Inputs of Effective Teaching

Outcomes of Effective Teaching

Summative Rating

Overall eval. score that combines the

multiple measures of practice and student

progress

N.J.A.C. 6A:10-4.1

Introduction to Teacher Evaluation

Teachers in Tested Grades 4-8

Introduction to Teacher Evaluation

Teacher Practice

Performance on a teacher practice

instrument, driven primarily through

observation

Stu. Growth

ObjectiveLocally-calculated

score that measures an individual

teacher’s impact on stu. achievement

Inputs of Effective Teaching

Outcomes of Effective Teaching

Summative Rating

Overall eval. score that combines the

multiple measures of practice and student

progress

N.J.A.C. 6A:10-4.1

Teachers in Non-Tested Grades/Areas

Introduction to Teacher Evaluation

39

Teacher Evaluation: Summative Evaluation

Tested Grades and Subjects