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Common Core and PARCC : NJPSA March 30, 2012
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Curriculum & Assessment Foundation
Teacher Who should decide what students need to learn in Chemistry?
Agreement on learning objectives and the use of common assessments to share best practices is a powerful tool to improve student achievement
Principal
It is more efficient and potentially more effective for a district to develop standards-based curriculumDistrict leader
Quality implementation of the CCSS across all districts and schools requires the state to take on an enhanced role State leader
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The Quiet Revolution: Why should the NJDOE develop a “Model” Curriculum?
Common Core State Standards • Fewer, clearer, more rigorous• Internationally benchmarked
Commonness• Leverage state and nation-wide expertise (46 States
and DC)• PARCC (23 States and DC)
Continuous improvement• Model 1.0 followed by Model 2.0
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Clearer … 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.
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Before: NJCCCS (2004) 1. Understand and apply the Pythagorean Theorem.
After: CCSS (2010) 2. Explain a proof of the Pythagorean Theorem and its converse. 3. Apply the Pythagorean Theorem to determine unknown side
lengths in right triangles in real-world and mathematical problems in two and three dimensions.
4. Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.
The CCSS Difference: Grade 8 Math
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The CCSS Difference: Grade 3-5 ELA: Integration of Knowledge and ideas
Grade 3: Compare and contrast the most important points and key details presented in two texts on the same topic
Grade 4: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgably
Grade 5: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgably.
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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.
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ELA/Literacy: 3 shifts
1. Regular practice with complex text and its academic vocabulary
2. Building knowledge through content-rich nonfiction and informational text
3. Reading and writing grounded in evidence from text
Note: Beyond ELA
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Text-Dependent or Not
The novel Sarah Plain and Tall is a great book to illustrate what things were like in the past.
Possible center activities: Put out a very simple pattern like an apron, or place mat and have the students trace, cut out and then sew (by hand) the item. My students said overwhelmingly "I can't imagine sewing all of my clothes like that!"
Have a wheat grinder, which the kids use to grind wheat into flour. We then use it to make scones from scratch later on. We made butter to go on the scones by putting cream and salt into a jar and shaking it for a very long time.
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Mathematics: 3 shifts
1. Focus: Focus strongly where the standards focus.
2. Coherence: Links major topics across grades
3. Rigor: Requires fluency, application, and deep understanding
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Grade Priorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding
K–2 Addition and subtraction, measurement using whole number quantities
3–5 Multiplication and division of whole numbers and fractions
6 Ratios and proportional reasoning; early expressions and equations
7 Ratios and proportional reasoning; arithmetic of rational numbers
8 Linear algebra
Priorities in Mathematics
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Key Fluencies
Grade Required Fluency
K Add/subtract within 51 Add/subtract within 10
2Add/subtract within 20Add/subtract within 100 (pencil and paper)
3Multiply/divide within 100Add/subtract within 1000
4 Add/subtract within 1,000,0005 Multi-digit multiplication
6Multi-digit divisionMulti-digit decimal operations
7 Solve px + q = r, p(x + q) = r
8 Solve simple 22 systems by inspection
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Model Curriculum 1.0
Version 1.0 Version 2.0 Version 1.0
WHAT Students need to Learn
HOW We can best Instruct
WHENdo we know students
have Learned
StandardStudent Learning
ObjectivesInstruction Formative
Assessments Summative/Formative
CCSS Standard 1
SLO #1
SLO #2
• Model Lessons• Model Tasks• Engaging
Instructional Strategies
• Effective checks for understanding
• Teacher designed formative assessments
Unit AssessmentSLOs 1-5
CCSS Standard 2
SLO #3
SLO #4
SLO #5 General Bank of Assessment Items 2.0
Student level learning reports - Professional development - Resource reviews
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Model Curriculum Grade 3 sample formative assessment items
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Improved CCSS aligned unit-based SLOsImproved CCSS aligned 6-week unit assessmentsCCSS aligned model lessons Model and Teacher-developed formative assessmentsInstructional resource rating systemSchool, Classroom, Student level assessment reportsUnit level Item bank
Professional Development: Content Area Instructional strategies
Model Curriculum 2.0: Instructional Improvement System
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Continued Learning & Support
• On-going release of unit SLOs for comment• Release Unit 1 SLOs ASAP• Release Unit 1 assessment by June• Professional Development: Offered on-going by unit and
content area
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• Common Core State Standards are critical, but just the first step
• Common Assessments aligned to the Common Core will help ensure the new standards truly reach every classroom
• Quality Implementation of aligned curriculum is required for students to reap the benefits of new standards
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The limits of Common Standards and
Common Assessments
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PARCC Assessment DesignEnglish Language Arts/Literacy and Mathematics, Grades 3-11
End-of-Year Assessment
• Innovative, computer-based items
•Required
Performance-BasedAssessment (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 ListeningAssessment
• Locally scored• Non-summative, required
2 Optional Assessments/Flexible Administration
Mid-Year Assessment•Performance-based•Emphasis on hard-to-measure standards
•Potentially summative
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Goal #2: Build a Pathway to College and Career Readiness
K-2 3-8 High School
K-2 formative assessment
being developed,
aligned to the PARCC system
Timely student achievement data showing students, parents and educators
whether ALL students are on-track to college and career
readiness
ONGOING STUDENT SUPPORTS/INTERVENTIONS
College readiness score to identify who
is ready for college-level coursework
SUCCESS IN FIRST-YEAR,
CREDIT-BEARING,
POSTSECONDARY
COURSEWORK
Targeted interventions &
supports:• 12th-grade bridge
courses• PD for
educators
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Claims Driving Design: ELA/Literacy
Students are on-track or ready for college and
careers Students read and
comprehend a range of sufficiently complex texts
independentlyReading Literatur
e
Reading Informat
ional Text
Vocabulary
Interpretation
and Use
Students write effectively when using and/or analyzing sources.
Written Expression
Conventions and Knowledge
of Language
Students build and present knowledge
through research and the integration, comparison, and synthesis of ideas.
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Solve problems involving the major content for their grade level with
connections to practices
Solve problems involving the additional and
supporting content for their grade level with
connections to practices
Express mathematical reasoning by constructing mathematical arguments
and critiques
Use the modeling practice to solve
real world problems
Claims Driving Design: Mathematics
Students are on-track or ready for college and careers
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PARCC Timeline Through 2011-12
Fall 2011
Winter 2012
Spring2012
Summer 2012
PARCC Assessment Implementation
PARCC Tools & Resources
Model Content Frameworks
released (Nov 2011)
Educator Leader Cadres launched
Item & task prototypes
released
Item development
begins
Updated Model Content Frameworks
Released
Fall2012
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Timeline Through First PARCC Administration in 2014-2015
PARCC Tools & Resources
College-ready tools released
Partnership Resource
Center launched
Professional development
modules released
Diagnostic assessments
released
Pilot/field testing begins
Expanded field testing of diagnostic
assessment
Optional Diagnostic and Midyear PARCC
Assessments
Spring2013
Summer 2013
Winter 2014
Spring2014
Summer 2014
Fall2013
Fall2014
PARCC Assessment Implementation
Expanded field testing
Model Instructional
Units Released
K-2 Formative Tools Released
Winter 2015
Spring2015
Summative PARCC Assessments
Standard Setting in
Summer 2015
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NJ ASK Transition to the Common Core
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Assessment Transition Timeline
Spring 2012
NJ ASK Aligned to
NJCCCS
Spring 2013
NJ ASK
Aligned to the CCSS
Spring 2014
NJ ASK
Aligned to the CCSS
SY 2014-15
Full administration
of PARCC assessments
“Transitional Assessments”
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NJ ASK Transitional Assessments
• Content on the NJ ASK will reflect, as closely as possible, the Common Core State Standards
– Alignment – Depth
• We do not expect that our transitional assessments will be perfectly aligned to PARCC assessments
• Continually modify as more information from PARCC becomes available (i.e. content frameworks)
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• Willingness to listen, learn & reflect• Quiet determination• Persistence• Resilience
“Be the change you wish to see in the world” Ghandi
What you can expect of me…
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Websites
• http://www.corestandards.org/about-the-standards
• http://www.achievethecore.org/student-achievement-partners
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