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The Home Stretch!

NORMS – RESPECT

•Respect time - Begin & End on Time•Electronic Devices – Silenced •Set Aside Preconceived Notions•Practice Active Listening - refrain from side-conversation •Equity of voice, allow for different perspectives and expertise•Courtesy and cooperation guide our work and negotiations•Think globally, seek site or self specific answers- separately – Parking Lot

STEPHEN COVEY’S CIRCLES

1. In your groups, put the puzzles together.

2. 1 person scripts key words said in the process.

3. First group done shouts , “Jigsaw Masters!”

JIGSAW MASTERS

What strategies did your group use?

What key words were used during the process?

Take-Aways!

NUMBERED TABLES, NUMBERED HEADS

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Coming Together To Raise Achievement

1.Using the Cheat Sheet, find the key points within the article2.Be prepared to share tomorrow.

Partnership for Assessment of Readiness for College and

Careers PARCC

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GoalsReview current information about the PARCC assessments

Examine the Model Content Frameworks for each grade level band.

Consider how these documents should be used at sites with leadership, staff, and parents

Essential QuestionsWhat is the purpose of the Content Frameworks?

List the Connections to Assessment from the Content Frameworks.

ASSESSMENT AND CONTENT FRAMEWORKS

An Overview of the Design of the PARCC Assessment System

THE ASSESSMENT CONSORTIA

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Pascal (Pat) D. Forgione, Jr., Ph.D. and Nancy A. Doorey

Center for K – 12 Assessment & Performance Management at ETS

RACE TO THE TOP ASSESSMENT PROGRAM COMPETITIVE GRANT, SPRING 2010

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Groups of 15 or more states could apply for a grant to design, develop and pilot a next generation assessment system that:

Builds upon shared standards for college- and career-readiness

Measures at each grade level tested

oIndividual growth and proficiency

oThe extent to which each student is on track

Provides information that is useful in informing:

oTeaching, learning, and program improvement;

oDeterminations of school effectiveness, as well as, principal and teacher effectiveness

oDeterminations of individual student college and career readiness

•high school exit decisions

•college course placement to credit-bearing classes

•college entrance.

(US Department of Education, 2009)10

THE COMPREHENSIVE ASSESSMENT SYSTEM PROPOSALS

Two Comprehensive Assessment System Proposals Funded:

.

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Partnership for Assessment of Readiness for College and

Careers (PARCC)

SMARTER BalancedAssessment Consortium

(SBAC)

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PARTNERSHIP FOR ASSESSMENT OF READINESS FOR COLLEGE AND CAREERS

(PARCC)

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GB Chair- Mitchell Chester, Ed. Commissioner of Massachusetts

Florida- Serving as Fiscal Agent

PERFORMANCE

ASSESSMENT

END OF YEAR

ASSESSMENT

• Given primarily on computer or other digital devices (75-80% into SY)

• Composed primarily performance tasks with emphasis on hard-to-measure standards

• Results returned within 2 weeks

•Given on computer (most students), with

multiple item types and technological

tools

•Scored entirely by computer for

fast results

PARCC: TWO COMPONENTS OF THE SUMMATIVE ASSESSMENT

• Scores from the performance assessment and the end-of-year test will be combined for annual accountability scores.

In mathematics and in English language arts (ELA):

+

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Pg. 17

PBA

PERFORMANCE

ASSESSMENT• ELA• Math

PARCC:

PERFORMANCE ASSESSMENT

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Over several sessions/class periods, students will complete a project-like task that draws on a range of skills.

• ELA/literacy tasks will focus on writing effectively when analyzing texts, using evidence drawn from the texts to support claims

• Math tasks will require students to apply key mathematical skills, concepts and processes to solve complex problems of the types encountered in everyday life, work and decision-making.

Final weeks of school year

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END OF YEARASSESSMENT

PARCC: END-OF-YEAR ASSESSMENT

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• Consisting of a range of item types including innovative technology-enhanced items to sample the full set of grade level standards

• Will make major investment in enhanced item types

• Will include items across a range of cognitive demand

• Currently planned as a fixed-form test, PARCC will review the precision of scores for students at the tails of the performance distribution and, if needed, consider customizing for high- and low-performing students by either lengthening the test or using “staged” or “block” adaptive delivery.

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Final weeks of school year

PARCC:

SPEAKING/LISTENING ASSESSMENT

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• Required assessment, but not used for accountability

• Administered in the ELA classroom, with flexible window for administration

• Scored by classroom teacher using standardized rubric

• Scores may be used within students’ grades

Flexible timing

ELA/Literacy

• Speaking• Listening

PARCC SUPPORTS:

FORMATIVE ASSESSMENTS

Timing of formative components is flexible

Early indicator of knowledge and skills

to inform instruction, supports, PD

EARLY ASSESSMENT

Mid-Year Performance-Based

Assessment

(Potentially summative*)

MID-YEAR ASSESSMENT

• Formative early assessment designed to provide an indicator of student knowledge and skills so that instruction, supports and professional development can be tailored to student needs

• Formative mid-year performance tasks designed to prepare students for Summative Performance Assessment and to yield instructionally useful feedback. Teachers will be given an online scoring tool to score tasks and improve understanding of the CCSS expectations.

• For voluntary use, the timing of the administration is to be locally determined

* Over time, states may consider using scores from these tasks in the summative/accountability scores.

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PARTNERSHIP RESOURCE CENTER: Digital library of released items, formative assessments, model content frameworks, instructional and formative tools and resources; student and educator tutorials and practice tests, scoring training modules; professional development materials; and an interactive report generation system

PARCC SUPPORTS: THE PARTNERSHIP RESOURCE CENTER

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Partnership Resource Center:• Interactive Data Tool for accessing data and creating customized reports• Model lesson plans• Formative assessment items and tasks• Professional development materials regarding test administration, scoring, and use of data• Online practice tests• Item development portal• Tools and resources developed by Partner states• Optional “ready-to-use” performance tasks for K-2 www.parcconline.org

Available Winter of 2013

PARCC SUPPORTS: SUPPLEMENTAL APPLICATION GRANT

Transition and Implementation Planning

State Leadership Teams

Educator Leadership Cadres

Technical Working Groups

Collaboration on Instructional Tools

Framework of priority assets

Prototypes of through-course components

Set of 38 voluntary instructional units

Voluntary college-readiness tools such as model grade 12 bridge courses for struggling students

Support for Technology Transitions04/19/2319

END-OF-YEARASSESSMENT

THE PARCC ASSESSMENT SYSTEM(JULY 2011 REVISION, PENDING USED APPROVAL)

English Language Arts and Mathematics, Grades 3–8 and High School

Developed by The Center for K–12 Assessment & Performance Management at ETS, version 4, July 2011. For detailed information on PARCC, go to http://PARCConline.org.

Comp 3

PERFORMANCE

ASSESSMENT• ELA• Math

Timing of formative components is flexible

ELA/Literacy

• Speaking• Listening

Comp 5

Flexible timing

Comp 4

Early indicator of knowledge and skills to inform instruction,

supports, PD

Component 1EARLY

ASSESSMENT

Mid-Year Performance-Based

Assessment

(Potentially summative)

Component 2MID-YEAR

ASSESSMENT

PARTNERSHIP RESOURCE CENTER: Digital library of released items; formative assessments; model content frameworks; instructional and formative tools and resources; student and educator tutorials and practice tests; scoring training modules; professional development materials; and an interactive report generation system.

FormativeAssessment

Summative assessment for accountability

Summative, but not used for accountability

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PARCC IMPLEMENTATION MILESTONES

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2011-2012 Item and task development, piloting of components

Release of Model Content Frameworks and prototype items and tasks

Development of professional development resources and online platform

2012-2014 Field testing

2014-2015 New summative assessments in use

Summer 2015

Setting of common achievement standards

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Pg. 23

 

Pascal (Pat) D. Forgione, Jr., Ph.D.

Distinguished Presidential Scholar and Executive Director

Center for K-12 Assessment and Performance Management at ETS

Educational Testing Service

823 Congress Avenue, Suite 816

Austin, TX 78701

E-Mail: pdforgione@k12center.org

Nancy Doorey

Director of Programs

ndoorey@k12center.org

www.k12center.org

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GUIDE TO THE ASSESSMENT CONSORTIA:

Coming Together to Raise Achievement: New Assessments for the

Common Core State Standards

For updates and other informationwww.parcconline.org

COMMON CORE WALKABOUT

PARCC MODEL CONTENT FRAMEWORKS

For English Language Arts/Literacy

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TAB: Content Frameworks26

THE MODEL CONTENT FRAMEWORKS

• Assist educators to implement the standards

• Illustrate one a number of ways the standards could be organized over the course of the school year

• Inform the development of item specifications and blueprints for the PARCC assessments

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•Students read and comprehend a range of grade-level complex texts encountered in:

•ELA•science•history/social studies•the arts

•Vocabulary will be assessed in the context of reading passages

•Close, analytic reading and comparing and synthesizing ideas across texts are expected

Students demonstrate the core interrelated literacy activities of:

• reading

• gathering evidence about what is read

• analyzing and presenting that evidence in writing

Comprehending complex texts Analyzing sources in writing

ELA CONNECTIONS TO ASSESSMENT

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ELA CONNECTIONS TO ASSESSMENT

Conducting and reporting on research Speaking and Listening

Assessing students’ abilities to:

•gather resources

•evaluate their relevance

•report on information and ideas they have investigated

•conduct original research to answer questions or to solve problems

Students demonstrate a range of interactive oral communication and interpersonal skills:

•formal presentations

•working collaboratively

•sharing findings

•listening carefully to the ideas of others

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ELA CONNECTIONS TO ASSESSMENT

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Language use for reading, writing and speaking

Students demonstrate a strong command of grammar, and

spoken and written academic English.

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STRUCTURE OF THE MODEL CONTENT FRAMEWORKS

1. Narrative Summary of the ELA Standards

2. The Model Content Framework Chart3. Key Terms and Concepts for the Chart4. Writing and Speaking and Listening

Standards Progressions Charts

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know at your grade level.

CHECK THEM OUT!

Review the sample grade level frameworks for grades 3, 5, 7, and 11.

How will you use the frameworks at your site? Did they answer some of your questions?

Be ready to share with the entire group.

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Grade 3- Pg. 12

Essential Questions

What is the purpose of the Content Frameworks?

List the Connections to Assessment from the Content

Frameworks.

ASSESSMENT AND CONTENT FRAMEWORKS