Shifting Gears Using the CCSS, PARCC and Evaluation to Drive Student Achievement
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Transcript of Shifting Gears Using the CCSS, PARCC and Evaluation to Drive Student Achievement
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