Common Core State Standards and Partnership for Assessment of Readiness for College and Careers (PARCC) Overview - PowerPoint PPT Presentation

Loading...

PPT – Common Core State Standards and Partnership for Assessment of Readiness for College and Careers (PARCC) Overview PowerPoint presentation | free to download - id: 5682b3-OTI1M



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Common Core State Standards and Partnership for Assessment of Readiness for College and Careers (PARCC) Overview

Description:

Common Core State Standards and Partnership for Assessment of Readiness for College and Careers (PARCC) Overview Dr. Gayle Potter, Director Curriculum and Assessment – PowerPoint PPT presentation

Number of Views:832
Avg rating:3.0/5.0
Slides: 47
Provided by: Ade4166
Learn more at: http://siloamprodev.pbworks.com
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Common Core State Standards and Partnership for Assessment of Readiness for College and Careers (PARCC) Overview


1
Common Core State Standards and Partnership for
Assessment of Readiness for College and Careers
(PARCC) Overview
  • Dr. Gayle Potter, Director
  • Curriculum and Assessment
  • Arkansas Department of Education

2
Main Principles of Common Core State Standards
  • The Common Core State Standards for English
    Language Arts and Mathematics are designed to
    prepare students for college and career
    readiness.
  • The Standards are research-based and
    internationally benchmarked.
  • Content at each grade level is based on learning
    progressions.

3
Common Core News
  • The State Board of Education adopted the Common
    Core State Standards (CCSS) on July 12, 2010.
  • Statewide ELA and Mathematics committees are
    currently working on an analysis between the CCSS
    and Arkansas Curriculum Frameworks.
  • Professional development recommendations will be
    generated as one of the products of the committee
    work.

4
Grade Level Summary Data Sheet (by Common Core ELA standards) Grade Level Summary Data Sheet (by Common Core ELA standards) Grade Level Summary Data Sheet (by Common Core ELA standards) Grade Level Summary Data Sheet (by Common Core ELA standards) Grade Level Summary Data Sheet (by Common Core ELA standards) Grade Level Summary Data Sheet (by Common Core ELA standards) Grade Level Summary Data Sheet (by Common Core ELA standards)
Common Core grade level Total of CC standards at grade level of CC matched of 3 ratings EXCELLENT of 2 ratings GOOD of 1 ratings WEAK of non-matched standards
K-12 1019 96 608 258 95 40
K 72 94 45 18 5 4
1 81 90 58 9 6 8
2 71 97 36 22 8 2
3 90 94 43 25 16 5
4 87 99 79 7 0 1
5 85 100 46 28 11 0
6-8 273 99 192 71 5 2
9-10 115 90 31 36 31 10
11-12 113 95 55 37 12 5
5
Grade Level Summary Data Sheet (by Common Core Math standards) Grade Level Summary Data Sheet (by Common Core Math standards) Grade Level Summary Data Sheet (by Common Core Math standards) Grade Level Summary Data Sheet (by Common Core Math standards) Grade Level Summary Data Sheet (by Common Core Math standards) Grade Level Summary Data Sheet (by Common Core Math standards) Grade Level Summary Data Sheet (by Common Core Math standards)
Common Core grade level Total of CC standards at grade level of CC matched of 3 ratings EXCELLENT of 2 ratings GOOD of 1 ratings WEAK of non-matched standards
K-12 495 95 185 210 73 16
K 25 96 10 14 0 1
1 21 100 2 15 4 0
2 26 92 6 13 5 2
3 35 94 11 16 6 2
4 35 100 5 22 7 0
5 36 97 10 13 12 1
6 43 100 31 12 0 0
7 43 100 29 12 1 0
8 33 100 21 9 2 0
9-12 190 95 60 83 36 10
6
(No Transcript)
7
Strand Standard Standard Grade Match Matched Standard Strand Standard Diff
NS 7c CC.6.NS.7c Understand the absolute value of a rational number as its distance from 0 on the number line interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of 30 dollars, write 30 30 to describe the size of the debt in dollars. 6 9-12 AR.9-12.SEI.AI.2.4 (SEI.2.AI.4) Solve and graph simple absolute value equations and inequalities SEI.AI 2.4 -3 to -6
NS 7c CC.6.NS.7c Understand the absolute value of a rational number as its distance from 0 on the number line interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of 30 dollars, write 30 30 to describe the size of the debt in dollars. 6 9-12 AR.9-12.SEI.AI.2.4 (SEI.2.AI.4) Solve and graph simple absolute value equations and inequalities SEI.AI 2.4 -3 to -6
NS 7d CC.6.NS.7d Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than 30 dollars represents a debt greater than 30 dollars. 6 9-12 AR.9-12.SEI.AI.2.4 (SEI.2.AI.4) Solve and graph simple absolute value equations and inequalities SEI.AI 2.4 -3 to -6
8
(No Transcript)
9
Strand Standard Standard Grade Match Matched Standard Strand Standard Diff
SP 6 CC.7.SP.6 Investigate chance processes and develop, use, and evaluate probability models. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 7 9-12 AR.9-12.DIP.AI.5.8 (DIP.5.AI.8) Compute simple probability with and without replacement DIP.AI 5.8 -2 to -5
SP 6 CC.7.SP.6 Investigate chance processes and develop, use, and evaluate probability models. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 7 9-12 AR.9-12.DIP.AI.5.10 (DIP.5.AI.10) Communicate real world problems graphically, algebraically, numerically and verbally DIP.AI 5.10 -2 to -5
10
Strand Standard Standard Grade Match Matched Standard Strand Standard Diff
NS 2 CC.8.NS.2 Know that there are numbers that are not rational, and approximate them by rational numbers. Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., p2). For example, by truncating the decimal expansion of v2 (square root of 2), show that v2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations. 8 9-12 AR.9-12.LA.AI.1.1 (LA.1.AI.1) Evaluate algebraic expressions, including radicals, by applying the order of operations LA.AI 1.1 -1 to -4
EE 1 CC.8.EE.1 Work with radicals and integer exponents. Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 3(5) 3(3) 1/(33) 1/27. 8 9-12 AR.9-12.LA.AI.1.3 (LA.1.AI.3) Apply the laws of (integral) exponents and roots. LA.AI 1.3 -1 to -4
EE 2 CC.8.EE.2 Work with radicals and integer exponents. Use square root and cube root symbols to represent solutions to equations of the form x2 p and x3 p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that v2 is irrational. 8 9-12 AR.9-12.LA.AI.1.3 (LA.1.AI.3) Apply the laws of (integral) exponents and roots. LA.AI 1.3 -1 to -4
11
(No Transcript)
12
(No Transcript)
13
Surveys of Enacted Curriculum
  • Surveys of Enacted Curriculum is part of a state
    collaborative sponsored by the Council of Chief
    State School Officers (CCSSO).
  • The Surveys of Enacted Curriculum (SEC) code
    state standards and CCSS using a common content
    framework (taxonomy).
  • The results of the coding provide a model
    to compare content and cognitive demand both at
    the coarse grain size (content topics) and fine
    grain size (sub-topics).

14
(No Transcript)
15
(No Transcript)
16
(No Transcript)
17
(No Transcript)
18
What happens after states adopt Common Core
Standards?
  • The Common Core state standards are the first
    step in transforming our education system. For
    systemic change to occur
  • Educators must be given resources, tools, and
    time to adjust classroom practice.
  • Instructional materials need to be developed that
    align to the standards.
  • Assessments will be developed to measure student
    progress.
  • Federal, state, and district policies will need
    to be re-examined to ensure they support
    alignment of the common core -- throughout the
    system -- with student achievement.

18
19
Textbook Adoption Update
  • Questions from the Department were sent to the
    Arkansas Publishers Association, who distributed
    the questions.
  • Responses were due on Friday, November 6.
  • We anticipate moving forward with recommendation
    to State Board in December.

20
Overview of the Partnership for Assessment of
College and Career Readiness (PARCC) October 2010
21
Race to the Top Assessment Program Competition
  • 350 million of Race to the Top Fund set aside
    for awards to consortia of states to design and
    develop common K-12 assessment systems aligned to
    common, college- and career-ready standards.
  • Competition asked consortia to design assessment
    systems that meet dual needs of
  • Accountability
  • Instructional improvement
  • In September 2010, the U.S. Department of
    Education awarded two grants
  • Partnership for Assessment of Readiness for
    College and Careers (PARCC)
  • Smarter Balanced Assessment Consortium (SBAC)
  • The winning consortia have four years to develop
    assessments systems, and participating states
    will administer new assessments statewide by
    2014-2015.

21
22
PARCC States
Governing State
Participating State
22
23
PARCC States
13 Governing States
  • Arizona
  • Arkansas
  • District of Columbia
  • Florida (Fiscal Agent)
  • Georgia
  • Illinois
  • Indiana
  • Louisiana
  • Maryland
  • Massachusetts (Board Chair)
  • New York
  • Rhode Island
  • Tennessee

12 Participating States
  • Alabama
  • California
  • Colorado
  • Delaware
  • Kentucky
  • Mississippi
  • New Jersey
  • North Dakota
  • Ohio
  • Oklahoma
  • Pennsylvania
  • South Carolina

23
24
PARCC Project Management Partner
  • PARCC selected Achieve as its Project Management
    Partner to play a key role in coordinating the
    work of the Partnership, leveraging the
    organizations deep experience in developing
    educational standards, including helping develop
    the Common Core State Standards, and its
    experience leading multi-state assessment
    development efforts anchored in college- and
    career-ready goals.
  • Achieve is a bipartisan, non-profit organization
    that helps states raise academic standards,
    improve assessments, and strengthen
    accountability to prepare all young people for
    postsecondary education, work, and citizenship.
    It was created by the nations governors and
    business leaders in 1996 following the first
    National Education Summit.
  • Achieves Board is co-chaired by Gov. Phil
    Bredesen (D-TN) and Intel Chairman Craig Barrett
    and consists of Democratic governors, Republican
    governors and CEOs.

24
25
PARCC Theory of Action
26
PARCCs Fundamental Goal
  • States in the Partnership are committed to
    building their collective capacity to increase
    the rates at which students graduate from high
    school prepared for success in college and the
    workplace.

26
27
Theory of Action Assessment System Design
  • More Meaningful Standards The Partnerships
    assessment system will be anchored in the Common
    Core State Standards which are consistent across
    states, clear to the public, and provide an
    on-ramp to college and careers.
  • Higher Quality Tests PARCC assessments will
    include sophisticated items and performance tasks
    to measure critical thinking, strategic problem
    solving, research and writing.
  • Through-Course Testing Students will take parts
    of the assessment at key times during the school
    year, closer to when they learn the material.
  • Maximize Technology PARCC assessments in most
    grades will be computer based.
  • Cross-State Comparability States in PARCC will
    adopt common assessments and common performance
    standards.

27
28
Theory of Action Intended Outcomes
  • States in PARCC will use the common assessments
    to
  • Report achievement results based on a clear
    definition of college and career readiness, so
    students will know if they are on track early
    enough to make adjustments.
  • Compare results against a common high standard
    because readiness shouldnt differ across states
    or income levels.
  • Help make accountability policies better drivers
    of improvement by basing them on more
    sophisticated and meaningful assessments.
  • Promote good instruction by providing teachers
    useful, meaningful and timely information, which
    will help them adjust instruction, individualize
    interventions, and fine-tune lessons throughout
    the school year.

28
29
Theory of Action Key Stakeholders
  • Teachers, School Leaders, District
    Administrators, and State Officials
  • Stakeholders will regularly and quickly have a
    wider variety of useful performance data.
  • Higher Education
  • Assessments will identify whether students are
    ready for and prepared to succeed in entry-level,
    credit bearing postsecondary courses by the time
    they graduate from high school.
  • Parents, Students, and the Public
  • The Partnerships assessments will, for the first
    time, give information about student performance
    relative to children in other states and against
    achievement standards anchored in college- and
    career-ready knowledge and skills.

29
30
PARCC Assessment System Design Elements
31
Assessment System Design Distributed Summative
Assessment
  • Key components
  • Three through-course components distributed
    throughout the year in ELA and mathematics,
    grades 3-11.
  • One Speaking/Listening assessment administered
    after students complete the third through course
    component in ELA required but not part of
    summative score could be used for course
    grades.
  • One end-of-year assessment

31

Source Graphic adapted from a representation
prepared by the Center for K-12 Assessment
Performance Management (www.k12center.org)
32
Assessment System Design Distributed Summative
Assessment
  • Through-Course 1 and 2
  • ELA-1 and ELA-2 One or two tasks involving
    reading texts, drawing conclusions, and
    presenting analysis in writing.
  • Math-1 and Math-2 One to three tasks that assess
    one or two essential topics in mathematics
    (standards or clusters of standards).

32
Source Graphic adapted from a representation
prepared by the Center for K-12 Assessment
Performance Management (www.k12center.org)
33
Assessment System Design Distributed Summative
Assessment
  • Through-Course 3 and Through-Course 4 (ELA only)
  • ELA-3 Performance task(s) that require
    evaluating information from within a set of
    digital resources, evaluating their quality,
    selecting sources, and composing an essay or
    research paper.
  • ELA-4 (speaking and listening) Students will
    present their work from ELA-3 to classmates and
    respond to questions. Teachers will score, using
    a standardized rubric, and can use results in
    determining students class grades.
  • Math-3 Performance task(s) that require
    conceptual understanding, procedural fluency, and
    application of mathematical tools and reasoning.

33

Source Graphic adapted from a representation
prepared by the Center for K-12 Assessment
Performance Management (www.k12center.org)
34
Assessment System Design Distributed Summative
Assessment
  • End-of-Year
  • EOY Comprehensive, computer-scored assessment
    that includes a range of item types, including
    innovative, technology-enhanced items. Enables
    quick turnaround of student scores.
  • A students summative scoreused for
    accountability purposeswill include his/her
    performance on Through-Courses 1, 2, and 3 as
    well as the End-of-Year assessment.

34

Source Graphic adapted from a representation
prepared by the Center for K-12 Assessment
Performance Management (www.k12center.org)
35
Assessment System Design Distributed Summative
Assessment
  • Administration and Scoring
  • Overall assessment system will include a mix of
    constructed response items, performance tasks,
    and computer-enhanced, computer-scored items.
  • Assessments for grades 6-12 will be administered
    via computer while 3-5 will be administered via
    paper and pencil (in the short term).
  • Combination of artificial intelligence (AI) and
    human scoring will be employed states will
    individually determine the extent to which
    teachers will be involved in scoring.

35
36
Assessment System DesignFormative Assessment
  • Formative Tools
  • Partnership Resource Center (PRC) an online,
    digital resource that includes instructional
    supports
  • Released items with item data, student work,
    rubrics.
  • Model curriculum frameworks.
  • Scope and Sequence.
  • Text Complexity Diagnostic Tool a
    computer-adaptive tool to identify students
    proximate zone of development and supply
    suggestions for appropriate texts for students to
    read.
  • K-2 Assessments in ELA/Literacy and Mathematics
    including observations, checklists, running
    records, on-demand performance events
  • Individual state developed formative assessment
    tools shared across PARCC

36
37
Professional Capacity-Building
  • The Partnerships Professional Capacity-Building
    Plan
  • A leadership cadre of content experts (Higher Ed
    and K-12)
  • Training tools for implementation of assessment
    system
  • Training tools for interpreting and using
    assessment results
  • Additional tools related to the CCSS and the
    common assessments
  • Curriculum frameworks
  • Sample tasks and items

37
38
Communications and Engagement
  • Partnership-Wide and State-Level Communications
    Mechanisms
  • Public outreach beginning in Fall 2010
  • Targeted coalition-building within each state
  • College-ready outreach strategy for students and
    families
  • K-12 educator engagement strategy
  • Higher education engagement strategy

38
39
Higher Education Engagement
40
Higher EducationKey PARCC Partner
  • 200 postsecondary systems and institutions across
    all 26 PARCC states representing nearly 1,000
    campuses committed as partners.
  • Role of Higher Education
  • Partner with K-12 to develop college-ready high
    school assessments in English and mathematics.
  • Guide long-term strategy to engage all colleges
    and universities in PARCC states.
  • Lay groundwork for implementation of
    college-ready high school assessments as valid
    placement instruments for credit-bearing courses.
  • Ultimately, PARCC college-ready assessments will
    help many more students enter colleges better
    prepared and much more likely to persist in and
    complete degree and certificate programs.

40
41
Setting College-Ready Performance Standards
  • To set college-ready performance standards on the
    high school assessments, PARCC will used evidence
    from research such as
  • Concurrent validity studies that compare
    performance on PARCC assessments with SAT, ACT,
    Compass, Accuplacer and other similar
    assessments.
  • Predictive validity studies that document the
    relationship between performance on PARCC
    assessments and subsequent performance in first
    year courses.
  • Judgment studies by postsecondary faculty rating
    the importance of specific standards and test
    items for success in first year courses they
    teach.
  • Alignment studies that examine the relationship
    between content and student work in first year
    courses and what PARCC assessments measure.

41
42
Higher Education Engagement
  • College-Ready Advisory Committee
  • Include system and institution chancellors/preside
    nts from partnership states.
  • Engage institutions and faculty on the use of
    college-ready assessments as an indicator of
    students readiness.
  • College-Ready Working Groups
  • Include faculty from mathematics, English,
    composition, and other relevant disciplines.
  • Participate in all aspects of test development,
    including developing test specification and
    participating on test development committees.
  • Participate in a robust, research-based process
    to set the college-ready achievement levels.

42
43
Expected Outcomes of Higher Education Involvement
  • Better alignment of high school curricula with
    first-year college courses.
  • Development of bridge courses and exploration
    of dual enrollment policies.
  • Targeted college readiness supports to help
    students make the transition.
  • Alignment of exit standards in high school with
    placement expectations of postsecondary systems.

43
44
Timeline
45
PARCC Timeline
45
46
Partnership for Assessment of Readiness for
College and Careers http//www.fldoe.org/parcc/
About PowerShow.com