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

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Title: Shifting Gears Using the CCSS, PARCC and Evaluation to Drive Student Achievement


1
Shifting Gears Using the CCSS, PARCC and
Evaluation to Drive Student Achievement
2
ACRONYM MATCH GAME
  • 1. CCSS _____ Who will learn how much of
    what by when
  • (Common Core State Standards)
  • ELA _____ Building panel providing
    mentoring and
  • (English Language Arts) targeted
    professional development
  • 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

3
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. 
4
Common Core Across the Nation
4
5
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
6
The Shifts in ELA/Literacy
  • Building knowledge through content-rich
    nonfiction
  • Reading, writing and speaking grounded in
    evidence from text, both literary
    and informational
  • Regular practice with complex text and its
    academic language

We are all teachers of literacy!
7
The CCSS Difference Grade 7 ELA
  • Before NJCCCS (2004)
  • 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.

8
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.
9
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 audiences knowledge level, concerns, values,
    and possible biases.

10
Grade 7 Technology-Enhanced Constructed-Response
Item
  • Below are three claims that one could make based
    on the article Earharts Final Resting Place
    Believed Found.
  • Part A
  • Highlight the claim that is supported by the most
    relevant and sufficient facts within Earharts
    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.


11
The Shifts in Mathematics
  • Focus Focus strongly where the standards focus
  • Coherence Think across grades, and link to major
    topics
  • Rigor In major topics, pursue conceptual
    understanding, procedural skill and fluency, and
    application with equal intensity

12
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.

13
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.

14
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
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  • Use a Degree of Independence Rubric
  • Did with no teacher assistance.
  • Required only 1 2 quick reminders.
  • Required some direction, hints, prompts.
  • Required significant teacher assistance
    scaffolded
  • prompting, directions, reminders.
  • 5. Even with considerable teacher assistance,
    could not complete the task.
  • - Grant Wiggins

17
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 speakers key points,
request clarification, and ask relevant
questions. - Common Core ELA Standards
18
  • 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.

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Components of Evaluation
Danielson Rubric
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Welcome Teachers! Meet AchieveNJ
http//www.youtube.com/watch?vRuwSIjT_ql4rel0
28
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.

29
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.
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Teachers in Tested Grades
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.
36
Introduction to Teacher Evaluation
Introduction to Teacher Evaluation
Teachers in Tested Grades 4-8
Teacher Practice Performance on a teacher
practice instrument, driven primarily through
observation
Stu. Growth Percentile State-calculated score
that measures individual teachers ability to
drive growth on NJ ASK NJASK
Stu. Growth Objective Locally-calculated score
that measures an individual teachers impact on
stu. achievement
Summative Rating Overall eval. score that
combines the multiple measures of practice and
student progress
Inputs of Effective Teaching
Outcomes of Effective Teaching
N.J.A.C. 6A10-4.1

37
Teachers in Non-Tested Grades/Subjects
Non-Tested Grades and Subjects Student
Achievement will be 15 in SY 13-14. Teacher
Practice will be 85.
The Department will look to incorporate other
measures where possible and percentages will
change as system evolves.
37
38
Introduction to Teacher Evaluation
Teachers in Non-Tested Grades/Areas
Teacher Practice Performance on a teacher
practice instrument, driven primarily through
observation
Stu. Growth Objective Locally-calculated score
that measures an individual teachers impact on
stu. achievement
Summative Rating Overall eval. score that
combines the multiple measures of practice and
student progress
Inputs of Effective Teaching
Outcomes of Effective Teaching
N.J.A.C. 6A10-4.1
39
Teacher Evaluation Summative Evaluation Tested
Grades and Subjects
39
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