# Obstacles or Opportunities: Using the CCSS, PARCC and Educator Evaluation to Improve Student Achievement - PowerPoint PPT Presentation

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## Obstacles or Opportunities: Using the CCSS, PARCC and Educator Evaluation to Improve Student Achievement

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### Title: Implementing the Common Core State Standards: The Shifts Author: Sandra Last modified by: Tracy Created Date: 10/10/2012 5:48:03 PM Document presentation format – PowerPoint PPT presentation

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Title: Obstacles or Opportunities: Using the CCSS, PARCC and Educator Evaluation to Improve Student Achievement

1
Obstacles or Opportunities Using the CCSS,
PARCC and Educator Evaluation to Improve Student
Achievement
2
Common Standards, Common Assessments Uncommon
Results
• Common Core State Standards
necessary, but not sufficient
• Common Assessments
required to identify best practices
• Quality Implementation
critical to improve student achievement

3
So the question is

4
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.

5
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.

6
The CCSS Difference Grade 3-5 ELA Integration
of Knowledge and Ideas
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.
7
• 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.

8
Limitations of Textbooks and Programs
• CCSS requires the re-evaluation of textbooks,
materials and programs.
• Rubrics for evaluating resources can be found at
the NJDOE website under CCSS.

9
Model Curriculum 1.0 2.0
Version 1.0 Version 1.0 Version 2.0 Version 2.0 Version 1.0
WHAT Students need to Learn WHAT Students need to Learn HOW We can best Instruct HOW We can best Instruct WHEN do we know students have Learned
Standard Student Learning Objectives Instruction 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 Assessment SLOs 1-5
CCSS Standard 2 SLO 3 SLO 4 SLO 5 Model Lessons Model Tasks Engaging Instructional Strategies Effective checks for understanding Teacher designed formative assessments Unit Assessment SLOs 1-5
General Bank of Assessment Items 2.0 General Bank of Assessment Items 2.0 General Bank of Assessment Items 2.0 General Bank of Assessment Items 2.0 General Bank of Assessment Items 2.0
Student level learning reports - Professional development - Resource reviews Student level learning reports - Professional development - Resource reviews Student level learning reports - Professional development - Resource reviews Student level learning reports - Professional development - Resource reviews Student level learning reports - Professional development - Resource reviews
10
Why Unit-based Formative Assessments?
• Clarify the level of rigor for teaching the
standards or SLOs
• Create common expectations in common courses
• Provide data to inform classroom instruction
• Provide data that can be combined with
observation data to inform PD

11
Unit Assessment Grade 3 sample formative
assessment items
12
Grade 3, Item 1Part A Elizas Cherry Trees
• The article includes these details about Elizas
life
• She wrote newspaper articles to tell others about
not been there. (paragraph 1)
(paragraph 1)
• She was the first woman to work at the National
Geographic Society, where she wrote many articles
and books. (paragraph 11)
•
• What do these details help show ?
• They show that she shared the benefits of her
experiences with others.
• They show she had many important jobs during her
lifetime, but becoming a photographer was one of
her proudest moments.
• They show that her earlier travels were more
exciting than the work she did later in her life.
• They show that she had a careful plan for
everything she did in her life.

13
Grade 3, Item 1Part B Elizas Cherry Trees
• Ideas from paragraphs 1 and 11 were used to help
you learn about Eliza. Click on two other
paragraphs that include additional support for
the answer in Part A. There are more than two
paragraphs that include additional support, but
you need to only choose two.

14
Grade 3, Item 3, Research Simulation Essay
Elizas Cherry Trees Japans Gift to America and
The Peanut Man
American history who solved a problem by working
to make a change.
• Write an article for your school newspaper
describing how Eliza and Carver faced challenges
to change something in America.
• In your article, be sure to describe in detail
why some solutions they tried worked and others
did not work.
• Tell how the challenges each one faced were the
same and how they were different.

15
Grade 7 Analytical Prose Constructed-Response Item
• Based on the information in the text Biography
of Amelia Earhart, write an essay that
summarizes and explains the challenges Earhart
faced throughout her life. Remember to use
textual evidence to support your ideas.

16
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.

17
• You have read three texts describing Amelia
Earhart. All three include the claim
that Earhart was a brave, courageous person. The
three texts are
• Biography of Amelia Earhart
• Earhart's Final Resting Place Believed
Found
• Amelia Earharts Life and Disappearance
• Consider the argument each author uses to
demonstrate Earharts bravery.
• Write an essay that analyzes the strength of the
arguments about Earharts bravery in at least two
of the texts. Remember to use textual evidence to

18
Grade 7 Summative Assessment Prose Constructed
(Analytical Essay) Amelia Earharts Life and
Disappearance
Read the Biography of Amelia Earhart
Read Earharts Final Resting Place Believed
Found
19
Selected Response (EBSR) from Literary Analysis
Read the excerpt from Ovids Daedalus and Icarus
20
Grade 10 Summative Assessment Prose Constructed
ResponseSample 1 from Literary Analysis Task
Read the excerpt from Ovids Daedalus and Icarus
Read Anne Sextons To A Friend Whose Work Has
Come To Triumph
21
Read the excerpt from Ovids Daedalus and Icarus
Read Anne Sextons To A Friend Whose Work Has
Come To Triumph
22
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33
How do your assessments compare to these?
• PARCC is designed to reward
• quality instruction aligned to the Standards,
• so the assessment is worthy of preparation
• rather than a distraction from good work.
• What kind of instruction is rewarded by your
assessments?

34
• PARCC utilizes Evidence-Centered Design

35
Claims Driving Design ELA/Literacy
36
CCSS 3 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

37
Claims Driving Design Mathematics
38
The CCSS 3 Shifts in Mathematics
1. Focus strongly where the standards focus. 2.
topics. 3. Rigor In major topics, pursue
conceptual understanding, procedural skill and
fluency, and application.
39
Mathematical Practices
• Make sense of problems and persevere in solving
them.
• Reason abstractly and quantitatively.
• Construct viable arguments and critique the
reasoning of others.
• Model with mathematics.
• Use appropriate tools strategically.
• Attend to precision.
• Look for and make sense of structure.
• Look for and express regularity in repeated
reasoning.

40
PARCCs Core Commitments to ELA/Literacy
Assessment Quality
• Texts Worth Reading Authentic texts worthy of
study instead of artificially produced or
commissioned passages.
• Questions Worth Answering Sequences of
questions that draw students into deeper
encounters with texts rather than sets of random
questions of varying quality.
• Better Standards Demand Better Questions Custom
items written to the Standards instead of reusing
existing items.
• Fidelity to the Standards PARCC evidences are
rooted in the language of the Standards so that
expectations remain the same in both
instructional and assessment settings.

41
PARCCs Core Commitments to Mathematics
Assessment Quality
• Focus Items will focus on major, and additional
and supporting content.
• Problems worth doing Problems will include
conceptual questions, applications, multi-step
problems and substantial procedures.
• Better Standards Demand Better Questions Custom
items written to the Standards instead of reusing
existing items.
• Fidelity to the Standards PARCC evidences are
rooted in the language of the Standards so that
expectations remain the same in both
instructional and assessment settings.

42
Assessment Transition Timeline Are your
assessments transitioning?
Transitional Assessments
43
PARCC Assessment Design English Language
• Mid-Year Assessment
• Performance-based
• Emphasis on hard-to-measure standards
• Potentially summative
• Speaking And Listening
• Assessment
• Locally scored
• Non-summative, required

44
What gets measured gets managed!
• Lesson plans
• Walkthroughs and evaluations feedback on
standards-aligned instruction
• Data reports Unit assessment data, walkthrough
data

45
Leverage the Power of PLCs!
• Create agendas that focus on the right work.
• Engage in on-going collaboration.
• Put the truth on the table.
• Administrators attend on a regular basis and
provide feedback and support.

46
Activities to Promote Understanding of the CCSS
• Review the 10 ELA anchor standards for a grade
band
• Examine the K-12 development of a single anchor
standard
• Review the Appendices
• Appendix A Text Complexity
• Appendix B Text Exemplars and Student Perf.
• Appendix C Samples of Student Writing
• Analyze the Model Curriculum and Unit Assessments
• Study the CCSS math practices

47
Shifting Gears Resources
• NJDOE Resources http//www.state.nj.us/education/
• Model Curricula for K-12 Mathematics and ELA
• Unit Assessments
• Scaffolds for ELL and Special Education
• Model lessons, units, videos, materials and
resources
• Assessment bank
• Educator Resource Website (njcore.org)
• PARCC www.PARCConline.org
• CCSS www.achievethecore.org http//www.corestand
ards.org/

48
What new Resources will be provided?
• September launch of Educator Resource Exchange
website!
• Development of on-line CC professional
development modules for teachers and
• Training videos on high quality early childhood
practices
• A series of videos that address the Shifting
Gears topics
• Monthly dissemination of information (resources,
invitations to participate in special projects,
free PD opportunities) to Common Core
Implementation Teams
• Comprehensive communication campaign to build
awareness
• Additional SGO exemplars that support quality
instruction
• Identification and sharing of CC best
practices.

49
50
• What can I do?
• Educators can
• Search for resources and/or browse
standards/model curriculum to locate
instructional materials
• Upload a resource to share with fellow educators
and general public
• Rate a resource and view rating (only educators
can rate resources)
• Create a user profile with a my collections
feature to store and organize favorite resources
• Access on a mobile device on IOS (Apple) and
Android devices.
• Share resources in social media

51
What new Professional Development will be
offered?
• Introduction of Model Lesson Awards
• Training for teachers on the Tri-State Quality
Review Rubric and protocols for examining student
work
• Regional trainings for teachers on key CC topics
in math and ELA
• Regional trainings for administrators on
curricular and instructional look fors in the
CC classroom
• Statewide CC and PARCC trainings for school board
faculty, parents and the business community
• Enhanced training and support for Priority and
Focus schools
• SGO training for teachers and administrators

52
Resources to Support Parents
• National Parent Teacher Association (PTA)- a
on the CCSS http//pta.org/parents/content.cfm?It
emNumber2583
• Council of the Great City Schools- Parent
Roadmaps to the Common Core Standards (ELA and
Math). Provides guidance to parents about what
their children will be learning and how they can
support that learning in grades K-8. (Available
in English and Spanish) http//cgcs.schoolwires.
net/domain/36

53
Obstacles or Opportunities?
• Culture
• Capacity
• Coherence
• Courage

54
• Shouldn't all kids have this experience?

55
This is our moment.
• What will you do?