PARCC 101 for Parents Presentation to Somerset Public

  • Slides: 62
Download presentation
PARCC 101 for Parents Presentation to Somerset Public Schools & Somerset Berkley Regional High

PARCC 101 for Parents Presentation to Somerset Public Schools & Somerset Berkley Regional High School Parents Jeff Schoonover, Superintendent Elizabeth Haskell, Director of Curriculum & Assessment April 11, 2016

Learning about PARCC Today’s presentation will: ★Show PARCC’s relationship to the standards ★Breakdown PARCC’s

Learning about PARCC Today’s presentation will: ★Show PARCC’s relationship to the standards ★Breakdown PARCC’s performance tasks and question design ★Learn about the structure of PARCC math and ELA tests ★Review released items 2 Massachusetts Department of Elementary and Secondary Education

A brief history… ★In 2011 MA adopted the “new” Frameworks for ELA/Literacy and Mathematics

A brief history… ★In 2011 MA adopted the “new” Frameworks for ELA/Literacy and Mathematics that incorporated Common Core Standards ★The ultimate aim of the Frameworks is college and career readiness for all students 3 Massachusetts Department of Elementary and Secondary Education

Purpose of PARCC Summative Assessments ★Determine whether students are college and career ready (CCR)

Purpose of PARCC Summative Assessments ★Determine whether students are college and career ready (CCR) or on track to become college and career ready ★To assess the full range of the Common Core State Standards (CCSS) for reading, writing, and language ★Measure the full range of student performance ★Incorporate innovative approaches throughout the system 4 ★Provide data for accountability, including measures of growth Massachusetts Department of Elementary and Secondary Education

PARCC ★The Partnership for Assessment of Readiness for College and Careers ★Designed as the

PARCC ★The Partnership for Assessment of Readiness for College and Careers ★Designed as the “next generation” of assessment ★Rooted in and reflecting the shifts in the 2011 standards 5 Massachusetts Department of Elementary and Secondary Education

PARCC ★The Partnership for Assessment of Readiness for College and Careers ★Designed as the

PARCC ★The Partnership for Assessment of Readiness for College and Careers ★Designed as the “next generation” of assessment ★Rooted in and reflecting the shifts in the 2011 standards 2014 Field testing 2015 Choice: Operational PARCC and MCAS testing 2016 Choice: PARCC or transition to MCAS 2. 0 begins 2017 MCAS 2. 0 Massachusetts Department of Elementary and Secondary Education 6

What Are the Shifts at the Heart of PARCC’ Design and the Standards? 1.

What Are the Shifts at the Heart of PARCC’ Design and the Standards? 1. Complexity: Regular practice with complex text and its academic language. 2. Evidence: Reading and writing grounded in evidence from text, literary and informational. 3. Knowledge: Building knowledge through content rich nonfiction. 7

Another way to put it … The ELA shifts in the Frameworks build toward

Another way to put it … The ELA shifts in the Frameworks build toward college and career readiness for all students.

Regular practice with complex text and its academic language 1. PARCC builds a staircase

Regular practice with complex text and its academic language 1. PARCC builds a staircase of text complexity to ensure students are on track each year for college and career reading. Shift 1 jayandwinthropwriting. blogspot. com 9

Regular practice with complex text and its academic language 2. PARCC rewards careful, close

Regular practice with complex text and its academic language 2. PARCC rewards careful, close reading rather than racing through passages. 10 Shift 1 More adventures in CLOSE Reading | AJUSD's Common Core Blogblogs. goaj. org

Regular practice with complex text and its academic language 3. PARCC systematically focuses on

Regular practice with complex text and its academic language 3. PARCC systematically focuses on the words that matter most—not obscure vocabulary, but the academic language that pervades complex texts Shift 1 www. primary-education-oasis. com 11

Reading and writing grounded in evidence from text, literaryand informational 4. PARCC focuses on

Reading and writing grounded in evidence from text, literaryand informational 4. PARCC focuses on students rigorously citing evidence from texts throughout the assessment (including selectedresponse items). Shift 2 www. readinglady. com 12

Reading and writing grounded in evidencefrom tex literary and informational 5. PARCC includes questions

Reading and writing grounded in evidencefrom tex literary and informational 5. PARCC includes questions with more than one right answer to allow students to generate a range of rich insights that are substantiated by evidence from text(s). Shift 2 www. keepcalm-o-matic. co. uk

Reading and writing grounded in evidencefrom text, literary and informational 6. PARCC requires writing

Reading and writing grounded in evidencefrom text, literary and informational 6. PARCC requires writing to sources rather than writing to de-contextualized expository prompts. Shift 2 www. ibiblio. org

Reading and writing grounded in evidencefrom text, literary and informational 7. PARCC also includes

Reading and writing grounded in evidencefrom text, literary and informational 7. PARCC also includes rigorous expectations for narrative writing, including accuracy and precision in writing in later grades. 15 Shift 2 www. scholastic. com

Building knowledge through content-rich nonfiction 8. PARCC assesses not just ELA but a full

Building knowledge through content-rich nonfiction 8. PARCC assesses not just ELA but a full range of reading and writing across the disciplines of science and social studies. www. vernier. com 16 Shift 3 www. sledegrande. com

Building knowledge through content-rich nonfiction 9. PARCC simulates research on the assessment, including the

Building knowledge through content-rich nonfiction 9. PARCC simulates research on the assessment, including the comparison and synthesis of ideas across a range of informational sources. Shift 3 www. montessoripathwaysschool. com

These changes promote College & Career Readiness… The standards support students’ability to ★Demonstrate independence

These changes promote College & Career Readiness… The standards support students’ability to ★Demonstrate independence ★Exhibit strong content knowledge ★Value evidence ★Use technology and digital media ★Meet challenges ★Apply skills authentically ★Develop procedural skills and fluency ★Understand other perspectives and cultures 18

PARCC Performance Tasks • Each grade level does each of the 3 tasks •

PARCC Performance Tasks • Each grade level does each of the 3 tasks • Literary Analysis Task (LAT) • Literary Analysis Task plays an important role in honing students’ ability to read complex text closely, a skill that research reveals as the most significant factor differentiating college-ready from non-college-ready readers. This task will ask students to carefully consider literature worthy of close study and compose an analytic essay. • Research Simulation Task (RST) • Research Simulation Task asks students to exercise the career- and college- readiness skills of observation, deduction, and proper use and evaluation of evidence across text types. In this task, students will analyze an informational topic presented through several articles or multimedia stimuli, the first text being an anchor text that introduces the topic. Students will engage with the texts by answering a series of questions and synthesizing information from multiple sources in order to write an analytic essay. • Narrative Task (NT) • 19 Narrative Task broadens the way in which students may use this type of writing. Narrative writing can be used to convey experiences or events, real or imaginary. In this task, students may be asked to write a story, detail a scientific process, write a historical account of important figures, or to describe an account of events, scenes or objects, for example.

PARCC Item Types There are three item types within each task ★ Evidence Based

PARCC Item Types There are three item types within each task ★ Evidence Based Selected Response (EBSR) ★ Technology Enhanced Constructed Response (TECR) ★ Prose Constructed Response (PCR) 20 Massachusetts Department of Elementary and Secondary Education

Gr. 3 Evidence-Based Selected-Response 21 Part A Part B What is one main idea

Gr. 3 Evidence-Based Selected-Response 21 Part A Part B What is one main idea of “How Animals Live? ” Which sentence from the article best supports the answer to Part A? a. There are many types of animals on the planet. b. Animals need water to live. c. There are many ways to sort different animals. * d. Animals begin their life cycles in different forms. a. “Animals get oxygen from air or water. ” b. "Animals can be grouped by their traits. ”* c. "Worms are invertebrates. ” d. "All animals grow and change over time. ” e. "Almost all animals need water, food, oxygen, and shelter to live. "

Gr. 3 Technology-Enhanced Constructed-Response Drag the words from the word box into the correct

Gr. 3 Technology-Enhanced Constructed-Response Drag the words from the word box into the correct locations on the graphic to show the life cycle of a butterfly as described in “How Animals Live. ” Words: 22 Pupa Adult Egg Larva

Question Design ★Sequences of questions that draw students into deeper encounters with texts (as

Question Design ★Sequences of questions that draw students into deeper encounters with texts (as in an excellent classroom), rather than sets of random questions of varying quality. ★Two part questions to show what the student knows and how they know it (use of evidence). ★Opportunities for students to demonstrate what they know and items allow for partial credit. ★Purposeful options for student expression of divergent thinking –some questions call for multiple 23 pieces of support.

5 Performance Levels Level 5: Distinguished Command Level 4: Strong Command Level 3: Moderate

5 Performance Levels Level 5: Distinguished Command Level 4: Strong Command Level 3: Moderate Command Level 2: Partial Command Level 1: Did not demonstrate Partial Command 24 Massachusetts Department of Elementary and Secondary Education

Another Way to Think Performance Levels ★Level 5: Exceeded Expectations ★Level 4: Met Expectations

Another Way to Think Performance Levels ★Level 5: Exceeded Expectations ★Level 4: Met Expectations ★Level 3: Approached Expectations ★Level 2: Partially met Expectations ★Level 1: Did not meet Expectations 25 Massachusetts Department of Elementary and Secondary Education

Student Technology Skills ELA TECR & PCR ★Click and tap ★Select object, text or

Student Technology Skills ELA TECR & PCR ★Click and tap ★Select object, text or area ★Select and drag and drop ★Unselect ★Scroll ★Type w/text editor ★Use text highlighter ★Use video player MATH ★Plot points ★Use calculator ★Use protractor ★Use ruler

Changes since last year ★Reduction in testing time by 30 minutes in ELA ★Consolidation

Changes since last year ★Reduction in testing time by 30 minutes in ELA ★Consolidation of the testing window from Performance Based Assessment in March and End of the Year testing in May or June ★The window is now 30 days from start to finish for all PARCC tests, Math and ELA, but most schools are expected to finish in 1 -2 weeks. ★Reduction in the number of test units or sessions from 5 to 3. 27 Massachusetts Department of Elementary and Secondary Education

PARCC ELA Grade 3 Blueprint 2016 Based upon feedback, the 2016 test merges the

PARCC ELA Grade 3 Blueprint 2016 Based upon feedback, the 2016 test merges the two administrations from last year into one. Text includes printed sources and multi-media. Unit 1 Time: Literary Analysis Task (LAT) 2 Literary Texts 4 EBSR and 2 TECR items 1 PCR essay Unit 2 Time: Research Simulation Task (RST) 2 Informational Texts 4 EBSR and 2 TECR items 1 PCR essay Unit 3 Time: Narrative Writing Task (NT) 1 Literary Text 4 EBSR and 1 TECR 1 PCR essay Literary Passage Short : 200 -400 words 4 EBSR/TECR items Informational Passage Long: 400 -800 words 6 EBSR/TECR items 28 http: //www. parcconline. org/assessments/test-design/ela-literacy/testspecifications-documents Massachusetts Department of Elementary and Secondary Education

PARCC ELA Grades 4 -5 Blueprint 2016 Based upon feedback, the 2016 test merges

PARCC ELA Grades 4 -5 Blueprint 2016 Based upon feedback, the 2016 test merges the two administrations from last year into one. Text includes printed sources and multi-media. Unit 1 Time: Literary Analysis Task (LAT) 2 literary texts 4 EBSR and 2 TECR items 1 PCR essay Unit 2 Time: Research Simulation Task (RST) 3 Informational Texts 7 EBSR and 2 TECR items 1 PCR essay Unit 3 Time: Narrative Task (NT) 1 Literary Text 4 EBSR and 1 TECR 1 PCR essay Literary Text or Reading Short: 200 -400 words Literary or Informational 1 long passage 400 -800 words Or a paired passage set 29 http: //www. parcconline. org/assessments/test-design/ela-literacy/testspecifications-documents Massachusetts Department of Elementary and Secondary Education

PARCC ELA Grades 6 -11 Blueprint 2016 http: //www. parcconline. org/assessments/test-design/ela-literacy/test-specificationsdocuments Based upon feedback,

PARCC ELA Grades 6 -11 Blueprint 2016 http: //www. parcconline. org/assessments/test-design/ela-literacy/test-specificationsdocuments Based upon feedback, the 2016 test merges the two administrations from last year into one. Text includes printed sources and multi-media. Unit 1 110 minutes Literary Analysis Task (LAT) 2 literary texts 6 multiple-select items 1 essay Long Informational Text not connected to LAT 6 multiple-select items Unit 2 110 minutes Research Simulation Task Short Text (RST) not connected to RST 3 Informational Texts 4 multiple-select items 8 multiple-select items 1 essay Unit 3 90 minutes Narrative Task (NT) 1 Literary Text 4 multiple-select items 1 essay Paired Texts not connected to NT 6 multiple-select items Massachusetts Department of Elementary and Secondary Education 30

What About Time on Testing? MCAS PARCC Each session has a recommended duration Each

What About Time on Testing? MCAS PARCC Each session has a recommended duration Each session has a designated duration However, all sessions are untimed and students may use as much time as they like. Most schools give students until the end of the school day All students may use up to 50% additional time beyond the designated duration. Students with disabilities will receive the time accommodations stipulated by their 504 s and IEPs Massachusetts Department of Elementary and Secondary Education 31

A Grade 4 Narrative Task Set 32 Massachusetts Department of Elementary and Secondary Education

A Grade 4 Narrative Task Set 32 Massachusetts Department of Elementary and Secondary Education

A Grade 4 Narrative Task Set 33 Massachusetts Department of Elementary and Secondary Education

A Grade 4 Narrative Task Set 33 Massachusetts Department of Elementary and Secondary Education

Inference: Motive & Action 34 Massachusetts Department of Elementary and Secondary Education

Inference: Motive & Action 34 Massachusetts Department of Elementary and Secondary Education

Prose Constructed Response 35 Massachusetts Department of Elementary and Secondary Education

Prose Constructed Response 35 Massachusetts Department of Elementary and Secondary Education

A Grade 7 Literary Analysis Task Students read excerpts from Georges and the Jewels;

A Grade 7 Literary Analysis Task Students read excerpts from Georges and the Jewels; Excerpt from Black Beauty, the Autobiography of a Horse 36 Massachusetts Department of Elementary and Secondary Education

37 Massachusetts Department of Elementary and Secondary Education

37 Massachusetts Department of Elementary and Secondary Education

38 Massachusetts Department of Elementary and Secondary Education

38 Massachusetts Department of Elementary and Secondary Education

39 Massachusetts Department of Elementary and Secondary Education

39 Massachusetts Department of Elementary and Secondary Education

40 Massachusetts Department of Elementary and Secondary Education

40 Massachusetts Department of Elementary and Secondary Education

Mathematical Rigor – the reasoning behind the shift in PARCC. 41 Massachusetts Department of

Mathematical Rigor – the reasoning behind the shift in PARCC. 41 Massachusetts Department of Elementary and Secondary Education

PARCC Structure –Math 42

PARCC Structure –Math 42

PARCC High Level Blueprint Item Type/ Points Grade 3 Grade 4 Grade 5 T

PARCC High Level Blueprint Item Type/ Points Grade 3 Grade 4 Grade 5 T 1 – 1 pt. 32 26 26 T 1 – 2 pt. 4 7 7 T 2 – 3 pt. 2 2 2 T 2 – 4 pt. 2 2 2 T 3 – 3 pt. 2 2 2 T 3 – 6 pt. 1 1 1 Total T 1 36 33 33 Total T 2 4 4 4 Total T 3 3 43 Massachusetts Department of Elementary and Secondary Education

Three Types of PARCC Math Questions ★Type I: Tasks assessing concepts, skills and procedures

Three Types of PARCC Math Questions ★Type I: Tasks assessing concepts, skills and procedures ★Type I tasks include a balance of conceptual understanding, fluency, and application. These tasks can involve any or all mathematical practice standards. ★Type II: Tasks assessing expressing mathematical reasoning ★Written arguments/justifications, critique of reasoning, or precision in mathematical statements. These tasks can also involve other mathematical practice standards. ★Type III: Tasks assessing modeling/applications ★Type III tasks call for modeling/application in a real-world context or scenario and can also involve other mathematical practice standards. Massachusetts Department of Elementary and Secondary Education 46

PARCC Question Type Breakdown Type III Description Reporting Categories Conceptual Sub-claim A: understanding, Solve

PARCC Question Type Breakdown Type III Description Reporting Categories Conceptual Sub-claim A: understanding, Solve problems fluency, and involving the major application content for the grade level Sub-claim B: Solve problems involving the additional and supporting content for the grade level Written Sub-claim C: arguments/ Express justifications, mathematical critique of reasoning by reasoning, or constructing precision in mathematical arguments and statements critiques Modeling Sub-claim D: /application in a solve real- world real-world context problems or scenario engaging particularly in the modeling practice. Scoring Method Mathematical Practice(s) Computer-scored only (Multiple Choice) Can involve any or all mathematical practice standards A mix of computerscored and handscored tasks (Multiple choice/Response) Primarily MP. 3 (Construct viable arguments and critique reasoning) and MP. 6 (Attend to precision. ), but may also involve any of the other practices A mix of computerscored and handscored tasks (Multiple choice/Response Primarily MP. 4 (Model with Mathematics), but may also involve any of the other practices 47

Sample Released Items & Student Work Samples from PARCC Spring 2015 Assessment 48 Massachusetts

Sample Released Items & Student Work Samples from PARCC Spring 2015 Assessment 48 Massachusetts Department of Elementary and Secondary Education

Sample PARCC Released Items Grade 4 (Type III) 49 Massachusetts Department of Elementary and

Sample PARCC Released Items Grade 4 (Type III) 49 Massachusetts Department of Elementary and Secondary Education

Sample PARCC Released Items Grade 4 (Type III) 50 Massachusetts Department of Elementary and

Sample PARCC Released Items Grade 4 (Type III) 50 Massachusetts Department of Elementary and Secondary Education

General Scoring Decision: If an item specifies a method, then the methodmust be used

General Scoring Decision: If an item specifies a method, then the methodmust be used for student to earn full credit. Student response must include the following 3 elements: Reasoning component (2 points) 1 pt. - Valid explanation of how to find 5/12 using the number line. 1 pt. - Valid explanation of how to find 2 x 5/12 using the number line. 51 Computation component (1 point) Correct product, 10/12 or equivalent Massachusetts Department of Elementary and Secondary Education

How did student “A”score? Sample Student Response: I know that each tick mark on

How did student “A”score? Sample Student Response: I know that each tick mark on this number line is equivalent to 1/12 , so to find 5/12 , I would count 5 of the tick marks. Then to find 2 groups of 5/12, I would count 5/12 two times starting at zero on the number line. I would land on 5/6, which is the same as 10/12. The product is 10/12. This student scores 3 points because they have included reasoning on the number line for both parts of the question, (2 pts. ) and because they have calculated the correct response of 10/12 (1 pt. ) Massachusetts Department of Elementary and Secondary Education 52

How does student “B” score? This student scores a 2. They receive 1 pt.

How does student “B” score? This student scores a 2. They receive 1 pt. for reasoning on the number line on the first part of the problem. They do not receive credit for reasoning on the second part of the problem (2 x 5/12), because they do not reference the number line in their reasoning. They do receive the point for correctly calculating the response of 10/12. Massachusetts Department of Elementary and Secondary Education 53

6 th Grade Examples 6. C. 3 Base arithmetic explanations/reasoning on concrete referents such

6 th Grade Examples 6. C. 3 Base arithmetic explanations/reasoning on concrete referents such as diagrams (whether provided in the prompt or constructed by the student in her response), connecting the diagrams to a written (symbolic) method. Content Scope: Knowledge and skills articulated in 6. NS. 1

What are the implications of a computer based test? ★Tools and calculators are imbedded

What are the implications of a computer based test? ★Tools and calculators are imbedded in the testing platform. Students need to access them when they want to use them. ★Students should be familiar with equation editor. ★Some questions will only accept an answer or expression/equation. ★Writing space may appear limited to students. ★When students transfer their work from paper to the computer, students may; leave out information, transfer only the answer, or forget to reread response for completeness.

7 th Grade Examples 7. EE. 1 Apply properties of operations as strategies To

7 th Grade Examples 7. EE. 1 Apply properties of operations as strategies To add, subtract, factor and expand linear Expressions with rational coefficients.

8. D. 2 -Solve multi-step contextual word problems With a degree of difficulty appropriate

8. D. 2 -Solve multi-step contextual word problems With a degree of difficulty appropriate to grade 8, requiring application of knowledge and skill articulated In 7. RP. A, 7. NS. 3, 7. EE, 7. G, 7. SP. B 8 th Grade Examples

Thank you! Questions? 62

Thank you! Questions? 62