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A Walk In the PARCC . An ELA Focus On Next Generation Assessments and Model Frameworks Char Shryock - PARCC ELC Sept 13, 2012. The PARCC Goals. Create high-quality assessments Build a pathway to college and career readiness for all students Support educators in the classroom

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A walk in the parcc

A Walk In the PARCC

An ELA Focus On Next Generation Assessments and Model Frameworks

Char Shryock - PARCC ELC

Sept 13, 2012


The parcc goals

The PARCC Goals

  • Create high-quality assessments

  • Build a pathway to college and career readiness for all students

  • Support educators in the classroom

  • Develop 21st century, technology-based assessments

  • Advance accountability at all levels

  • Build an assessment that is sustainable and affordable


Partnership for assessment of readiness for college and careers parcc

Partnership for Assessment of Readiness for College and Careers (PARCC)


Non summative optional assessment components

Non-Summative Optional Assessment Components

Optional Assessments/Flexible Administration

  • Diagnostic Assessment designed to be an indicator of student knowledge and skills so that instruction, supports and professional development can be tailored to meet student needs

  • Mid-Year Assessment comprised of performance-based items and tasks, with an emphasis on hard-to-measure standards. After study, individual states may consider including as a summative component

Mid-Year

Assessment

  • Performance-based

  • Emphasis on hard to measure standards

  • Potentially summative

Diagnostic

Assessment

  • Early indicator of student knowledge and skills to inform instruction, supports, and PD


Summative assessment components

Summative Assessment Components

  • Performance-Based Assessment (PBA) administered as close to the end of the school year as possible. The ELA/literacy PBA will focus on writing effectively when analyzing text. The mathematics PBA will focus on applying skills, concepts, and understandings to solve multi-step problems requiring abstract reasoning, precision, perseverance, and strategic use of tools

  • End-of-Year Assessment (EOY) administered after approx. 90% of the school year. The ELA/literacy EOY will focus on reading comprehension. The math EOY will be comprised of innovative, machine-scorable items

End-of-Year

Assessment

  • Innovative, computer-based items

Performance-Based

Assessment (PBA)

  • Extended tasks

  • Applications of concepts and skills


Promoting student access

Promoting Student Access

  • Contractors must adhere to the following principles:

    • Use Universal Design principles to create accessible assessments throughout every stage and component of the assessment

    • Minimize/eliminate features of the assessment that are irrelevant to what is being measured, so that all students can more accurately demonstrate their knowledge and skills

    • Measure the full range of complexity of the standards

    • Use technology to make all components of the assessment as accessible as possible


Use of technology

Use of Technology

Technology-Enhanced Items

Electronic Item Banking

Allow students to demonstrate knowledge

Allow students to run simulations, build models

Student Access & Engagement

Large item bank allows for larger testing windows.

Tests can be used by multiple states

Modifications can be built right into the assessment.

Interactive items are engaging

Immediate feedback on results


Goal 2 build a pathway to college and career readiness for all students

Goal #2: Build a Pathway to College and Career Readiness for All Students

K-2

3-8

High School

K-2 formative assessment being developed, aligned to the PARCC system

Timely student achievement data showing students, parents and educators whether ALL students are on-track to college and career readiness

College readiness score to identify who is ready for college-level coursework

Targeted interventions & supports:

  • 12th-grade bridge courses

  • PD for educators

SUCCESS IN FIRST-YEAR, CREDIT-BEARING, POSTSECONDARY COURSEWORK

ONGOING STUDENT SUPPORTS/INTERVENTIONS


Goal 3 instructional supports and tools

Goal #3: Instructional Supports and Tools

Model Content Frameworks

  • Development of assessment blueprints; provide guidance to state, district- and school-level curriculum leaders in the development of aligned instructional materials

  • Released November 9, 2011; Re-Release late June; Final in AugustSupport implementation of the CCSS; support .

    www.parcconline.org/parcc-content-frameworks

  • Provide educators with examples of ways to implement the CCSS in schools; allow for the development and sharing of ideas for instructional implementation of the CCSS; encourage development of additional PARCC tools

  • Expected Spring 2013

Professional Learning Modules

Model Instructional Units

Model Instructional Units


Goal 3 supports and tools continued

Goal #3: Supports and Tools (continued)

Professional Development Modules

Item and Task Prototypes

  • Develop models of innovative, online-delivered items and rich performance tasks proposed for use in the PARCC assessments.

  • http://www.parcconline.org/samples/item-task-prototypes

  • Develop professional development modules focused on assessments to help teachers, school and district leaders, and testing coordinators understand the new assessment system and use of the data

  • Expected Fall 2013

Partnership Resource Center

  • One-stop shop for PARCC resources; provide an online warehouse for all PARCC tools and resources as well as other instructional material being developed by PARCC states and districts and national organizations

  • Expected Spring 2013


Goal 5 advance accountability at all levels

PARCC assessments will be purposefully designed to generate valid, reliable and timely data, including measures of growth,for various accountability uses including:

School and district effectiveness

Educator effectiveness

Student placement into college-credit bearing courses

Comparisons with other state and international benchmarks

PARCC assessments will be designed for other accountability uses as states deem appropriate

Goal #5: Advance Accountability at All Levels


A walk in the parcc

What Else Do We Need to Know About PARCC?

  • Assessments are designed to reward quality instructional/curriculum alignment to the standards

  • PARCC assessments will have texts worth reading - authentic, interesting, engaging - not commissioned.

  • PARCC questions are worth answering - deep encounter with texts, series of questions that help students to build knowledge, questions that allow them to support their answers.

  • Better standards require custom item development...not just "picking things off the shelf"

  • PARCC EVIDENCES...rooted in language of the standards


A walk in the parcc

PARCC Model Content Frameworks


Approach of the model content frameworks for ela literacy

Approach of the Model Content Frameworks for ELA/Literacy

PARCC Model Content Frameworks provide one model for how to organize content and integrate the four strands of the CCSS

Developed using a state led process with feedback from all stakeholders.

They focus on framing the critical advances in the standards:

  • Reading complex texts

  • Teaching close reading strategies

  • Reading a range of texts—literature and informational

  • Writing effectively when using and/or analyzing sources

  • Conducting and reporting on research -and writing to inform

  • Speaking and listening

  • Using knowledge of language effectively when reading, writing, and speaking


Narrative writing new in 8 2012 vers

Narrative Writing - New in 8/2012 Vers.

In Writing to Texts, two distinct forms:


Model content framework chart for grade 3 old vers

Model Content Framework Chart for Grade 3 - old vers.


Narrative writing u pdated framework

Narrative Writing - Updated Framework


Key elements of the model content frameworks

Key Elements of the Model Content Frameworks

Note...the newest version of the Framework is interactive - and searchable.


Writing standards progression from grade 8 to grades 9 10

Writing Standards Progression from Grade 8 to Grades 9–10

Writing Standards Progression from Grade 8 to Grades 9–10


A walk in the parcc

PARCC Item Prototypes

How to Use Prototypes

  • Starting points for discussions on how our thinking about assessment needs to shift.

  • Examples of what a technology enhanced questions might look like.

  • Models for studying the relationship between the CCSS, the "claims" and the actual assessment - use the .pdf for each question to see this info.


Evidence centered design ecd for the parcc assessments

Claims

Evidence

Task Models

Design begins with the inferences (claims) we want to make about students

In order to support claims, we must gather evidence

Evidence-Centered Design (ECD) for the PARCC Assessments

Tasks are designed to elicit specific evidence from students in support of claims

ECD is a deliberate and systematic approach to assessment development that will help to establish the validityof the assessments, increase the comparability of year-to year results, and increase efficiencies/reduce costs.


A walk in the parcc

More About Universal Design Or Evidence Based Design

  • Language of Claim....evidence centered design in the classroom

  • What student products will allow teachers to say with assurance that the student has mastered the content standard...what do the products look like?

  • What are the classroom activities necessary to get to this assessment?

  • What evidence can we point to, highlight or underline in a student response that we will be looking for?

  • Have we designed tasks to elicit specific evidence from students to support our claims?

  • From all of this...begin to build task models that can be used to develop items...think of these like "patterns" that can be followed.


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Understanding the Claims


A walk in the parcc

Things to think about????

How do the claims help students be ready for college and career...

  • We don't usually do a formalized research project with power point...we do a lot of ongoing research in our daily lives. So, research needs to be embedded all the time.

  • Textbook anthologies with a lot of front loading don't encourage kids to pull out or draw their own ideas based on the text...but in the real world most of the reading is nonfiction.

  • Need to continue to work with including all types of writing into all content areas.

  • How do we define "independent" reading? What will be expected of students by college or career?


Evidence centered design ecd for the parcc assessments1

Evidence-Centered Design (ECD) for the PARCC Assessments

ECD is a deliberate and systematic approach to assessment development that will help to establish the validityof the assessments, increase the comparability of year-to year results, and increase efficiencies/reduce costs.


Ela literacy task types te rminology

ELA/Literacy Task Types Terminology

ELA/Literacy Vocabulary

  • PBA: Prose Constructed Response (PCR)

  • EOY: Evidence-Based Selected Response (EBSR)

  • EOY: Technology Enhanced Constructed Response (TECR)

    Old Terminology and Test Item Components

  • Extended Response or Short Answer

  • Multiple Choice


Parcc s fundamental advance

PARCC’s Fundamental Advance

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.


Parcc s core commitments to ela literacy assessment quality

PARCC’s Core Commitments to ELA/Literacy Assessment Quality

Texts Worth Reading: The assessments will use 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 will be the norm (as in an excellent classroom), rather than sets of random questions of varying quality.

Better Standards Demand Better Questions:Instead of reusing existing items, PARCC will develop custom items to the Standards.

Fidelity to the Standards (now in Teachers’ hands): PARCC evidences are rooted in the language of the Standards so that expectations remain the same in both instructional and assessment settings.


What are the shifts at the heart of parcc design and the standards

What Are the Shifts at the Heart of PARCC Design (and the Standards)?

  • Complexity: Regular practice with complex text and its academic language.

  • Evidence: Reading and writing grounded in evidencefrom text, literary and informational.

  • Knowledge: Building knowledge through content rich nonfiction.


The ccss shifts build toward college and career readiness for all students

The CCSS Shifts Build Toward College and Career Readiness for All Students


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Nine Specific Advances in the PARCC ELA/Literacy Assessment Demanded by the Three Core Shifts. . .


Shift 1 regular practice with complex text and its academic language

Shift 1: Regular practice with complex text and its academic language

  • PARCC builds a staircase of text complexity to ensure students are on track each year for college and career reading.

  • PARCC rewards careful, close reading rather than racing through passages.

  • PARCC systematically focuses on the words that matter most—not obscure vocabulary, but the academic language that pervades complex texts.


Shift 2 reading and writing grounded in evidence from text literary and informational

Shift 2: Reading and writing grounded in evidencefrom text, literary and informational

  • PARCC focuses on students rigorously citing evidence from texts throughout the assessment (including selected-response items).

  • 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).

  • PARCC requires writing to sources rather than writing to de-contextualized expository prompts.

  • PARCC includes rigorous expectations for narrative writing, including accuracy and precision in writing in later grades.


Shift 3 building knowledge through content rich nonfiction

Shift 3: Building knowledge through content rich nonfiction

  • PARCC assesses not just ELA but a full range of reading and writing across the disciplines of science and social studies.

  • PARCC simulates research on the assessment, including the comparison and synthesis of ideas across a range of informational sources.


What is different about parcc s development process

What is Different about PARCC’s Development Process?

  • PARCC states first developed the Model Content Frameworks to provide guidance on key elements of excellent instruction aligned with the Standards.

  • Frameworks informed the assessment blueprint design

    So, for the first time. . .

  • PARCC is communicating in the same voice to teachers as it is to assessment developers!

  • PARCC is designing the assessments around the exact same critical content the standards expect of teachers and students.


Students command of evidence with complex texts is at the core of every part of the assessment

Students’ Command of Evidence with Complex Texts is at the Core of Every Part of the Assessment!

SO. . .

Two standards are always in play—whether they be reading or writing items, selected-response or constructed-response items on any one of the four components of PARCC. They are:

  • Reading Standard One (Use of Evidence)

  • Reading Standard Ten (Complex Texts)


Three innovative item types that showcase students command of evidence with complex texts

Three Innovative Item Types That Showcase Students’ Command of Evidence with Complex Texts

Evidence-Based Selected Response (EBSR)—Combines a traditional selected-response question with a second selected-response question that asks students to show evidence from the text that supports the answer they provided to the first question. Underscores the importance of Reading Anchor Standard 1 for implementation of the CCSS.

Technology-Enhanced Constructed Response (TECR)—Uses technology to capture student comprehension of texts in authentic ways that have been difficult to score by machine for large scale assessments (e.g., drag and drop, cut and paste, shade text, move items to show relationships).

Range of Prose Constructed Responses (PCR)—Elicits evidence that students have understood a text or texts they have read and can communicate that understanding well both in terms of written expression and knowledge of language and conventions. There are four of these items on each annual performance-based assessment.


Parcc summative assessment with ebsr tecr and pcr items these are performance tasks

PARCC Summative Assessmentwith EBSR, TECR, and PCR Items - These are PERFORMANCE TASKS

Literary Analysis Task: Students asked to read complex texts and compose an analytic essay

Narrative Task: Students asked to write a story; detail a scientific process; write a historical account; or describe an account of events, scenes, or objects.

Research Simulation Task: Students asked to analyze a topic presented through several texts, including an anchor text that introduces the topic. Students will answer series of questions and write two analytic essays.


A walk in the parcc

Literary Analysis Task (Grade 10):Ovid’s “Daedalus and Icarus” andSexton’s “To a Friend Whose Work Has Come to Triumph”


Understanding the literary analysis task

Understanding the Literary Analysis Task

  • Students carefully consider two literary texts worthy of close study.

  • They are asked to answer a few EBSR and TECR questions about each text to demonstrate their ability to do close analytic reading and to compare and synthesize ideas.

  • Students write a literary analysis about the two texts.


Texts worth reading

Texts Worth Reading?

  • Range: Example of assessing literature and helping to satisfy the 70%-30% split of informational text to literature at the high school grade band.

  • Quality: The story of Daedalus and Icarus from Ovid's Metamorphoses is a classic of the genre and has proven to be inspirational to painters and poets alike, and no poet’s version is more striking than that of Anne Sexton.  Her “To a Friend Whose Work Has Come to Triumph” refashions the themes of the myth in dramatic fashion, providing a powerful counterpoint for students to explore. 

  • Complexity: Quantitatively and qualitatively, the passages have been validated and deemed suitable for use at grade 10.


Questions worth answering

Questions Worth Answering?

  • The grade 10 example provides two Evidence-Based Selected-Response Items and one Prose Constructed Response Item that challenge students’command of evidence with complex texts.


Grade 10 prose constructed response item

Grade 10 Prose Constructed-Response Item


Grade 10 evidence based selected response item

Grade 10 Evidence-Based Selected-Response Item

Part A: Which of the following sentences best states an important theme about human behavior as described in Ovid’s “Daedalus and Icarus”?

  • Striving to achieve one’s dreams is a worthwhile endeavor.

  • The thoughtlessness of youth can have tragic results.*

  • Imagination and creativity bring their own rewards.

  • Everyone should learn from his or her mistakes.

    Part B: Select three pieces of evidence from Ovid’s “Daedalus and Icarus” that support the answer to Part A.

  • “and by his playfulness retard the work/his anxious father planned” (lines 310-311)*

  • “But when at last/the father finished it, he poised himself” (lines 312-313)

  • “he fitted on his son the plumed wings/ with trembling hands, while down his withered cheeks/the tears were falling” (lines 327-329)

  • “Proud of his success/the foolish Icarus forsook his guide” (lines 348-349)*

  • “and, bold in vanity, began to soar/rising above his wings to touch the skies” (lines 350-351)*

  • “and as the years went by the gifted youth/began to rival his instructor’s art” (lines 376-377)

  • “Wherefore Daedalus/enraged and envious, sought to slay the youth” (lines 384-385)

  • “The Partridge hides/in shaded places by the leafy trees…for it is mindful of its former fall” (lines 395-396, 399)


  • Grade 10 evidence based selected response item1

    Grade 10 Evidence-Based Selected-Response Item

    Part A: What does the word vanity mean in these lines from the text “Daedalus and Icarus”?

    “Proud of his success, the foolish Icarus forsook his guide, and, bold in vanity, began to soar” (lines 345-349)

    • arrogance*

    • fear

    • heroism

    • enthusiasm

      Part B: Which word from the lines from the text in Part A best helps the reader understand the meaning of vanity?

    • proud*

    • success

    • foolish

    • soar


    A walk in the parcc

    Research Simulation Task (Grade 7): Amelia Earhart’s Disappearance


    Understanding the research simulation task broken into 2 parts o n same day

    Understanding the Research Simulation Task - Broken into 2 parts on same day

    Session 1:

    • Students begin by reading an anchor text that introduces the topic. EBSR and TECR items ask students to gather key details about the passage to support their understanding.

    • Then, they write a summary or short analysis of the piece.

    • Session 2:

    • Students read two additional sources (may include a multimedia text) and answer a few questions about each text to learn more about the topic so they are ready to write the final essay and to show their reading comprehension.

    • Finally, students mirror the research process by synthesizing their understandings into an analytic essay using textual evidence from several of the sources.


    Texts worth reading1

    Texts Worth Reading?

    • Range: Example of assessing reading across the disciplines and helping to satisfy the 55%-45% split of informational text to literature at the 6-8 grade band.

    • Quality: The texts on Amelia Earhart represent content-rich nonfiction on a topic that is historically significant.

    • Complexity: Quantitatively and qualitatively, the passages have been validated and deemed suitable for use at grade 7.


    Questions worth answering1

    Questions Worth Answering?

    • The grade 7 example provides two Prose Constructed Response Items and one Technology Enhanced Constructed-Response Item that challenge students’ command of evidence with complex texts.


    Grade 7 analytical prose constructed response item 1

    Grade 7 Analytical Prose Constructed-Response Item #1


    Final grade 7 prose constructed response item 2

    Final Grade 7 Prose Constructed-Response Item #2


    Grade 7 technology enhanced constructed response item

    Grade 7 Technology-Enhanced Constructed-Response Item

    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.


    A walk in the parcc

    Narrative Task (Grade 6):Jean Craighead George’s

    Excerpt from Julie of the Wolves


    Understanding the narrative writing task

    Understanding the Narrative Writing Task

    • Students read one brief text and answer a few questions to help clarify their understanding of the text(s).

    • Students then write either a narrative story or a narrative description (e.g., writing a historical account of important figures; detailing a scientific process; describing an account of events, scenes, or objects).


    Texts worth reading2

    Texts Worth Reading?

    • Range: Example of assessing literature and helping to satisfy the 55%-45% split of informational text to literature at the 6-8 grade-band.

    • Quality: Julie of the Wolves was a winner of the Newbery Medal in 1973. This text about a young Eskimo girl surviving on her own in the tundra by communicating with wolves offers a story rich with characterization and imagery that will appeal to a diverse student population.

    • Complexity: Quantitatively and qualitatively, the passages have been validated and deemed suitable for use at grade 6.


    Questions worth answering2

    Questions Worth Answering?

    • The grade 6 example provides one Evidence-Based Selected-Response Item, one Technology Enhanced Constructed-Response Item, and one Prose Constructed Response Item that challenge students’ command of evidence with complex texts.


    Grade 6 prose constructed response item

    Grade 6 Prose Constructed-Response Item


    Grade 6 evidence based selected response item 1

    Grade 6 Evidence-Based Selected-Response Item #1

    Part A: What does the word “regal” mean as it is used in the passage?

    • generous

    • threatening

    • kingly*

    • uninterested

      Part B: Which of the phrases from the passage best helps the reader understand the meaning of “regal?”

    • “wagging their tales as they awoke”

    • “the wolves, who were shy”

    • “their sounds and movements expressed goodwill”

    • “with his head high and his chest out”*


    Grade 6 evidence based selected response item 2

    Grade 6 Evidence-Based Selected-Response Item #2

    Part A: Based on the passage from Julie of the Wolves, how does Miyax feel about her father?

    • She is angry that he left her alone.

    • She blames him for her difficult childhood.

    • She appreciates him for his knowledge of nature.*

    • She is grateful that he planned out her future.

      Part B: Which sentence from the passage best shows Miyax’s feelings for her father?

    • “She had been lost without food for many sleeps on the North Slope of Alaska.”

    • “This could be done she knew, for her father, an Eskimo hunter, had done so.”*

    • “Unfortunately, Miyax’s father never explained to her how he had told the wolf of his needs.”

    • “And not long afterward he paddled his kayak into the Bering Sea to hunt for seal, and he never returned.”


    Grade 6 technology enhanced selected response item

    Grade 6 Technology-Enhanced Selected-Response Item

    Part A: Choose one word that describes Miyax based on evidence from the text. There is more than one correct choice listed below.

    • reckless

    • lively

    • imaginative*

    • observant*

    • impatient

    • confident

      Part B: Find a sentence in the passage with details that support your response to Part A. Click on that sentence and drag and drop it into the box below.

      Part C: Find a second sentence in the passage with details that support your response to Part A. Click on that sentence and drag and drop it into the box below.


    A walk in the parcc

    End-of-Year Assessment (Grade 3):“How Animals Live”


    Understanding the end of year assessment

    Understanding the End-of-Year Assessment

    • Students will be given several passages to read closely.

    • EBSR and TECR questions will be sequenced in a way that they will draw students into deeper encounters with the texts and will result in thorough comprehension of the concepts to provide models for the regular course of instruction.

    • Will draw on higher order skills such as critical reading and analysis, the comparison and synthesis of ideas within and across texts, and determining the meaning of words and phrases in context.


    Texts worth reading3

    Texts Worth Reading?

    • Range: Follows the requirements in the standards to make use of informational texts, including history, science, and technical passages (50% of the points in grades 3-5 are to come from informational texts).

    • Quality: This is an example of a science passage from a third-grade textbook.

    • Complexity: Quantitatively and qualitatively, the passages have been validated and deemed suitable for use at grade 3.


    Questions worth answering3

    Questions Worth Answering?

    • The grade 3 example provides one Evidence-Based Selected-Response Item and one Technology Enhanced Constructed-Response Item that challenge students’ command of evidence with complex texts.


    Grade 3 evidence based selected response item 1

    Grade 3 Evidence-Based Selected-Response Item #1

    Part A: What is one main idea of “How Animals Live?”

    • There are many types of animals on the planet.

    • Animals need water to live.

    • There are many ways to sort different animals.*

    • Animals begin their life cycles in different forms.

    Part B: Which sentence from the article best supports the answer to Part A?

    • “Animals get oxygen from air or water.”

    • "Animals can be grouped by their traits.”*

    • "Worms are invertebrates.”

    • "All animals grow and change over time.”

    • "Almost all animals need water, food, oxygen, and shelter to live."


    Grade 3 technology enhanced constructed response item

    Grade 3 Technology-Enhanced Constructed-Response Item

    Pupa

    Adult

    Larva

    Egg

    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:

    NOTE - This is asking students to draw this info from the text - not from their science knowledge


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    Example of where to find descriptions of task types and EOY assessments in the prototypes.


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    Where to find the Annotated Question Info


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    What Is Next?

    • Additional prototypes in other grade levels

    • More info on scoring

    • Possibly models of student work at all rubric levels

    • Online teacher training modules

    • More technology enhanced items

    • Items that have the modifications built in for special ed.


    A walk in the parcc

    Ohio's

    New Learning Standards


    A walk in the parcc

    • Research- based and internationally benchmarked to the top performing nations around the world.

    • K-12 Common Core State Standards in English language arts and Mathematics, Pre K-12 state revised standards in Science and Social Studies.

    • Provide a consistent, clear description of what students are expected to know and be able to do so teachers and parents know what they need to do to help learners.

    • Provide a consistent, clear description of what students are expected to know and be able to do so teachers and parents know what they need to do to help learners.

    • Prepare students for readiness and success upon graduation by expecting students to develop a depth of understanding and ability to apply content and skills to novel situations, as adults are expected to perform in the real world.


    A walk in the parcc

    What Do These Look Like In Our Classrooms?

    • Lessons that give students time to work through difficult text and use a variety of strategies to comprehend the text and build vocabulary. Expose students to fiction and informational text on the same topics.

    • Literacy Across Curriculum - Everyone needs to be a language teacher.

    • Assignments that teach Close Reading, require students to go back into the text to support their answers, require summarizing, analysis and synthesis activities.

    • Authentic research activities that build student capacity for building and organizing knowledge.

    • Students actively involved in their learning through collaboration with their peers, discussions with teachers and peers, tracking their own learning and demonstrating/communicating what they have learned.

    • Regular use of technology to allow students to model mathematics, work with data, run simulations, create art and music, collaborate with others, develop fluency, access content area reading materials, and do research.


    A walk in the parcc

    Learn More

    • My Website - http://iteachbay.blogspot.com

    • Twitter tags #PARCCELC #OHPARCC #CCSS @edtechgirl

    • PARCC protoypes http://www.parcconline.org/samples/item-task-prototypes

    • PARCC interactive framework http://www.parcconline.org/mcf/ela/parcc-model-content-frameworks-browser

    • PARCC Publisher Criteria

      • k-2 http://www.achievethecore.org/downloads/Publishers%20Criteria%20for%20Literacy%20for%20Grades%20K-2.pdf?20120412

      • 3-12 http://www.achievethecore.org/downloads/Publishers%20Criteria%20for%20Literacy%20for%20Grades%203-12.pdf?20120412

    • Achieve/Tristate Rubric for Lessons and Units http://www.achieve.org/files/TriState-ELA-Quality-RubricFINAL-May2012.pdf


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