Preparing for the Common Core State Standards PARCC Math Assessments (Volume 1 ) - PowerPoint PPT Presentation

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Preparing for the Common Core State Standards PARCC Math Assessments (Volume 1 )

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  1. If you have not downloaded and/or viewed the materials that will be discussed during this webinar, you may access them at the MDE CCSS SharePoint site. • Visit https://districtaccess.mde.k12.ms.us/commoncore/ 2. In the left pane, click on Training Materials. 3. Select the folder “Preparing for the PARCC Math Assessments”. 4. Download and/or print materials as needed.

  2. Preparing for the Common Core State Standards PARCC Math Assessments(Volume 1) Office of Curriculum and Instruction Marla Davis, Ph.D. Office Director for Mathematics December 17, 2012

  3. Agenda PARCC Assessment Design Mathematical Task Types PARCC Assessment Technology Platform (Calculator Policy, Reference Sheet, and Manipulatives) Focusing on the PARCC MCF and CCSSM Instructional and Cognitive Demand Shifts (Standards for Mathematical Practice)

  4. PARCC Assessment Design Final weeks of school year 75% • Over several sessions/class periods, students will complete a project-like task that draws on a range of skills. • Measures those hard-to-measure standards. • Math tasks will require students to apply key mathematical skills, concepts and processes to solve complex problems of the types encountered in everyday life, work and decision-making. PERFORMANCE BASED ASSESSMENT (PBA)

  5. PARCC Assessment Design 90% • Will consist of a range of item types including • innovative technology-enhanced items to sample the full set of grade level standards • Will include items across a wide range of cognitive demand END OF YEAR ASSESSMENT

  6. PARCC Assessment Mathematical Task Types PARCC mathematics assessments will include three types of tasks.

  7. PARCC Assessment Manipulatives What we currently know about the technological platform for the PARCC Assessment manipulatives: • Manipulativeswill vary by grade. • An embedded “toolbox” may include (as appropriate) a ruler, a protractor, a compass, etc. (MP. 5) • The assessment will be divided into sections were the toolbox is turned “on” and “off”. • Whether students may enter the assessment site with graph paper has not be determined. • Each assessment contractor (Pearson and ETS) is developing sophisticated, student-friendly platforms that will enhance the assessment items. • Several states incorporate a “toolbox” platform in their assessments . See the Virginia Department of Education as an example of this technology. http://www.doe.virginia.gov/testing/sol/practice_items/index.shtml

  8. Directions: Locate Handout #1: The PARCC Assessment Reference Sheet(pp. 1 and 2 only) as the presenter discusses key features.

  9. PARCC Assessment Reference Sheet Source: PARCC Communication Around PARCC Assessment Reference Sheet for Grades 3-8 The PARCC Reference Sheets for Grades 3-8 were developed based on the intent of the CCSSM. This intent mirrors the messages provided in the CCSSM and the PARCC Model Content Frameworks around fluency in the early grades. As a result, a Reference Sheet will not be provided at Grades 3 and 4. The intent of the CCSSM is to extend the conceptual understanding and discovery of area and perimeter by using models in real world problems. Therefore, area and perimeter formulas are considered requisite knowledge for Grades 3 and 4. Simple unit conversions (e.g. 1 foot = 12 inches, 1 meter = 1000mm) are considered requisite knowledge for Grades 5-8.

  10. PARCC Assessment Reference Sheet What we currently know about the technological platform for the PARCC Reference Sheet: • Students will not be permitted to bring a copy of the Reference Sheet to the testing site. • The Reference Sheet will be embedded within an online “toolbox”. • The PARCC assessment will be divided into sections where the Reference Sheet will be turned “on” and “off”. • Type I items are estimated to take approximately 2.5 minutes each. • It is estimated that there will be approximately 45-55 items on each EOY assessment; and approximately 20 on each PBA assessment.

  11. Common Core State Standards (Refer to Grade 3, p. 25)

  12. PARCC Model Content Frameworks(Refer to pp. 15-23)

  13. PARCC Model Content Frameworks(Refer to pp. 17)

  14. Think-Pair-Share • Directions: • As a team, evaluate this assessment item based on complexity, design, overall item construction, and mathematical processes needed. Source: MS MCT2 Grade 7 Practice Test #2

  15. Think-Pair-Share Directions: As a team, evaluate the photo on the next slide. Using the information we just discussed about the PARCC Calculator Policy, Reference Sheet, and “Toolbox” platform, what type of questions would be plausible on the PARCC PBA for a Grade 3 student? Grade 5 student? Grade 8 student? What instructional strategies should a teacher employ to implement the Mathematical Practices? What would be the observable evidence?

  16. Think-Pair-Share

  17. Directions: Locate Handout #2: The Mississippi (MS) SATP2 Formula Chart. As a team, identify key differences between the PARCC High School Assessment Reference Sheet (Handout 1, page 3) and The MS SATP2 Formula Chart.

  18. Think-Pair-Share Directions: • As a team, review the photo on the left again. • Discuss how responses should differ between a HS student taking the MS SATP2 and a HS student taking the PARCC PBA. • What Mathematical Practices are employed as HS students interact with this photo?

  19. MCT

  20. Conclusion Instructional shifts must take place now to take advantage of the cognitive demands that the PARCC EOY and PBA Assessments require. Instruction must be considerate of and intentional in relation to the PARCC Calculator Policy and Reference Sheet. Students and teachers must become familiar with the requisite and prerequisite knowledge as outlined in the CCSSM and PARCC Model Content Frameworks. Classroom strategies and activities must include real-world problems. Students must be challenged to “think outside the box”. Grades K-4 teachers set the foundation for not only computational skills, but also conceptual fluency.

  21. Oh man! Was that today?

  22. Homework Ensure that every teacher (or student) in your sphere of influence has a copy of the appropriate PARCC Assessment Reference Sheet before leaving for the Winter Break.

  23. CCSSM Resources Common Core Website www.corestandards.org PARCC Assessment Policies www.parcconline.org/parcc-assessment-policies PARCC Technology Guidelines http://www.parcconline.org/technology Progression Documents for CCSSM http://math.arizona.edu/~ime/progressions/ PARCC Model Content Frameworks for Mathematics http://parcconline.org/parcc-model-content-frameworks Tri-State Quality Review Rubric http://www.achieve.org/files/TriStateMathematicsRubric1pageoverviewv4.1%20071712%20CC%20BY.pdf

  24. MDE Resources Office of Curriculum and Instruction http://www.mde.k12.ms.us/ci MDE iTunes U (archived webinars) http://www.mde.k12.ms.us/itunes MDE Common Core Website www.mde.k12.ms.us/ccss CCSS and PARCC training materials https://districtaccess.mde.k12.ms.us/commoncore/ Listserv for CCSS and/or PARCC updates and resources http://fyt.mde.k12.ms.us/subscribe/subscribe_curriculum.html

  25. Contact Information Office of Curriculum and Instruction 601.359.2586 Nathan Oakley – Director of Curriculum and Instruction noakley@mde.k12.ms.us Dr. Marla Davis – Office Director for Mathematics mdavis@mde.k12.ms.us

  26. Happy Holidays from The Office of Curriculum and Instruction