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Common Core and PARCC : NJPSA March 30, 2012. Curriculum & Assessment Foundation. Teacher. Who should decide what students need to learn in Chemistry? . Principal.

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curriculum assessment foundation
Curriculum & Assessment Foundation

Teacher

Who should decide what students need to learn in Chemistry?

Principal

  • Agreement on learning objectives and the use of common assessments to share best practices is a powerful tool to improve student achievement

District leader

  • It is more efficient and potentially more effective for a district to develop standards-based curriculum

State leader

  • Quality implementation of the CCSS across all districts and schools requires the state to take on an enhanced role
the quiet revolution why should the njdoe develop a model curriculum
The Quiet Revolution: Why should the NJDOE develop a “Model” Curriculum?

Common Core State Standards

  • Fewer, clearer, more rigorous
  • Internationally benchmarked

Commonness

  • Leverage state and nation-wide expertise (46 States and DC)
  • PARCC (23 States and DC)

Continuous improvement

  • Model 1.0 followed by Model 2.0
the ccss difference grade 7 ela
The CCSS Difference: Grade 7 ELA

Clearer …

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.

the ccss difference grade 8 math
The CCSS Difference: Grade 8 Math

Before: NJCCCS (2004)

Understand and apply the Pythagorean Theorem.

After: CCSS (2010)

Explain a proof of the Pythagorean Theorem and its converse.

Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.

Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.

the ccss difference grade 3 5 ela integration of knowledge and ideas
The CCSS Difference: Grade 3-5 ELA: Integration of Knowledge and ideas

Grade 3: Compare and contrast the most important points and key details presented in two texts on the same topic

Grade 4: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgably

Grade 5: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgably.

college readiness grade 11 ela
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 audience’s knowledge level, concerns, values, and possible biases.

ela literacy 3 shifts
ELA/Literacy: 3 shifts
  • Regular practice with complex text and its academic vocabulary
  • Building knowledge through content-rich nonfiction and informational text
  • Reading and writing grounded in evidence from text

Note: Beyond ELA

text dependent or not
Text-Dependent or Not

The novel Sarah Plain and Tall is a great book to illustrate what things were like in the past.

Possible center activities:

Put out a very simple pattern like an apron, or place mat and have the students trace, cut out and then sew (by hand) the item. My students said overwhelmingly "I can't imagine sewing all of my clothes like that!"

Have a wheat grinder, which the kids use to grind wheat into flour. We then use it to make scones from scratch later on. We made butter to go on the scones by putting cream and salt into a jar and shaking it for a very long time.

mathematics 3 shifts
Mathematics: 3 shifts
  • Focus: Focus strongly where the standards focus.
  • Coherence: Links major topics across grades
  • Rigor: Requires fluency, application, and deep understanding
model curriculum

Model Curriculum

Grade 3 sample formative assessment items

model curriculum 2 0 instructional improvement system
Model Curriculum 2.0: Instructional Improvement System

Improved CCSS aligned unit-based SLOs

Improved CCSS aligned 6-week unit assessments

CCSS aligned model lessons

Model and Teacher-developed formative assessments

Instructional resource rating system

School, Classroom, Student level assessment reports

Unit level Item bank

Professional Development:

Content Area

Instructional strategies

continued learning support
Continued Learning & Support

On-going release of unit SLOs for comment

Release Unit 1 SLOs ASAP

Release Unit 1 assessment by June

Professional Development: Offered on-going by unit and content area

the limits of common standards and common assessments
The limits of Common Standards andCommon Assessments
  • Common Core State Standards are critical, but just the first step
  • Common Assessments aligned to the Common Core will help ensure the new standards truly reach every classroom
  • Quality Implementation of aligned curriculum is required for students to reap the benefits of new standards
parcc assessment design english language arts literacy and mathematics grades 3 11
PARCC Assessment DesignEnglish Language Arts/Literacy and Mathematics, Grades 3-11

2 Optional Assessments/Flexible Administration

  • End-of-Year
  • Assessment
  • Innovative, computer-based items
  • Required
  • Mid-Year Assessment
  • Performance-based
  • Emphasis on hard-to-measure standards
  • Potentially summative
  • Performance-Based
  • Assessment (PBA)
  • Extended tasks
  • Applications of concepts and skills
  • Required
  • Diagnostic Assessment
  • Early indicator of student knowledge and skills to inform instruction, supports, and PD
  • Non-summative
  • Speaking And Listening
  • Assessment
  • Locally scored
  • Non-summative, required
goal 2 build a pathway to college and career readiness
Goal #2: Build a Pathway to College and Career Readiness

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

claims driving design mathematics
Claims Driving Design: Mathematics
  • Students are on-track or ready for college and careers
parcc timeline through 2011 12
PARCC Timeline Through 2011-12

PARCC Tools & Resources

Educator Leader Cadres launched

Item & task prototypes released

Model Content Frameworks released

(Nov 2011)

Summer

2012

Fall

2011

Winter

2012

Spring

2012

Fall

2012

Updated Model Content Frameworks Released

Item development begins

PARCC Assessment Implementation

timeline through first parcc administration in 2014 2015
Timeline Through First PARCC Administration in 2014-2015

PARCC Tools & Resources

Partnership Resource Center launched

K-2 Formative Tools Released

Diagnostic assessments released

Professional development modules released

College-ready tools released

Summative PARCC Assessments

Winter

2015

Spring

2015

Fall

2014

Spring

2013

Summer

2013

Fall

2013

Winter

2014

Spring

2014

Summer

2014

Pilot/field testing begins

Model Instructional Units Released

Expanded field testing of diagnostic assessment

Expanded field testing

Optional Diagnostic and Midyear PARCC Assessments

Standard Setting in Summer 2015

PARCC Assessment Implementation

assessment transition timeline
Assessment Transition Timeline

Spring 2012

NJ ASK

Aligned to NJCCCS

Spring 2013

NJ ASK

Aligned to the CCSS

Spring 2014

NJ ASK

Aligned to the CCSS

SY 2014-15

Full administration of PARCC assessments

“Transitional Assessments”

nj ask transitional assessments
NJ ASK Transitional Assessments
  • Content on the NJ ASK will reflect, as closely as possible, the Common Core State Standards
    • Alignment
    • Depth
    • We do not expect that our transitional assessments will be perfectly aligned to PARCC assessments
    • Continually modify as more information from PARCC becomes available (i.e. content frameworks)
what you can expect of me
What you can expect of me…

Willingness to listen, learn & reflect

Quiet determination

Persistence

Resilience

penny.maccormack@doe.state.nj.us

“Be the change you wish to see in the world”

Ghandi

websites
Websites

http://www.corestandards.org/about-the-standards

http://www.achievethecore.org/student-achievement-partners

DRAFT