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Obstacles or Opportunities: Using the CCSS, PARCC and Educator Evaluation to Improve Student Achievement. Student Achievement. Student Achievement. Common Standards, Common Assessments Uncommon Results. Common Core State Standards: necessary, but not sufficient

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Student Achievement


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

    2. Common Standards, Common AssessmentsUncommon Results Common Core State Standards: necessary, but not sufficient Common Assessments: required to identify best practices Quality Implementation: critical for instructional improvement

    3. So the Essential Question is… What is your role in ensuring that all students are ready for success in the next grade level and after graduation?

    4. Grade 3, Item #1—Part A: Eliza’s Cherry Trees: Japan’s Gift to America The article includes these details about life: She wrote newspaper articles to tell others about what she saw in Alaska to inform those who had not been there. (paragraph 1) She wrote the first guidebook about Alaska. (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.

    5. Grade 3, Item #1—Part B: Eliza’s Cherry Trees: Japan’s Gift to America Ideas from paragraphs 1 and 11 were used to help you learn about her. 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.

    6. Grade 3, Item #2—Part A: Eliza’s Cherry Trees: Japan’s Gift to America Which statement best describes how the events in paragraphs 13 through 15 are related to each other? They explain how Washington, D.C., would change if cherry trees were planted around the city. They show that Eliza found a new way to get cherry trees planted in Washington, D.C.* They compare the ways and Mrs. Taft tried to add beauty to Washington, D.C. They describe how Mr. Taft gave the idea to bring cherry trees to Washington, D.C.

    7. Grade 3, Item #2—Part B Eliza’s Cherry Trees: Japan’s Gift to America Which sentence from the article best supports the answer in Part A?

    8. Grade 3, Item #3, Research Simulation Essay: Eliza’s Cherry Trees: Japan’s Gift to Americaand “The Peanut Man” You have read two texts about famous people in 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.

    9. Grade 7 Summative Assessment: Prose Constructed Response from Research Simulation Task (Summary) Read the “Biography of Amelia Earhart”

    10. Grade 7 Summative Assessment: Technology-Enhanced Constructed Response (TECR) from Research Simulation Task Read “Earhart’s Final Resting Place Believed Found”

    11. Grade 7 Summative Assessment: Prose Constructed Response from Research Simulation Task (Analytical Essay): “Amelia Earhart’s Life and Disappearance” Read the “Biography of Amelia Earhart” Read “Earhart’s Final Resting Place Believed Found”

    12. Grade 10 Summative Assessment: Evidence-Based Selected Response (EBSR) from Literary Analysis Task Read the excerpt from Ovid’s “Daedalus and Icarus”

    13. Grade 10 Summative Assessment: Evidence-Based Selected Response (EBSR) from Literary Analysis Task (Vocabulary) Read the excerpt from Ovid’s “Daedalus and Icarus”

    14. Grade 10 Summative Assessment: Prose Constructed Response—Sample #1 from Literary Analysis Task Read the excerpt from Ovid’s “Daedalus and Icarus” Read Anne Sexton’s “To A Friend Whose Work Has Come To Triumph”

    15. Grade 10 Summative Assessment: Read the excerpt from Ovid’s “Daedalus and Icarus” Read Anne Sexton’s “To A Friend Whose Work Has Come To Triumph”

    16. Scoring Part A

    17. Scoring Part B

    18. Scoring Part C