The PARCC Institute Middle School and High School Math Preparing for PARCC! NJ’s Next Generation Standardized Asse

The PARCC Institute Middle School and High School Math Preparing for PARCC! NJ’s Next Generation Standardized Asse

The PARCC Institute Middle School and High School Math Preparing for PARCC! NJ’s Next Generation Standardized Asse

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1. The PARCC Institute Middle School and High School MathPreparing for PARCC!NJ’s Next Generation Standardized Assessment System

Judith T. Brendel - Spring 2014 http://www.pascack.k12.nj.us [curriculum] [mathematics] [PARCC MS-HS Assessments]
2. Welcome…
3. Let’s take our… (pages 1-2) PARCC Pre-Assessment! Activity #1 : FAQs Pre-Test 3
4. HOW MANY math tests are required for HS students? Three: Algebra-I, Geometry and Algebra II (or Math-I, Math-II and Math-III) PBA Performance Based Assessment >75% of instruction EOY End of Year Assessment > 90% of instruction HOW ARE the PBAs and EOYs ALIKE? taken online divided into 2 sessions align with CCSS variety of question formats regular-ed and special-ed accommodations 4-week (20-day) window to take each test
5. How do I know what CONTENT is included on each test? PARCC Blueprints: Grades 6, 7 8: PBA and EOY Algebra 1: PBA and EOY Geometry: PBA and EOY Algebra 2: PBA and EOY How many TOTAL POINTS on each test? HS: PBA – 18-20 points HS: EOY – 34-35 points = 52-55 What is a PROFICIENT SCORE? highly proficient score? To be determined after spring 2014 field tests are scored. How do I know the FORMAT of PARCC questions? Activity #2 – workbook pages 3-6 (to do soon) How many TYPES of tasks are on these tests? Activity – 3 separate packets for Type I, II and III tasks
6. What about calculator use? Is one session calculator active and the other not calculator active? What calculator will be available? (handout page-14A) Ti-84 type graphing calculator
7. HOW ARE PBAs and EOYs DIFFERENT from each other?
8. HS BLUEPRINTS for MATHEMATICS ALGEBRA-I GEOMETRY ALGEBRA-II (gr. 6-8 see handout packet) (HS page 22)
9. HS Blueprints for Mathematics MATH I MATH II MATH III (page 22)
10. TODAY’S PLAN: Understand the overall substance, design and technical aspects of next generation PARCC assessments Experience PARCC assessment tasks and related resources Align scope-and-sequence to PARCC assessment schedule Share effective strategies to lead the transition to CCSS and PARCC assessments.
11. What should teaching and learning in the 21st century look like?” “…revolutionary transformation rather than evolutionary tinkering.”US DOE, NETP 2010 11
12. “The best time to plant a tree is twenty years ago; the second best time is today.” (Ancient Chinese Proverb) 13
13. Listen to our students! “I am a 21st Century Learner!” 14 14 14
14. How? Fostering essential skills… Global competence Content knowledge Entrepreneurship Adaptability Interpersonal Communication Collaborative problem solving Critical thinking Creativity Innovation … through innovative pedagogy and ubiquitous technology. 15
15. What conditions will foster these skills? “I do not teach my students; I simply create the conditions for their learning.” (Albert Einstein) 2006 Innovative Teachers Forum. Retrieved May 10, 2010 on : http://www.edlabgroup.org/tl/resources/InnovativeTeachers2006.pdf 17 17
16. 21st learning… …what should it look like?
17. 21st learning… http://www.pascack.k12.nj.us/cms/lib5/NJ01000238/Centricity/Domain/87/Writing%20Equations%202.swf 19
18. Dan Meyer:Math Class Needs a Makeover
19. PARCC: Partnership for Assessment of Readiness for College and Career What does it mean? “Students are on-track or ready for college and careers.”
20. Standards of Mathematical Practices (MP) Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Construct viable arguments and critique the reasoning of others Model with mathematics. WHAT’S NEW? Attend to precision
21. Activity #2 : Create different question formats Middle Grades (page 8A) YES/NO choices MC- one right answer (traditional format) MC – more than one right answer (at least A-D) MC – yes/no true/false listed questions; multiple-standards SCR – fill-in-the blank OE – compare/contrast; explain/defend; how do you know?
22. Activity #2 : Create different question formats Algebra, Algebra-II or Geometry (pages 3-8) MC- one right answer (traditional format) MC – more than one right answer (at least A-D) MC – yes/no true/false listed questions; multiple-standards SCR – fill-in-the blank OE – compare/contrast; explain/defend; how do you know?
23. A (Quick) Walk through the PARCC!
24. PARCC Assessment Consortium PBA MATH EOY MATH
25. Spring 2012 Aligned to NJCCCS Spring 2013 Aligned to the CCSS &NJCCCS (Except Gr. 6-8 Math) Spring 2014 Aligned to the CCSS 2014-15 Full admin. of PARCC assessment Assessment Transition Timeline NJ ASK Assessment Transition Timeline “Transitional Assessments”
26. Understanding the Common Core State Standards …is to understand PARCC
27. Why Common Core State Standards? Before Common Core State Standards we had standards, but rarely did we have standards-based instruction. Long lists of broad, vague statements Mysterious assessments Coverage mentality Focused on teacher behaviors – “the inputs”
28. Principles of the CCSS… FEWER - CLEARER - HIGHER Aligned to requirements for College and Career Readiness Based on evidence Honest about time
29. The CCSS Difference: Grade 8 Mathematics (2004) Before NJCCCS: Understand and apply the Pythagorean Theorem. (2010) After CCSS Explain a proof of the Pythagorean Theorem and its converse. Applythe Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions. Applythe Pythagorean Theorem to find the distance between two points in a coordinate system.
30. a2 + b2 = c2 5 5 25 4 16 c a = 4 a c = ? 4 9 3 3 b = 3 b
31. Implications of the CCSS on WHAT and HOW to teach… What are the Critical Shifts to Consider?
32. COMMON CORE SHIFTS in ASSESSMENTS Shift 1: Focus Priority standards = focus of the assessments. Other standards deemphasized. Shift 2: Coherence Assessments will reflect the progression of content and concepts as depicted in the standards across grade levels. Shift 3: Fluency It will be assumed students possess required fluencies through grade 8; as such, students will not be allowed to use calculators in grades 3-5. Students will be allowed to use four-function calculators with a square root key or scientific calculators in grade 6 and scientific calculators in grades 7-8.
33. CC SHIFTS in ASSESSMENTS continued …. Shift 4: Deep Understanding Each standard will be assessed from multiple perspectives, while not veering from the primary target of measurement for the standard. Shift 5: Application Shift 6: Dual Intensity Students will be expected to know grade-level mathematical content with fluency and to know which mathematical concepts to employ to solve real-world mathematics problems.
34. Three (3) Significant Shifts in Mathematics: Focus: Focus strongly where the Standards focus. Coherence: Think across grades, and link to major topics within grades. Rigor: In major topics, pursue: conceptual understanding; procedural skill and fluency; and application with equal intensity.
35. Three (3) Significant Shifts in Mathematics: Focus: Focus strongly where the Standards focus. Coherence: Think across grades, and link to major topics within grades. Rigor: In major topics, pursue: conceptual understanding; procedural skill and fluency; and application with equal intensity.
36. Traditional U.S. Approach… 39
37. Focusing attention within Number and Operations
38. Focus Areas in Mathematics (CCSS) 41
39. Required Fluencies K-6 without calculators (p.13A) 42
40. Fluencies: sample grade-3 See SAMPLE ITEM page-13B CONTENT STANDARD MATH PRACTICES STANDARD 43
41. Focus Areas in Mathematics (CCSS)- MS/HS 44
42. Focus Areas in Mathematics (CCSS) - HS 45
43. Focus Areas in Mathematics (CCSS) – HS 46
44. FOCUS AREAS: High SchoolALGEBRA-I: Unit 2 – LINEAR RELATIONSHIPS Find approximate solutions to linear equations by making a table of values, using technology to graph and successive approximations. Graph functions by hand (in simple cases) and with technology …. Solve systems of linear equations in two variables … A.REI.10, 11 major F.IF.7/9 supporting A.REI.5, A.REI.6 additional
45. Three (3) Significant Shifts in Mathematics: Focus: Focus strongly where the Standards focus. Coherence: Think across grades, and link to major topics within grades. Rigor: In major topics, pursue: conceptual understanding; procedural skill and fluency; and application with equal intensity. 48
46. COHERENCE Integrative tasks draw on multiple standards to ensure students are making important connections.  The Standards are not treated as a checklist.
47. Coherence: Link to Major Topics Across Grades Gr.6- Apply properties One of several staircases to algebra designed in the OA domain. Gr.5-expressions Gr.3- multiply … divide Gr.1- add … subtract 50
48. Coherence: Link to Major Topics Across Grades One of several staircases to algebra designed in the OA domain. ALGEBRA-I ALGEBRA- II 51
49. Coherence and NEW multiple-choice questions. Activity 3: Circle all that are true. Given: All squares are parallelograms and rectangles have 4 acute angles have only 2 diagonals Area = ½ base x height Sum of consecutive angles = 180˚ Perimeter = 2 x Side length Area > area with the same perimeter. 25 5 3 5 21 7
50. Coherence: Link to major topics within grades Example: HIGH SCHOOL performance task; Algebra-I unit 1 A large truck has two fuel tanks, each with a capacity of 150 gallons. One of the tanks is half full, and the other is empty. Fuel is pumped into the tanks until both tanks are full. The pump delivers fuel at a constant rate of 5¾ gallons per minute. Write an equation for the total number of gallons of fuel …. How much fuel is in the tanks after the pump … 8 minutes? Graph the equation … on the coordinate plane … label …. Algebra-I Unit-1 53
51. Three (3) Significant Shifts in Mathematics: Focus: Focus strongly where the Standards focus. Coherence: Think across grades, and link to major topics within grades. Rigor: In major topics, pursue: conceptual understanding; procedural skill and fluency; and application with equal intensity.
52. See the Rigor – Early Elementary Grades Ray’s father has 129 plants in his garden. Billy’s father has 230 plants in his garden. Ray says his father has more plants because 9 is bigger than 2. Is Ray correct? Yes ___ No ___ Explainhow you know. Guess the grade level!
53. See the Rigor in Grade-3 Fractions on a Number Line * a BIG change * a move away from the circular pie to understanding fractions on a number line. http://www.illustrativemathematics.org/standards/hs
54. See Rigor in Grade 6: Ratios * a BIG change * Students will have online tools to use that simulate hands-on tools PARCC - Grade-6 Slider Ruler: type-I http://www.parcconline.org/samples/mathematics/grade-6-slider-ruler
55. See the Rigor in Middle Grades Understanding of Fractions Write a number that is greater than and less than Hint: Find equivalent fractions for and with denominators of 40 or 100. Why wasn’t it helpful to use 20 as a denominator? (JB)
56. See the Rigor – High School Part A
57. Part B Describe Write Compare
58. Application Students can use appropriate concepts and procedures for application even when not prompted to do so.. Teachers provide opportunities at all grade levels for students to apply math concepts in “real world” situations, recognizing this means different things in K-5, 6-8, and HS. Teachers in content areas outside of math, particularly science, ensure that students are using grade-level-appropriate math to make meaning of and access science content.
59. Application Students can use appropriate concepts and procedures for application even when not prompted to do so.. Teachers provide opportunities at all grade levels for students to apply math concepts in “real world” situations, recognizing this means different things in K-5, 6-8, and HS. Teachers in content areas outside of math, particularly science, ensure that students are using grade-level-appropriate math to make meaning of and access science content.
60. See what online looks like!Real world application – Grade ? (page-20A)
61. Real world application – Grade 4 MORE THAN one choice
62. Real world application – Grade 4 DEER in the PARK (page 20D) What makes this problem unique? Why might you give this problem to your upper grade-level students?
63. See what online looks like!Linking to major topics – Grade 7(page-20B-C)
64. Part B
65. See what online looks like!Linking to major topics – HIGH SCHOOL (page-21) Item 3: High School (Isabella’s Credit Card) (Part a) (Part b) (Part c) What makes this unique? Different for “your” students?
66. See what online looks like!HS Teachers outside of math use grade-level-appropriate math
67. Part B
68. Part C
69. Part D
70. Activity No. 3: Shifts Happen - Mathematics Handout page-25
71. What do you mean 3 TYPES of TASKS? No, not differently formatted No, not different levels-of-difficulty
72. TASK TYPES – PARCC Type I (x – 2)2 + 6 = 75 solve for c: (x + c)/z = 2c(w-y) Type II Explain how you can use the graphs to find solutions. Estimate …. Type III Compare the 3 sets of data (graph, chart, and equation) and defend the argument that ….
73. Let’s take a quick break!
74. TASK TYPES – PARCC (review) I – Computation, Skills, Process (x – 2)2 + 6 = 75 solve for c: (x + c)/z = 2c(w-y) II – Mathematical Reasoning Explain how you can use the graphs to find solutions. Estimate …. III – Modeling, Combined Standards, Applications Compare the 3 sets of data (graph, chart, and equation) and defend the argument that ….
75. TASK TYPE-I Tasks assess concepts, skills and procedures. -include abalance of conceptual understanding, fluency, and application. These tasks can involve any or all mathematical practice standards. -will be machine scorableand will include innovative, computer-based formats. -will appear on the Performance Based and End-of-Year Assessments
76. TYPE II: Tasks assessing expressing mathematical reasoning. tasks call for written arguments/justifications, critique of reasoning, or precision in mathematical statements (MP. 3, 6). These tasks can also involve other mathematical practice standards. tasks may include a mix of innovative, machine scored and hand scored responses. tasks will be included on the Performance Based Assessment component and generate evidence for measuring mathematical reasoning with connections to content.
77. TYPE III: Tasks assessing modeling/applications. (3 or 6 point questions) - tasks call for modeling/application in a real-world context or scenario (MP.4) and can also involve other mathematical practice standards. - tasks may include a mix of innovative, machine scored and hand scored responses. tasks will be included on the Performance Based Assessment component and generate evidence for measuring mathematical modeling/application with connections to content.
78. TYPE-I PARCC TASKS Tasks assess concepts, skills and procedures. All are machine score-able.
79. Mathematics online Sample Item/Prototypes: (separate packets) PARCC TYPE-I TASKS (1, 2, or 4 point questions) Grade-6 : Slider Rule, Kelvin’s 100-Meter Dash Grade-7: Speed, Reading Three Books Grade-8: Length of Segment AB
80. Mathematics online Sample Item/Prototypes: (separate packets) PARCC TYPE-I TASKS (1, 2, or 4 point questions) HS – FunctionsS HS – Seeing Structure in Quadratic Equation HS – Picture Frame (Algebra-I/Math 2) http://www.parcconline.org/sites/parcc/files/HS-Alg1Math2PictureFrame.pdf HS – Myla’s Swimming Poole (Algebra-I) HS – Green Tea Observation Study (Algebra-2/Math 3)
81. Functions http://www.parcconline.org/samples/mathematics/high-school-functions  (first page of Type-I Task package; see graph and table) Given f(x) as a graphed parabola and g(x) as table of values Compare y-intercepts Compare f(3) and g(3) Compare maximum values of each w/in range -5 ≤ x ≤ 5 Compare DIFFICULTY? POINTS? COURSE ? STANDARDS? A Type-I PARCC task
82. Seeing Structure in a Quadratic Equations http://www.parcconline.org/samples/mathematics/high-school-seeing-structure-quadratic-equation (second page in Type-I packet) (3x - 2)2 = 6x – 4 DIFFICULTY? COURSE ? POINTS? STANDARDS? a Type-I PARCC task
83. Seeing Structure in Equations http://www.parcconline.org/samples/mathematics/high-school-seeing-structure-equation (see third page in Type-I packet) 24 + 10x – x2 = p – (x – 5)2 Solve for p COURSE ? DIFFICULTY? POINTS? STANDARDS? a Type I PARCC task
84. PICTURE FRAME http://www.parcconline.org/sites/parcc/files/HS-Alg1Math2PictureFrame.pdf (See pages 4-6 of Type-I packet; see Details for Teacher width X in. X + 2 in. length DIFFICULTY? COURSE ? POINTS? STANDARDS? a Type I PARCC task
85. GREEN TEA TYPE http://www.parcconline.org/sites/parcc/files/PARCC_SampleItems_Mathematics_HSAlgIIMathIIIGreenTeaStudy_081913_Final_0.pdf http://www.parcconline.org/samples/mathematics/high-school-mathematics COURSE ? DIFFICULTY? POINTS? STANDARDS? a Type I PARCC task
86. TYPE-II PARCC TASKS -call for written arguments/justifications, critique of reasoning, or precision in mathematical statements (MP. 3, 6).  These tasks can also involve other mathematical practice standards. -may include a mix of innovative, machine scored and hand scored responses.  -will be included on the Performance Based Assessment component and generate evidence for measuring mathematical reasoning with connections to content.
87. Mathematics online Sample Item/Prototypes: (separate packets) PARCC TYPE-II TASKS) Grade-6 : Proportions of Instruments (new) Grade-7: Proportional Relationships Grade-8: (none listed on site)
88. Mathematics online Sample Item/Prototypes: PARCC TYPE-II TASKS (4 point questions) HS – Graphs of Functions (Algebra-II/Math III) Nov. 2013 HS.C.6.2, A.REI.D, MP.3, 7 with 4-point scoring rubric http://www.parcconline.org/sites/parcc/files/HighSchoolAlg2Math3-GraphsofFunctions.pdf HS – Michelle’s Conjectures (Algebra-II/Math III) http://www.parcconline.org/sites/parcc/files/PARCC_SampleItems_Mathematics_HSAlgIMathIIMichelleConjecture_081913_Final_0.pdf HS – Geometric Construction Connection (Geometry/Math III) PARCC_SampleItems_Mathematics_HSGeoMathIIIGeometricConnection_081913_Final_0.pdf http://www.parcconline.org/sites/parcc/files
89. GRAPH of FUNCTIONS (posted November 2013) (See first 3 pages of Type-II packet See two-page details for teacher) http://www.parcconline.org/sites/parcc/files/HighSchoolAlg2Math3-GraphsofFunctions.pdf COURSE ? DIFFICULTY? POINTS ? STANDARDS? a Type-II PARCC Task
90. GEOMETRY CONSTRUCTION CONNECTION (See 4th-6th page in Type-II packet; see details for teacher.) http://www.parcconline.org/sites/parcc/files/PARCC_SampleItems_Mathematics_HSGeoMathIIIGeometricConnection_081913_Final_0.pdf POINTS ? DIFFICULTY? STANDARDS? a Type-II PARCC Task
91. MICHELLE’S CONJECTURES (Aug.19, 2013) (See last 3-pages in Type-II packet; see details for teacher) http://www.parcconline.org/sites/parcc/files/PARCC_SampleItems_Mathematics_HSAlgIMathIIMichelleConjecture_081913_Final_0.pdf Investigate the effect on the vertex of the graph f(x) = x2 + 6 when f(x) is replaced by f(x + k) DIFFICULTY? COURSE ? POINTS ? STANDARDS? a Type-II PARCC Task
92. TYPE-III PARCC TASKS -call for modeling/application in a real-world context or scenario (MP.4) and can also involve other mathematical practice standards. -may include a mix of innovative, machine scored and hand scored responses. -will be included on the Performance Based Assessment component and generate evidence for measuring mathematical modeling/application with connections to content.
93. Mathematics online Sample Item/Prototypes: (separate packets) PARCC TYPE-III TASKS) Grade-6 : Fraction Model (new) Grade-7: (none listed on site) Grade-8: (none listed on site)
94. MINI GOLF PRICES (November, 2013) (See first four pages in Type-III packet) http://www.parcconline.org/sites/parcc/files/HSAlg1Math2MiniGolfPrices.pdf Part A: … write a liner function to model … Part B: … write a quadratic function for … Part C: … maximum possible weekly revenue is what percent greater than the weekly revenue … DIFFICULTY? COURSE ? POINTS ? STANDARDS? a Type-III PARCC Task
95. BRETT’S RACE (November, 2013) (See pages 5-8 in Type-III packet) http://www.parcconline.org/sites/parcc/files/BRHSSampleItem.pdf Part A: … write an equation for each person that …. Part B: Based on your equation … who will win ... ? Justify your answer. DIFFICULTY? COURSE ? POINTS ? STANDARDS? a Type-III PARCC Task
96. POPCORN INVENTORY (NOVEMBER 2013) http://www.parcconline.org/sites/parcc/files/HSAlg1Math1PopcornInventory.pdf Read scenario, understand table, read additional facts … Estimate the amount of popcorn … Show or explain the reasoning you used to determine your estimate. DIFFICULTY? COURSE ? POINTS ?
97. TEMPERATURE CHANGES (See last 4 pages in Type-II packet) http://www.parcconline.org/sites/parcc/files/PARCC_SampleItems_Mathematics_HSAlgIIMathIIITemperatureChange_081913_Final_0.pdf Part A: Which model is linear? Which model is best for the range … ? Explain why the other model … Part B: Construct a function …. DIFFICULTY? COURSE ? POINTS ?
98. Help Students and Teachers Prepare for the Change
99. READING CCSS and Mathematics
100. Regular Practice with Complex Text and its Academic Language
101. What makes Casey’s experiences at bat humorous? What can you infer from King’s letter about the letter that he received? “The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech? Not Text-Dependent in ELA Text-Dependent in ELA In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something. In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair. In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?
102. Text-Dependentin mathematics
103. BRAINMSTORMING SESSION WHAT are TROUBLESOME VOCABULARY for MIDDLE-SCHOOL-GRADE 9 students? THINK: (pair-share-list) Subject specific (quotient, ratio, proportion, rate of change) Everyday English (adjacent) Adult language, adult experiences (base-pay, flat-fee, commission)
104. Regular Practice with Complex Text and Its “Academic Language” Basic constructions w/triangles using protractors, compasses or online with simulation tools: Students construct, do proofs and solve problems involving: Medians, vertex angle, balancing point, centroid Altitudes, acute triangles, obtuse triangles, right triangles, orthocenter, interior, exterior or …. Perpendicular Bisectors, concurrent lines, point of concurrency, circumcenter of a triangle Angle Bisectors, incenter, equidistant, …. Geometry
105. Regular Practice with Complex Text and its “Academic Language” Cramer’s Rule for solving systems of equations uses determinants to solve for each variable. D is the determinant of the coefficient matrix. Dy is the determinant formed by replacing the coefficients of y in D with the constant terms. Algebra-II Sample academic language in a basic statistics task: measure of central tendency, skewed, mean, median, mode, outlier, bimodal, quartiles, box-and-whisker plot, percentile, random sample, … New to Pre-Algebra, Algebra I or II
106. Regular Practice with Complex Text and its Academic Language (“Adult Language”) Example: Phone company ‘A’ charges an initiation feeplus a charge per minute. The cost of using 300 minutes (plus initiation fee) is \$25 and the cost of 700 minutes (plus initiation fee) is \$33. Write an equation to represent the cost. What is the initiation fee? What is the cost per minute? Is this company’s offer better than the new phone company ‘B’s? Explain or compare with charts and graphs. Pre-Algebra, Algebra
107. Adjusting MathLanguage to the CCSS(p. 21A, B) Old habit to eliminate: Defining equality as “same as.” The problem: This is mathematically incorrect and leads to misconceptions. (2)(2) is equivalent to √16 New habit to adopt: Defining equality as “same value as.” • Old habit to eliminate: “Addition makes things get bigger.” The problem: When negative numbers are introduced, the old habit has to be debugged. (-4) + (-5) New habit to adopt: Addition is about combining. • Old habit to eliminate: “Subtraction makes things get smaller.” The problem: As with addition, negative numbers make this wrong. New habit to adopt: Subtraction is about difference.(-4) - (-8)
108. Regular Practice With Complex Text and its Academic Language: Why? Gap between complexity of college and high school texts is huge. What students can read, in terms of complexity is greatest predictor of success in college (ACT study). Too many students are reading at too low a level.
109. What are the Features of Complex Text? Subtle and/or frequent transitions Multiple and/or subtle themes and purposes Density of information Unfamiliar settings, topics or events Lack of repetition, overlap or similarity in words and sentences Complex sentences
110. What are the Features of Complex Text? (cont.) Uncommon vocabulary Lack of words, sentences or paragraphs that review or pull things together for the student Longer paragraphs Any text structure which is less narrative and/or mixes structures
111. What you SHOULD NOT see !
112. y > (3,6) Slope = N Z (3,2) < x slope =
113. The Mathematics Common Core Toolbox Mathematics Sample Item/Prototypes: PARCC online at the Dana Center Grade 4 (Deer in the Park)p. 23 Grade 6 (Gasoline Consumption) High School (Isabella’s Credit Card)*p. 24-25) High School (Popcorn Inventory) new Nov. 2013 http://www.parcconline.org/sites/parcc/files HSAlg1Math1PopcornInventory.pdf K. I. S. S. CHANGE PROCESS Keep content SIMPLE
114. The Mathematics Common Core Toolbox Mathematics Sample Item/Prototypes: PARCC online at the Dana Center Grade 4 (Deer in the Park) Grade 6 (Gasoline Consumption) High School (Isabella’s Credit Card)(page-21) High School (Popcorn Inventory) new Nov. 2013 http://www.parcconline.org/sites/parcc/files HSAlg1Math1PopcornInventory.pdf
115. Sample Online Performance Tasks Mathematics Sample online Item/Prototypes: Smarter Balanced: link on next slide Grade 3 - Lemonade Sale Grade 4 - Family Trip to the Zoo Grade 6 - Cereal Box (vol., surface area, minimum surface area) Grade 7 - Food Basket (calories, grams, protein) Grade 8 - Heartbeats (scatter plot ….) Grade 11- Speeding Ticket (graph, what is fair? ….)
116. EXPERIENCE an ONLINE ASSESSMENT*Smarter Balanced Online Activities Sample online Smarter Balanced Assessments. *Select from grades 3, 4, 5, 6, 7, 8 or 11 https://sbacpt.tds.airast.org/student/login.aspx?c=SBAC_PT
117. EXPERIENCE ONLINE TASKSjust released; similar to testing environment*PARCCOnline Activities http://practice.parcc.testnav.com/#* difficulty levels vary item types vary users are encouraged to work w/items across grades additional online functionality … in coming weeks.
118. PRACTICE ONLINE w/earlier grade resources Order Juice (grade-4) – Dana Center (p.28-29) Spicy Veggies (grade-7) – Dana Center (p.26-27) Drag and Drop (Smarter-Balanced sample) Circle; explain (Smarter-Balanced sample) Noise Level (Smarter-Balanced sample) Scatter Plot (Smarter-Balanced)
119. SAMPLE ASSESSMENT examples 1-12 from Smarter Balanced site separate hardcopy-packet pages 15-20 and MS and HS Reference Sheets page-12A – 13
120. FINALLY Practice PARCC ONLINE tests START NOW! http://practice.parcc.testnav.com/# Grade-6 EOY (2 sections 34 total questions); answer keys, too. Grade-7 EOY (2 sections 32 total questions) “ Grade-8 EOY (2 sections 32 total questions) “ Algebra I EOY (2 sections 35 total questions) “ Geometry EOY (2 sections 32 total questions) “ Algebra II EOY (2 sections 34 total questions) “
121. Activity: BRAINSTORM in GROUPS How should MS/HS math teaching change from the traditional teaching? What non-math type skills are essential?
122. Other Resources CIRCLES http://sampleitems.smarterbalanced.org/itempreview/ModernShell.aspx?config=SBAC%5CContent%5CCircle1.json MATH II - WALLS http://sampleitems.smarterbalanced.org/itempreview/ModernShell.aspx?config=SBAC%5CContent%5CRoomWall.json
123. PARCC RELEASED TASKS include elsewhere? file://localhost/Users/jbrendel/Desktop/PARCC%20HS%20Functions.html (November/December 2013) https://www.teachingchannel.org/videos/laws-of-sines-cosines-lesson# 14-min lesson “fly quadcopters” math/science/engineering … a 4-month project … Ms. Brookins and Mr. James GRADE-11 https://www.teachingchannel.org/videos/statistical-analysis-lesson Statistical analysis to rank baseball players GRADES 11-12 CCSS Standards: Math SID. 1, 2 and 3
124. The Specs, Accountability, and Resources: What We Know Now!
125. FIELD TESTING this SPRING (2014) >1 million students across PARCC states and Washington DC >10,000 students / 1,276 schools / 445 districts in NJ PBA – anytime between March 24 – April 11 EOY – anytime between May 5 – June 6 Results: not individual student or school results Sample online test available “spring” 2014 Field Test questions: Dr. Jeffrey B. Hauger assessment@doe.state.nj.us
126. Estimated Time on Task: Grade 6-8
127. Estimated Time on Task: Grade 6-8 Grade 6-8 Summative Total: 9 Hours, 25 minutes
128. Estimated Time on Task: Grade 9-10
129. Estimated Time on Task: Grade 9-10 Grade 9-10 Summative Total: 9 Hours, 45 minutes
130. Estimated Time on Task: Grade 11
131. Estimated Time on Task: Grade 11 Grade 11 Summative Total: 9 Hours, 55 minutes
132. HOW will I know what should be ‘learned’ before the PBA? before the EOY? (Activity) GRADES 6-8 (2 packets each grade) ALGEBRA-I PBAand EOY (2 packets) GEOMETRY PBAand EOY (2 packets) ALGEBRA-2 PBA and EOY (2 packets) ALGEBRA-I PBA vs EOY (packet)
133. What Else… 20 Day Window…for both the PBA and EOY summative assessments (performance based and end-of-year) Summative Assessments Retest Opportunities Grades 3-8 - 1 retest opportunity/year HS - up to 3 retest opps/year for each assessment Computer-based (w/paper version available in rare circumstances), contingency back-up PBA delay? No…
134. What Else… Accessibility Features for ALL students Audio Amplification Blank Paper (provided by test administrator) Eliminate Answer Choices Flag Items to Review General Administration Directions (provided by test administrator) General Administration Directions Read Aloud and Repeated (provided by test administrator) Accommodations / Modifications for Special Education students (55 page manual)
135. What Else… Accessibility Features for ALL students continued Highlight tool Headphones Magnification/Enlargement Device Notepad Pop-Up Glossary Redirect Student to Test (provided by test administrator) Spell Checker Writing Tool
136. What Else… Accommodations / Modifications for Special Education Students (from the 55-page PARCC Accessibility manual) Accessibility Features Identified in Advance Answer Masking Background/Font Color (Color Contrast) General Masking Line Reader Tool Text-to-Speech for the Mathematics Assessments http://parcconline.org/parcc-accessibility-accommodations-and-fairness
137. Modifications Accommodations NOTpermitted Modifications involve changes in the conditions under which a student takes an assessment that result in unacceptable changes to the test itself, or what the test measures (e.g., reducing or changing expectations for students) and are therefore not permitted on PARCC assessments. Examples of modifications that will result in invalidated results on PARCC include: Requiring a student to be assessed on less content matter than other students because he has been taught less material; Reducing the scope of assessments so a student needs to complete only a limited number of problems or items;
138. Modifying the complexity of assessments to make them easier (e.g., deleting half of the response choices on a multiple-choice test so that a student selects from two options instead of four); Giving hints, clues, or other coaching that directs the student to correct responses on assignments and tests; Adultsdefining vocabulary on the test or explaining test items; Allowing the student to complete an assessment of English language arts in a language other than English; and Using dictionaries that provide definitions (rather than an acceptable word-to-word dual-language dictionary).
139. Accountability: What We Know Now!
140. Results Types… Proficiency (PLDs) On-Track-to-College and Career Readiness (CCRDs) Growth Data Performance Level Descriptors (PLDs) *Achieved CCR Performance Threshold
141. What does “distinguished” (Level 5) mean? “Students performing at this level demonstrate a distinguished command of the knowledge, skills, and practices embodied by the Common Core State Standards for English language arts/literacy assessed at grade 11. They are academically well prepared to engage successfully in entry-level, credit-bearing courses in College English Composition, Literature, and technical courses requiring college-level reading and writing. Students performing at this level are exempt from having to take and pass placement tests in two- and four-year public institutions of higher education designed to determine whether they are academically prepared for such courses without need for remediation.”
142. What does it mean to be CCR? (Level-4) “Students who earn a PARCC College- and Career-Ready Determination by performing at Level 4 in mathematics and enroll in College Algebra, Introductory College Statistics, and technical courses requiring an equivalent level of mathematics have approximately a 0.75 probability of earning college credit by attaining at least a grade of Cor its equivalent in those courses.”
143. What does it mean to be CCR? (cont.) Will be used as a benchmark against which the CCR cut score on the PARCC assessments will be validated through empirical research. WHY - a “C” is the minimum grade needed to earn credit for a course WHY - a reasonably high standard but not unattainable. WHY - similar to the criteria used by ACT, WHY - other important CCR skills will not be measured by PARCC assessments.
144. What are the cut scores for each level? As/PARCC, “the vendor selected through the RFP will also work with state leaders, educators and eternal experts to determine the cut scores to establish the five PARCC Performance levels for each grade-level assessment. RFP for “Operational Assessment” Vendor proposals were due by Dec. 11, 2013.
145. Timelines and Resources: What We Know Now! 151
146. PARCC Timeline…
147. PARCC Timeline… *Over the next year, PARCC will develop five online training modules for teachers, school leaders, and school site testing coordinators – each with a unique purpose. PARCC will produce modules with the following foci: PARCC Common Assessments Overview Introduction to the PARCC Mid-Year Assessment Introduction to the PARCC Diagnostic Assessment Introduction to the PARCC Speaking/Listening Assessment PARCC Accessibility System *It is anticipated that modules will be available in June 2014.
148. PARCC Timeline… NJ Spotlight (Nov. 20, 2013) For the first time since 1989, New Jersey will next year suspend its requirement that high school graduates pass a state test in language arts and math to receive their diplomas.(No HSPA)But that doesn't mean there will be fewer tests, just that they'll be used for different purposes. For instance, current eighth, ninth, and 10th graders will be tested in language arts and math now in three separate tests, and while passing the exams will not be required for graduation, the scores will be included in a student’s permanent transcript. (2014-15 school year)
149. HIGHER ED FOCUS June 16-17, 2014 convening The focus will be on policy associated with student scores that signal on track; that signal a student is ready for entry level, college-bearing credit classes.
150. www.achievethecore.org
151. Links to Model Math Curriculum Sites Sample Assessments by grade: http://www.achievethecore.corg/ Common Core and Special Education Students http://www.ode.state.or.us/search/page/?id=3741 Common Core Practice Test https://sbacot.tds.airast.org/student/login.aspz?c=SBAC.PT http://sbac.portal.airast.org/practice-test/ Common Core Resources to use with students http://www.illustrativemathematics.org Dana Center Resources http://www.ccsstoolbox.org/ http://ccsstoolbox.agilemind.com/pdf/DanaCenter_YAG_HS.pdf
152. COMPANIES are developing new programs to assist districts: ACUITY: a comprehensive K-12 assessment program Tom Moellering from McGraw Hills as/DA/District Administration (30 minute video/conversation) pre-built assessments (diagnostic) – or item banks to create your own; can be delivered online or in print; scan in software … automatically scores and results to teacher quickly teacher can see individual/class(es)/school/district results teacher can assign specific tasks instruction resources in general (including Performance Tasks)
153. COMPANIES are developing new programs to assist districts as they transition to technology-based assessments: Pearson’s online Assessment Roadmap 2014 www.Commoncore.pearsoned.com/index.cfm?locator=PS11Uz Step-1: Conducting a Needs Analysis Step-2: Developing a Transition Strategy Step-3: Ensuring Interoperability Step-4: Communicating Proactively Step-5: Anticipating Ongoing Change www.PearsonAssessments.com/NextGenRoadmap Bryan Bleil (VP, online & tech), Ellen Stain Seymore J. Brendel 11/2013
154. TEXTBOOK PUBLISHERS are beginning to develop new programs to assist districts as they transition to technology-based assessments: Many now have all resources online including assessment options. Sample: http://www.connected.mcgraw-hill.com Teacher username and password Select Subject: [Algebra-I CC Standards National] Select Standards: [National] [Assess] [Algebra-I] [Create a New Test] J. Brendel 11/2013
155. Self-Evaluation, Action Planning and Next Steps Roadblocks Action Planning Next Steps
156. Let’s take our… (last page in packet) PARCC POST-Assessment! Activity : FAQs POST-Test 162
157. Questions?Concerns (silly question)?Discussion/Debrief
158. SINCERE THANKS… For your participation, collaboration and dedicated efforts!!! Judy jbrendel@pascack.k12.nj.us or contact NJPSA/FEA