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

1. The Partnership for Assessment of Readiness for College and Careers (PARCC) Common Core State Standards Stakeholder Conference June 30, 2012 Tamara Reavis Washington, DC

2. Overview Welcome Background on PARCC A Closer Look Engagement and Support

3. The Common Core State Standards lay the foundation toward ensuring that students are ready for college and career.

4. PARCC will provide information to determine how students are progressing in that learning. States, districts, schools, and teachers can use this information to inform • Student interventions • Systemic changes • Curricular and instructional adjustments

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

6. Create High-Quality Assessments Flexible • End-of-Year • Assessment • Innovative, computer-based items • Mid-Year Assessment • Performance-based • Emphasis on hard to measure standards • Potentially summative • Performance-Based • Assessment (PBA) • Extended tasks • Applications of concepts and skills • ELA/Literacy • Speaking • Listening • Early Assessment • Early indicator of student knowledge and skills to inform instruction, supports, and PD Summative assessment for accountability Formative assessment 6

7. Non-Summative Assessment Components Flexible • 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 • Early Assessment • Early indicator of student knowledge and skills to inform instruction, supports, and PD Summative assessment for accountability Non-Summative assessment 7

8. 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 Summative assessment for accountability Non-Summative assessment 8

9. New Conceptual Framework for Assessment Design: ECD Source: Pellegrino, Meryl, Huff, AERA 2009

10. Purpose and Audience of the Model Content Frameworks Purpose Support implementation of the Common Core State Standards Inform development of item specifications and blueprints for the PARCC assessments in grades 3–8 and high school. Audiences State and local curriculum directors Teachers and building administrators

11. Development Process State-led process that included mathematics content experts in PARCC member states and members of the Common Core State Standards writing team Three rounds of feedback; nearly 1,000 individual comments were submitted from K–12 educators, principals, superintendents, higher education faculty, school board members, parents, and students during August public review

12. 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 They focus on framing the critical advances in the standards: • Reading complex texts • Reading a range of texts—literature and informational • Writing effectively when using and/or analyzing sources • Conducting and reporting on research • Speaking and listening • Using knowledge of language effectively when reading, writing, and speaking

13. Key Elements of the Model Content Frameworks

14. Model Content Framework Chart for Grade 3

15. Example of Key Terms and Concepts for Grade 3

16. Writing Standards Progression from Grade 8 to Grades 9–10 Writing Standards Progression from Grade 8 to Grades 9–10

17. Approach of the Model Content Frameworks for Mathematics • PARCC Model Content Frameworks provide a deep analysis of the CCSS, leading to more guidance on how focus, coherence, content and practices all work together. • They focus on framing the critical advances in the standards: • Focus and coherence • Procedural knowledge, conceptual understanding, and application • Content and mathematical practices • Model Content Frameworks for grades 3-8, Algebra I, Geometry, Algebra II, Mathematics I, Mathematics II, Mathematics III

18. Key Elements of the Model Content Frameworks • Examples of key advances from the previous grade • Fluency expectations or examples of culminating standards • Examples of major within-grade dependencies • Examples of opportunities for connections among standards, clusters or domains • Examples of opportunities for in-depth focus • Examples of opportunities for connecting mathematical content and mathematical practices • Content emphases by cluster

19. Grade 3 Example

20. Grade 3 Example

21. Grade 3 Example

22. Traditional Sequence in High Schoolwww.parcconline.org/parcc-content-frameworks

23. Cross-Cutting Standards in High School

24. Possible Uses of the Model Content Frameworks Assist in transitioning to the CCSS • Help inform curriculum, instruction, and assessment • Increase educator engagement and awareness Assist in evaluating resources Provide awareness on the balance of tasks Help educators think more deeply about the standards, especially foundational structures Inform grade-level analyses

25. Guidance for Teachers (ELA/Literacy) The key terms section highlights several important concepts that describe meaningful ways to implement the Common Core State Standards now: • Focus on close analytic reading and on comparison and synthesis of ideas • Provide guidance on both reading literature and reading informational texts • Focus on writing effectively when using and/or analyzing sources

26. Guidance for Teachers (Mathematics) Key advances in the standards between grade levels Fluency expectations and major within-grade dependencies Connections among standards, clusters, or domains Opportunities for In-Depth Focus Opportunities for Connecting Mathematical Content and Mathematical Practices

27. Guidance for Building Administrators (ELA/Literacy) Using the module chart and the other charts to guide discussions around implementation of the standards Focusing on the key terms to ensure consistent understanding and use of these terms throughout a school Facilitating dialogue among disciplinary teachers to foster student literacy development across contents

28. Guidance for Building Administrators (Mathematics) Using the content frameworks to guide discussions around implementation of the standards Use the frameworks to support increased focus and coherence in instructional programs Using the frameworks to gain a deeper understanding of the role of the practices in cooperation with the content, to support student learning

29. Guidance for Curriculum Developers (ELA/Literacy) Using the module chart with the standards to sketch out potential model instructional unit plans Using the key terms to ensure consistent application of the terms as curricula are developed Recognizing the shifts in the standards from grade to grade and using these shifts as grade-level curricula are developed and as materials are purchased to align with the curricula

30. Guidance for Curriculum Developers (Mathematics) Using the content frameworks with the standards to sketch out potential model instructional unit plans Use the frameworks to support increased focus and coherence in instructional programs Recognizing the shifts in the standards from grade to grade and using these shifts as grade level curricula are developed and as materials are purchased to align with the curricula

31. Item Development ITN (Invitation to Negotiate) Source: Pellegrino, Meryl, Huff, AERA 2009

32. Item Development ITN: ELA/Literacy Claims • ELA/Literacy: On track or college- and career-ready, supported by three major claims: reading complex texts (literature, informational texts, vocabulary); writing using and responding to sources (written expression, conventions); research Item Types • ELA/Literacy • PBA: Prose Constructed Response (PCR) • EOY: Evidence-Based Selected Response (EBSR) • EOY: Technology Enhanced Constructed Response (TECR)

33. Item Development ITN: Mathematics • Claims • Mathematics: On track or college- and career-ready, supported by five sub-claims: major content; additional and supporting content; modeling/application; expressing mathematical reasoning; and, fluency. • Item Types • Mathematics • Type I (PBA and EOY): Machine scorable, focusing on major content and/or fluency. Could be practice forward. • Type II (PBA):Hand scored (or machine scored if innovative); focused on expressing reasoning. • Type III (PBA): Hand scored (or machine scored if innovative); focused on modeling/application.

34. Item Review Process • 100% of PARCC items will be reviewed prior to and following field testing • A total of 24 review meetings will take place throughout the contract period, beginning in spring 2012

35. Use of Technology

36. Technology Guidelines for PARCCVersion 1.0, April 2012 • Desktops, laptops, netbooks (Windows, Mac, Chrome, Linux), thin client, and tablets (iPad, Windows, and Android) will be compatible devices provided they are configured to meet the established hardware, operating system, and networking specifications- and are able to be “locked down”.

37. Supporting Educators

38. K-12 Engagement Educator Leader Cadres • Develop expertise on the CCSS and PARCC; develop state and peer leaders; build and expand the number of educators who understand and feel ownership for implementing the CCSS and PARCC Assessments • State teams of K-12 teachers, school and district leaders, local and state curriculum directors, and postsecondary representatives • National Math and Science Initiative/Lay The Foundation • Annual meetings beginning in July 2012

39. Instructional Supports and Tools Model Content Frameworks • Support implementation of the CCSS; support 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 August. • 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

40. Supports and Tools (continued) Professional Development Modules Item and 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 • Develop models of innovative, online-delivered items and rich performance tasks proposed for use in the PARCC assessments. • Expected Summer 2012 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

41. PARCC Timeline Through 2011-2012 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

42. 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 Fall 2014 Spring 2013 Summer 2013 Fall 2013 Winter 2014 Spring 2014 Summer 2014 Winter 2015 Spring 2015 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

43. Instructional Tools To Support Implementation: Partnerships AFT and NEA Mathematics Common Core Collaborative (MC3) • NCTM, NCSM, ASSM, AMTE, CCSSO, NGA ELA/Literacy Collaborative NASSP, NAESP, ASCD, Learning Forward (Met Life), ISKME, NASDSE, NASBE, Expeditionary Learning, Understanding Language Illustrative Mathematics Project (www.illustrativemath.org) K12 Educator Advisory Committee And many others…

44. A Few Additional Resources • Tri-State Collaborative Rubrics (alignment and quality): http://www.achieve.org/achieving-common-core • Illustrative Mathematics: http://www.illustrativemathematics.org • Math Progressions and other Resources: http://commoncoretools.me • More on the Practices: http://www.mathedleadership.org/ccss/materials.html • Key Shifts: http://www.achievethecore.org/steal-these-tools

45. Comments and Questions? Keep Informed: http://www.tinyurl.com/parcc-k-12-survey

46. Partnership for Assessment of Readiness for College and Careers http://www.fldoe.org/parcc/ www.parcconline.org #parccplace