The MC3 PARCC Summit Presents:

A Walk Through the PARCC:

Transitioning Instruction & Assessment
to a Standards-Based Model
Access this presentation: http://tinyurl.com/moarqur

Cara DiMeo
Toms River Regional Schools

Session Objectives
Understand the overall structure and substance of the PARCC
Identify the implications of the shifts introduced by the
Common Core
Identify and share practical instructional and assessment
strategies to support students success
Take away at least one new understanding concerning the PARCC

Speaking a Common Language

Participant Poll

Talk the Talk

ELA:
PBA:
EOY:
PCR:
EBSR:
TECR:
RST:
LAT:
NT:
PLD:
PNP:

English Language Arts

Performance Based Assessment
End of Year Assessment
Prose Constructed Response
Evidence Based Selected Response
Technology Enhanced Constructed Response
Research Simulation Task
Literary Analysis Task
Narrative Task
Performance Level Descriptor
Personal Needs Profile

PARCC Glossary

Priorities

College and career ready or on track

Assess all CCSS
Measure full range of performance
Data for accountability
Data to inform instruction, interventions, and professional development

Assessment Advances

Close reading of complex text

Reading, writing and research across the content areas
Questions worth answering (ordered to build meaning)
Citing evidence from text
Focus on words that matter
Writing to sources & in a range of forms

Task Types
Performance Based Assessment: (administered after 75% of school year)
literary analysis
research simulation
narrative task
One or more texts; several comprehension and vocabulary questions; essay drawing
from evidence

End of Year Assessment: (after 90% of school year)

A minimum of two texts (literary & informational)
A focus on reading comprehension (all computer-scored items)
Evidence Tables: How will each standard be assessed?

Item Type: EBCR

Evidence-Based Constructed Response (EBCR): On PBA & EOY; combined
traditional selected response with a second selected response that asks students to
provide textual evidence.

traditional selected response

selected response + evidence

Item Type: PCR

Prose Constructed Response: Only on PBA; asks students to create an
extended and complete written response. It elicits evidence that students have
understood a text.

Blueprints & Test Specs

Estimated Time on Task

to be scheduled in three sessions
Only 1
session

How
will data
beDescriptors
reported?
Performance
Level
PARCC will report student achievement using PLDs and scaled scores.
Performance Level Descriptor:
Level 5: Students performing at this level demonstrate a distinguished command of
the knowledge, skills, and practices embodied by the Common Core State Standards
assessed at their grade level.
Level 4: Solid command
Level 3: Moderate command
Level 2: Partial command
Level 1: Minimal command
Cut Scores will be determined in the Summer of 2015 using multiple stakeholders in the
decision making process.

PARCC Performance Level Descriptors - ELA

SUBCLAIMS
Blueprint Link

Distinguished
Command of Content

Partial
Command of
Content

Writing Rubrics
Grade 3
Grades 4-5
Using rubrics in the classroom
Using the writing progressions to
plan units
Providing feedback that fosters
growth

Feedback must be
explicit.
Rubrics must be
aligned to lessons
taught.

Focus on textual
evidence

PARCC Resources
Model Content Frameworks
standards organizational model
curriculum alignment & unit planning
Blueprints & Test Specifications
K-2 Formative Assessments
PARCC Practice Tests
PARCC Accessibility Features & Accommodations Manual
Sign up for PARCC updates
NPR CCSS series

Preparing Teachers & Students for PARCC

1.

Time with technology

a.
b.
c.

2.

Video tutorial series (Marlboro)

a.
b.

3.

in teacher PLCs
flipped learning

Practice Tests
a.

4.
5.

navigation
devices
individualized needs assessments

formative feedback

Sample items
Upload your own content to any
digital platform

What is your district doing to get PARCC-ready?

Facilitating Mastery of the

Common Core State Standards

What can district/school leaders do?

Facilitate articulation
Vertical and horizontal
Review the learning progressions
Develop a common language
Analyze learning gaps
Provide daily feedback
Get into buildings/classrooms as much as possible
Engage in discussions about text
Encourage writing about reading
Support resources
Model and encourage daily use of technology

CCSS
checklists
for lesson
plans or
walk
throughs

What can content area supervisors or instructional

coaches do?
1.
2.
3.
4.
5.
6.
7.
8.

Adopt a standards-driven instructional format

Suggest texts worth reading
Model strategies that support independence
Facilitate creation of text dependent questions
Common Assessments
Immediate and consistent feedback
Build an assessment continuum
Host data-dialogue sessions

What can teachers do?

1.
2.
3.
4.
5.
6.
7.
8.

Align instruction to standards

Use standards language with students
Gradual release/modeling
Foster student self assessment and goal
setting (progress monitor)
Integrate complex text & text dependent
questions
Balance strategy vs content instruction
Provide opportunities for writing about
reading
Identify instructional strategies and
resources that support students mastery of
Common Core & PARCC success

Standards-based
Strategy/Guided
Reading Group
(in your packet)

Standards Call for Seven Types of Paired Passages

(often requiring certain genres or works)

Comparing literary elements, including theme (e.g., RL.3.9, RL.4.5, RL.6.9, RL.11-12.9)
Comparing central ideas, topics, including same event and point of view (e.g., RI.3.9, RI.4.6, RI.
8.9, RI.9-10.9, RH.11-12.6)
Comparing and/or analyzing different versions of the same text (e.g., RL.4.7, RI. 7.7, RI.8.7, RL.
11-12.7)
Analyzing how ideas are transformed from one text to another (RI.6.9, RL.7.9, RST.6-8.9, RL.910.9, RH.9-10.9)
Integrating information for a purpose (e.g., RI.4.9, RI.5.9, RH.11-12.9)
Comparing structure of texts (e.g., RI.5.5, RL.8.5)
Analyzing supplemental elements (e.g., RL.3.7, RI.3.7, RI.4.7, RI.5.7)

Paired Passages

AlamanceBurlington School System

Show students
how to
synthesize by
modeling the
various ways a
reader thinks
about the text.

Explore Resources to Create Online

Assessments

Tutorials
Google Forms

PARCC Simulation

Assessment

Which table is more

reflective of the grading
practices used in your
district/school?
1
POLL
2

Scriffiny, Patricia L. "Seven Reasons for Standards-Based Grading." Educational Leadership:Expecting Excellence:Seven
Reasons for Standards-Based Grading. N.p., Oct. 2008. Web. 02 Dec. 2014.

Assessment
1. What is the purpose?
2. Are your districts assessment practices providing evidence that exposes gaps
in instruction?
3. Use formative/summative assessment practices that inform levels of mastery:
use question stems that align with the CCSS
integrate daily activities that show mastery
embrace district/school-wide efforts to embed various formative
assessment
Reflect on current school/district practices: are the assessment tools measuring students
mastery along a continuum?

Research on Assessment
1. Clear expectations
a. Rubrics/Scales

138 influences and effect sizes across all areas related to student
achievement:

2. Frequent detailed feedback

3. Student-Generated
4. Self Assessment
5. Independent Monitoring
John Hatties Visible Learning

Resources
Louisiana Believes
Realizing Illinois
PARCConline.org
Achieve the Core
Engage NY
NJcore.org
Illinois CCSS Guidebook

Todays Whirlwind
PARCC:
Language
Structure & Items
Scoring Feedback
Preparation:
district leaders
building administrators
supervisors & coaches
teachers
Assessment
best practice
Resources