Common Core State Standards and Partnership for Assessment of Readiness for College and Careers

An Overview

Cassandra Brown Division of Florida Colleges

Agenda
Assessing Current CCSS Knowledge What are the CCSS?
History Old vs. New

What is PARCC?
Assessment Components Item Prototypes

Timelines
FCAT to PARCC Teacher Assessments

Resources

Assessing Current Knowledge

What knowledge, skills, and behaviors does a student need to be successful in school, life, Skills Behaviors and work? Knowledge
School
Life

Career

Assessing Current Knowledge

What do you feel is missing from the current set of standards? List words you feel describe the Common Core State Standards or should describe a new set of standards?
Missing . . . New Standard Descriptions/Should Include . . .

Assessing Current Knowledge

What do you already know about the Common Core State Standards?
This may include the history of the standards, content, instruction, oreven just the title.

Common Core State Standards - CCSS

Common Core State Standards

Provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. Designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers.

With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.

Creating the Standards

State led effort to establish a single set of clear, voluntary, shared educational standards for English/language arts and mathematics. The National Governor Association (NGA) and the Chief Council of State School Officers (CCSSO) brought together a teachers, experts, parents, and school administrators to draft the standards. Core Writing Teams in English/Language Arts and Mathematics Extended work teams: Postsecondary faculty K-12 teachers State curriculum and assessment experts Representatives from State Higher Education Executive Officers (SHEEO) and National Association of State Boards of Education (NASBE)

Creating the Standards

Writing teams looked for examples of rigor, coherence, and progression. Standards from high performing countries and provinces were used to inform content, structure, and language.
Mathematics Belgium, Canada, China ELA Australia, Canada, England, Finland

Experts reviewed to ensure alignment with previously-prepared college and career ready graduation standards.

States Adopting Common Core State Standards

Final standards were released in June 2010. Florida adopted the standards in July 2010. 46 states and DC have adopted the CCSS.

*Minnesota adopted the CCSS in ELA/literacy only

Transitioning to CCSS
The CCCSS signify the need to change practice in at least three primary areas:
Content Instruction Assessment

More than just replacing current standards. Opportunity to think about what and how to teach and purposefully plan for student success.

How Are CCSS Different - ELA

Vertical alignment -Standards establish a staircase of increasing complexity in what students must be able to read. Standards require the progressive development of reading comprehension so students gain more from what they read as they progress through the grades.

Elementaryhttps://www.teachingchannel.org/videos/anal yzing-text-as-a-group Secondary https://www.teachingchannel.org/videos/liter acy-analysis-lesson?fd=1

How Are CCSS Different - ELA

Focus on what students read
Informational text accounts for 80% of what students will read in postsecondary institutions and careers Emphasis on reading informational text across curriculum Balance of literature and informational texts

Expected to closely read multiple texts, analyze texts, and use evidence to support claims
Write to sources

Research skills taught throughout the standards

Study multiple topics and solve problems with short and extended projects

How Are CCSS Different - ELA

Knowledge in the Disciplines
Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities.

Text-based Answers

Students engage in rich and rigorous evidence based conversations about text.

Academic Vocabulary
Students constantly build the transferable vocabulary they need to access grade level complex texts.

How Are CCSS Different - Math

The Importance of Focus in Mathematics
Mathematical Practices
Habits of Mind

Principle Focus
Research-based Standards Procedural Skills and Conceptual Mastery Arithmetic Fluency in Early Grades

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How Are CCSS Different - Math

Standards stress skills and conceptual understanding. Deep mastery and greater command of material.
K-5 - Strong foundation for algebra is built with number and operations. Middle - Hands-on learning in geometry, algebra and probability and statistics. High school Use of mathematics with structure and coherence. Ability to apply mathematics in other disciplines and worldwide. Emphasis on modeling.
https://www.teachingchannel.org/videos/teaching-fractions

How Are CCSS Different - Math

Focus - Teachers significantly narrow and deepen the scope of how time and energy is spent in the math classroom. Fluency - Students are expected to have speed and accuracy with simple calculations. Deep Understanding -Teachers teach more than how to get the answer and instead support students ability to access concepts from a number of perspectives Application - Students are expected to use math and choose the appropriate concept for application even when they are not prompted to do so.

A Note on Calculators
PARCC mathematics assessments for Grades 3 5 will not allow for calculator usage. Grades 6-7 assessments will have an online four function calculator with square root. Grade 8 assessments will have a scientific calculator. High school assessments will have a calculator with similar functions of a TI-84 graphing calculator. All assessments will be divided into calculator and noncalculator sessions.
Sessions will be locked, meaning the student cannot return to a session once it is completed.
http://www.parcconline.org/sites/parcc/files/PARCCApproved CalculatorPolicy-July%202012.pdf

Key Advances of the Common Core

MATHEMATICS Focus, coherence and clarity: emphasis on key topics at each grade level and coherent progression across grades Procedural fluency and understanding of concepts and skills Promote rigor through mathematical proficiencies that foster reasoning and understanding across discipline ENGLISH LANGUAGE ARTS/LITERACY Balance of literature and informational texts; focus on text complexity Emphasis on argument, informative/ explanatory writing, and research Speaking and listening skills

Literacy standards for history, science and High school standards organized by technical subjects conceptual categories ANCHORED IN COLLEGE AND CAREER READINESS

Partnership for Assessment of Readiness for College and Careers - PARCC

Building the Assessment

There are two consortia developing innovative assessments for the CCSS.
Smarter Balance Assessment Consortium (SBAC) Partnership for Assessment of Readiness for College and Careers (PARCC)

States may choose a consortium and become a governing or member state. Florida is a PARCC state.

PARCC States

Arizona Arkansas Colorado District of Columbia Florida (Fiscal Agent) Georgia Illinois Indiana Louisiana Maryland Massachusetts (Board Chair) Mississippi New Jersey New Mexico New York Ohio Oklahoma Rhode Island Tennessee

Engagement of Florida Education Stakeholders

Florida DOE staff participate on the leadership team and other staff groups.
Commissioner sits on the Governing Board. There is a Higher Education Leadership Team and Advisory Council for College Readiness.

Hundreds of Florida educators provided input on the assessment.

Educator cadre of 24 Florida educators provide ongoing input on the development of the PARCC assessments.
Florida K-12 teachers, curriculum specialists, and administrators Florida postsecondary content-area faculty
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PARCC Goals
1. Create high-quality assessments 2. Build a pathway to college and career readiness for all students

3. Support educators in the classroom

4. Develop 21st century, technology-based assessments 5. Advance accountability at all levels

PARCC Assessment Design

English Language Arts/Literacy and Mathematics, Grades 3-11 Computer-based assessments
Diagnostic Assessments (2)
Early indicator of student knowledge to inform instruction and student interventions

Performance-Based and End of Year Assessments (2)

Applications of knowledge learned Accountability measure

Speaking and Listening Assessment (Optional)

Assessment Design
English Language Arts/Literacy and Mathematics, All Grades
2 Optional Assessments/Flexible Administration

Diagnostic Assessment Early indicator of student knowledge and skills to inform instruction, supports, and PD Non-summative

Mid-Year Assessment Performance-based Emphasis on hardto-measure standards Potentially summative

Performance-Based Assessment (PBA) Extended tasks Applications of concepts and skills Required

End-of-Year Assessment Innovative, computer-based items Required

Speaking And Listening Assessment Locally scored Non-summative

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Assessment Outcomes
Mathematics
Students have mastered the knowledge & skills in highlighted domains for a particular grade level. Students have attained overall proficiency in mathematics

English/Language Arts
Students can read and comprehend complex literary and informational text Can write effectively to sources Have attained overall proficiency in ELA/literacy

Item Prototypes
PARCC has released sample item and task prototypes. Responses are interactive and are more than multiple choice responses. http://www.parcconline.org/samples/itemtask-prototypes

Item and Task Prototypes Grade 3 Mathematics

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Item and Task Prototypes Grade 3 Mathematics

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Item and Task Prototypes Grade 3 Mathematics

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Grade 6 (Slider Ruler)

Sample Item Drag the slider to explore the relationship between the number of inches and the number of centimeters.

Select all of the statements that accurately represent the relationship between the number of inches and the number of centimeters. The ratio of centimeters to inches is 1 to 2.54. The ratio of centimeters to inches is 2.54 to 1. i = 2.54c, where i represents the number of inches and c represents the number of centimeters c = 2.54i, where i represents the number of inches and c represents the number of centimeters For every centimeter, there are 2.54 inches. For every inch, there are 2.54 centimeters.

Item and Task Prototypes High School Mathematics

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3rd Grade- Part A

3rd Grade- Part B

7th Grade- Part A

7th Grade- Part B

High School- Part A

High School- Part B

High School- Part C

Reading

Item and Task Prototypes Grade 3 Reading

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Narrative Task (Grade 6):

Jean Craighead Georges Excerpt from Julie of the Wolves

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Texts Worth Reading

Range: Example of assessing literature and helping to satisfy the 55%-45% split of informational text to literature at the 6-8 gradeband. Quality: Julie of the Wolves was a winner of the Newbery Medal in 1973. This text about a young Eskimo girl surviving on her own in the tundra by communicating with wolves offers a story rich with characterization and imagery that will appeal to a diverse student population.

Complexity: Quantitatively and qualitatively, the passages have been validated and deemed suitable for use at grade 6.

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Questions Worth Answering

Types of Questions
Evidence-Based Selected-Response Item Technology Enhanced Constructed-Response Item Prose Constructed Response Item

Multiple question types used to challenge students command of evidence with complex texts.
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Grade 6 Evidence-Based SelectedResponse Item #1

Part A What does the word regal mean as it is used in the passage? a. generous b. threatening c. kingly* d. uninterested Part B Which of the phrases from the passage best helps the reader understand the meaning of regal? a. wagging their tails as they awoke b. the wolves, who were shy c. their sounds and movements expressed goodwill d. with his head high and his chest out*
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Item and Task Prototypes Grade 6 Reading

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Grade 6 Technology-Enhanced Selected-Response Item

Part A Choose one word that describes Miyax based on evidence from the text. There is more than one correct choice listed below. A. reckless B. lively C. imaginative* D. observant* E. impatient F. confident Part B Find a sentence in the passage with details that support your response to Part A. Click on that sentence and drag and drop it into the box below.

Part C Find a second sentence in the passage with details that support your response to Part A. Click on that sentence and drag and drop it into the box below.

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Grade 6 Prose ConstructedResponse Item

In the passage, the author developed a strong character named Miyax. Think about Miyax and the details the author used to create that character. The passage ends with Miyax waiting for the black wolf to look at her. Write an original story to continue where the passage ended. In your story, be sure to use what you have learned about the character Miyax as you tell what happens to her next.
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Understanding the Narrative Writing Task

Students read one or two brief texts and answer a few questions to help clarify their understanding of the text(s).

Students then write either a narrative story or a narrative description (e.g., writing a historical account of important figures; detailing a scientific process; describing an account of events, scenes, or objects).
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Grade 7 Text-Based Research Simulation Writing Task

You have read three texts describing Amelia Earhart. All three include the claim that Earhart was a brave, courageous person. The three texts are: a. Biography of Amelia Earhart b. Earhart's Final Resting Place Believed Found c. Amelia Earharts Life and Disappearance Consider the argument each author uses to demonstrate Earharts bravery. Write an essay that analyzes the strength of the arguments about Earharts bravery in at least two of the texts. Remember to use textual evidence to support your ideas.
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21st Century, Technology-Based Assessments

The assessment will be computer-based and leverage technology in a range of ways:
Item Development
Develop innovative tasks that engage students in the assessment process
Reduce paperwork, increase security, reduce shipping/receiving & storage Increase access to and provision of accommodations for SWDs and ELLs Make scoring more efficient by combining human and automated approaches Produce reports of students performance throughout the year to inform instruction, interventions, and professional development
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Administration

Scoring

Reporting

Advance Accountability at All Levels

Common Core assessments will be purposefully designed to generate valid, reliable and timely data, including measures of growth, for various accountability uses including:
School and district effectiveness

Educator effectiveness
Student placement into college, credit-bearing courses Comparisons with other state and international benchmarks

Common Core assessments will be designed for other accountability uses as states deem appropriate.
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Timelines

Timeline Through First Common Core Assessment Administration in 2014-2015

PARCC Tools & Resources
Partnership Resource Center launched Professional development modules released Diagnostic assessments released

K-2 Formative Tools Released

College-ready tools released

Summative Assessments (2014-15 SY)

Spring 2013

Summer 2013

Fall 2013

Winter 2014

Spring 2014

Summer 2014

Fall 2014

Winter 2015

Spring 2015

Pilot/field testing begins

Expanded field testing

Optional Diagnostic and Midyear Assessments

Standard Setting in Summer 2015

Assessment Implementation
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Transition from FCAT to Common Core Assessments

Assessments in 2012-13, and 2013-14 Assessments in 2014-15

FCAT 2.0 Reading Grades 3 to 10

Common Core English Language Arts Grades 3 to 11

FCAT 2.0 Writing Grades 4, 8, 10 FCAT 2.0 Mathematics Grades 3 to 8 Florida Algebra 1 EOC Florida Geometry EOC Common Core Mathematics Grades 3 to 8 Common Core Algebra 1 EOC Common Core Geometry EOC

Common Core Algebra 2 EOC FCAT 2.0 Science

Florida Biology 1 EOC Florida US History EOC Florida Civics EOC

FCAT 2.0 Science

Florida Biology 1 EOC Florida US History EOC Florida Civics EOC
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FTCE Subject Area Exam Timeline

FTCE Subject Area Examinations Tentative Rollout Date (to include CCSS) Pre K 3 July Sept 2013 Math 6-12 English 6-12 Mar June 2014 Math 5-9

General Knowledge
May June 2014 Elementary Ed

Science subtests of GK and Elem Ed will still include Next Generation SSS

Common Core Assessments & Legislation

Current Florida Statute addresses assessments and accountability. Adoption of Common Core assessments and any accountability measures to be linked to these assessments will require legislative approval, including approval of budget.
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Resources

Things You Can Do Now

Connect with the Common Core with Current Practice
Read through standards with highlighters and highlight what is currently being taught, somewhat taught and not teaching/or not at grade level Use CPALMS for updated course outlines Use videos from Hunt Institute and Teaching Channel on CCSS
Common Core channel with 148 videos and Lets Chat Core Series

Learning the Core

CCSS http://www.corestandards.org/ PARCC - http://www.parcconline.org/ Achieve http://achieve.org/ Teaching Channel https://www.teachingchannel.org/videos?categories=topics_c ommon-core The Hunt Institute http://www.youtube.com/user/TheHuntInstitute Academic Vocab http://www.englishcompanion.com/pdfDocs/acvocabulary2.p df CCSS Toolbox http://www.ccsstoolbox.com/ Achieve the Core - http://www.achievethecore.org/

Learning the Core

Florida http://www.fldoe.org/schools/ccc.asp Georgia
https://www.georgiastandards.org/CommonCore/Pages/default.aspx

Oregon
http://www.ode.state.or.us/search/page/?id=3566

Indiana
http://www.doe.in.gov/achievement/curriculum/reso urces-implementing-indianas-common-core-standards

Common Core State Standards

Hunt Institute

PARCC

Teaching Channel

CPALMS

Florida CCSS

Georgia CCSS

Indiana CCSS

New York CCSS

Questions

Contact Information
Cassandra Brown, Coordinator of Postsecondary Readiness Division of Florida Colleges 325 W. Gaines Street, Suite 1532 Tallahassee, Florida 32399

(850) 245-7823 cassandra.brown@fldoe.org