Krystle Santaniello Educator Leadership Cadre PARCC & Common Core   http://www.corestandards.org https://www.youtube.com/watch?v=dY2mRM 4i6tY  SY 2010-2011: Launch and design phase  SY 2011-2012: Development begins  SY 2012-2013: First year pilot/field testing and data collection  SY 2013-2014: Second year pilot/field testing and data collection  SY 2014-2015: Full administration of PARCC assessments  SY 2015-2016: Set achievement levels, including college-ready performance levels www.parcconline.org To dramatically increase the rates at which students graduate from high school prepared for success in college and the workplace.  PARCC has six priority purposes: 1. Determine whether students are “college and career ready” or “on-track.” 2. Assess the full range of the Common Core Standards, including standards that are difficult to measure. 3. Measure the full range of student performance, including high and low performing students. 4. Provide data during the academic year to inform instruction, interventions and professional development. 5. Provide data for accountability, including measures of growth. 6. Incorporate innovative approaches throughout the assessment system.  NOTE: Higher education discussing waving remedial coursework for students who perform well on PARCC. www.achieve.org     PARCC is designed to reward quality instruction aligned to the Standards, so the assessment is worthy of preparation rather than a distraction from good work. PARCC’s Core Commitments to ELA/Literacy Assessment Quality Texts Worth Reading: The assessments will use authentic texts worthy of study instead of artificially produced or commissioned passages. Questions Worth Answering: Sequences of questions that draw students into deeper encounters with texts will be the norm (as in an excellent classroom), rather than sets of random questions of varying quality. http://www.parcconline.org   Better Standards Demand Better Questions: Instead of reusing existing items, PARCC will develop custom items to the Standards. Fidelity to the Standards (now in Teachers’ hands): PARCC evidences are rooted in the language of the Standards so that expectations remain the same in both instructional and assessment settings. http://www.parcconline.org Grade Literary Informational 4 50% 50% 8 45% 55%  What does this mean? ◦ Complexity: The standards require regular practice with complex text and its academic language ◦ Evidence: The standards emphasize reading and writing grounded in evidence from text, both literary and informational ◦ Knowledge: The standards require building knowledge through content rich non-fiction Note: These are the shifts the Standards require of teachers and students and they will be reflected in the PARCC assessments. http://www.parcconline.org  Shift 1: Regular practice with complex text and its academic language 1. PARCC builds a staircase of text complexity to ensure students are on track each year for college and career reading. 2. PARCC rewards careful, close reading rather than racing through passages. 3. PARCC systematically focuses on the words that matter most—not obscure vocabulary, but the academic language that pervades complex texts. http://www.parcconline.org  Shift 2: Reading and writing grounded in evidence from text, literary and informational 4. PARCC focuses on students rigorously citing evidence from texts throughout the assessment (including selected-response items). 5. PARCC includes questions with more than one right answer to allow students to generate a range of rich insights that are substantiated by evidence from text(s). 6. PARCC requires writing to sources rather than writing to decontextualized expository prompts. 7. PARCC also includes rigorous expectations for narrative writing, including accuracy and precision in writing in later grades. http://www.parcconline.org  Shift 3: Building knowledge through content rich nonfiction. 8. PARCC assesses not just ELA but a full range of reading and writing across the disciplines of science and social studies. 9. PARCC simulates research on the assessment, including the comparison and synthesis of ideas across a range of informational sources. http://www.parcconline.org The CCSS Shifts Build Toward College and Career Readiness for All Students http://www.parcconline.org Text-Dependent Questions Not Text-Dependent Text-Dependent In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something. What makes Casey’s experiences at bat humorous? 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. What can you infer from King’s letter about the letter that he received? 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? “The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech? www.achievethecore.org 15 NJASK 3 PARCC Grade 3  NJASK PARCC PARCC Part A Part B What is one main idea of “How Animals Live?” Which sentence from the article best supports the answer to Part A? a. b. c. d. There are many types of animals on the planet. Animals need water to live. There are many ways to sort different animals.* Animals begin their life cycles in different forms. a. “Animals get oxygen from air or water.” b. "Animals can be grouped by their traits.”* c. "Worms are invertebrates.” d. "All animals grow and change over time.” e. "Almost all animals need water, food, oxygen, and shelter to live." http://www.parcconline.org      Technology-Enhanced Constructed Response (TECR)—Uses technology to capture student comprehension of texts in authentic ways drag and drop cut and paste shade text move items http://www.parcconline.org 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. http://www.parcconline.org    After answering a series of EBSR’s and TBSR’s, students will be required to formulate a written response based on the information read in the texts provided. Some PCR tasks will include: Sequels, Speeches, Scenes (from a play), Short stories, Reviews, Reports, Myths, Letters, How-to-do-it articles, Pamphlets, Endings, Character sketches, Fables, Diaries, Editorials, Interviews, Anecdotes, Apologies, Complaints, Adventure stories, etc.  Students will have machine scored questions that: ◦ Are built to scaffold student understanding of the reading and help support their writing analysis. ◦ Students will then write a written analysis (PCR) of the two texts that were read. ● Contribution of one section to theme, setting, or plot ● Central idea/lesson of literature ● Analysis of plot and characterization ● Comparing themes and topics ● Comparing a print text to a multimedia version of that text   You have read a passage from The Count of Monte Cristo and a scene from Blessings. Think about the similarities and differences in how the two authors develop the themes in each text. Write an essay in which you identify a theme from each text and analyze how each theme is developed. Be sure to include specific details from both sides.  Students will read a fictional text. ◦ Respond to a series of machine scored questions that assess comprehension and build understanding for their writing. ◦ Students will write a piece that relates to text.  Students may be asked to write a story, detail a scientific process, write a historical account of important figures, or to describe an account of events, scenes or objects.  You have read a passage from “The Growin’ of Paul Bunyan. Think about how the story would be different if it were told from Johnny’s point of view. Write a narrative story retelling the story from the point of view of Johnny. Be sure to use supporting details from the text. 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. http://www.parcconline.org • Session 1: – Students begin by reading an anchor text that introduces the topic. EBSR and TECR items ask students to gather key details about the passage to support their understanding. • Session 2: – Students read two additional sources (may include a multimedia text) and answer a few questions about each text to learn more about the topic so they are ready to write the final essay to show their reading comprehension. – Finally, students mirror the research process by synthesizing their understandings into an analytic essay (PCR) using textual evidence from several of the sources. http://www.parcconline.org   You have learned about electricity by reading two articles, “Energy Story” and “Conducting Solutions,” and viewing a video clip titled “Hands-on Science with Squishy Circuits.” In an essay, compare the purposes of the three sources. Then analyze how each source uses explanations, or descriptions of experiments to help accomplish its purpose. Be sure to discuss important differences and similarities between the information gained from the video and the information provided in the articles. Support your response with evidence from each source. http://www.parcconline.org  Build the type of questions that are part of the Common Core. ◦ Higher order ◦ Text support    Prepare students to understand text from a variety of subjects. Adjust our Curriculum and increase the rigor Prepare students for computer use and endurance.     www.corestandards.org www.parcconline.org www.smarterbalance.org www.achieve.org