1. science
2. mathematics

Common Core & PARCC
CRHSD- Community
Why are we doing this? We have had
standards.
Before Common Core State Standards we had standards, but
rarely did we have standards-based instruction.
 Long lists of broad, vague statements
 State assessment practices weren’t tightly aligned
 Pacing charts were developed to “cover” standards
Reality of NJ’s standards based movement….
Enter The Common Core & PARCC
Standards
Common
Core
Assessment
PARCC
Aligned
Instruction
ELA/Literacy: 3 Shifts
1. Regular practice with complex text and its
academic language
2. Reading, writing, and speaking grounded in
evidence from text, both literary and
informational
3. Building knowledge through content-rich
nonfiction
6
Shift #1: Regular Practice with Complex Text and its
Academic Language
Gap between complexity of college and high school texts is huge.
7
Shift #2: Reading, Writing & Speaking Grounded in Evidence,
Both Literary and Informational
•
•
Most college and workplace writing requires evidence.
•
Evidence is a major emphasis of the ELA Standards: Reading
Standard 1, Writing Standard 9, Speaking and Listening
standards 2, 3 and 4, all focus on the gathering, evaluating
and presenting of evidence from text.
Ability to cite evidence differentiates strong from weak
student performance on NAEP
8
Shift #3: Building Knowledge Through ContentRich Nonfiction
•
•
Much of our knowledge base comes from informational text
•
Informational text harder for students to comprehend than narrative
text
•
Yet, students are asked to read very little of it in elementary
(7 – 15%).
•
CCSS moves percentages to
Informational text makes up the vast majority of required reading in
college/workplace (80%)



50:50 at elementary level
55:45 at middle school*
70:30 at high school* (*includes ELA, science, social studies)
9
The CCSS Shifts Build Toward College
and Career Readiness for All Students
Enter The Common Core & PARCC
Standards
Common
Core
Assessment
PARCC
Aligned
Instruction
HSPA Persuasive Writing Prompt
The Board of Education at Cumberland Regional High School is
considering expanding the high school’s curriculum to include an
additional year of career education and/or other courses that the
Board feels are necessary to graduate college-ready students. The
proposal of an additional year has become very controversial in the
community.
Write a letter to your School Board President expressing your view
as a student of Cumberland Regional High School on the issue.
Research Simulation Task
Biography of Abigail Smith Adams
Letter from Abigail Adams to her husband John Adams
Letter from John Adams to his wife Abigail Adams
Shift #1- Regular practice with complex
text and its academic language
Shift #3- Building knowledge through
content rich non-fiction.
13
Which two statements best summarize Abigail’s ideas regarding the
occupation of Boston, based on the letter to her husband?
a.
Disease wiped out many of the residents of Boston during the
occupation of their town.
b.
Many of the homes that were occupied in Boston were left in better
condition than expected.*
c.
It is likely that another town in the Colonies will be similarly occupied
in the near future.
d.
Only the president’s and solicitor general’s homes were left unharmed
by those who occupied Boston.
e.
The people of Boston do not know whether or not they should return
to their homes.
f.
As long as citizens of other towns take steps to avoid what led to the
occupation in Boston, they should be safe from a similar fate.*
14
Shift #2- Reading, writing, and speaking grounded
in evidence from text
Choose two quotations that best support the answers in Part A.
a)
b)
c)
d)
e)
f)
15
“I am fearful of the small-pox, or I should have been in before this time.”
(paragraph 3)
“I find it has been occupied by one of the doctors of a regiment…” (paragraph
3)
“…some individuals discovered a sense of honor and justice, and have left rent
of houses in which they were, for the owners, and the furniture unhurt, or, if
damaged, sufficient to make it good.” (paragraph 4)*
“…whether we could rest in our own cottages or whether we should be
driven from the seacoast to seek shelter in the wilderness…” (paragraph 5)
“Though we felicitate ourselves, we sympathize with those who are trembling
lest the lot of Boston should be theirs.” (paragraph 6)
“They have time and warning given them to see the evil and shun it.”
(paragraph 6)*
Research Simulation Task 11
th
grade
 Both John and Abigail Adams believed strongly in freedom and independence.
However, their letters suggest that each of them understood these terms
differently based on their experiences.
 Write an essay that explains their contrasting views on the concepts of freedom
and independence. In your essay, make a claim about the idea of freedom and
independence and how John and Abigail Adams add to that understanding and/or
illustrate a misunderstanding of freedom and independence. Support your
response with textual evidence and inferences drawn from all three sources.
Shift #1- Regular practice with complex text and its academic language
Shift #2- Reading, writing, and speaking grounded in evidence from
text.
Shift #3- Building knowledge through content rich non-fiction.
Shift #1- Regular practice with complex
text and its academic language
Shift #2- Reading & writing grounded in
evidence from text.
Shift #1- Regular practice with complex
text and its academic language
Shift #2- Reading & writing grounded in
evidence from text.
Shift #3- Building knowledge through
content rich non-fiction.
Mathematics: 3 shifts
1.
Focus: Focus strongly where the Standards focus.
2.
Coherence: Think across grades, and link to major topics
within grades.
3.
Rigor: In major topics, pursue conceptual understanding,
procedural skill and fluency, and application.
20
Traditional U.S. Approach
K
12
Number and
Operations
Measurement
and Geometry
Algebra and
Functions
Statistics and
Probability
21
Focusing attention within Number and Operations
Operations and Algebraic
Thinking
Expressions
→ and
Equations
Number and Operations—
Base Ten
→
K
1
2
3
4
Algebra
The Number
System
Number and
Operations—
Fractions
→
→
→
5
6
7
8
High School
22
Priorities in Mathematics
Grade
Focus Areas in Support of Rich Instruction and
Expectations of Fluency and Conceptual Understanding
K–2
Addition and subtraction, measurement using
whole number quantities
3–5
Multiplication and division of whole numbers
and fractions
6
7
8
Ratios and proportional reasoning; early
expressions and equations
Ratios and proportional reasoning; arithmetic
of rational numbers
Linear algebra and linear functions
23
Mathematics: 3 shifts
1.
Focus: Focus strongly where the Standards focus.
2.
Coherence: Think across grades, and link to major topics
within grades.
3.
Rigor: In major topics, pursue conceptual understanding,
procedural skill and fluency, and application.
24
Example of Conceptual Understanding
25
Algebra
Conceptual
Understanding
Engaging with the Shift:
Making a True Statement
Rigor =
Conceptual
Understanding
_________
+
Procedural
Skill and
Fluency
________
Application
+ _________
 This shift requires a balance of three discrete
components in math instruction.This is not a
pedagogical option, but is required by the Standards.
27
Mathematics: 3 shifts
1.
Focus: Focus strongly where the Standards focus.
2.
Coherence: Think across grades, and link to major topics
within grades.
3.
Rigor: In major topics, pursue conceptual understanding,
procedural skill and fluency, and application.
28
Common Core- Major Shifts
ELA/Literacy
Regular practice with
complex text and its
academic language.
2. Reading, writing and
speaking grounded in
evidence from text.
3. Building knowledge
through content-rich
non-fiction.
1.
Mathematics
1. Focus strongly where the
Standards focus.
2. Coherence: Think across
grades, and link to major
topics within grades.
3. Rigor: In major topics,
pursue with equal
intensity: conceptual
understanding, procedural
skill and fluency, and
application.
artnership
ssessment of
eadiness for
ollege and
areer
Beginning of
School Year
End of Year
• Given in March
• Tests critical thinking
• Writing in response
to reading
• Research Simulations
• Real world
applications
• End of May-JUne
• Reading
comprehension
• Math conceptual
understanding and
fluency questions.
Test Schedule
Grades 3-8
Component
Administration Dates
Performance-Based Assessment – 75%
March 2 to March 27, 2015
End-of-Year – 90%
April 27 to May 22, 2015
Grades 9-12
Language Arts
• Literacy Analysis Task – 75 minutes
• Research Simulation Task – 90 minutes
• Narrative Task – 75 minutes
Math
• Performance Task 1- 80 minutes
• Performance Task 2 – 80 minutes
Language Arts
• EOY Task 1 – 60 minutes
• EOY Task 2 – 60 minutes
Math
• EOY Task 1- 80 minutes
• EOY Task 2 – 75 minutes
March 2015
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
Geometry
unit 2
All students,
½ A.M. & ½ P.M.
All students,
½ A.M. & ½ P.M.
All students, ½
A.M. & ½ P.M.
A.M.- Alg II &
unit 1
P.M.- Alg I
P.M.- Alg II &
Geometry
30
31
All students,
½ A.M. & ½ P.M.
All students,
½ A.M. & ½ P.M.
unit 1
29
A.M.- Alg 1
LA 2
unit 2
LA 2
Literacy Analysis Research
Task
Simulation Task
LA 3
LA 3
Literacy Analysis Research
Task
Simulation Task
LA 3
Narrative task
April 2015
Sunday
Monday
Tuesday
Wednesday
1
LA 2
Thursday
Friday
2
3
OFF
OFF
All students,
½ A.M. & ½ P.M.
Saturday
4
Good Friday
Narrative task
5
6
7
8
9
10
Easter Sunday
OFF
OFF
Make-up
Make-up
½ day PD
Make-up
12
13
14
15
16
17
LA 1
LA 1
LA 1
Make-up
All students,
½ A.M. & ½ P.M.
All students,
½ A.M. & ½ P.M.
All students,
½ A.M. & ½ P.M.
Literacy Analysis
Task
Research
Simulation Task
Narrative task
20
21
22
Alg. 1
A.M.- Geometry A.M.- Alg II
Unit 2
2nd sem. Students
P.M.- Alg II
19
Unit 1
Unit 1
Unit 1, 2nd sem
students
P.M.- Geometry
Unit 1
11
18
Alg. 1
Unit 1
2nd sem. students
23
24
Make up
Make up
25
 3 Levels
 5 Levels
 Scale of 100-300
 Scale of 1-5
 Basic Data
 Rich data
 Received in fall of next
 Year 1 receive in Fall of
year
 Ceiling score
next year
 Years after receive by June
of current year
 Score beyond grade level
• Five Tasks – 3 in first testing window and 2 in second testing window
• Receive one score for Math and one score for ELA
Level
5
Descriptor
Students performing at this level demonstrate a
distinguished command of the knowledge, skills, and
practices embodied by the CCSS assessed at their level
4
3
2
1
Strong command
Moderate command
Partial command
Minimal command
Draft of Individual Student Report
Draft of Student Roster - Sub-Scores
39
Draft State by District Summary Report
40
Draft PARCC by State Summary Report
41
• To assist teachers in supporting students
• To inform parents and students on progress towards
“on track” college and career readiness
• To inform schools and districts on curricula,
instructional and professional development needs
• By NJ’s college and universities as one of the
indicators of student’s readiness for entry-level, creditbearing college courses
For the classes of 2016, 2017, and 2018:
English Language Arts
Mathematics
Achieve a passing score on a PARCC English Achieve a passing score on PARCC Algebra I
Language Arts Assessment in grades 9 or 10 or Geometry or Algebra II or
or 11 or
Achieve a passing score on a Substitute
Competency Test or
Achieve a passing score on a Substitute
Competency Test or
Meet the Criteria of the NJDOE Portfolio
Appeal
Meet the Criteria of the NJDOE Portfolio
Appeal
New Jersey Department of Education
Substitute Assessments
Substitute Assessment
Passing Score
SAT – Critical Reading or Math
400
ACT – Reading or Math
16
ASVAB-AFQT Score
31
Accuplacer – Write Placer
6
Accuplacer Math – Elementary
Algebra
PSAT
76
New Jersey Department of Education
40
Greg’s total Mathematics score is a 193. We need to appeal via
Portfolio Process. What goes into the portfolio?
Cluster Data
NJDOE
Cut Score
Greg’s
Score
Portfolio Appeal
Patterns and Algebra
7
5
Include work that demonstrates Greg’s
proficiency in the patterns and algebra
cluster (i.e., test, quiz).
Geometry and
Measurement
4
3
Include work that demonstrates Greg’s
proficiency in the geometry and
measurement cluster (i.e., test, quiz).
Data and Probability
5
5
Do not need to include in the portfolio
Number and
Numerical Operations 3
3
Do no need to include in the portfolio