Growing concern over college enrollment and remedial courses in the United States

Dramatic improvement in education in countries such as Finland and Singapore

United States achieving lower than other English speaking countries on international assessments

Common Core Interim Assessment (CCIA)

Performance Based Tasks (PBT)

Completely based on the Common Core standards identified in CCSS Units of Study developed by APS teachers

Multiple choice format

Two assessments per year

Notes:

CCIA Form 1: Oct. 1 – Oct. 31Alternative Schools: Sept. 10 – Oct. 9

CCIA Form 2: Feb. 3 – Feb. 28Alternative Schools: Jan. 13 – Feb. 10

Performance Tasks:•Math – 1 per unit•ELA – 4 for the year

SBA Bridge Assessment: March 10 - April 4

APS Assessment Website:apsassessment.wordpress.com

Albuquerque Public Schools

2013-2014 CCIA Calendar

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Teacher grade level teams identified focus, supporting, and reoccurring standards for each Unit of Study in ELA Teacher grade level teams identified major, supporting and additional standards for each Unit of Study in mathMultiple choice items were developed based on the focus standards identified in the APS‘ELA Units of StudyMultiple choice items were developed based on the major, supporting and additional standards identified in the APS’ Math Units of StudyForm 1and Form 2 blueprints will be located on apsassessment.wordpress.com by August 1st

APS modeled its performance based tasks for Common Core ELA Units of Study from

the PARCC prototypes

•Narrative Task

•Literary Analysis

•Research Simulation

•APS students in grades K-12 will complete four performance tasks during the 2013-2014 school year

Teacher grade level teams identified focus, supporting, and reoccurring standards for each Unit of Study in ELA

Assessment used the focus standards for each ELA unit and the unit overview written by teacher teams to create a performance task aligned to a PARCC prototype

Each school site will administer 4 Performance Tasks per grade level per year

Teacher teams provide ongoing feedback to assessment about Performance Tasks

Teacher grade level teams identified major, supporting and additional standards for each Unit of Study in math

Teacher grade level teams selected multiple Performance Tasks in Math from a task bank for each Unit of Study

Each school site will identify a common Performance Task aligned to the Unit of Study to administer for each grade level

Teacher teams provide ongoing feedback to assessment about Performance Tasks

APS selected its performance based tasks for Common Core Math Units of Study from

websites that modeled PARCC prototypes

• Many tasks include Mathematical Practice Standards

• Students are asked to justify or explain their thinking

• Problems are contextualized and require problem solving

• APS students will complete one task for each unit of study in grades K - Algebra II for the 2013-2014 school year

Tasks completed by whole class/small group

Emphasis on process rather than the product

Focus on speaking and listening rather than reading and writing

Build a foundation in using the text, writing, and content specific vocabulary

Opportunities for teachers to study student work in collaboration and to learn about performance level indicators and learning trajectories

Affect lesson planning, including what questions do I ask and what texts or problems do I use?

Promote equity by providing all students with opportunities to engage in work that requires higher order thinking and problem solving

Increase student performance through feedback and targeted instruction

All students will have the opportunity to complete rigorous tasks aligned to the Common Core State Standards in ELA and math

Teachers will review student work using a common performance level indicator to identify strengths and weaknesses

1.In what ways are these teachers preparing their students for PARCC?2.What do you notice about teacher and student roles in the classroom?3.What different kinds of professional development do you think has been provided to these teachers?

1. In what ways are these teachers preparing their students for PARCC?

2. What do you notice about teacher and student roles in the classroom?

3. What different kinds of professional development do you think has been provided to these

teachers?