Common Core State Standards and Common Core State Standards and Partnership for Assessment of Partnership for Assessment of

Readiness for College and Careers Readiness for College and Careers (PARCC) Overview(PARCC) Overview

Dr. Gayle Potter, DirectorDr. Gayle Potter, DirectorCurriculum and AssessmentCurriculum and Assessment

Arkansas Department of EducationArkansas Department of Education

Main Principles of Common Main Principles of Common Core State StandardsCore State Standards

The Common Core State Standards for The Common Core State Standards for English Language Arts and Mathematics English Language Arts and Mathematics are designed to prepare students for are designed to prepare students for college and career readiness.college and career readiness.

The Standards are research-based and The Standards are research-based and internationally benchmarked.internationally benchmarked.

Content at each grade level is based on Content at each grade level is based on learning progressions.learning progressions.

Common Core NewsCommon Core News

The State Board of Education adopted the The State Board of Education adopted the Common Core State Standards (CCSS) Common Core State Standards (CCSS) on July 12, 2010.on July 12, 2010.Statewide ELA and Mathematics Statewide ELA and Mathematics committees are currently working on an committees are currently working on an analysis between the CCSS and Arkansas analysis between the CCSS and Arkansas Curriculum Frameworks.Curriculum Frameworks.Professional development Professional development recommendations will be generated as recommendations will be generated as one of the products of the committee work.one of the products of the committee work.

Grade Level Summary Data Sheet (by Common Core ELA standards)Grade Level Summary Data Sheet (by Common Core ELA standards)

Common Common Core grade Core grade

levellevel

Total # of CC Total # of CC standards at standards at grade levelgrade level

% of CC % of CC matchedmatched

# of 3 # of 3 ratingsratings

EXCELLENTEXCELLENT

# of 2 # of 2 ratingsratings

GOODGOOD

# of 1 # of 1 ratingsratings

WEAKWEAK

# of non-# of non-matched matched

standardsstandards

K-12K-12 10191019 96%96% 608608 258258 9595 4040

KK 7272 94%94% 4545 1818 55 44

11 8181 90%90% 5858 99 66 88

22 7171 97%97% 3636 2222 88 22

33 9090 94%94% 4343 2525 1616 55

44 8787 99%99% 7979 77 00 11

55 8585 100%100% 4646 2828 1111 00

6-86-8 273273 99%99% 192192 7171 55 22

9-109-10 115115 90%90% 3131 3636 3131 1010

11-1211-12 113113 95%95% 5555 3737 1212 55

Grade Level Summary Data Sheet (by Common Core Math standards)Grade Level Summary Data Sheet (by Common Core Math standards)

Common Core Common Core grade levelgrade level

Total # of Total # of CC CC

standards standards at grade at grade

levellevel

% of CC % of CC matchedmatched

# of 3 # of 3 ratingsratings

EXCELLENTEXCELLENT

# of 2 # of 2 ratingsratings

GOODGOOD

# of 1 # of 1 ratingsratings

WEAKWEAK

# of non-# of non-matched matched

standardsstandards

K-12K-12 495495 95%95% 185185 210210 7373 1616

KK 2525 96%96% 1010 1414 00 11

11 2121 100%100% 22 1515 44 00

22 2626 92%92% 66 1313 55 22

33 3535 94%94% 1111 1616 66 22

44 3535 100%100% 55 2222 77 00

55 3636 97%97% 1010 1313 1212 11

66 4343 100%100% 3131 1212 00 00

77 4343 100%100% 2929 1212 11 00

88 3333 100%100% 2121 99 22 00

9-129-12 190190 95%95% 6060 8383 3636 1010

StrandStandard

# Standard Grade Match Matched Standard StrandStandard

# Diff

NS 7c

CC.6.NS.7c Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars. 6 9-12

AR.9-12.SEI.AI.2.4 (SEI.2.AI.4) Solve and graph simple absolute value equations and inequalities SEI.AI 2.4 -3 to -6

NS 7c

CC.6.NS.7c Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars. 6 9-12

AR.9-12.SEI.AI.2.4 (SEI.2.AI.4) Solve and graph simple absolute value equations and inequalities SEI.AI 2.4 -3 to -6

NS 7d

CC.6.NS.7d Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than –30 dollars represents a debt greater than 30 dollars. 6 9-12

AR.9-12.SEI.AI.2.4 (SEI.2.AI.4) Solve and graph simple absolute value equations and inequalities SEI.AI 2.4 -3 to -6

StrandStandard

# Standard Grade Match Matched Standard StrandStandard

# Diff

SP 6

CC.7.SP.6 Investigate chance processes and develop, use, and evaluate probability models. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 7 9-12

AR.9-12.DIP.AI.5.8 (DIP.5.AI.8) Compute simple probability with and without replacement DIP.AI 5.8 -2 to -5

SP 6

CC.7.SP.6 Investigate chance processes and develop, use, and evaluate probability models. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 7 9-12

AR.9-12.DIP.AI.5.10 (DIP.5.AI.10) Communicate real world problems graphically, algebraically, numerically and verbally DIP.AI 5.10 -2 to -5

StrandStandard

# Standard Grade Match Matched Standard StrandStandard

# Diff

NS 2

CC.8.NS.2 Know that there are numbers that are not rational, and approximate them by rational numbers. Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π^2). For example, by truncating the decimal expansion of √2 (square root of 2), show that √2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations. 8 9-12

AR.9-12.LA.AI.1.1 (LA.1.AI.1) Evaluate algebraic expressions, including radicals, by applying the order of operations LA.AI 1.1 -1 to -4

EE 1

CC.8.EE.1 Work with radicals and integer exponents. Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 3^2 × 3^(–5) = 3^(–3) = 1/(3^3) = 1/27. 8 9-12

AR.9-12.LA.AI.1.3 (LA.1.AI.3) Apply the laws of (integral) exponents and roots. LA.AI 1.3 -1 to -4

EE 2

CC.8.EE.2 Work with radicals and integer exponents. Use square root and cube root symbols to represent solutions to equations of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational. 8 9-12

AR.9-12.LA.AI.1.3 (LA.1.AI.3) Apply the laws of (integral) exponents and roots. LA.AI 1.3 -1 to -4

Surveys of Enacted CurriculumSurveys of Enacted Curriculum

Surveys of Enacted Curriculum is part of a state Surveys of Enacted Curriculum is part of a state collaborative sponsored by the Council of Chief collaborative sponsored by the Council of Chief State School Officers (CCSSO).State School Officers (CCSSO).

The Surveys of Enacted Curriculum (SEC) code The Surveys of Enacted Curriculum (SEC) code state standards and CCSS using a common state standards and CCSS using a common content framework (taxonomy).content framework (taxonomy).

The results of the coding provide a model The results of the coding provide a model to compare content and cognitive demand both to compare content and cognitive demand both at the coarse grain size (content topics) and fine at the coarse grain size (content topics) and fine grain size (sub-topics).grain size (sub-topics).

What happens after states adopt What happens after states adopt Common Core Standards?Common Core Standards?

The Common Core state standards are the first step in The Common Core state standards are the first step in transforming our education system. For systemic change transforming our education system. For systemic change to occur:to occur:– Educators must be given resources, tools, and time to Educators must be given resources, tools, and time to

adjust classroom practice.adjust classroom practice.– Instructional materials need to be developed that align Instructional materials need to be developed that align

to the standards.to the standards.– Assessments will be developed to measure student Assessments will be developed to measure student

progress.progress.– Federal, state, and district policies will need to be re-Federal, state, and district policies will need to be re-

examined to ensure they support alignment of the examined to ensure they support alignment of the common core -- throughout the system -- with student common core -- throughout the system -- with student achievement.achievement.

18

Textbook Adoption UpdateTextbook Adoption Update

Questions from the Department were sent Questions from the Department were sent to the Arkansas Publishers Association, to the Arkansas Publishers Association, who distributed the questions.who distributed the questions.

Responses were due on Friday, Responses were due on Friday, November 6.November 6.

We anticipate moving forward with We anticipate moving forward with recommendation to State Board in recommendation to State Board in December.December.

Overview of the Partnership for Assessment of College and Career Readiness (PARCC)October 2010

Source:

Race to the Top Assessment Program Competition

$350 million of Race to the Top Fund set aside for awards to consortia of states to design and develop common K-12 assessment systems aligned to common, college- and career-ready standards.

Competition asked consortia to design assessment systems that meet dual needs of: Accountability Instructional improvement

In September 2010, the U.S. Department of Education awarded two grants: Partnership for Assessment of Readiness for College and Careers

(PARCC) Smarter Balanced Assessment Consortium (SBAC)

The winning consortia have four years to develop assessments systems, and participating states will administer new assessments statewide by 2014-2015.

21

Source:

PARCC States

22

Governing State

Participating State

Source:

PARCC States

23

12 Participating States

13 Governing States Arizona Arkansas District of Columbia Florida (Fiscal Agent)

Georgia Illinois Indiana Louisiana Maryland

Massachusetts (Board Chair) New York Rhode Island Tennessee

Alabama California Colorado Delaware

Kentucky Mississippi New Jersey North Dakota

Ohio Oklahoma Pennsylvania South Carolina

Source:

PARCC selected Achieve as its Project Management Partner – to play a key role in coordinating the work of the Partnership, leveraging the organization’s deep experience in developing educational standards, including helping develop the Common Core State Standards, and its experience leading multi-state assessment development efforts anchored in college- and career-ready goals.

Achieve is a bipartisan, non-profit organization that helps states raise academic standards, improve assessments, and strengthen accountability to prepare all young people for postsecondary education, work, and citizenship. It was created by the nation’s governors and business leaders in 1996 following the first National Education Summit.

Achieve’s Board is co-chaired by Gov. Phil Bredesen (D-TN) and Intel Chairman Craig Barrett and consists of Democratic governors, Republican governors and CEOs.

PARCC Project Management Partner

24

PARCC Theory of Action

Source:

PARCC’s Fundamental Goal

26

States in the Partnership are committed to building their collective capacity to increase the rates at which

students graduate from high school prepared for success in college and the workplace.

Source:

More Meaningful Standards: The Partnership’s assessment system will be anchored in the Common Core State Standards which are consistent across states, clear to the public, and provide an on-ramp to college and careers.

Higher Quality Tests: PARCC assessments will include sophisticated items and performance tasks to measure critical thinking, strategic problem solving, research and writing.

Through-Course Testing: Students will take parts of the assessment at key times during the school year, closer to when they learn the material.

Maximize Technology: PARCC assessments in most grades will be computer based.

Cross-State Comparability: States in PARCC will adopt common assessments and common performance standards.

Theory of Action: Assessment System Design

27

Source: 28

States in PARCC will use the common assessments to:

Report achievement results based on a clear definition of college and career readiness, so students will know if they are on track early enough to make adjustments.

Compare results against a common high standard because readiness shouldn’t differ across states or income levels.

Help make accountability policies better drivers of improvement by basing them on more sophisticated and meaningful assessments.

Promote good instruction by providing teachers useful, meaningful and timely information, which will help them adjust instruction, individualize interventions, and fine-tune lessons throughout the school year.

Theory of Action: Intended Outcomes

Source: 29

Teachers, School Leaders, District Administrators, and State Officials

Stakeholders will regularly and quickly have a wider variety of useful performance data.

Higher Education

Assessments will identify whether students are ready for and prepared to succeed in entry-level, credit bearing postsecondary courses by the time they graduate from high school.

Parents, Students, and the Public

The Partnership’s assessments will, for the first time, give information about student performance relative to children in other states and against achievement standards anchored in college- and career-ready knowledge and skills.

Theory of Action: Key Stakeholders

PARCC Assessment System Design Elements

Source:

Assessment System Design: Distributed Summative Assessment

31

START OF

SCHOOL YEAR

END OF

SCHOOL YEARThrough-

Course 1

Through-Course 2

25% 50%

Through-Course 3

75%

Through-Course 4

90%

End-Of-Year

Source: Graphic adapted from a representation prepared by the Center for K-12 Assessment & Performance Management (www.k12center.org)

Key components:

Three through-course components distributed throughout the year in ELA and mathematics, grades 3-11.

One Speaking/Listening assessment administered after students complete the third through course component in ELA; required but not part of summative score – could be used for course grades.

One end-of-year assessment

Source:

Assessment System Design: Distributed Summative Assessment

32

START OF

SCHOOL YEAR

END OF

SCHOOL YEARThrough-

Course 1

Through-Course 2

25% 50%

Through-Course 1 and 2:

ELA-1 and ELA-2: One or two tasks involving reading texts, drawing conclusions, and presenting analysis in writing.

Math-1 and Math-2: One to three tasks that assess one or two essential topics in mathematics (standards or clusters of standards).

Source: Graphic adapted from a representation prepared by the Center for K-12 Assessment & Performance Management (www.k12center.org)

Source: 33

Through-Course 3 and Through-Course 4 (ELA only):

ELA-3: Performance task(s) that require evaluating information from within a set of digital resources, evaluating their quality, selecting sources, and composing an essay or research paper.

ELA-4 (speaking and listening): Students will present their work from ELA-3 to classmates and respond to questions. Teachers will score, using a standardized rubric, and can use results in determining students’ class grades.

Math-3: Performance task(s) that require conceptual understanding, procedural fluency, and application of mathematical tools and reasoning.

START OF

SCHOOL YEAR

END OF

SCHOOL YEARThrough-

Course 1

25%

Through-Course 2

50%

Through-Course 3

75%

Through-Course 4

Assessment System Design: Distributed Summative Assessment

Source: Graphic adapted from a representation prepared by the Center for K-12 Assessment & Performance Management (www.k12center.org)

Source: 34

START OF

SCHOOL YEAR

END OF

SCHOOL YEARThrough-

Course 1

Through-Course 2

25% 50%

Through-Course 3

75%

Through-Course 4

90%

End-Of-Year

End-of-Year:

EOY: Comprehensive, computer-scored assessment that includes a range of item types, including innovative, technology-enhanced items. Enables quick turnaround of student scores.

A student’s summative score—used for accountability purposes—will include his/her performance on Through-Courses 1, 2, and 3

as well as the End-of-Year assessment.

Assessment System Design: Distributed Summative Assessment

Source: Graphic adapted from a representation prepared by the Center for K-12 Assessment & Performance Management (www.k12center.org)

Source: 35

Administration and Scoring:

Overall assessment system will include a mix of constructed response items, performance tasks, and computer-enhanced, computer-scored items.

Assessments for grades 6-12 will be administered via computer while 3-5 will be administered via paper and pencil (in the short term).

Combination of artificial intelligence (AI) and human scoring will be employed; states will individually determine the extent to which teachers will be involved in scoring.

Assessment System Design: Distributed Summative Assessment

Source: 36

Formative Tools:

Partnership Resource Center (PRC): an online, digital resource that includes instructional supports – Released items with item data, student work, rubrics. Model curriculum frameworks.

Scope and Sequence.

Text Complexity Diagnostic Tool: a computer-adaptive tool to identify students’ proximate zone of development and supply suggestions for appropriate texts for students to read.

K-2 Assessments in ELA/Literacy and Mathematics: including observations, checklists, running records, on-demand performance events

Individual state developed formative assessment tools shared across PARCC

Assessment System Design:Formative Assessment

Source: 37

The Partnership’s Professional Capacity-Building Plan:

A leadership cadre of content experts (Higher Ed and K-12)

Training tools for implementation of assessment system

Training tools for interpreting and using assessment results

Additional tools related to the CCSS and the common assessments:

Curriculum frameworks

Sample tasks and items

Professional Capacity-Building

Source:

Communications and Engagement

Partnership-Wide and State-Level Communications Mechanisms:

Public outreach beginning in Fall 2010

Targeted coalition-building within each state

College-ready outreach strategy for students and families

K-12 educator engagement strategy

Higher education engagement strategy

38

Higher Education Engagement

Source:

Higher Education:Key PARCC Partner

40

200 postsecondary systems and institutions across all 26 PARCC states – representing nearly 1,000 campuses – committed as partners.

Role of Higher Education:

• Partner with K-12 to develop college-ready high school assessments in English and mathematics.

• Guide long-term strategy to engage all colleges and universities in PARCC states.

• Lay groundwork for implementation of college-ready high school assessments as valid placement instruments for credit-bearing courses.

Ultimately, PARCC college-ready assessments will help many more students enter colleges better prepared – and much more likely to persist in and complete degree and certificate programs.

Source:

Setting College-Ready Performance Standards

To set college-ready performance standards on the high school assessments, PARCC will used evidence from research such as: Concurrent validity studies that compare performance on PARCC

assessments with SAT, ACT, Compass, Accuplacer and other similar assessments.

Predictive validity studies that document the relationship between performance on PARCC assessments and subsequent performance in first year courses.

Judgment studies by postsecondary faculty rating the importance of specific standards and test items for success in first year courses they teach.

Alignment studies that examine the relationship between content and student work in first year courses and what PARCC assessments measure.

41

Source:

Higher Education Engagement

College-Ready Advisory Committee:

Include system and institution chancellors/presidents from partnership states.

Engage institutions and faculty on the use of college-ready assessments as an indicator of students’ readiness.

College-Ready Working Groups:

Include faculty from mathematics, English, composition, and other relevant disciplines.

Participate in all aspects of test development, including developing test specification and participating on test development committees.

Participate in a robust, research-based process to set the college-ready achievement levels.

42

Source:

Expected Outcomes of Higher Education Involvement

Better alignment of high school curricula with first-year college courses.

Development of “bridge courses” and exploration of dual enrollment policies.

Targeted college readiness supports to help students make the transition.

Alignment of exit standards in high school with placement expectations of postsecondary systems.

43

Timeline

Source:

PARCC Timeline

45

Sept. 2011

Development phase begins

Sept. 2012

First year field testing and

related research and

data collection begins

Sept. 2013

Second year field testing begins and

related research and

data collection continues

Sept. 2014

Full administration

of PARCC assessments

begins

Oct. 2010

Launch and design phase

begins

Summer 2015

Set achievement

levels, including

college-ready performance

levels

Partnership for Assessment of Readiness for College and Careers

http://www.fldoe.org/parcc/