get prepared now for the parcc/ smarter balanced … · ri.3.2 – determine the main idea of a...

7/2/2013

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Get Prepared Now for the PARCC/ Smarter Balanced Assessments

National Charter Schools Conference Washington, DC

July 2, 2013

Maggie Bello Principal Two Rivers PCS

Naomi DeVeaux, M.Ed. Deputy Director DC Public Charter School Board

Michon Floyd Director of District PD & Assessment Center City PCS

Cynthia Millinger, M.Ed. Founder & CEO Charter School Essentials

Leveraging Existing Assessment Resources

Michon A. Floyd

Director of Professional Development and District-Wide Assessments

Center City Public Charter Schools

Washington, DC

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Leverage your existing assessment resources

Many publishers are improving content to align more closely with CCSS and PARCC/SBAC

Assessing What is Hard to Assess

Scantron’s Performance Series

Northwest Evaluation Association’s Measures of Academic Progress (NWEA MAP)

The Achievement Network

ASSESSMENTS

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Computer adaptive

Kindergarten-High School

Reading, Language Arts, Mathematics (and Science)


Computer Adaptive

Kindergarten-High School

Reading, Mathematics, and Language Usage (and Science)

NWEA MAP

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Interim Assessment (paper and pencil)

Grades 2-8

English/Language Arts and Mathematics


Evidence-Based Selected Response (EBSR)

Technology-Enhanced Constructed Response (TECR)

Range of Prose Constructed Response (PCR)

PARCC Item Types

ELA • Research Simulation Tasks • Literature Analysis Tasks • Narrative Tasks

MATH • I – Assess Concepts, Skills, and

Procedures • II – Assess Expressing Mathematical

Reasoning • III – Assess Modeling/Applications

http://www.parcconline.org/samples/item-task-prototypes






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Selected-Response Items (select one or more responses from a set of options)

Technology-Enhanced Items (ex. Editing text or drawing an object)

Constructed-Response Items (produce a text or numerical response)

Performance Tasks (measure a student’s ability to integrate knowledge and skills across multiple standards)

Smarter Balanced (SBAC) Item Types

http://www.smarterbalanced.org/sample-items-and-performance-tasks/

PARCC

Selected Response Items – RI.3.2

RI.3.2 – Determine the main idea of a text; recount the key details and explain how they support the main idea.

Part A What is one main idea of How Animals Live? a. There are many types of animals on the

planet. b. Animals need water to live. c. There are many ways to sort different

animals. d. Animals begin their life cycles in

different forms.

Part B Which detail from the article best supports the answer to Part A? a. “Animals get oxygen from air or

water.” b. “Animals can be grouped by their

traits.” c. “All animals grow and change over

time.” d. “Almost all animals need water, food,

oxygen, and shelter to live.”
















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Scantron Achievement Series



What is the main idea of this passage (Autumn Leaf Craft)? a. It is important to ask an adult for help when using an iron? b. The leaves should be fresh because the water inside the leaf will help protect them. c. Autumn leaves should be collected if they are beautiful and large? d. The autumn leaf craft is a simple and easy way to save your favorite leaves forever.

https://admin.edperformance.com/item-banks/list.ssp?_n=ItemBankList&_p=1

NWEA MAP


RI.3.1 – Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Read the story [about Cara]. Which detail from the story best supports the main idea that Cara cares about dogs? 1. She thinks the dogs are adorable. 2. She hears the dogs barking in the store. 3. She sees that many dogs are for sale. 4. She believes the dogs bark because they are lonely.

~ NWEA MAP CCSS-aligned Sample Test Item




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What is the main idea of this passage of paragraph 2? a. The Nautilus was on a top secret mission. b. Captain Anderson tried to reach the North Pole but had to turn back. c. The Nautilus used nuclear power. d. An ice sheet covered the North Pole.

https://my.achievementnetwork.org

Technology-Enhanced Items (ELA)

PARCC – 3rd Grade ELA Drag the words from the word box into the correct locations on the graphic to show the life cycle of a butterfly as described in “How Animals Live.”


https://my.achievementnetwork.org/






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Technology-Enhanced Items (ELA)

SBAC – 4th Grade ELA


Technology-Enhanced Items (Math) NWEA MAP for Primary – 1st Grade ELA L.1.5.a – Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.











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Technology-Enhanced Items (Math)

PARCC – 6th Grade Math Type I 6.RP – Understand ratio concepts and use ratio reasoning to solve problems.


Technology-Enhanced Items (Math)

SBAC – 6th Grade Math (6.RP.3 – Use ratio and rate reasoning to solve real-world and mathematical problems)
















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Technology-Enhanced Items (Math) NWEA MAP for Primary – 4th Grade Math 4.MD.1 – Know relative sizes of measurement units within one system of unit (incl. km, m, cm; kg, g; lb, oz; l, ml; hr, min, sec)


Constructed Response Items PARCC – 6th Grade ELA Write an original story to continue where the passage ended. In your story, be sure to use what you have learned about the character as you tell what happens to her next.

SBAC – 6th Grade ELA Based on what you read in the text, write a paragraph arguing why your position is more reasonable than the opposing position.

Achievement Network – 6th Grade ELA Write an argumentative essay either in favor of or against the character’s belief. State your position and use evidence from the play to support your argument.



https://my.achievementnetwork.org















https://my.achievementnetwork.org/

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Leveraging the Resource

Item bank matched to CCSS (3rd grade+)

K-2 assessment content was developed to align with the CCSS

Achievement Series test item banks are aligned with the CCSS

Text/Quiz creation feature



Rolling out new CCSS-aligned items – Fall 2013

Technology-enhanced test items

Science assessment content alignment with NGSS – Beginning Fall 2013

NWEA MAP

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CCSS-aligned test items; routinely updated

Includes writing/constructed response test items

Provides professional development and data coaching services for teachers and leaders re: CCSS implementation

Piloting new Common Core modules for future assessment revision

Investigating the feasibility of an online/PARCC-aligned platform


Leverage your existing assessment resources

Check routinely for new phases of content improvement efforts to align more closely with CCSS and PARCC/SBAC

Use text complexity analysis and other tools to evaluate rigor of test items

Assessing What is Hard to Assess

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Performance Assessment Tasks at Two Rivers Public Charter School

Maggie Bello

Elementary School Principal

Two Rivers Public Charter School

Washington, DC

Our standardized assessments give us lots of data on basic skills and knowledge (MAP, ANET, DC-CAS, DIBELS)

As a staff we have spent many years working to assess what is more difficult to assess, but is critical in order to help kids build expert thinking.

Assessing What Is Hard to Assess

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To nurture a

diverse group

of students to

become

lifelong, active

participants in

their own

education,

develop a

sense of self

and

community,

and become

responsible &

compassionate

members of

society.

TR Mission

What Standardized

Tests Assess

Discrete skills in

math and

reading –

multiplication,

math problem

solving,

vocabulary,

reading

comprehension.

“A problem is defined as any task for which the students have no prescribed or memorized rules or methods, nor is there a perception by students that there is a specific correct solution method.”

-John A. Van De Walle

Problem-Based Assessment Tasks

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Focus students’ attention on ideas and sense making

Are novel and open-ended

Provide on-going assessment data

Allow for differentiation as PBTs have multiple solution paths

Engage students

Develop mathematical thinkers

Problem-Based Tasks in Math

A school-wide, multi-year focus has allowed us to dedicate our time and energy to getting better at creating and facilitating PBTs so that students are developing robust conceptual understandings.

Creating PBTs in Math

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How can we provide daily opportunities for students to construct and demonstrate in-depth understanding by creating and facilitating tasks that help ALL students cultivate expert thinking and complex communication while applying basic skills and knowledge?

Multi-Year Instructional Focus

1. Begin with the Content

Identify the standard(s) that you are focusing on.

- Unpack the standard to identify the core concepts, skills, and knowledge embedded in the standard

Consider what thinking skills and discipline specific processes you want students to learn about and use in solving the problem.

Research the concept(s) to ensure you have a deep and wide understanding of the underlying concepts.

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2. Think About Your Students

Think about what your students already know about

the topic or concepts to be covered

Consider student interest and relevance of application

of the concepts to their lives

3. Decide on a Task

Keep it simple!

Make what is problematic about the task is the

concepts you want students to learn.

Consider the context.

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CONTENT

STUDENT CONTEXT

CRITERIA FOR PROBLEM DEVELOPMENT

Perfect Problem

4. Predict What Will Happen

Work the problem.

Consider different approaches students might take.

Consider what possible road blocks students might find or errors they may make in their thinking or solutions to the problem.

Consider what an exemplary answer to the problem would look like.

Ensure that the problem will get at the intended concepts. If not, consider if you need a different problem or if you need to tweak this one.

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Staff spent many professional development sessions developing rubrics for the math practice standards such as representation, communication, and modeling.

Rubric Creation

Collaborative protocol to analyze student work

Create on-going, flexible groups

Jumping off point for future problem-based tasks

Provides assessment for learning data to the teacher to plan future lessons

Using PBTs

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Argumentation/Problem-Solution:

After researching scientific and technical sources on methods for

preventing water shortages, write a proposal that identifies a

problem faced by communities in arid regions and argues for a

solution. Support your position with evidence from your research.

Be sure to examine competing views. Give examples from past or

current events or issues to illustrate or clarify your position.

Informational or Explanatory/Description:

After researching government and historical documents on the

electoral college, write an article for your local newspaper that

describes the historical significance of the electoral college.

Support your discussion with evidence from your research.

Literacy Design Collaborative Sample Template Tasks

Narrative/Sequential:

After researching articles and biographies on WWII veterans, write

a short biography that relates the story of a person with courage

and conviction and the events that influenced this person the most

and in what ways. Use stylistic devices (e.g. imagery, tone,

humor, and suspense) to develop your work.

Essential Question Argumentation/Analysis:

How did the political views of the signers of the Constitution

impact the American political systems? After reading Founding

Brothers: The Revolutionary Generation, write a report that

addresses the question and support your position with evidence

from the text.

Literacy Design Collaborative Sample Template Tasks

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Bloom’s Revised Questioning: “Critical Thinking Ladder”

Creating: Formulating new products or ideas by synthesizing different elements

Evaluating: Assessing the reasonableness and quality of products or ideas

Analyzing: Determining relationships, patterns, or characteristics of entities

Applying: Using information for practical purposes and solving problems

Understanding: Constructing meaning from different sources

Remembering: Retrieving, recalling, or recognizing knowledge from memory

IllustrativeMathematics.org

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Get Prepared Now!

Download today’s resources from:

• The Alliance Conference Website

Maggie Bello Principal Two Rivers PCS

Naomi DeVeaux, M.Ed. Deputy Director DC Public Charter School Board

Michon Floyd Director of District PD & Assessment Center City PCS

Cynthia Millinger, M.Ed. Founder & CEO Charter School Essentials

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