http://target.k12.ar.us target literacy updates 2012-2013

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HTTP://TARGET.K12.AR.US Target Literacy Updates 2012-2013

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Page 1: HTTP://TARGET.K12.AR.US Target Literacy Updates 2012-2013

HTTP://TARGET.K12.AR.US

Target Literacy Updates 2012-2013

Page 2: HTTP://TARGET.K12.AR.US Target Literacy Updates 2012-2013

Intended Outcomes of PARCC Assessments

Report achievement based on clear expectations; ability to compare across state lines

Use results in school accountability determinations and educator evaluations

Integrate assessment system with standards, curriculum, resources, and professional work

Rapid use of data to guide instruction

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What do the CCSS and PARCC assessments mean for teachers and students?

BIG changes are on the way, and we need to

understand what to expect. Innovative computer-enhanced items, challenging performance tasks, computer scoreable items that measure higher order thinking skills, and through-year assessments are things we need to explore and understand.

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Why do we need CCSS and PARCC now?

Statistics show there has been no change in the 8th grade NAEP scores in the past 40 years! Student performance has flat-lined. Because of this, changes are on the way! There are six fundamental shifts in the CCSS literacy standards that every literacy teacher should know.

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Shift #1

In the past, 80% of our K-5 curriculum and assessment focus has been on literature. We like to read stories! However, research clearly shows that the general knowledge developed in those years plays a crucial and predictive role in a student’s performance in other disciplines as well as in his or her ability to read complex texts; therefore, the CCSS demands that 50% of the texts students encounter at the K-5 level should be informational texts. The texts through which students learn about the world.

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Shift #2

Making literacy a fundamental part of gaining knowledge through other disciplines such as social studies, history, and science is a second shift of the CCSS. Reading skills are the core to building knowledge in these areas.

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Shift #3

Text complexity matters. The difficulty or complexity of what is being read plays an important role in guiding literacy performance, rather than just the skills used to read it. The real distinction in the growth of reading is the level of text complexity. The CCSS creates a staircase of text complexity. (This is documented in the research in Appendix A of the CCSS.)

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Shift # 4

The focus will be on questions that require students to pay attention to the text itself. (text-dependent questions)

Research shows that 80% of the questions kids were asked when they were reading, were answerable without direct reference to the text itself. A great deal of time has been spent hovering around the text without close inspection of it.

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Shift #5

The fifth shift refers to writing. Students must move from personal writing to making an argument with evidence. (Which is text-

dependent writing.) Is there something verifiable behind what you’re saying? Therefore, the CCSS requires students to demonstrate the ability to write an argument based on evidence and convey complex information.

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Shift #6

Academic vocabulary is the true language of power. The core object of study must be the academic vocabulary (tier II) that pervades complex texts of all types. These include words like “essential”, “consequential”, or “deliberate”. Literary terms and content specific terms are still valued, but they are not to be a separate object of study.

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Tier 2 VocabularyMultiple Meaning and Descriptive Words

Words classified as Tier 2 vocabulary words can have multiple meanings. Unlike basic words such as "red," "happy" or "apple," Tier 2 words can have different meanings depending on use. Examples of words that can have multiple meanings include "performed," "trunk," "conflict" and "alternative." For example, the word "conflict" can mean "to fight with," or "to strike together.“

Tier 2 vocabulary words allow students to talk about subjects descriptively. A student who knows these words can talk about objects, people and situations with a high amount of detail. Some examples of Tier 2 words that students may use as descriptions include "fortunate," "cunning" and "helpful."

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Progress Indicators

Schools often use words classified as Tier 2 to measure a student's academic progress. Use of these words indicates mature language skills, whereas lack of their use may indicate a developmental delay. If a student speaks and recognizes words that are more advanced, including "theory," "demonstrate," "evaluate" and "apparent," it is likely to mean that the child is making academic progress.

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Summing up the CCSS for ELA

“The standards require you to read like a detective and write like an investigative reporter.”

David Coleman

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Key Design Features of ELA/Literacy Assessments

Most Current Tests

Writing to decontextualized prompts

Prompts kept secret One EOC writing assessment Measures ELA only Assess writing independently Assess more complex,

integrated performances that include

reading, Research abilities untested

Next Generation PARCC

Assessments Responding in writing to high-

quality authentic texts Prompts made public and visibly

aligned to reading standards Several writing assessments in

order to get a more reliable measure

Includes texts in English, History, Science and Technical Subjects

Assess more complex, integrated performances that include

reading, writing, listening and speaking Measures research capabilities

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What does this mean for Target Literacy Assessments?

New Testing Guidelines Text complexity has increased Greater focus on informational texts Questions increase in rigor Performance tasks are implemented Research projects are included (Interim III)

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TIA Curriculum and Pacing Guides are determined by districts, and tell district teachers when to TEACH specific standards.

Testing Guidelines for Literacy were developed based on the NW TIA documents and the combined TIA documents of several co-ops in South Arkansas.

Testing Guidelines for Mathematics were developed based on the NW TIA documents, combined SW TIA’s, major texts and curriculum projects.

Testing Guidelines for the 2012/2013 school year (grades 3-8) will be totally aligned to the CCSS with answer keys in PCG reflecting this alignment.

Testing Guidelines for high school (grades 10-11) will relate CCSS to the Arkansas Frameworks and answer keys will reflect that correlation. (Literacy testing guidelines for high schools were correlated last year—2011/12.

Testing Guidelines tell teachers when a standard MAY BE TESTED. There should not be a standard tested on an interim that has not yet been taught.

Please note: A standard may be taught during one 9 weeks but not tested until the following 9 weeks.

Testing Guidelines DO NOT REPLACE curriculum documents.

Testing Guidelines vs. TIA Curriculum and Pacing Guides

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Target Testing Guidelines

OLD Form A and Form B – based on SLEs but aligned to CCSS. Will reuse last year’s assessments.

NEW Form B – based on Common Core Literacy Standards using the same genre order as last year. Will have new tests

NEW PARCC – based on Common Core Literacy and the PARCC Model Content Frameworks with focus on informational texts in the second and third quarter and will include a research project in the third quarter and therefore, includes speech and language skills from CCSS. Will have new tests. Those using the Curriculum Maps from the Gates Foundation should use this model.

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Text Complexity vs. Question Difficulty

Each reading passage is lexiled, and a grade level band is associated with each text. (Lexile band widths will be increasing at each grade level with CCSS)Lexile information is gathered using the Metametrics system. (The same system used to determine readability levels of the Arkansas Benchmark passages and future PARCC passages.)Lexiles are posted at the bottom of each literary and informational passage. An accurate lexile of poetry and technical passages cannot be given.The complexity of the question is more important than the complexity of the text.

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Lexile Band Widths

Text Complexity Grade Band

Old Lexile Ranges Lexile Ranges Aligned to CCR ExpectationsK-1 N/A2-3 450-725 450-7904-5 645-845 770-9806-8 860-1010 955-11559-10 860-1115 1080-130511-CCR 1070-1220 1215-1355

* Please remember that a lexile does not replace common sense when selecting passages for students.

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Greater Focus on Informational Texts

According to the CCSS, 45% of reading should be using literary texts and 55% informational, and by 12th grade, the split should be 30%/70%.

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Writing

GR 3-5 - 65% analytical (30% opinion and 35% explain/inform) and 35% narrative with a mix of on-demand and review and revision writing assignments.

GR 6-8 - 70% analytical (35% argument and 35% explain/inform) and 30% narrative with a mix of on-demand and review and revision writing assignments

GR 9-12 - 80% analytical (40% argument and 40% explain/inform) and 20% narrative with a mix of on-demand and review and revision writing assignments. Building student competence and confidence with technology should be a part of instruction

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Questions Increase in Rigor

Considerations for Instruction with the CCSS

1. Finding evidence (critical reasoning) 2. More on character development (characters who change from

beginning to end) 3. Story elements 4. Summary includes theme

5. Paraphrasing6. Vocabulary: tier2, tier3, figurative language (simile, personification, idioms), TONE (where did the character have a bad attitude,  a good attitude, change attitude)7. Genre, text structure 8. Text to text connections (No longer making text to self connections)9. Broader definition of text (digital, live, video)10.Illustrations part of message (picture shows mood of character)11. Point of view / perspectives (values and belief systems)12. Author’s craft – point of view; word choice

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Performance Tasks

Performance tasks usually refer to more than one text and require critical thinking skills such as analysis, comparison, or evaluation to complete. Currently, Target performance tasks ask students to complete a well-developed written response.

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K-2 Performance Task Samples

Students use the illustrations along with the textual details in Wendy Pfeffer’s From Seed to Pumpkin to describe the key idea of how a pumpkin grows.

Students identify the reasons Clyde Robert Bulla gives in his book A Tree is a Plant in support of his point about the function of roots in germination.

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3-4 Performance Task Sample

Students describe the reasons behind Joyce Milton’s statement that bats are nocturnal in her Bats: Creatures of the Night and tell how she supports the points she is making in the text.

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6-8 Performance Task Sample

Students describe how Russell Freedman in his book Freedom Walkers: The Story of the Montgomery Bus Boycott integrates and presents information both sequentially and casually to explain how the Civil Rights Movement began.

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9-10 Performance Task Sample

Students compare the similarities and differences in point of view in works by Dee Brown and Evan Connell, regarding the Battle of Little Big Horn, analyzing how the authors treat the same event and which details they include and emphasize in their respective accounts.

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Scoring Performance Tasks

Because the Common Core Standards have a significant focus on critical thinking and writing skills, it was the decision of the Target Testing Committee that the performance tasks would require students to consider information from both reading passages when answering the task. It was also decided that the tasks would be scored using the Arkansas Writing Rubric in order to emphasize the importance of completed well-written responses. However, since comprehension and critical thinking are also a component of the performance task, a comprehension rubric is included on each test answer key to be used in scoring the “content” domain of the writing rubric. It is our understanding that PARCC will use artificial intelligence to score performance tasks in the future. Therefore, we feel this is the best preparation for our students.

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Comprehension Rubric

Score

Description

4 The response compares the similarities and differences in point of view in works by Dee Brown and Evan Connell, regarding the Battle of Little Big Horn, analyzing how the authors treat the same event and which details they include and emphasize in their respective accounts.

3 The response meets two of the three requirements in the task.

2 The response meets one of the three requirements in the task.

1 The response is general and does not meet any specific requirement in the task.

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Writing Rubric

Content(Use comp. rubric)

Style Sentence Formation

Usage Mechanics

4

3

2

1

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Research Projects

Create carefully structured situations that allow students to solve problems independently.

Encourage students to draw on their abilities to discover answers by themselves rather than rely on adults to supply the facts.

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Literacy Assessment Process

Passages purchased from Riverside Publishing through ADE grant.

Passages must be within appropriate lexile range. (Lexile ranges will be increasing based on CCSS)

Items are written by current or retired teachers and myself.

Items are reviewed by teachers at the appropriate grade levels.

Revisions and edits are made, and items are reviewed by co-op personnel.

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Literacy Assessment Construction

Pre-tests and Post-tests contain 30 total mc items for ALL grades 3-11 (10 mc for each reading passage and 10 mc grammar) and one (opinion/argumentative) writing prompt.

Interim I and II Assessments each contain 30 total mc items for ALL grades 3-11(10 mc for each reading passage, 10 mc grammar) and one performance task.

Interim III Assessment will include a suggested research project on PARCC Guidelines.

Assessment items on pre- and post-tests come from CCSS taught throughout the year.

Grade 2 has two assessments. One is mid-year and one is end-of-year. Each test has 15 mc and one performance task.

Additional writing prompts are provided in December for grades 3-11.

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Pre-tests

A) Show what kids know and don’t know B) Demonstrate if there is vertical alignmentC) Send a message to begin with the end in

mindD) Make teachers aware of specific needs of

students (both enrichment and reinforcement) so appropriate instructional decisions can be made

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Interim Assessments

Composite scores should be irrelevant for teachers.

The value of the assessment comes from an item by item analysis.

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Post-tests

The post-test provides feedback for an exit conference with students and informs next year’s teachers of the progress the student has made over time.

Schools may choose to retake the pre-test as the post-test.

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Types of Literacy Assessments

OLD Form A – Last Year’s Assessments(Based on SLEs aligned to CCSS)

Pre-tests and Post-tests contain 16 total mc items for grades 3-4 ( 8 mc reading, 8 mc grammar) and 1 writing prompt.

Pre-tests and Post-tests contain 20 total mc items for grades 5-11. (10 mc reading, 10 mc grammar) and 1 writing prompt.

Interim Assessments contain 24 mc items for grades 3-4(8 mc for each reading passage and 8mc grammar) and one performance task.

Interim Assessments contain 30 mc items for ALL grades 5-11 (10 mc for each reading passage and 10 mc grammar) and one performance task

Assessment items on pre- and post-tests come from SLEs taught throughout the year.

Page 38: HTTP://TARGET.K12.AR.US Target Literacy Updates 2012-2013

Types of Literacy Assessments

OLD Form B - Last Year’s Assessments(Based on SLEs aligned to CCSS)

Pre-tests and Post-tests contain 30 total mc items for ALL grades 3-11 (10 mc for each reading passage and 10 mc grammar) and one writing prompt.

Interim Assessments contain 30 total mc items for ALL grades 3-11(10 mc for each reading passage, 10 mc grammar) and one performance task.

Assessment items on pre- and post-tests come from SLEs taught throughout the year.

Page 39: HTTP://TARGET.K12.AR.US Target Literacy Updates 2012-2013

Types of Literacy Assessments

NEW Form B• Follows the same genre order as OLD Form B• Focuses on one genre at a time• Assesses skills taught in one nine weeks on

current genre and upcoming genre• Questions are based on CCSS• Includes a performance task relating to two

passages for all three interim assessments.• Does NOT include a research project

Page 40: HTTP://TARGET.K12.AR.US Target Literacy Updates 2012-2013

Types of Literacy Assessments

NEW PARCCFollows basic PARCC Content Model Frameworks

(incorporating Gates’ Common Core Curriculum Maps)Focuses on two genres at a timeAssesses skills taught in current nine weeks on two

genresQuestions are based on CCSSIncludes a performance task relating to two passages

for Interim I and Interim IIInterim III Assessment contains 20 mc items for

grades 3-11 and a suggested research project with rubric.

Page 41: HTTP://TARGET.K12.AR.US Target Literacy Updates 2012-2013

Suggested Order for Common Core Curriculum Maps

Example - 6th Grade

1st Quarter Unit 1 – I Won’t Grow Up; ½ Unit 3 – Embracing Heritage

2nd Quarter ½ Unit 3 – Complete Embracing Heritage; ½ Unit 4 – Begin Courageous Characters

3rd Quarter – ½ Unit 4 – Complete Courageous Characters; Unit 6 – Winging It

4th Quarter – Unit 2 – Folklore: A Blast From the Past; Unit 5 – Figure It out.

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Pre- and Post-test Comparisons

Because the reading passages on the pre-tests and post-tests differ, an exact duplication of questions is not possible. Individual texts lend themselves to specific types of questions. However, there is a concerted effort to create test items that are as closely related as possible. Although items on the post-test may not correlate to the same SLE as the pre-test, the concepts are related.

Districts may choose to take the pre-test again as the post-test, rather than taking a newly designed post-test.

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Reports

Objective PerformanceStudent Score Listing by StudentItem by Item AnalysisIndividual Student Report of Performance on

a Specific TestReteach/Enrich

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Access Enrich/Reteach

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Enrich/Reteach

Click on resource to review and/or print for use in class or to assign to students to be completed later.

Click on a student to access Student Information and History.

Page 46: HTTP://TARGET.K12.AR.US Target Literacy Updates 2012-2013

Solution Center

Online Testing - Teacher Release/Assign Assessments OR Campus Admin. Release/Assign Assessments

Deleting a Released TestTaking online assessmentsAdministrator Assessment Reports

Page 47: HTTP://TARGET.K12.AR.US Target Literacy Updates 2012-2013

Research indicates that improving learning through assessment depends on five key factors:

The provision of effective feedback to the students.

The active involvement of students in their own learning.

Adjusting teaching to take account of the results of assessment.

A recognition of the profound influence assessment has on the motivation and self esteem of the students, both of which are crucial influences in learning.

The need for students to be able to assess themselves and understand how to improve.

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Remember…

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Resources

D2SC – online resources Adapted from Adler, C.R. (Ed.). 2001. Put Reading First” The

Research Building Blocks for Teaching Children to Read, pp. 49-54. National

Institute for Literacy. Retrieved May 30, 2010, from http://www.nifl.gov/partnershipforreading_first1text.html A Practical Guide to Alternative Assessment (Herman,

Aschbacher, and Winters, 1992) Checking for Understanding: Formative Assessment

Techniques for Your Classroom was written by Doug Fisher and Nancy Frey, 2007)

Exploring Formative Assessment (The Professional Learning Community Series) by Susan Brookhart, 2009)

Classroom Assessment: A Toolkit for Professional Developers online at http://www.nwrel.org/assessment/toolkit

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Resources Continued

Harlen, W. (1998) Classroom assessment: A dimension of purposes and procedures. In K. Carr (Ed.), SAMEpapers (pp. 75– 87). Hamilton, New Zealand: Centre for Science, Mathematics and Technology Educational Research, University of Waikato.

Hattie, J. (1999, August). Influences on student learning. Inaugural lecture: Professor of Education, University of Auckland.

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References

Metametrics – The Lexile Framework for Reading http://lexile.com

Ramaprasad, A. (1983). On the Definition of Feedback. Behavioral Science, 21(1), 4-13.

Sadler, D.R. (1989). Formative Assessment and the Design of Instructional Systems. Instructional Science, 18, pp. 119-144.

Stiggins, R. (1992). R. & Conklin, N.F. (1992) In Teacher’s Hands: Investigating the Practices of Classroom Assessment. Albany, NY: SUNY Press.

Stiggins, R. (1992). High Quality Classroom Assessment: What Does it Really Mean? NCME Instructional Topics in Educational Measurement Series, Module 12, summer 1992.

(online), Retrieved 7/7/10 http://www.ncme.org/pubs/items/19

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Contact Information

Literacy -Lisa [email protected]

Mathematics –Jo [email protected]

General – Karen [email protected]