state board of education update october 9, 2012full implementation of common core state standards...

STATE BOARD OF EDUCATION Update

October 9, 2012

SUBJECT: Update on Transition to Common Core Assessments in 2014-15 (PARCC)

PROPOSED BOARD ACTION

N/A

AUTHORITY FOR STATE BOARD ACTION

N/A

EXECUTIVE SUMMARY

An update will be provided on the transition to Common Core Assessments.

Supporting Documentation Included: Common Core State Standards and Assessments of Student Mastery presentation

Facilitator/Presenter: Jane Fletcher, Interim Deputy Commissioner, Accountability, Research, and Measurement and Mary Jane Tappen, Deputy Chancellor, Curriculum, Instruction, and Student Services

Common Core State Standards andCommon Core State Standards and Assessments of Student Mastery

Presented by: Jane Fletcher, Interim Deputy Commissioner, Accountability,

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Research and Measurement and Mary Jane Tappen, Deputy Chancellor, Curriculum,

Instruction and Student ServicesOctober 9, 2012

Timeframe2010 and 2010 11

State Board adopted Common Core State Standards in Reading and Mathematics2010‐11

Florida joined Partnership for Assessment of Readiness for College and Career (PARCC) to develop a student assessment

USDOE awarded PARCC a grant to develop a common core assessmentUSDOE awarded PARCC a grant to develop a common core assessment

2011‐12 Summer regional professional developmentCommon Core Standards implemented in Kindergarten classrooms

PARCC began development of the common core assessment

2012‐13 Conduct common core summer institutes and fall, and spring common core workshopsCommon Core Standards implemented in Kindergarten and 1st gradeCommon Core Standards implemented in Kindergarten and 1st grade

Pilot test PARCC items, continue item development, conduct research

2013‐14 Conduct common core summer institutesCommon Core Standards implemented in Kindergarten 1st and 2nd grade FullCommon Core Standards implemented in Kindergarten, 1st and 2nd grade. Full implementation of Common Core State Standards In grades 3 to 12 blended implementation of NGSS and Common Core

Field test PARCC items continue item development and research

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Field test PARCC items, continue item development and research

2014‐15 Full implementation of Common Core State Standards Students assessed with the PARCC common core assessments

Common Core State Standards EmphasisCommon Core State Standards Emphasis

• English language arts standards emphasize:– Reading more complex narrative and informational text – Writing, speaking, listening and communicating using more complex

language correctly. • Literacy in science social studies and technical subjects expecting• Literacy in science, social studies and technical subjects expecting

comprehension of informational text in these areas.• Mathematics standards emphasize:

– Fluent use of algorithms and propertiesFluent use of algorithms and properties – Conceptual understanding of algorithms and properties – The ability to use algorithms and properties to problem solve at high

levels as evidenced by being able to build models of mathematical bl d i d f f h i l iproblems and communicate a defense of their solutions.

• These emphasis require a more robust assessment system to accurate measure evidence of student understanding.

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Florida’s Common Core State Standards Implementation Timeline

Year/Grade Level K 1 2 3‐8 9‐12

2011‐2012 FL L L L L2011 2012 FL L L L L

2012‐2013 F L F L L L L

2013‐2014CCSS fully implemented

F L F L F L B L B L

2014‐2015CCSS fully implemented

and assessed

F L F L F L F L F L

F full implementation of CCSS for all content areasL full implementation of content area literacy standards including: (1) text

complexity, quality and range in all grades (K‐12), and (2) CCSS Literacy Standards in History/Social Studies, Science, and Technical Subjects (6‐12)

B blended instruction of CCSS with Next Generation Sunshine State Standards (NGSSS); last year of NGSSS assessed on FCAT 2.0

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Year/GradeYear/Grade KK 11 22 33‐‐88 99‐‐1212

What Standards Should Be Taught?Year/Grade Year/Grade

LevelLevelKK 11 22 33 88 99 1212

2011‐2012 CCSS (M+ELA)NGSSS other

NGSSS NGSSS NGSSS NGSSS


CCSS (M+ELA)NGSSS other

NGSSS NGSSS NGSSS




CCSS+ All NGSSS assessed

CCSS+ All NGSSS assessedassessed assessed






M = Mathematics; ELA = English Language Arts and ReadingCCSS – Common Core State Standards; NGSSS – Next Generation Sunshine State

Standards5

Common Core State StandardsRace to the Top Projects

C C St t St d d I t ti l T l f• Common Core State Standards Instructional Tool for Teachers

• Student TutorialStudent Tutorial• K‐8 English/Language Arts Formative Assessment• K‐3 Mathematics Formative Assessment• ELA Interim Assessment (FAIR)• Textbook Demand StudyC C S d d P f i l D l• Common Core Standards Professional Development Developed and implement by Postsecondary

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Department Provided Professional Development• 2011 S mmer Regional Professional De elopment Meetings• 2011 Summer Regional Professional Development Meetings

– Reading provided to over 800 Core Content teachers

– Reading provided to over 150 Career and Technical Education teachers

– English Language Arts and Mathematics for Kindergarten teachersg g g g

• 2011‐2012

– Regional and district workshops on CCSS Literacy Standards with a focus on text complexity, close reading, and the Comprehension Instructional Sequence (CIS)

• 2012 Common Core Summer Institutes

– Over 7,500 educators and over 1,800 teams

– Each participant received a copy of all Common Core State Standards documents

– Each team was required to submit a standards implementation planEach team was required to submit a standards implementation plan

• 2012‐2013 Fall and Spring Common Core Institutes focusing on (6‐12) literacy

– Teams should include experts in each core content area, Career and Technical Education, Exceptional Student Education and English for Speakers of Other Languages

• 2013 Common Core Summer Regional Institutes

– Teams should include experts in each content area and district and school based administrators

– Focus on implementation of CCSS in all content areas including: planning for instructionFocus on implementation of CCSS in all content areas including: planning for instruction, integration across content areas, monitoring student progress, multi‐tiered system of supports

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Additional SupportAdditional Support• Race to the Top district workplans include the requirement to provide professional development to school leaders

• Educator Leader Cadre – 24 teacher and district leaders – Through face‐to‐face meetings and virtual convenings, these educators share best practices regarding implementation and use of PARCC materials engageimplementation and use of PARCC materials, engage in reviewing PARCC‐ and PARCC state‐developed instructional materials and network with fellow educators to support implementation efforts.

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Year/GradeYear/Grade 33‐‐88 99‐‐1212

What Standards Will Be Assessed? Year/Grade Year/Grade

LevelLevel33 88 99 1212

2011‐2012 FCAT 2.0 = NGSSS FCAT 2.0 = NGSSSAlgebra 1 EOC, Geometry EOC, BiologyAlgebra 1 EOC, Geometry EOC, Biology

EOC = NGSSS

2012‐2013 FCAT 2.0 = NGSSS FCAT 2.0 = NGSSSAlgebra 1 EOC, Geometry EOC, Biology g , y , gy

EOC, US History EOC = NGSSS

2013‐2014 FCAT 2.0 = NGSSSCivics EOC = NGSSS

FCAT 2.0 = NGSSSAlgebra 1 EOC, Geometry EOC, Biology

EOC, US History EOC = NGSSS

2014‐2015 PARCC = CCSS (M+ELA)FCAT 2.0 = Science

PARCC = CCSS (ELA)Algebra 1 EOC, Geometry EOC = CCSS

Civics EOC = NGSSS Biology EOC, US History EOC = NGSSS

M = MathematicsELA = English Language Arts and Reading

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PARCC MembershipPARCC Membership

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Florida’s Responsibilities as a PARCC Governing State g

• Adopt the Common Core State Standards

• Work to implement the assessments in 2014-2015 includingWork to implement the assessments in 2014 2015, including for all purposes that state assessments currently are serving, or will serve (measurement, accountability, growth, etc.)

• Contribute staff/ resources to the work of the development of the assessments

f• Participate in pilot and field testing

• Identify and address state legal, statutory, regulatory, and policy issues required to implement the assessmentspolicy issues required to implement the assessments

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Engagement of Florida d k h ldEducation Stakeholders

• Commissioner sits on the Governing Boardg• Florida DOE staff participate on the leadership team and other staff groups

• Hundreds of Florida educators provided input on model content frameworks, the bridge between the standards and the assessmentstandards and the assessment

• Educator cadre of 24 Florida educators provide ongoing input on the development of the PARCC assessments

• Florida postsecondary faculty provide input on the development of the assessments and the college readiness standardsreadiness standards

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Florida’s Rights as a PARCC Governing State

• Authority to determine and modify PARCC assessment design, policies, and procedures in cooperation with other PARCC Governing States

• Authority to provide direction to Achieve and other contractors d i PARCC k i ti ith th PARCCengaged in PARCC work, in cooperation with other PARCC

Governing States

• Right to opt out of the consortium at any timeRight to opt out of the consortium at any time

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PARCC Timeline

SY 2011‐12

Development begins

SY 2012‐13

First year pilot/field testing and

related research

SY 2013‐14

Second year pilot/field testing and

related research

SY 2014‐15

Full administration

of PARCC

SY 2010‐11

Launch and design phase

Summer 2015

Set achievement

levels, includingg related research

and data collection

related research and data collection

assessmentsg p including

college‐ready performance

levels

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Th PARCC G lThe PARCC Goals

1. Create high-quality assessments1. Create high quality assessments 2. Build a pathway to college and career readiness

for all studentsfor all students3. Support educators in the classroom

t4. Develop 21st century, technology-based assessments

5. Advance accountability at all levels

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Goal #1: Create High Quality Assessments• PARCC is developing an assessment system comprised of four

components. Each component will be computer-delivered and will leverage technology to incorporate innovations.– Two summative assessment components designed to

• Make “college- and career-readiness” and “on-track” determinations

• Measure the full range of standards and full performance continuum

• Provide data for accountability uses, including measures of y , ggrowth

– Two formative assessment components designed to • Generate timely information for informing instructionGenerate timely information for informing instruction,

interventions, and professional development during the school year• In ELA/literacy a third formative component will assessIn ELA/literacy, a third formative component will assess

students’ speaking and listening skills16

Goal #1: Create High-Quality AssessmentsGoal #1: Create High Quality Assessments

Flexible

End‐of‐YearAssessment

Performance‐BasedAssessment (PBA)

E d d k

Early Assessment• Early indicator of student knowledge

Mid‐Year Assessment• Performance‐based• Emphasis on hard to

• Innovative, computer‐based items

• Extended tasks• Applications of concepts and skills

student knowledge and skills to inform instruction, supports, and PD

Emphasis on hard to measure standards

• Potentially summative

ELA/LiteracyS ki

Summative assessment for accountability

Formative assessment

• Speaking• Listening

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Performance Based and End-of-Year AssessmentsEnd of Year Assessments

– Required summative assessment components q p• Grades 3-11 in English, Language Arts, Literacy• Grades 3-8 in MathematicsGrades 3 8 in Mathematics• End-of-Course assessments

• Algebra 1 Geometry and Algebra 2; orAlgebra 1, Geometry, and Algebra 2; or• Integrated Mathematics 1/2/3

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Goal #1: Create High Quality Assessments

Required summative assessment components

• Performance‐Based Assessment (PBA) – administered about the same time as current FCAT Writing, and comprised primarily of performance tasks. Results incorporated into summative score

• End‐of‐Year Assessment (EOY) – administered about the same time as current EOCs and comprised of innovativesame time as current EOCs, and comprised of innovative, machine‐scorable items. Results combined with PBA results to yield a single summative scoreresults to yield a single summative score

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Transition from FCAT to PARCC Assessments

Assessments in 2012‐13, and 2013‐14 Assessments in 2014‐15

FCAT 2 0 Reading Grades 3 to 10 PARCC English Language ArtsFCAT 2.0 Reading Grades 3 to 10 PARCC English Language Arts Grades 3 to 11

FCAT 2.0 Writing Grades 4, 8, 10

FCAT 2.0 Mathematics Grades 3 to 8 PARCC Mathematics Grades 3 to 8

FCAT 2.0 Science Grades 5 and 8 FCAT 2.0 Science Grades 5 and 8

l d l b l bFlorida Algebra 1 EOC PARCC Algebra 1 EOC

Florida Geometry EOC PARCC Geometry EOC

PARCC Algebra 2 EOCg

Florida Biology 1 EOC Florida Biology 1 EOC

Florida US History EOC Florida US History EOC

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Florida Civics EOC Florida Civics EOC

Required summative assessment components

• States will have a choice of testing windows to accommodate district and school needs

• Assessments will be given over the course of several days, with exact numbers and timing still to be determined

• Results will be made available on a similar timeline as current EOCs and FCAT tests

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The PARCC assessments will allow us to make important claims about students’ knowledge and skills.

• In English Language Arts/Literacy, whether students:– Can Read and Comprehend Complex Literary and

Informational TextInformational Text– Can Write Effectively When Analyzing Text– Have attained overall proficiency in ELA/literacyHave attained overall proficiency in ELA/literacy

• In Mathematics, whether students:– Have mastered knowledge and skills in highlighted

domains (e.g. domain of highest importance for a particular grade level number/ fractions in grade 4;particular grade level – number/ fractions in grade 4; proportional reasoning and ratios in grade 6)

– Have attained overall proficiency in mathematics

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PARCC Item and Task Prototypes

• Sample PARCC summative assessment items inSample PARCC summative assessment items in writing, reading, and mathematics.

•How the PARCC assessments differ from FCAT assessments in each area.

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PARCC Item and Task Prototypes –Writing Assessmentsg

• Rather than having students write an essay responding to a prompt on a specific topic as on FCAT PARCC requires students to gatheron a specific topic as on FCAT, PARCC requires students to gather information from a single or multiple texts they have read and use that information to develop the writing they do for the assessment.

• This is a key area of emphasis in the Common Core State Standards, and reflects the expectations of college‐ and career‐ready students. p g y

• The writing will be scored to also assess mastery of reading skills.

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PARCC Item and Task PrototypesGrade 7 Text-Based Research Simulation Writing Task g

“You have read three texts describing Amelia Earhart. All three include the claim that Earhart was a brave, courageous person. The, g pthree texts are:

a “Biography of Amelia Earhart”a. Biography of Amelia Earhartb. “Earhart's Final Resting Place Believed Found”c. “Amelia Earhart’s Life and Disappearance”

Consider the argument each author uses to demonstrate Earhart’s bravery.yWrite an essay that analyzes the strength of the arguments about Earhart’s bravery in at leasttwo of the texts Remember to use textual evidence to support your

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two of the texts. Remember to use textual evidence to support your ideas.”

PARCC Item and Task Prototypes –Reading Assessmentsg

• Rather than measuring reading using 4‐option multiple‐choice testitems as on FCAT PARCC will use a wide variety of test itemsitems as on FCAT, PARCC will use a wide variety of test items.

• These include more traditional item types as well as innovative items types such as drag‐and‐drop, or multiple choice items that have two or more parts to each question.

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PARCC Item and Task Prototypes –Grade 3 Reading g

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PARCC Item and Task Prototypes –Grade 6 Reading g

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PARCC Item and Task Prototypes –Mathematics Assessments

• As in PARCC Reading, Mathematics tests will use a wide variety of test items These include more traditional item types as welltest items. These include more traditional item types as wellas innovative items types such as drag‐and‐drop, or multiple choice items that have two or more parts to each question.

• Many mathematics tasks will also require students to justify their responses in writing or by using technology to construct ap g y g gyresponse.

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PARCC Item and Task Prototypes –Grade 3 Mathematics

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PARCC Item and Task Prototypes –High School Mathematics

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Goal #2: Build a Pathway to College and Career Readiness for All Students

K 2 formative Timely student achievement CollegeTargeted

K‐2 formative assessment

being developed,

aligned to the

Timely student achievement data showing students, parents and educators

whether ALL students are on‐track to college and career

College readiness score to identify who is ready for college level

ginterventions &

supports:•12th‐grade bridge courses

aligned to the PARCC system

track to college and career readiness

college‐level coursework

• PD for educators

K‐2 3‐8 High School

SUCCESS IN FIRST‐YEAR,

CREDIT‐BEARING, POSTSECONDARYSchool

ONGOING STUDENT SUPPORTS/INTERVENTIONS

POSTSECONDARY COURSEWORK

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Goal #3: Support Educators in the Classroom

PROFESSIONAL DEVELOPMENT MODULES

INSTRUCTIONAL TOOLS TO SUPPORT IMPLEMENTATION MODULES

K-12 Educator

EDUCATOR-LED TRAINING TO SUPPORT “PEER-TO-PEER”

TRAINING

TIMELY STUDENT ACHIEVEMENT DATA

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Goal #4: Develop 21st Century, Technology-Based AssessmentsTechnology Based Assessments

PARCC’s assessment will be computer-based and leverage technology in a range of ways:• Item Development

– Develop innovative tasks that engage students in the assessment process

• Administration– Reduce paperwork, increase security, reduce shipping/receiving &

storage– Increase access to and provision of accommodations for SWDs and

ELLs• Scoring

– Make scoring more efficient by combining human and automated approaches

• Reporting– Produce timely reports of students performance throughout the year

to inform instruction, interventions, and professional development36

Goal #5: Advance Accountability at All Levels

• PARCC assessments will be purposefully designed to generate valid, reliable and timely data, including g y gmeasures of growth, for various accountability uses including:– School and district effectiveness

– Educator effectiveness

– Student placement into college, credit-bearing courses

– Comparisons with other state and international benchmarks

• PARCC assessments will be designed for other t bilit t t d i taccountability uses as states deem appropriate

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Implementation of the PARCC Assessments in 2014‐15

• USDOE grant paid for the development of theUSDOE grant paid for the development of the assessment

• Each state will be responsible for the cost ofEach state will be responsible for the cost of administering the assessment in their state

• A not‐for‐profit entity is being developed toA not for profit entity is being developed to carry PARCC into the implementation phase

• Budget request for 2013‐14 ($3.5 million) toBudget request for 2013 14 ($3.5 million) to implement up front costs for administration

• Main cost for implementing the assessmentsMain cost for implementing the assessments will begin in 2014‐15

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Questions?Questions?

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state board of education update october 9, 2012full implementation of common core state standards...

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