Understanding the Bar A Deeper Look at the MCCRS and PARCC 2014 Leadership Institute Day 1

Understanding the BarA Deeper Look at the MCCRS and PARCC

2014 Leadership Institute Day 1

Please connect to the internet using the

Leadership Institute network.

Network ID: BCPS

Password: baltimorecitypublicschool$

If you have not already downloaded today’s materials, please go to the conference website and download the

documents for the appropriate day and grade level.

Website: 365.bcpss.org/leadership

Session Outcome Activities

We will develop a common understanding of the urgency of raising the

bar for every student through a deeper

understanding of content and grade level

expectations for the Maryland College and

Career Ready Standards (MCCRS).

• Dissect PARCC tasks for rigor in ELA and Mathematics

• Deconstruct the MCCRS aligned to the task

• Make connections to the curriculum and Instructional Framework

Agenda3

Group Norms

Understand that those who work, learn.Recognize that everyone has expertise.Phrase questions for the benefit of everyone.Challenge ideas, not people.Share talk time

K-8 LITERACY

Session Overview: Literacy

Participants will...

• Review PARCC timelines and task types,

• Complete a sample PARCC task, and

• Analyze how the task addresses the MCCRS

…in order to better understand how the PARCC assessment measures readiness for college and

career against the MCCRS.

The MCCRS Shifts Build Toward College and Career Readiness for All Students

Engage with

Complex Text

Extract and Employ

Evidence

Build Knowledge

PARCC Performance-Based Assessment for ELA / Literacy

Literary Analysis

Narrative Task

Research Simulation

PARCC Performance-Based Assessment:

ELA / LiteracyGrades 3-11

PARCC Performance-Based Assessments

•This task will ask students to carefully consider literature worthy of close study and compose an analytic essay.

Literary Analysis Task

•In this task, students may be asked to write a story, detail a scientific process, write a historical account of important figures, or describe an account of events, scenes or objects.

Narrative Task

•In this task, students will analyze an informational topic presented through several articles or multimedia stimuli. Students will answer a series of questions and synthesize information in order to write two analytic essays.

Research Simulation Task

When taking the PARCC assessment, students will encounter three question types:

• Evidence-Based Selected Response (EBSR) items

• Technology-Enhanced Constructed Response (TECR) items

• Prose Constructed Response (PCR) items

3 Types of Questions

Texts Worth Reading

We will be looking at the first text for a Research Simulation Task:

Eliza’s Cherry Trees: Japan’s Gift to America by Andrea Zimmerman tells the story of a young woman who lived in Washington, D. C. in the 1800s.

As you read the text, pay attention to complexity (vocabulary, structure, etc.) What grade level do you think aligns to this text?

Research Simulation Task

After reading and discussing the excerpt from Eliza’s Cherry Trees, complete the Sample PARCC Assessment questions.

What do you think is the appropriate grade level for this text? Has your opinion changed? Why or why not?

Debriefing the Task

What type of task did you complete?

What is the appropriate grade level for this

What is your impression of the task

now that you’ve completed it?

What skills and strategies do you think are most relevant for completing this task?

Sample Item #1—Part A

The article includes these details about Eliza’s life: She wrote newspaper articles to tell others about what she saw in Alaska to

inform those who had not been there. (paragraph 1) She wrote the first guidebook about Alaska. (paragraph 1) She was the first woman to work at the National Geographic Society, where

she wrote many articles and books. (paragraph 11)

What do these details help show about Eliza?a) They show that she shared the benefits of her experiences with others.*b) They show she had many important jobs during her lifetime, but becoming a

photographer was one of her proudest moments.c) They show that her earlier travels were more exciting than the work she did

later in life.d) They show that she had a careful plan for everything she did in her life.

Sample Item #1—Part B

Ideas from paragraphs 1 and 11 were used to help you learn about Eliza.

Click on (or highlight) two other paragraphs that include additional support for the answer in Part A.

There are more than two paragraphs that include additional support, but you need to only choose two.

[Note: in addition to the instructions within the item, the computer functionality will prevent students from selecting paragraphs 1 and 11 or

more than two paragraphs total.]

Connecting the MCCRS

Standard RI.3.2: Determine the main

idea of a text; recount the key

details and explain how they support

the main idea.

Standard RI.3.1: Ask and answer

questions to demonstrate

understanding of a text, referring

explicitly to the text as the basis for

answers.

Which statement best describes how the events in

paragraphs 13 through 15 are related to each other?

a. They explain how Washington DC would change if cherry trees were

planted around the city.

b. They show that Eliza found a new way to get cherry trees planted in

Washington, D.C.*

c. They compare the ways Eliza and Mrs. Taft tried to add beauty to

Washington, D.C.

d. They describe how Mr. Takamine gave Eliza the idea to bring cherry trees to

Washington, D.C.

Which sentence from the article best

supports the answer in Part A?

a. “When they bloomed, the trees became clouds of pink blossoms.”

b. “She kept trying for more than twenty years!”

c. “She wrote a letter to the president’s wife, Mrs. Taft.”*

d. “With the help of Mr. Takamine, a generous Japanese scientist, they had

trees sent from Japan.”

Standard RI.3.3: Describe the relationship

between a series of historical events, scientific ideas or concepts, or steps

in technical procedures in a a

text, using language that pertains to time,

sequence, and cause / effect.

Standard RI.3.1: Ask and answer

questions to demonstrate

understanding of a text, referring

explicitly to the text as the basis for

answers.

Reflection

What does this look like in the classroom?

How do teachers engage students in activities that allow students to succeed at these tasks?

How do these activities align to the actions within the Instructional Framework?

Connecting to the Instructional Framework

Connecting to City Schools Model for Effective Literacy Instruction

Connecting to City Schools Curriculum

• Structures• Whole Group• Small Group • Independent Practice

• Strategies• Guided Reading• Shared Reading• Rich and Rigorous Conversation• Close Reading• Writing from Sources• Think Aloud / Write Aloud• Text Dependent Questioning

Modeling: Think Aloud (RI.1, RL.1)

Pre-writing: Outlining/Chartin

g (RI.1, RL.1)

At your tables, discuss the fol lowing:

How does this information help you as you prepare to lead your school/teacher team

for the upcoming year?

Closing: Table Talk

K-8 MATHEMATICS

Mathematics Assessment

Type I

Type II

Type III

PARCC Assessment Mathematics

Type I Tasks

• Concepts, skills, and procedures • Balance of conceptual

understanding, fluency, and application

• Can involve any or all mathematical practice standardsType

Type II Tasks

• Expressing mathematical reasoning

• Each task calls for written arguments/ justifications, critique of reasoning, or precision in mathematical statements

• Can involve other mathematical practice standardsType

Type III Tasks

• Modeling/ application• Each task calls for the modeling/

application in a real-world context or scenario

What’s the Task Type?

•Solve the task independently.

•Turn and talk with a partner about what was required of you to solve the task.

Discuss

•Determine what type of task you completed.

Answer

Elementary PARCC Task

1 8 1 4+ 1 6 4 8

Elementary PARCC Task36

Elementary PARCC Task

5 6 = R X 7

Debrief

What is the appropriate grade level for this

What is your impression of the task

now that you’ve completed it?

What Standards of Mathematical Practice do you think is most

relevant for solving this task?

Guide to the MCCRS Structure

Domains are large groups of related

standards.

Clusters are sub-groups of related

standards.

Standards define what students

should understand and be able to do.

MCCRS Standards Progression

GradePriorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding

K–2Addition and subtraction, measurement using whole number quantities

3–5 Multiplication and division of whole numbers and fractions

6Ratios and proportional reasoning; early expressions and equations

7Ratios and proportional reasoning; arithmetic of rational numbers

8 Linear algebra

Priorities in Mathematics41

Required Fluencies in K-6

Grade Standard Required Fluency

K K.OA.5 Add/subtract within 5

1 1.OA.6 Add/subtract within 10

22.OA.2

2.NBT.5

Add/subtract within 20 (know single-digit sums from memory)

Add/subtract within 100

33.OA.7

3.NBT.2

Multiply/divide within 100 (know single-digit products from memory)

Add/subtract within 1000

4 4.NBT.4 Add/subtract within 1,000,000

5 5.NBT.5 Multi-digit multiplication

6 6.NS.2,3Multi-digit division

Multi-digit decimal operations

What content cluster of the MCCRS

does this task address?

Read over the content clusters.

Identify the content cluster associated with

the task.

•Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Operations and Algebraic

Thinking

3.OA.D.8 Solve two-step word problems using the four operations.

Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using

mental computation and estimation strategies including rounding.

3.OA.D.9 Identify arithmetic patterns (including patterns in the

addition table or multiplication table), and explain them using

properties of operations.

Solve two-step word problems using the

four operations.

Represent these problems using

equations with a letter standing for the

unknown quantity.

Assess the reasonableness of

answers using mental computation and

estimation strategies including rounding.

Solve two-step word problems using the four

operations.

Read and make sense of word

problems

Proficiency with addition, subtraction,

multiplication, and division

Properties of Operations Order of Operations

3.OA.D.8

Sample Student Activities

Fluency Games

Problem of the Day

Math Journals

Small Group Computation Math Talk

Peer Work Review

Connecting the Curriculum

What resources does our curriculum provide to allow students to engage in these types of

activities?

Students need to develop speed and accuracy with simple calculations

Detailed fluency activities that support prior learning and

current learning.

Elementary Units

Sprints – The teacher assumes the role of athletic coaches and students recognize their increasing success which serves to motivate them to do their personal best.

Fun, fast-paced, adrenaline-rich activities that intentionally build energy

and excitement.

1 21 4

1 51 61 0

1 71 9

Elementary Units

The curriculum provides opportunities for students to explain why the math works

Students use writing and speaking to solve mathematical problems, reflect on their learning, and analyze their thinking.

They learn more than the trick to get the answer right. They learn the math.

Elementary Units

The curriculum provides students with opportunities to apply math in real word situations and decide which math to use in the situation.

Students use mathematical tools and diagrams that aid problem solving.

Students solve single-step and multi-step word problems as well as brain teasers and exploratory tasks.

Elementary Units

Students interact with real-world problems to develop concepts & skills

Animations Ground

Conceptual Development

Agile Mind

Virtual and concrete manipulatives

Manipulatives help students

model the world

Agile Mind

Interactive problem-solving

Students use technology to interact with problems and organize their reasoning.

Agile Mind

Session Reflection

• Turn and talk to about what implications this session’s information has on your school for this upcoming year.

Turn and Talk

• Designate one person to share out your group’s discussion to the whole group.

Share Out • Jot down three things your team can do immediately in response to the information received today.

Quick Write

References

Maryland College and Career Ready Standards

http://mdk12.org/instruction/commoncore/index.html City Schools’ Mathematics and ELA Curriculum

http://www.bcpss.orgPARCC Online

http://www.parcconline.orgAchieve the Core: Progressions Documents

http://achievethecore.org/page/254/progressions-documents-for-the-common-core-state-standards-for-mathematics-detail-pg

The Mathematics Common Core Toolbox http://ccsstoolbox.agilemind.com/index_flash.html

Questions or CommentsContact Information

Dr. Nakia HardyExecutive Director of

Teaching and Learning

Ryan Reid-SaltaDirector of Mathematics

Janise LaneDirector of Literacy ACLs

NHardy@bcps.k12.md.us RReidSalta@bcps.k12.md.us JLane02@bcps.k12.md.us

Looking Forward to Day 2

TRACKING STUDENT PROGRESS TO MEET THE BAR FOR EVERY STUDENT

SECONDARY LITERACY

Session Overview: Literacy

Participants will...

• Review PARCC timelines and task types,

• Complete a sample PARCC task, and

• Analyze how the task addresses the MCCRS

…in order to better understand how the PARCC assessment measures readiness for college and

career against the MCCRS.

The MCCRS Shifts Build Toward College and Career Readiness for All Students

Engage with

Complex Text

Extract and Employ

Evidence

Build Knowledge

PARCC Performance-Based Assessment for ELA / Literacy

Literary Analysis

Narrative Task

Research Simulation

PARCC Performance-

Based Assessment: ELA / Literacy

Grades 3-11

PARCC Performance-Based Assessments

•This task will ask students to carefully consider literature worthy of close study and compose an analytic essay.

Literary Analysis Task

•In this task, students may be asked to write a story, detail a scientific process, write a historical account of important figures, or describe an account of events, scenes or objects, for example.

Narrative Task

•In this task, students will analyze an informational topic presented through several articles or multimedia stimuli. Students will answer a series of questions and synthesize information in order to write two analytic essays.

Research Simulation

When taking the PARCC assessment, students will encounter three question types:

• Evidence-Based Selected Response (EBSR) items

• Technology-Enhanced Constructed Response (TECR) items

• Prose Constructed Response (PCR) items

3 Types of Questions

We will be looking at the first text for a Literacy Analysis Task:

Brian’s Winter—Author Gary Paulsen won the ALA Margaret Edwards Award, which recognizes an author and a particular body of work for “significant and lasting contribution to young adult literature” in 1997.

As you read the text, pay attention to complexity (vocabulary, structure, etc.) What grade level do you think aligns to this text?

Texts Worth Reading

Simulation: Literary Analysis Task

After reading and discussing the excerpt from Brian’s Winter, complete the Sample PARCC Assessment questions.

What do you think is the appropriate grade level for this task? Has your opinion changed? Why or why not?

Debriefing the Task

What is the appropriate grade level for this text?

What is your impression of the

task now that you’ve completed it?

What skills and strategies do you think are most relevant for completing this task?

What is the meaning of the word adversary as it is used in paragraph 21?

A. problem’s solutionB. indication of troubleC. opposing force*D. source of irritation

Which phrase from paragraph 21 best helps clarify the meaning of adversary?

A. “own worst enemy”*B. “the primary rule”C. “missed the warnings”D. “most dangerous thing”

Standard RL.8.4: Determine the

meaning of words and phrases as they

are used in a text, including figurative

and connotative meanings; analyze

the impact of specific word

choices on meaning and tone, including

analogies or allusions to other

texts.

Standard RL.8.1: Cite the textual

evidence that most strongly supports

an analysis of what the text says

explicitly as well as inferences drawn

from the text.

Standard L.8.4: Determine or clarify

the meaning of unknown and

multiple‐meaning words or phrases based on grade 8

reading and content, choosing flexibly from a range of

strategies.

Create a summary of the excerpt from Brian’s Winter by dragging four statements from the list of events and dropping them in chronological order into the table titled Summary.

Sample Item #2

1 Brian is sore as he gets into his bag that night.

2 Brian attempts to scare away the bear that wakes him up.*

3 The bear is more powerful than Brian thinks.

4 Brian believes that he has learned to co-exist with the bears.*

5 Brian takes a serious risk.

6 Brian thinks about solutions to his major problem.*

7 The bear tosses Brian and eats the scraps of Brian’s meal.*

8 The bear looks at Brian and walks away.

9 The bear sits back and sniffs the air.

Summary

Correct Response: 4, 2, 7, 6

Standard RL.8.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary

of the text.

from the text.

In the excerpt from Brian’s Winter, Brian comes to a major realization at the end of the passage. Which

statement best describes his realization?

A. He needs to avoid confronting wild animals.B. He needs to prepare for the perils of winter.*C. He needs to create a better way to store food.D. He needs to find a new, safer shelter.

Standard RL.8.3: Analyze how

particular lines of dialogue or

incidents in a story or drama propel the

action, reveal aspects of a character, or

provoke a decision.

from the text.

Reflection

How do teachers engage students in activities that allow them to succeed at tasks like this?

How do these activities align to the actions within the Instructional Framework?

Connecting to City Schools Model for Effective Literacy Instruction

Structures Whole Group Small Group Independent Practice

Strategies Text Annotation Close Reading Rich and Rigorous Conversation Prewriting Writing from Sources Think Aloud / Write Aloud Text Dependent Questioning

Modeling: Think Aloud and Write

Aloud (RI.1, RL.1)

Pre-writing: Double-Entry Journals

(RI.1, RL.1)

At your tables, discuss the fol lowing:

How does this information help you as you prepare to lead your school/teacher team

for the upcoming year?

Closing: Table Talk

SECONDARY MATHEMATICS

Mathematics Assessment

Type I

Type II

Type III

PARCC Assessment Mathematics

Type I Tasks

• Concepts, skills and procedures • Balance of conceptual

understanding, fluency, and application

• Can involve any or all mathematical practice standardsType

Type II Tasks

• Expressing mathematical reasoning

• Each task calls for written arguments/ justifications, critique of reasoning, or precision in mathematical statements

Type III Tasks

• Modeling/ application• Each task calls for the modeling/

application in a real-world context or scenario

What’s the Task Type?

•Solve the task independently

•Turn and talk with a partner about what was required of you to solve the task

Discuss

•Determine what type of task you completed

Answer

Secondary Performance Task

tdO 10

100 20

100 tdB

Secondary Performance Task

1210080

2012100100

2012100

s4.06.910

Debrief

What is the appropriate grade level for this task?

What is your impression of the task now that

you’ve completed it?

What Standards of Mathematical Practice do you think is most relevant

for solving this task?

Conceptual Categories

Number and Quantity

Algebra Functions Modeling Geometry

Statistics and

Probability

100Domains are large groups of related

standards

Clusters are subgroups of

related standards.

Standards define what students should know and be able to do.

MCCRS Standards Progression

Domain Progression – Secondary School Math

6th Grade 7th Grade 8th Grade High School

Ratios & Proportional Relationships Number &

Quantity

The Number System

Expressions & Equations Algebra

Functions

Geometry

Statistics & Probability

GradePriorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding

K–2Addition and subtraction, measurement using whole number quantities

3–5 Multiplication and division of whole numbers and fractions

6Ratios and proportional reasoning; early expressions and equations

7Ratios and proportional reasoning; arithmetic of rational numbers

8 Linear algebra

Priorities in Mathematics102

What content domain of the MCCRS

does this task address?

Read over the Conceptual Categories.

Identify the Domain

associated with the task.

Connecting the MCCRSA-CED - Creating equations that describe numbers or relationships

A-CED.1 - Create equations and

inequalities in one variable and use

them to solve problems. Include equations arising from linear and

quadratic functions, and simple rational

and exponential functions.

A-CED.2 - Create equations in two or more variables to

represent relationships

between quantities; graph equations on

coordinate axes with labels and scales.

A-CED.3 - Represent constraints by equations or

inequalities, and by systems of equations and/or inequalities,

and interpret solutions as viable or nonviable options in a modeling context.

For example, represent inequalities describing nutritional and cost constraints on combinations of

different foods.

A-CED.4 - Rearrange formulas

to highlight a quantity of interest, using the same reasoning as in

solving equations. For example,

rearrange Ohm’s law V = IR to highlight

resistance R.

variab

les to re

ntities;

te axe

s with

els an

d scale

s.tdO 10

100 tdB

Graphical Solution

DISTANCE

Create equations in two or more variables to represent relationships

between quantities; graph equations on coordinate axes with labels and scales.

Read and make sense of word

problems

Model relationships

between quantities using

variables

Fluency with algebraic

manipulations

Interpret the models using

units of measurement

A-CED.2

variab

les to re

ntities;

s with

les.tdO 10

100 tdB

A-CED.2C

Sample Student Activities

Fluency Expectations Manipulatives Performance

Small Group Animations Math Discourse

Peer Work Review

Interactive

Problem-Solving

Connecting the Curriculum

What resources does our curriculum provide to allow students to engage in these types of

activities?

Students interact with real-world problems to develop concepts & skills

Animations Ground

Conceptual Development

Agile Mind

Virtual and concrete manipulatives

Manipulatives help students

model the world

Agile Mind

Interactive problem-solving

Students use technology to interact with problems and organize their reasoning.

Agile Mind

Session Reflection

• Turn and talk to about what implications this session’s information has on your school for this upcoming year.

Turn and Talk

• Designate one person to share out your group’s discussion to the whole group.

Share Out • Jot down three things your team can do immediately in response to the information received today.

Quick Write

References

Maryland College and Career Ready Standards

http://mdk12.org/instruction/commoncore/index.html City Schools’ Mathematics and ELA Curriculum

http://www.bcpss.orgPARCC Online

http://www.parcconline.orgAchieve the Core: Progressions Documents

http://achievethecore.org/page/254/progressions-documents-for-the-common-core-state-standards-for-mathematics-detail-pg

The Mathematics Common Core Toolbox http://ccsstoolbox.agilemind.com/index_flash.html

Questions or CommentsContact Information

Dr. Nakia HardyExecutive Director of

Teaching and Learning

Ryan Reid-SaltaDirector of Mathematics

Janise LaneDirector of Literacy ACLs

NHardy@bcps.k12.md.us RReidSalta@bcps.k12.md.us JLane02@bcps.k12.md.us

Looking Forward to Day 2

TRACKING STUDENT PROGRESS TO MEET THE BAR FOR EVERY STUDENT

Please take the next 10-15 minutes to complete the daily survey.

Website: 365.bcpss.org/leadership

Your responses are important for feedback not only about today, but also for future

planning!

Understanding the Bar A Deeper Look at the MCCRS and PARCC 2014 Leadership Institute Day 1

Documents

PARCC Information Meeting

Parcc overview january2012

Common Core & PARCC

General Session Preparing for the PARCC Field Test ...1/20/14 1 PreparingfortheSpring2014 PARCC)Field)Test& PARCC)One

PARCC Update June 6, 2014. PARCC Update Today’s Presentation: PARCC Field Test Lessons Learned from the Field Test PARCC Resources 2

PARCC Accessibility Features and Accommodations Manual Training for the PARCC Field Test

Parcc Results

PARCC Assessments

CMAS PARCC Accommodations

PARCC WORKSHOP

Parcc tech readiness

PARCC/MCAS Choice: Why PARCC in 2015?

PARCC Overview PARCC Progress Briefing MARCH 12, 2012

PARCC Performance Levels

PARCC Pilot: Test Administrator Training. Overview of PARCC Assessments

PARCC Sample Items - files.ctctcdn.comfiles.ctctcdn.com/91a069be001/77b73e33-2088-4222-9ea0-316e2ae015… · PARCC Sample Items August 2012 1. PARCC is designed to reward quality

CMAS PARCC Accommodations SAL Training 2014. Today’s Agenda 1. CMAS PARCC Overview 2. CMAS PARCC Testing Windows 3. Resources: Accommodations Manuals

Common Core PARCC

PARCC Update

Irvington Public Schools: PARCC INFORMATION. 2 What is PARCC? Partnership for Assessment of Readiness for College and Careers PARCC is a consortium