### Math

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PARCC States
Important Acronyms
 EOY – End of Year
 PBA/ MYA – Performance Based Assessment/ MidYear Assessment
 CCSS – Common Core State Standards
 CCSSM- Common Core State Standards Math
 MP – Mathematical Practices
 ELA –English Language Arts
 PLD – Performance Level Descriptor
Important Attached Documents
PARCC Glossary
PARCC Fact Sheet
PARCC FAQs
PARCC Milestones/ Timeline
Arkansas Achieve Sheet
Location of PARCC documents
8 Mathematical Practices
PARCC High Level Blueprints-Mathematics
Algebra II PBA/ MYA Evidence Table
Performance Level Descriptors-Algebra II
PARCC Model Content Frameworks-Algebra II
Arkansas Curriculum
Frameworks
Math
• Algebra 1, Geometry, Algebra 2 contain standards from
variety of high school math CCSS.
• For example, the Arkansas Algebra 2 course cont
standards listed in the High School: Geometry CC
High School: Algebra CCSS, and others
Common Core
State Standards
ELA/ Literacy
8 Mathematical Practices
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Big Shifts in ELA/Literacy
 Appropriate Text Complexity
 Increased Reading of Informational Texts
 Disciplinary Literacy
 Text-dependent Questions
 General Academic and Domain-specific Vocabulary
 Argumentative Writing
 Short and Sustained Research Projects
K-2 Assessments
 The tasks will consist of developmentallyappropriate assessment types, such as
 observations
 checklists
 classroom activities
 protocols, which reflect foundational
aspects of the Common Core State
Standards.
3-8 Assessments
 2 Summative Assessments
approximately 75% of the school year
 ELA will focus on writing effectively when
analyzing text
 Math focus on applying skills, concepts, and
understandings to solve multi-step problems
requiring abstract reasoning, precision,
perseverance, and strategic use of tools.
3-8 Assessments cont’d
approximately 90% of the school year
 ELA will focus on reading
comprehension
 Math will call on students to
demonstrate further conceptual
understanding of the Major Content
mathematical fluency.
3-8 Assessments Cont’d
 Optional Non-Summative Assessments
 Diagnostic Assessment - designed to be an
indicator of student knowledge and skills so that
instruction, supports, and professional
development can be tailored to meet student
needs.
 MYA - comprised of performance-based items
and tasks, with an emphasis on hard-to-measure
standards.
 Speaking and Listening (ELA/ Literacy only) designed to be an indicator of students’ ability to
communicate their own ideas, listen to and
comprehend the ideas of others, and to integrate
and evaluate information from multimedia
High School Assessments
 2 Summative Components
approximately 75% of the school
year
 ELA will focus on writing effectively
when analyzing text
 Math focus on mathematical reasoning
and modeling real world problems
High School Assessments
cont’d
approximately 90% of the school year
 ELA will focus on reading
comprehension
 Math will call on students to
demonstrate further conceptual
understanding of the Major Content
mathematical fluency.
High School Assessments
cont’d
 Optional Non-Summative Assessments
 Diagnostic Assessment - designed to be an
indicator of student knowledge and skills so that
instruction, supports, and professional development
can be tailored to meet student needs.
 MYA - comprised of performance-based items and
tasks, with an emphasis on hard-to-measure
standards.
 Speaking and Listening (ELA/ Literacy only) designed to be an indicator of students’ ability to
communicate their own ideas, listen to and
comprehend the ideas of others, and to integrate and
evaluate information from multimedia sources.
High School Assessments
 The high school assessments will include a
range of item types, including:
 innovative constructed response
 selected response (all of which will be computer
based).
high school tests in mathematics and ELA/Literacy,
which will signify whether students are ready for entrylevel, credit-bearing college coursework. Earlier tests
will be aligned vertically to ensure students are on and stay on - the track to graduating ready for college
Model Content Frameworks
Model Content Frameworks
 serves as a bridge between CCSS and the
PARCC assessments
 were developed to help design items for the
PARCC tests and to support educators’
implementation of the Common Core.
Model Content Frameworks
 Fluency Expectations or Examples of Culminating Standards
 Examples of Major Within-Grade Dependencies
 Examples of Opportunities for Connections among Standards,
Clusters or Domains
 Examples of Opportunities for In-Depth Focus
 Examples of Opportunities for Connecting Mathematical Content
and Mathematical Practices
 Content Emphases by Cluster
 Examples of Linking Supporting Clusters to the Major Work of the
Model Content Frameworks
Model Content Frameworks
Model Content Frameworks
Algebra I, Geometry, Algebra II
following:
 Course Overview
Courses
 Discussion of Mathematical Practices in Relation to Course
Content
 Fluency Recommendations
 Pathway Summary Table: AI-G-AII Pathway
 Assessment Limits for Standards Assessed on More than
one End of Course Test
Model Content Frameworks
Math Algebra II Example
Model Content Frameworks
Math Algebra II Example
Model Content Frameworks
Math Algebra II Example
Model Content Frameworks
 Narrative Summary of ELA/ Literacy Standards for Grade #
 ELA/ Literacy Content Frameworks Chart for Grade #
 Key Terms and Concepts for Grade # ELA/ Literacy Model
Content Framework Chart





Writing to Texts
Research Project
For Reading and Writing in Each Module
For Reading Foundation Skills in Each Module
 Writing Standards Progression from Grades # to #
 Speaking and Listening Standards Progression from Grade #
Model Content Frameworks
Model Content Frameworks
Performance Level Descriptors
(PLDs)
Performance Level
Descriptors
 indicate the knowledge, skills and practices that
students should be able to demonstrate at each
performance level, in each content area
(ELA/literacy and mathematics), at each grade.
 Content- and grade level-specific PLDs are
designed to inform test item development, the
setting of performance level cut scores, and
curriculum and instruction at the local level.
Descriptors
5 Sub-Claims
A: The student solves problems involving the
MAJOR CONTENT for the grade/ course with
connections to the Standards for Mathematical
Practice
B: The student solves problems involving the
the grade/ course with the connections to the
Standards for Mathematical Practice.
Descriptors
5 Sub-Claims
C: The student expresses grade/ course-level
appropriate mathematical REASONING by
constructing arguments, critiquing the reasoning
of others and/ or attending to precision when
making mathematical statements.
Descriptors
5 Sub-Claims
 D:
The student solves real-world problems with a
degree of difficulty appropriate to the grade/course by
APPLYING knowledge and skills articulated in the
standards for the current grade/course (or for more
complex problems, knowledge and skills articulated in
the standards for previous grades/courses), engaging
particularly in the MODELING practice, and where
helpful making sense of problems and persevering to
solve them, reasoning abstractly and quantitatively,
using appropriate tools strategically, looking for the
making use of structure, and/or looking for and
expressing regularity in repeated reasoning.
Descriptors
5 Sub-Claims
 E: The student demonstrates FLUENCY in areas
set forth in the Standards for Content in grades 36.
*Sub-Claim E is only present in grades 3-6
Descriptors
Descriptors
Algebra II Example
Performance Level Descriptors
 Text complexity
 The range of accuracy in expressing reading
comprehension demonstrated in student responses
 The quality of evidence cited from sources read
Performance Level Descriptors
ELA/ Literacy
Performance Level Descriptors
ELA/ Literacy: Text Complexity
 Three quantitative text complexity measures (Reading Maturity
Metric, Source Rater, and Lexile) will be used to analyze all
reading passages to determine an initial recommendation f
or placement of a text into a grade band and subseque
 Complexity Analysis Worksheets (www.PARCConline.org),
one for informational text and one for literary text, are th
en used to determine qualitative measures. Trained evalu
ators use these worksheets to determine a recommendati
on for qualitative text complexity within the grade level,
with each text defined as readily accessible, moderately c
omplex, or very complex.
Performance Level Descriptors
ELA/ Literacy: Range of Accuracy
 Accurate
 Mostly accurate
 Generally accurate
 Minimally accurate
 Inaccurate
Performance Level Descriptors
ELA/ Literacy: Quality of Evidence
 Explicit evidence
 Inferential evidence
Performance Level Descriptors
ELA/ Literacy: Writing Claim
 Written expression
 Knowledge of language and conventions
Performance Level Descriptors
ELA/ Literacy: Written Expression
Performance Level Descriptors
ELA/ Literacy: Knowledge of
Language and Conventions
Evidence Tables
Evidence Tables
 describe the knowledge and skills that an assessment
item or a task elicits from students
 tells how and when standards are assessed
 tables include standard, evidence statement,
clarifications, associated practices, and calculator
designation
Math Evidence Tables
Evidence Statement Key
• this will list either a CCSS, sub-claim, grade/ course, domain, or cluster
Evidence Statement Text
• CCSS – will use exact standard language (ex. (8.F.5)
•
sub-claim – will list what the student will be expected to do within the
sub-claim as well as the content scope (ex. HS.C.5.11 Reasoning or
3.D.1 Modeling/Application)
•
grade/ course – implications of the standards that could be integrated
across a grade or course (ex. 4.int.2 integrated across grade 4 or G.int.4
integrated across Geometry)
•
domain – implications of the standards that could be integrated across a
domain (ex. F.Int.1 integrated across the Functions domain)
•
cluster – implications of standards that could be integrated across a
cluster (ex. S-ID.int.1 integrated across interpreting categorical &
quantitative data)
Math Evidence Tables
Clarifications
•
provides item developers with guidance on the depth and breadth of the
• includes clarifications, limits, emphases, and other information intended to
MP
•
mathematical practices provide guidance on how content should be
connected to practices
Math Evidence Tables
Math Evidence Tables
Algebra II
May state: No, Neutral, Item
Specific, or Yes
What can a teacher do with
this information?
From Arkansas Algebra 1 frameworks document
Teacher modified version using information from Evidence Table document
ELA/ Literacy Evidence
Tables
 Vocabulary Interpretation and Use
ELA/ Literacy Evidence
 The purpose of tasks are to generate evidence for
certain sub claims
 PBA
 Type 1 items (Machine-Scorable)
 Type II items (Mathematical Reasoning/ Hand-Scored)
 Type III items (Mathematical Modeling/ Hand-Scored and/
or Machine Scored)
 EOY
 Type 1 items only (All Machine Scorable)
PARCC ELA Assessment
PARCC ELA Assessment
End of Year (EOY)
Math Blueprints
2 point refers to 2 parts, each
at 1 point
PARCC Assessment Reference
PARCC Assessment Reference
Sheet High School
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