October PA Core PowerPoint

Report
Implications for
Curriculum, Instruction, & Assessment
October 29, 2014
1
Session Outline

Section 1:
Section 2:
Section 3:
Section 4:
Regulations
PA Core Standards
Curriculum & Instruction
Assessment
2
Choose Your Own Adventure
through the PA Core

Click desired link below to navigate to that section of the PowerPoint.
 Section 1: Regulations (Slides 4-8)
 Section 2: PA Core Standards (Slides 9-27)
 Section 3: Curriculum & Instruction (Slides 28-66)
 PA Core ELA: Cross-Curricular Implications for Instruction (Slides 29-51)
 PA Core Math: Cross-Curricular Implications for Instruction (Slides 52-66)
 Section 4: Assessment (Slides 67-111)





Assessment Literacy (Slides 68-79)
PSSA (Slides 80-97)
SAT (Slide 98)
Keystone Exam (Slides 99-105)
Keystone Project Based Assessment (Slides 106-111)
3
Section 1:
Regulations

Chapter 4
4
Chapter 4
Became official on March 1, 2014
Includes the PA Core Standards, assessment and graduation requirements, etc.
Link to Chapter 4: http://www.pacode.com/secure/data/022/chapter4/chap4toc.html
5
Chapter 4 FAQ
Coming Soon
to the
PDE and SAS websites
(Note: On SAS, the FAQ will be posted under the tabs for
both Project Based Assessment and Keystone Exams.)
6
Public Review of
Eligible Content

 Goals
 Heighten understanding of eligible content
 Get feedback
 Show sample questions
 Grade 3 ELA & Math available now for review
 Grade 4-8 ELA & Math, Literature, & Algebra 1 will be
available by November 15, 2015
 Review Site will close on January 15, 2015
 Site= http://www.paacademicreview.org/
7
As part of the new [Chapter 4] regulations,
Pennsylvania’s Core Standards offer a set of
rigorous, high-quality academic expectations in
English Language Arts and Mathematics that all
students should master by the end of each grade
level. The PA Core Standards are robust and
relevant to the real world and reflect the
knowledge and skills our young people need to
succeed in life after high school, in both postsecondary education and a globally competitive
workforce.
Source: http://www.pdesas.org/Standard/Views
8
Section 2:
PA Core Standards

Common Core vs. PA Core
English Language Arts
Mathematics
Reading & Writing in History & Social Studies
Reading & Writing in Science & Technical Subjects
9
Common Core vs. PA Core
Video: Common Core for ELA and Literacy (History of the CCSS Development)
https://www.teachingchannel.org/videos/common-core-standards-ela
Other Videos:
Common Core State Standards for Math
https://www.teachingchannel.org/videos/common-core-state-standards-for-math
Learn About the Common Core Standards in 3 Minutes
http://www.corestandards.org/video/
Why We Need Common Core: “I Choose C.” (A Satirical Cartoon)
http://www.youtube.com/watch?v=dY2mRM4i6tY
10
Common Core vs. PA Core
Source: PA Core Standards Leadership Fact Sheet
http://static.pdesas.org/content/documents/PA%20Core%20Standards%20Fact%20Sheet%20for%20Leadership%2012.1.2013.pdf
11
Common Core ELA
12
Source: M1-Common_Core_Module_1_Unpacking_the_Standards_Rev-9_04_12 PowerPoint at http://www.pdesas.org/standard/PACore
College & Career Readiness:
CC Anchor Standards for Reading

Source: Common Core
Standards for English
Language Arts &
Literacy in
History/Social Studies,
Science, and Technical
Subjects (p. 10 & 35)
http://www.corestan
dards.org/wpcontent/uploads/ELA
_Standards.pdf
13
College & Career Readiness:
CC Anchor Standards for Writing

Source: Common Core
Standards for English
Language Arts &
Literacy in
History/Social Studies,
Science, and Technical
Subjects (p. 18 & 41)
http://www.corestan
dards.org/wpcontent/uploads/ELA
_Standards.pdf
14
College & Career Readiness:
CC Anchor Standards for Speaking & Listening

Source: Common Core Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (p. 22 & 48) hhttp://www.corestandards.org/wpcontent/uploads/ELA_Standards.pdf
15
College & Career Readiness:
CC Anchor Standards for Language

16
Source: Common Core Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (p. 25 & 51) http://www.corestandards.org/wpcontent/uploads/ELA_Standards.pdf
PA Core ELA
17
Source: M1-Common_Core_Module_1_Unpacking_the_Standards_Rev-9_04_12 PowerPoint at http://www.pdesas.org/standard/PACore
Taxonomy
Source:
http://static.pdesas.org/content/documents
/M1-Slide_9_PACCS_Taxonomy.pdf
18
PA Core ELA:
Table of Contents
19
Source: Academic Standards for English Language Arts (p. 3) http://www.pdesas.org/standard/PACore
PA Core Mathematics:
Introduction to the Standards
20
Source: Academic Standards for Mathematics (p. 2) http://www.pdesas.org/standard/PACore
PA Core English Language Arts Standards
Link to the PA Core ELA Standards: http://www.pdesas.org/standard/PACore
Select “PA Core Standards” & then select
“PA Core – English Language Arts, Grades PreK-5” or “PA Core – English Language Arts, Grades 6-12”
Link to Common Core ELA Standards, Appendices, & Resources:
http://www.corestandards.org/ELA-Literacy/
21
PA Core Mathematics Standards
Link to the PA Core Math Standards:
http://www.pdesas.org/standard/PACore
Select “PA Core Standards” & then select “Mathematics, Grades K-12”
Link to Common Core Math Standards, Appendix, & Resources:
http://www.corestandards.org/Math/
22
PA Core Standards for Reading & Writing
in Science & Technical Subjects
http://www.pdesas.org/standard/PACore
Select “PA Core Standards” & then select
“PA Core – Reading for Science and Technical Subjects 6-12” or “PA Core – Writing for Science and Technical Subjects 6-12”
23
PA Core Standards for Reading & Writing
in History & Social Studies
http://www.pdesas.org/standard/PACore
Select “PA Core Standards” & then select
“PA Core – Reading for History and Social Studies 6-12” or “PA Core – Writing for History and Social Studies 6-12”
24
PA Core Appendices

ELA Appendix A – Research Supporting
Key Elements of the Standards
ELA Appendix B – Text Exemplars
ELA Appendix C – Student Writing
Samples
Mathematics Appendix A – Designing High
School Math Courses
Source: http://www.pdesas.org/Standard/PACore
25
Activity

Select one of the sets of PA Core Standards
Examine the Vertical Progression from K-12
What do you notice?
Preview the Appendices
How would the Appendices be of value to
you?
26
The standards are like the building code.
Architects and builders must attend to
them but they are not the purpose of the
design. The house to be built or
renovated is designed to meet the needs of
the client in a functional and pleasing
manner—while also meeting the building
code along the way.
~Jay McTighe & Grant Wiggins
Source: http://grantwiggins.files.wordpress.com/2012/09/mctighe_wiggins_final_common_core_standards.pdf
27
Section 3:
Curriculum & Instruction

PA Core ELA: Cross-Curricular Implications
PA Core Math: Cross-Curricular Implications
28
PA Core ELA:
Cross-Curricular Implications for Instruction
29
ELA Instructional Shifts

 Balancing the reading of informational and literary texts so that
students can access nonfiction and authentic texts, as well as literature
 Focusing on close and careful reading of text so that students are
learning from the text
 Building a staircase of complexity (i.e., each grade level requires a
“step” of growth on the “staircase”) so that students graduate college or
career ready
 Supporting writing from sources (i.e., using evidence from text to
inform or make an argument) so that students use evidence and respond
to the ideas, events, facts, and arguments presented in the texts they
read
 Stressing an academically focused vocabulary so that students can
access more complex texts
Source: PA Core Academic Standards for English Language Arts, March 1, 2014, (p. 2) at http://www.pdesas.org/standard/PACore
30
Shift 1:
Balancing Informational & Literary Texts

Balancing the reading of informational and literary texts so
that students can access nonfiction and authentic texts, as
well as literature
Source: PA Core Academic Standards for English Language Arts, March 1, 2014, (p. 2) at http://www.pdesas.org/standard/PACore
Grade
Literary
Informational
4
50%
50%
8
45%
55%
12
30%
70%
Percentages reflect reading across all disciplines.
Source: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (p. 5)
http://www.corestandards.org/wp-content/uploads/ELA_Standards.pdf
31
K-5 Balancing Informational & Literary Texts
and
6-12 Building Knowledge in the Disciplines

PBS Common Core Series: Common Core in
ELA/Literacy, Shift 1 PK-5 Balancing Informational
Text and Literature Video Link =
https://www.engageny.org/resource/common-core-in-ela-literacy-shift-1-pk-5-balancinginformational-text-and-literature
PBS Common Core Series: Common Core in
ELA/Literacy/Shift 2 6-12 Building Knowledge in the
Disciplines Video Link =
https://www.engageny.org/resource/common-core-in-ela-literacy-shift-2-6-12-building-knowledge-in-thedisciplines
32
Shift 2:
Focusing on Close Reading

Focusing on close and careful reading of text so that students
are learning from the text
Source: PA Core Academic Standards for English Language Arts, March 1, 2014, (p. 2) at http://www.pdesas.org/standard/PACore
 Doug Fisher’s Close Reading Videos
Part 1:
https://www.youtube.com/watch?v=5w9v6-zUg3Y
Part 2:
https://www.youtube.com/watch?v=JhGI5zdjpvc
33
Shift 3:
Building a Staircase of Complexity

Building a staircase of complexity so that students graduate
college or career ready
Source: PA Core Academic Standards for English Language Arts, March 1, 2014, (p. 2) at http://www.pdesas.org/standard/PACore
PBS Common Core Series: Common Core in ELA/Literacy, Shift
3 Staircase of Complexity Video Link =
https://www.engageny.org/resource/common-core-in-ela-literacy-shift-3-staircase-ofcomplexity





Expose students to complex texts
Scaffold the text to provide access points for struggling readers
Provide leveled text/translated text to build background
Allow frustration (Try to get the gist and continue to grapple with text)
See Appendix B for Text Exemplars
34
Text Complexity
35
Source: M2-Common_Core_Module_2_Text_Complexity_9_4_12 PowerPoint (Slide 14) at http://www.pdesas.org/standard/PACore
Quantitative Measures
Source: Source: M2-Common_Core_Module_2_Text_Complexity_9_4_12 PowerPoint (Slide 15) at http://www.pdesas.org/standard/PACore
Quantitative Analysis Resources:
http://static.pdesas.org/content/documents/M2-Access_to_Quantitative_Analysis_Tool.pdf
36
Lexile Ranges
37
Source: M2-Common_Core_Module_2_Text_Complexity_9_4_12 PowerPoint (Slide 21) at http://www.pdesas.org/standard/PACore
Qualitative Measures
Source: Source: M2-Common_Core_Module_2_Text_Complexity_9_4_12 PowerPoint (Slide 26) at http://www.pdesas.org/standard/PACore
Qualitative Measures Rubric – Literary Text:
http://static.pdesas.org/content/documents/M2-Slide_30_Qualitative_Measures_Rubric_Literary_Text.pdf
Qualitative Measures Rubric – Informational Text:
http://static.pdesas.org/content/documents/M2Slide_31_Qualitative_Measures%20Rubric_Informational_Text.pdf
38
Continuum
39
Source: M2-Common_Core_Module_2_Text_Complexity_9_4_12 PowerPoint (Slide 27) at http://www.pdesas.org/standard/PACore
Reader and Task
Source: Source: M2-Common_Core_Module_2_Text_Complexity_9_4_12 PowerPoint (Slide 36) at http://www.pdesas.org/standard/PACore
Questions for Reflection on Reader and Task Considerations:
http://static.pdesas.org/content/documents/M2-Slide_39_Reader_and_Task_Considerations.pdf
40
Shift 4:
Writing (and Conversing) from Sources

Supporting writing from sources so that students use evidence and respond to the
ideas, events, facts, and arguments presented in the texts they read
Source: PA Core Academic Standards for English Language Arts, March 1, 2014, (p. 2) at http://www.pdesas.org/standard/PACore
Writing develops the skills of informational, argumentative, and
narrative writing, as well as the ability to engage in evidence-based
analysis of text and research.
(Academic Standards for English Language Arts, p. 2)
 PBS Common Core Series: Common Core in
ELA/Literacy, Shift 5 Writing from Sources Video Link =
https://www.engageny.org/resource/common-core-in-ela-literacy-shift-5-writing-from-sources
 PBS Common Core Series: Common Core in
ELA/Literacy, Shift 4: Text-based Answers Video Link =
https://www.engageny.org/resource/common-core-in-ela-literacy-shift-4-text-based-answers
41
Types of Writing

Informative/Explanatory
Opinion/Argument
Narrative
See Appendix C for Samples of Student Writing
42
Quality of Writing

Focus
Content
Organization
Style
Conventions
43
Shift 5:
Stressing Academic Vocabulary

Stressing an academically focused vocabulary so that
students can access more complex texts
Source: PA Core Academic Standards for English Language Arts, March 1, 2014, (p. 2) at http://www.pdesas.org/standard/PACore
 PBS Common Core Series: Common Core in ELA/Literacy,
Shift 6 Academic Vocabulary Video Link =
https://www.engageny.org/resource/common-core-in-ela-literacy-shift-6-academic-vocabulary
 Select powerfully useful and frequently occurring words with
value across disciplines
 Allow for deep processing and repeated exposure
 Model use of the words and expect application
44
ELA Emphasis Guides












ELA Emphasis Grade K
ELA Emphasis Grade 1
ELA Emphasis Grade 2
ELA Emphasis Grade 3
ELA Emphasis Grade 4
ELA Emphasis Grade 5
ELA Emphasis Grade 6
ELA Emphasis Grade 7
ELA Emphasis Grade 8
ELA Emphasis Grades 9 through 10
ELA Emphasis Grades 11 through 12
Source: Mathematics Emphasis Guides and Cluster Matrices http://www.pdesas.org/Standard/PACore
45
Instructional Implications

 Incorporate into instruction more text dependent questions
that require students to read a text closely to determine what it
says explicitly and to make logical inferences from it.
 Have students read more non-fiction and complex texts.
 Focus writing instruction substantially on writing to inform
and structure an argument, not only writing stories
Source: PA Core Standards Teacher Fact Sheet, December 1, 2013, (pp. 3-4) at
http://static.pdesas.org/content/documents/PA%20Core%20Standards%20Fact%20Sheet%20For%20Teachers%2012.1.2013.pdf
 Emphasize higher order comprehension instruction (i.e., sort
& categorize, compare & contrast, evaluate, analyze, and
reason)
Source: Calkins, L., Ehrenworth, M., & Lehman, C. (2012). Pathways to the common core: Accelerating achievement. Portsmouth, NH: Heinemann, p. 19.
 Other Implications??
46
ELA Resources

 Learn Zillion – Select ELA or Common Core Navigator
(after creating a free account)
https://learnzillion.com
 Achieve the Core – Select ELA/Literacy
http://achievethecore.org
 TeachingChannel – Select English Language Arts
https://www.teachingchannel.org/
 EngageNY – Select Common Core
https://www.engageny.org/
 Pennsylvania Learns iTunes U
http://iTunes.apple.com/us/institution/pennsylvania-learns/id878690525
 SAS Online ELA Resources Chart
http://static.pdesas.org/content/documents/PACC_Online_ELA_Resources_ELA.pdf
47
ELA Professional Texts

 Calkins, L., Ehrenworth, M., & Lehman, C. (2012).
Pathways to the common core: Accelerating achievement.
Portsmouth, NH: Heinemann.
 Silver, H.F., Dewing, R.T., & Perini, M.J. (2012). The core
six: Essential strategies for achieving excellence with the
common core. Alexandria, VA: ASCD.
 Beers, K. & Probst, R.E. (2012). Notice & note: Strategies for
close reading. Portsmouth, NH: Heinemann.
 Books by Frey & Fisher
48
SAS
Curriculum Frameworks

 Available for ELA or Math
 Adopt or Adapt
 Copy Format for Other Content Areas
Access the Curriculum Frameworks through the SAS
Curriculum Mapping Tool.
Note: Log in to SAS to view.
http://www.pdesas.org/module/cm/
49
SAS ELA
Curriculum Frameworks

To gain a deeper understanding of the PA Standards Instructional Frameworks,
their purpose and design, the documents below may prove helpful:
 Long Term Transfer Goals, Big Ideas, and Essential Questions – the guidance
that framed the curriculum for each grade level
 PA Standards: Focus and Important Standards – summarizes the breakout of
standards in the map modules
 Curriculum Map Components – definitions for each curriculum map element
 Grade Band Summaries – highlights the major instructional elements at PK-2,
3-5, 6-8, and 9-12
 Grade Level Summaries – provides an overview of the instructional focus for
each grade
 Grade Level Curriculum Map Summaries – summarizes the content of each
module by grade level
 Modules by Grade Level - provides a listing of all modules for each grade level
Source: http://www.pdesas.org/module/cm/
50
Activity

 Think about your course(s). How are you addressing the
instructional shifts? Provide evidence to support your answers to
the following questions:
 Does your course require a broad range of reading including the
reading of primary source documents?
 Do you require close, careful reading (i.e., re-reading) of text?
 Are your students exposed to appropriately complex texts? How do
you scaffold the reading so that all learners can access challenging text?
 Do your students engage in informational and argumentative writing as
well as evidence-based analysis of text and research? Are your class
discussions text-based?
 Are you adequately addressing academic vocabulary?
 If you answered “no” to any of these questions, how could you shift
your instruction to better align with the rigor of the PA Core?
51
PA Core Math:
Implications for Instruction
52
Math Instructional Shifts

Greater focus on fewer topics
Coherence: Linking topics and thinking across
grades
Rigor: Pursue conceptual understanding,
procedural skills and fluency, and application
with equal intensity
Source: Key Shifts in Mathematics http://www.corestandards.org/other-resources/key-shifts-in-mathematics/
53
Math Instructional Shifts

Video Link: http://achievethecore.org/shifts-mathematics
54
Shift 1: Focus

Greater focus on fewer topics
Source: Key Shifts in Mathematics http://www.corestandards.org/other-resources/key-shifts-in-mathematics/
 Math Emphasis Guides and Cluster Matrices
Source: Mathematics Emphasis Guides and Cluster Matrices http://www.pdesas.org/Standard/PACore

















Math Emphasis Guide - Curriculum Categories
Math Practices and Grade Progressions
Math Emphasis Guide from PA to CCSS - Grade K
Math Emphasis Guide from PA to CCSS - Grade 1
Math Emphasis Guide from PA to CCSS - Grade 2
Math Emphasis Guide from PA to CCSS - Grade 3
Math Emphasis Guide from PA to CCSS - Grade 4
Math Emphasis Guide from PA to CCSS - Grade 5
Math Emphasis Guide from PA to CCSS - Grade 6
Math Emphasis Guide from PA to CCSS - Grade 7
Math Emphasis Guide from PA to CCSS - Grade 8
Math Cluster Matrix - Trifolds 1-2-3
Math Cluster Matrix - Trifolds 2-3-4
Math Cluster Matrix - Trifolds 3-4-5
Math Cluster Matrix - Trifolds 4-5-6
Math Cluster Matrix - Trifolds 5-6-7
Math Cluster Matrix - Trifolds 6-7-8
55
PA Core Math Standards:
Development & Progression
Source: Academic Standards for Mathematics (p. 4) http://www.pdesas.org/standard/PACore
56
Shift 2: Coherence

Coherence: Linking topics and thinking
across grades
Source: Key Shifts in Mathematics http://www.corestandards.org/other-resources/key-shifts-in-mathematics/
Avoid instructing isolated topics
Recognize that mathematical
concepts are interconnected and
help students make the connections
Think across grades
57
Shift 3: Rigor

Rigor: Pursue conceptual understanding, procedural skills
and fluency, and application with equal intensity
Source: Key Shifts in Mathematics http://www.corestandards.org/other-resources/key-shifts-in-mathematics/
 Rigor recognizes that fluency, conceptual understanding
and application in order to solve real world problems are
all equally important
 Rigor is creating an environment in which each student is
expected to learn at high levels, each student is supported so he
or she can learn at high levels, and each student demonstrates
learning at high levels (Blackburn, 2008).
Source: Blackburn, B. R. The Beginner’s Guide to Understanding Rigor (2012) at http://static.pdesas.org/content/documents/M4Slide_11_The_Beginners_Guide_to_Rigor.pdf
58
Activity

 Watch the Dan Meyer Videos:
Math Class Needs a Makeover Part 1 of 2 Video Link =
https://www.youtube.com/watch?v=SjsfHTuZ14w
Math Class Needs a Makeover Part 2 of 2 Video Link =
https://www.youtube.com/watch?v=yYre7Q6xGD8
 How can you foster problem solving and real world
application in your course?
59
Mathematical Practices

 Make sense of problems and persevere in solving them.
 Reason abstractly and quantitatively.
 Construct viable arguments and critique the reasoning of
others.
 Model with mathematics.
 Use appropriate tools strategically.
 Attend to precision.
 Look for and make use of structure.
 Look for and make sense of regularity in repeated
reasoning.
Source: PA Core Academic Standards for Mathematics, March 1, 2014, (p. 2) at http://www.pdesas.org/standard/PACore
60
Grade Progressions

 M5 – Math Practice Grade Progression: Grades K-2
 M5 – Math Practice Grade Progression: Grades K-3
 M5 – Math Practice Grade Progression: Grades 3-5
 M5 – Math Practice Grade Progression: Grades 4-7
 M5 – Math Practice Grade Progression: Grades 6-8
 M5 – Math Practice Grade Progression: Grades 7-HS
Source: PA Core Mathematics Training Modules: Module 5 – Next Steps in Curriculum at http://www.pdesas.org/standard/PACore
61
Activity

 Locate the Standards for Mathematical Practice section of the
Common Core State Standards for Mathematics (pp. 6-8)
 Read your assigned Mathematical Practice along with the
Connecting the Standards for Mathematical Practice to the
Standards for Mathematical Content section (p. 8)
 Discuss the eight Mathematical Practices with your group
 What are the implications of the Standards of Mathematical
Practice for your classroom instruction?
 What are the implications for the learners?
 How do the mathematical practices connect to content? 62
Instructional Implications

Focus instruction more on the few key topics
emphasized in each grade in the standards.
Emphasize problem-solving and real-world
application.
Source: PA Core Standards Teacher Fact Sheet, December 1, 2013, (pp. 4) at
http://static.pdesas.org/content/documents/PA%20Core%20Standards%20Fact%20Sheet%20For%20Teachers%2012.1.2013.pdf
Other Implications??
63
Math Resources

 Learn Zillion – Select Math or Common Core Navigator
(after creating a free account)
https://learnzillion.com
 Achieve the Core – Select Mathematics
http://achievethecore.org
 TeachingChannel – Select Math
https://www.teachingchannel.org/
 EngageNY – Select Common Core
https://www.engageny.org/
 Pennsylvania Learns iTunes U
http://iTunes.apple.com/us/institution/pennsylvania-learns/id878690525
 SAS Online Math Resources Chart
http://static.pdesas.org/content/documents/PACC_Online_Mathematics_Resources.pdf
64
SAS Math
Curriculum Frameworks

To gain a deeper understanding of the PA Standards Instructional Frameworks,
their purpose and design, the documents below may prove helpful:
 Long Term Transfer Goals, Big Ideas, and Essential Questions – the guidance
that framed the curriculum for each grade level
 PA Standards: Focus and Important Standards – summarizes the breakout of
standards in the map modules
 Curriculum Map Components – definitions for each curriculum map element
 Grade Band Summaries – highlights the major instructional elements at PK-2,
3-5, 6-8, and 9-12
 Grade Level Summaries – provides an overview of the instructional focus for
each grade
 Grade Level Curriculum Map Summaries – summarizes the content of each
module by grade level
 Modules by Grade Level - provides a listing of all modules for each grade level
Source: http://www.pdesas.org/module/cm/
65
…wherever you decide to begin your
Common Core work, you’ll find that
you’ll need to focus on assessment as well
as instruction.
~Lucy Calkins, Mary Ehrenworth, & Christopher Lehman
Source: Calkins, L., Ehrenworth, M., & Lehman, C. (2012). Pathways to the common core: Accelerating achievement. Portsmouth, NH: Heinemann, p. 20.
66
Section 4:
Assessment

Assessment Literacy
PSSA
SAT
Keystone Exam
Keystone Project Based Assessment
67
Assessment Literacy
68
Types of Questions

Selected Response (SR)
 Multiple Choice (MC)
 Evidence Based Selected Response (EBSR)
Constructed Response (CR)




Short Answer (SA)
Text Dependent Analysis (TDA)
Writing Prompt (WP)
Open Ended (OE)
69
Selected Response
Guidelines

Craft questions with answer choices that
are appropriately structured and plausible
Place answer choices in ascending or
descending order, if applicable
Limit answer choices to 3 options in
primary grades and 4 options in
intermediate grades and beyond
Teach students to read carefully to
determine if the question requires selection
of more than one answer (ex. EBSRs)
70
Source: Adapted from Homeroom Assessment Literacy Series Module 3 Item Specifications PowerPoint
Constructed Response
Guidelines

Clearly define performance expectations
 Through verb choice (ex. analyze, identify,
explain)
 Through extent of response (ex. give three
reasons, provide two examples)
 Through content specificity (ex. cite evidence
from text, explain all your work)
Require a rubric for scoring
Teach students to read items/prompts carefully
and to use the provided rubric to determine if
their response sufficiently answers all aspects of
71
the question
Types of Rubrics

 Holistic – provides a single score based upon the assessment
of the student’s overall performance taken as a whole
 Analytic – allows for the assessment of each individual aspect
or dimension of the task and combines these subscores to
determine the overall score
Guidelines
 In developing rubrics, avoid words that are subjective (ex.
insufficient) or vague (ex. few) without clearly defining
and/or quantifying them
 Determine if quality of writing (Focus, Content, Organization,
Style, & Conventions) will impact the score and clearly
72
communicate this through the rubric
Assessment Rigor: Webb

 Webb’s Depth of Knowledge (DOK) Levels




Level 1:
Level 2:
Level 3:
Level 4:
Recall and Reproduction
Skills/Concepts
Strategic Thinking
Extended Thinking
 Depth of Knowledge Definitions & Examples:
http://static.pdesas.org/content/documents/M4-Slide_14_DOK_Chart.pdf
 Depth of Knowledge Wheel:
http://static.pdesas.org/content/documents/M1-Slide_19_DOK_Wheel_Slide.pdf
73
Assessment Rigor: Webb

Depth of Knowledge is not determined by the verb, but rather
by the context in which the verb is used and the level of
thinking required to perform the task.
 DOK 1: Describe three characteristics of metamorphic rocks
 DOK 2: Describe the difference between metamorphic and
igneous rocks
 DOK 3: Describe a model you might use to represent the
relationships that exist within the rock cycle
Source: Adapted from M2-Rigor_PPT_11-01-12 PowerPoint at http://www.pdesas.org/Standard/PACore
74
Assessment Rigor: Hess

 Hess’ Cognitive Rigor Matrix & Curricular Examples For
Math and Science:
http://static.pdesas.org/content/documents/M2Activity_2_Handout.pdf
 Hess’ Cognitive Rigor Matrix & Curricular Examples For
Math and Science: For ELA:
http://static.pdesas.org/content/documents/M1Slide_22_DOK_Hess_Cognitive_Rigor.pdf
 A Guide for Using Webb’s Depth of Knowledge with the
Common Core State Standards:
http://www.crecnow.info/blendedsolutions/docs/docs/Webbs_
Depth_of_Knowledge.pdf
75
Blueprinting: Rigor

76
Blueprinting: Standards

77
Assessment Resources

 SAS Assessment Creator
http://www.pdesas.org/module/assessment/Search.aspx
 NAEP Questions Tool - rigorous assessments
http://nces.ed.gov/nationsreportcard/itmrlsx/landing.aspx
 EQUIP – continuous improvement
http://www.achieve.org/EQuIP
78
Activity

 Think about the assessments utilized within your course(s).
Provide evidence to support your answers to the following
questions:
 Are your assessments standards based?
 Do you have sufficient assessment items to appropriately
assess each standard?
 Do the types of questions you use to assess each standard vary?
 Have you developed clear rubrics for assessing constructed
response questions?
 Is the rigor of your assessments aligned with the PA Core?
 Have you appropriately balanced the weight and rigor of the
assessment of each standard?
79
PSSA
http://www.portal.state.pa.us/portal/server.pt/community/state_assessment_system/20965/pe
nnsylvania_system_of_school_assessment_%28pssa%29/1190526
JUST RELEASED:
The Getting Ready for the 2015 State Assessments PowerPoint and Webinar
are now posted on the PDE PSSA page. (See the link above.)
80
2014-15 ELA Test

ELA PSSA Test Design
http://www.ciu10.org/cms/lib/PA06001249/Centricity/Domain/69/PCS%20PSSA%20English%20Langua
ge%20Arts%20Test%20Design.pdf
Sections
81
Scoring Guidelines for
Writing Prompts







PSSA Grades 3-5 Narrative Scoring Guidelines (PDF)
PSSA Grades 3-5 Informational Scoring Guidelines (PDF)
PSSA Grades 3-5 Opinion Scoring Guidelines (PDF)
PSSA Grades 6-8 Narrative Scoring Guidelines (PDF)
PSSA Grades 6-8 Argumentative Scoring Guidelines (PDF)
PSSA Grades 6-8 Informative-Explanatory Scoring
Guidelines (PDF)
Source:
http://www.portal.state.pa.us/portal/server.pt/community/state_assessment_system/20965/pennsylvania_system_of_school_assessment_(pssa)/1190526
82
Text-Dependent Analysis

 Text-Dependent Analysis = the ability to “draw evidence from
literary or informational texts to support analysis, reflection, and
research”
 Questions require students to provide evidence from complex
text (or across texts) and to draw inferences based on what the
text says in order to support an analysis
 Close reading is needed to draw evidence from complex text
 Type of thinking required = Analysis at DOK Level 3
 Not mode specific, but are still scored on writing traits
 Response should answer the question, demonstrate analysis,
include inferences drawn from the text to support the analysis,
and be communicated through a well-structured essay
(Note: Five paragraphs are not required.)
83
 1 question worth 4 points weighted x4 = 19% of test
Text-Dependent Analysis

Hess’ Cognitive Rigor Matrix
http://static.pdesas.org/content/documents/M1Slide_22_DOK_Hess_Cognitive_Rigor.pdf
PSSA TDA Scoring Guidelines
http://www.ciu10.org/cms/lib/PA06001249/Centricity/Domain/69/PSSA%20Text%20Depe
ndent%20Analysis%20Scoring%20Guidelines.pdf
84
Text-Dependent Analysis

 Was the question answered?
 Did they analyze?
 Did they cite evidence from the text to support their
analysis?
 Did they effectively communicate that analysis
through their essay using the traits?
85
TDA PLC

 Go to www.pdesas.org





Log in
Go to Teacher Tools
Select My Communities
Type Text Dependent Analysis in the Keyword Search Box
Click Join and then click the specific Community Name to enter
86
ELA Item Samplers

 2013-14 English Language Arts Preliminary Item and Scoring
Sampler Grade 3 (PDF)
 2013-14 English Language Arts Preliminary Item and Scoring
Sampler Grade 4 (PDF)
 2013-14 English Language Arts Preliminary Item and Scoring
Sampler Grade 5 (PDF)
 2014-15 English Language Arts Preliminary Item and Scoring
Sampler Grade 6 (PDF)
 2014-15 English Language Arts Preliminary Item and Scoring
Sampler Grade 7 (PDF)
 2014-15 English Language Arts Preliminary Item and Scoring
Sampler Grade 8 (PDF)
Source: http://www.portal.state.pa.us/portal/server.pt/community/state_assessment_system/20965/pennsylvania_system_of_school_assessment_(pssa)/1190526
87
Activity

 Choose an ELA Item Sampler from Grades 4-8
 Locate examples of each of the follow question types:




Multiple Choice (MC)
Evidence Based Selected Response (EBSR)
Text Dependent Analysis (TDA)
Writing Prompt (WP)
 Now look at the Grade 3 Item Sampler. How does the
Grade 3 Short Answer Question (SA) compare to the TDA?
 What classroom assessment practices from your course will
support student success on the State assessments?
 What practices need to change?
88
ELA Assessment Anchors
& Glossary

 2014 Anchors












Grade 3 English Language Arts Assessment Anchors (PDF)
Grade 3 - English Language Arts Compact Assessment Anchors (PDF)
Grade 4 English Language Arts Assessment Anchors (PDF)
Grade 4 - English Language Arts Compact Assessment Anchors (PDF)
Grade 5 English Language Arts Assessment Anchors (PDF)
Grade 5 - English Language Arts Compact Assessment Anchors (PDF)
Grade 6 English Language Arts Assessment Anchors (PDF)
Grade 6 - English Language Arts Compact Assessment Anchors (PDF)
Grade 7 English Language Arts Assessment Anchors (PDF)
Grade 7 - English Language Arts Compact Assessment Anchors (PDF)
Grade 8 English Language Arts Assessment Anchors (PDF)
Grade 8 - English Language Arts Compact Assessment Anchors (PDF)
 2014 English Language Arts Glossary to the Assessment Anchors and
Eligible Content (PDF)
Source: http://www.portal.state.pa.us/portal/server.pt/community/state_assessment_system/20965/p/1329672
89
Adopt an ELA Anchor

 Look for Natural Fit
 Example:
 Anchor Descriptor E05.B-C.3.1 - Demonstrate understanding
of connections within, between, and/or among informational
texts.
 Eligible Content E05.B-C.3.1.2 - Integrate information from
several texts on the same topic in order to demonstrate subject
knowledge.
 Science Task: Read at least three articles on the causes of
environmental pollution in urban areas and synthesize your findings
in one summary.
90
2014-15 Math Test

Math PSSA Test Design
http://www.ciu10.org/cms/lib/PA06001249/Centricity/Domain/69/PCS%20PSSA%20Mathematics%20Tes
t%20Design.pdf
Sections
91
Item Specifications

All items may cross Eligible Content,
Descriptors, Anchors, & Reporting Categories
Students should answer exactly what is being
asked
Rulers are provided/used only in Grade 3
(scaled to 1/8 inch & millimeter, but required
to measure to ¼ inch & centimeter)
Protractors are provided/used only in Grade 4
Calculators may be used, as specified, in
Grades 4-8
92
Scoring Guidelines for
Open Ended Questions

No General Rubric – Item-Specific Scoring Guidelines (0-4 points)
 Grade 3 Mathematics Reference Document (Scoring Guidelines)
(PDF)
 Grade 4 Mathematics Reference Document (Scoring Guidelines and
Formulas) (PDF)
 Grade 5 Mathematics Reference Document (Scoring Guidelines and
Formulas) (PDF)
 Grade 6 Mathematics Reference Document (Scoring Guidelines and
Formulas) (PDF)
 Grade 7 Mathematics Reference Document (Scoring Guidelines and
Formulas) (PDF)
 Grade 8 Mathematics Reference Document (Scoring Guidelines and
Formulas) (PDF)
Source: http://www.portal.state.pa.us/portal/server.pt/community/state_assessment_system/20965/pennsylvania_system_of_school_assessment_(pssa)/1190526
93
Math Item Samplers

 2013-14 Mathematics Preliminary Item and Scoring Sampler
Grade 3 (PDF)
 2013-14 Mathematics Preliminary Item and Scoring Sampler
Grade 4 (PDF)
 2013-14 Mathematics Preliminary Item and Scoring Sampler
Grade 5 (PDF)
 2014-15 Mathematics Preliminary Item and Scoring Sampler
Grade 6 (PDF)
 2014-15 Mathematics Preliminary Item and Scoring Sampler
Grade 7 (PDF)
 2014-15 Mathematics Preliminary Item and Scoring Sampler
Grade 8 (PDF)
94
Source:
http://www.portal.state.pa.us/portal/server.pt/community/state_assessment_system/20965/pennsylvania_system_of_school_assessment_(pssa)/1190526
Math Assessment Anchors
& Glossary

 2014 Anchors




Grade 3 Mathematics Assessment Anchors (PDF)
Grade 4 Mathematics Assessment Anchors (PDF)
Grade 5 Mathematics Assessment Anchors (PDF)
Grade 6 Mathematics Assessment Anchors (PDF)
 Grade 7 Mathematics Assessment Anchors (PDF)
 Grade 8 Mathematics Assessment Anchors (PDF)
 2014 Mathematics Glossary to the Assessment Anchors and
Eligible Content (PDF)
Source: http://www.portal.state.pa.us/portal/server.pt/community/state_assessment_system/20965/p/1329672
95
Adopt a Math Anchor

 Look for Natural Fit
 Example:
 Anchor Descriptor M08.D-S.1.2 - Understand that patterns of
association can be seen in bivariate categorical data by
displaying frequencies and relative frequencies in a two-way
table.
 Eligible Content M08.D-S.1.2.1 - Construct and interpret a twoway table summarizing data on two categorical variables
collected from the same subjects. Use relative frequencies
calculated for rows or columns to describe possible associations
between the two variables.
 Science Task: Form a hypothesis regarding the relationship between
the amount of precipitation and temperature. Collect data to
construct a table. Is there evidence of a correlation? Use the data to
provide evidence to support or reject your hypothesis?
96
Activity

 Choose a Math or ELA Anchor or a Math or ELA Standard
that is a natural fit with your course
 What instructional practices within your course support
student success in achieving that anchor or standard?
 How does a focus on this standard support student learning
of your particular course content?
 How could you assess student mastery of the selected
assessment anchor or standard?
 What classroom practices would need to change to better
support student learning?
97
SAT
Redesigned test begins in spring of 2016
https://www.collegeboard.org/delivering-opportunity/sat?affiliateId=satsite&bannerId=rsat-home
http://www.edweek.org/ew/section/multimedia/sat-vs-common-core.html
http://www.edweek.org/media/24satchart.pdf
98
Keystone Exam
http://www.portal.state.pa.us/portal/server.pt/community/state_assessment_sys
tem/20965/keystone_exams/1190529
99
2014-15 Test Design

Exam Design Overview:
http://static.pdesas.org/Content/Documents/FINAL_Exam_Design_Overview_73012.pdf
Algebra 1
 Module 1: Operations and Linear Equations and
Inequalities
 Module 2: Linear Functions and Data Organization
Biology
 Module 1: Cells and Cell Processes
 Module 2: Continuity and Unity of Life
Literature
 Module 1: Fiction Literature
 Module 2: Nonfiction Literature
100
Scoring Guidelines

 General Scoring Guideline - Algebra I (PDF)
 General Scoring Guideline - Literature (PDF)
 General Scoring Guideline - Biology (PDF)
 English Composition Argumentative Combined (PDF)
 English Composition Informative-Explanatory
Combined (PDF)
 English Composition Conventions (PDF)
Source:
http://www.portal.state.pa.us/portal/server.pt/community/state_assessment_system/20965/keystone_exams/1190529
101
Item Samplers

 Item and Scoring Sampler - Algebra I - 2014 (PDF)
 Item and Scoring Sampler - Literature - 2014 (PDF)
 Item and Scoring Sampler - Biology - 2014 (PDF)
 Item and Scoring Sampler - Algebra I (PDF)
 Item and Scoring Sampler - Literature (PDF)
 Item and Scoring Sampler - Biology (PDF)
Source:
http://www.portal.state.pa.us/portal/server.pt/community/state_assessment_system/20965/keystone_exams/1190529
102
Assessment Anchors












Assessment Anchors/Eligible Content - Algebra I (PDF)
Assessment Anchors/Eligible Content - Algebra I with Sample Items(PDF)
Assessment Anchors/Eligible Content - Algebra II (PDF)
Assessment Anchors/Eligible Content - Algebra II with Sample Items (PDF)
Assessment Anchors/Eligible Content - Literature (PDF)
Assessment Anchors/Eligible Content - Literature with Sample Items PDF)
Assessment Anchors/Eligible Content - Geometry (PDF)
Assessment Anchors/Eligible Content - Geometry with Sample Items(PDF)
Assessment Anchors/Eligible Content - Biology (PDF)
Assessment Anchors/Eligible Content - Biology with Sample Items(PDF)
Assessment Anchors/Eligible Content - English Composition (PDF)
Source:
http://www.portal.state.pa.us/portal/server.pt/community/state_assessment_system/20965/keystone_exams/1190529
103
IEP Students & Keystones

 Students with IEPs must take the Keystone Exam once.
 IEP Teams must discuss, determine, and document how
each student will meet the graduation requirements.
 Decisions should be made based upon the individual
student, not the disability category.
 If a student with an IEP does not pass the Keystone Exam
after the first attempt, the IEP team may decide between the
following options for the student:
 Retake the Keystone Exam with Accommodations
 Begin the PBA with Accommodations
 Meet graduation requirements through successful achievement
104
of IEP Goals
Activity

 What similarities and differences do you see between the
PSSA and the Keystone Exams?
 What are the DOK levels of the questions being asked on
the State Assessments?
 What instructional practices within your course could help
better prepare students for the Algebra I, Biology, and/or
Literature Keystone Exam?
 What classroom assessment practices from your course will
support student success on the Keystones?
 What practices need to change?
105
Keystone Project Based Assessment
http://www.pdesas.org/module/assessment/About.aspx
106
PBA Basics

 Students who are not proficient on the Keystone Exam after
two* attempts may complete a PBA for any modules not
passed. (*Some exceptions apply.)
 Supplemental instruction shall be provided to those not
proficient after the first Keystone Exam attempt.
 Timeframe for completion is open ended.
 Students must work before, during, or after school in an
environment supervised by a test administrator (who may
also be the tutor).
 Completion of a PBA is estimated to take 10-15 hrs. or more.
107
PBA Basics Continued

 Projects and passages can be downloaded as PDFs and
printed, but they cannot be removed from the room.
 Tutors review student work at specific checkpoints and
provide remediation.
 A scoring guide connects the tasks to Eligible Content
 Tutors submit completed projects to be evaluated.
 If two evaluators (or 2 out of 3, if needed) deem the work
satisfactory, the student achieves proficiency. If not, the
project is returned to the tutor for the student to make
revisions.
 Keystone Exam accommodations apply.
108
Example

grader, takes the Algebra I Keystone Exam in the spring
 Betsy, a 10th
at end of her Algebra I course
 Results arrive in July and indicate that Betsy did not pass the
Keystone Exam (although she did pass Module 1)
 The school provides Betsy with supplemental instruction in the fall
 Betsy retakes the Algebra I Keystone in December (Note: Although
she only has to retake Module 2, Betsy retakes the full assessment in
hopes of her Module 1 score helping to bring up her overall score.)
 Results arrive in March and indicate that Betsy still has not passed
 Betsy immediately begins the PBA, but may also continue to retake
the Keystone Exam, if desired. If she passes the exam before
completing the project, she does not have to finish the in-process
109
project.
PBA “Training” Resources

 Getting Started Documents
 FAQ (recently updated)
 Roles & Responsibilities
 PBA Video
 PBA Presentations (i.e., Recorded Webinars)
 Training Materials (i.e., User Guides)
 Released Field Test Projects
Link to Resources:
http://www.pdesas.org/module/assessment/About.aspx
110
PBA Tutor Involvement

Level of
Support
Status of Student Work
Tutor Role
1
Generally accurate
Review, address
areas for correction
2
Incomplete/inaccurate sections
Provide targeted
remediation
3
Demonstrates total lack of
understanding
Provide in-depth
remediation
111
Closing

From Common Core Standards to Curriculum: Five Big Ideas
by Jay McTighe & Grant Wiggins
 Big Idea #1 – The Common Core Standards have new
emphases and require careful reading.
 Big Idea #2 – Standards are not curriculum.
 Big Idea #3 – Standards need to be “unpacked.”
 Big Idea #4 – A coherent curriculum is mapped backwards
from desired performances.
 Big Idea #5 – The standards come to life through the
assessments.
Source:
http://grantwiggins.files.wordpress.com/2012/09/mctighe_wiggins_final_common_core_standards.pdf
112
Other Needs,
Questions,
or/and
Discussion
Items
113

similar documents