Websites to bring up: http://www.tncore.org/math.aspx, http://www.parcconline.org/parcc-model-content-frameworks, parcconline.org, plus a student task booklet
See scoring guide on: http://www.tncore.org/sites/www/Uploads/files/tasks/5/Task%20One%20-%2048%20Gumdrops%20Guide.pdf
Indicate that, although these standards are less emphasized on the PARCC, this does not mean that they should not be taught in class. Students must learn all standards, not just the ones emphasized.
KEY POINTS: 1. The model content frameworks provide a lot of information about what will be assessed with PARCC. Analyzing them now will help teachers prepare for the PARCC assessments, and will also help reduce confusion and apprehension about the assessment.2. High school standards are not written by course but area rather written by conceptual strand. This is very important to understand as, for example, statistics concepts will be part of Algebra 1. Statistics concepts are not relegated only to the course titled “Statistics”.3. There are multiple resources available for helping implement common core math standards and for preparing for the PARCC assessment, including the model content frameworks.AGENDA5 minutes Welcome and introductions5 minutes A general overview of the PARCC Assessments5 minutes Model content frameworks- what they are and what they are not10 minutes How model content frameworks can be used in Algebra 15 minutes Questions and closeGAUGING EFFECTIVENESSTo best gauge effectiveness, I will give a pre- and post (short) survey to see both if participants learned anything, and also, if they felt that the presentation was appropriately done.
Webinar 3 - Preparing for PARCC Assessments
Preparing for PARCC Assessments: what can we do now?Dr. Tracey L. Beckendorf-Edou, email@example.com
What is PARCC? PARCC is the Partnership for Assessment for Readiness for College and Careers (see http://parcconline.org/). It is a 23-state consortium working together to create assessments in language arts and math. Starting in 2014-2015, PARCC assessments will replace TCAP in math and language arts in grades 3-11. The PARCC assessments will be administered via computer, and a combination of automated scoring and human scoring will be employed. The PARCC assessment system will include a mix of constructed response items and computer-enhanced, computer-scored items (see http://parcconline.org/parcc-assessment-design).Dr. Tracey L. Beckendorf-Edou
Dr. Tracey L. Beckendorf-Edou, firstname.lastname@example.org
Constructed Response Assessments (CRAs)Dr. Tracey L. Beckendorf-Edou
Tennessee and CRAs This school year, the state of Tennessee will have a summative constructed response assessment in May. The summative constructed response assessment will include 4 tasks per grade level in grades 3-8. Each individual task will be scored for consideration of the students content knowledge and their ability to perform the math practices applicable to the assessed task. Each task will have a scoring guide unique for the task. To prepare for this assessment, teachers are giving two constructed response assessments, one in October and one in February (see: http://www.tn.gov/education/assessment/ConstructedResponseAss essment.shtml).Dr. Tracey L. Beckendorf-Edou, email@example.com
How Can CRAs be Used to Improve Student Learning? CRAs offer a valuable opportunity to deepen students’ and teachers’ understandings of the Common Core Math Standards and Mathematical Practices. When teachers score students’ work, they can see patterns in what students are and are not successfully responding to with the CRA prompts. When students analyze their own work, they can learn strategies and information they can use in order to improve their performances.Dr. Tracey L. Beckendorf-Edou, firstname.lastname@example.org
Example: Teacher Scoring In response to the eighth grade task 1 prompt this year, students wrote: Student 1: “I sketched the professional’s typing rate at a steeper angle than Donald’s typing rate because Donald typed 40 words per minute and the professional typed at 50 words per minute.” Student 2: “I sketched the way I did because the professional typist is ten words faster than Donald, so therefore would be above the ‘D’ line.” In order to get the point, the student “creates a logical connection between rate, slope, and steepness of the lines. Which student does that best and why?Dr. Tracey L. Beckendorf-Edou, email@example.com
Example: Teacher Scoring Continued Through scoring these tests in PLCs and having conversations around slope and how explicit students need to be about slope on CRAs, teachers can modify their practices. Through using explicit scoring guides aligned to Common Core Math standards, they become more and more familiar with the content standards and the standards for mathematical practices. What else? You can learn more about CRA scoring on the Webinar: https://stateoftennessee.adobeconnect.com/_a828793869/p89 fvuk7zdb/?launcher=false&fcsContent=true&pbMode=normalDr. Tracey L. Beckendorf-Edou
Example: Student Analysis of their own Work When teachers finished scoring CRAs, I created anchor paper booklets per grade level so that students could see examples of different scores (without names) of students from their own schools. By comparing their work to others’ work, reading over the score sheets themselves, and correcting their work in such a way that they could receive a higher score, they can learn how to better perform on CRAs. Even students who got 100% on CRAs can learn different strategies from each other. How else could student analysis help them improve on CRAs?Dr. Tracey L. Beckendorf-Edou, firstname.lastname@example.org
An Example: 5th Grade Task 1Two children are sharing 48 gumdrops. Jessica says, “I want 2/4 ofthe set of 48 gumdrops.” Samuel says, “I want 2/3 of the set of 48gumdrops.”a) Is it possible for Jessica and Samuel to each have the fraction of gumdrops that they want?b) If you respond yes, use diagrams and equations to explain how you know they can each receive the share of gumdrops they want. If you respond no, use diagrams and equations to explain why the children cannot each receive the number of gumdrops they want.Dr. Tracey L. Beckendorf-Edou
What could students and teachers learn from this work?Dr. Tracey L. Beckendorf-Edou
Focus on the Common Core In the State of Tennessee, Common Core Standards in Math have been adopted. These include content standards and standards of mathematical practice (see: http://www.corestandards.org/Math) The Standards set grade-specific standards but do not define the intervention methods or materials necessary to support students who are well below or well above grade-level expectations. The Standards should be read as allowing for the widest possible range of students to participate fully from the outset, along with appropriate accommodations to ensure maximum participation of students with special education needs.Dr. Tracey L. Beckendorf-Edou
How to Best Implement Common Core? Become familiar with the content and mathematical practice standards (see: http://www.corestandards.org/Math) Attend Common Core trainings and ensure that your staff/colleagues do too. Materials from last summer’s trainings can be found: http://www.tncore.org/resources_from_summer_3- 8_math_training.aspx#summer_resources) Communicate with your regional Common Core Coordinator. They are listed here: http://tennessee.gov/education/CORE.shtml Also, your district may have trained Common Core Coaches. They have a wealth of information!Dr. Tracey L. Beckendorf-Edou, email@example.com
Model Content FrameworksDr. Tracey L. Beckendorf-Edou
What are Model Content Frameworks? Model Content Frameworks bridge the Common Core Math Standards and the PARCC Assessments, helping indicate which standards will be emphasized. They are intended to offer a blueprint and item specifications for the PARCC Assessments. They are also intended to support implementation of Common Core Standards.Dr. Tracey L. Beckendorf-Edou , firstname.lastname@example.org
What do the Model Content Frameworks for Mathematics do?They provide information about: Which standards will be emphasized How mathematical content and practices will be connected Which mathematical concepts should come before other mathematical concepts Fluency recommendations Key mathematical concepts that students should study in-depth Key advances from the previous grade or course End-of-course assessment boundariesDr. Tracey L. Beckendorf-Edou, email@example.com
What do the Model Content Frameworks for Mathematics NOT do? They do NOT provide a scope and sequence of topics to be taught in the course They do NOT detail every feature of every standardDr. Tracey L. Beckendorf-Edou, firstname.lastname@example.org
An Algebraic Example The Common Core standards for high school are organized by conceptual category rather than by course or by year (as they are in K-8). This means that the recommendations for the end of course assessment of Algebra 1 include concepts from the categories of number and quantity, algebra, functions, and statistics. The primary mathematical practices that are emphasized are MP1 (making sense of problems and persevering in solving them) and MP4 (modeling with mathematics).Dr. Tracey L. Beckendorf-Edou, email@example.com
End of Course Assessment for Algebra 1The Model Content Frameworks indicate that the followingcontent standards will be emphasized: Interpret the structure of expressions Perform arithmetic operations on polynomials Create equations that describe numbers or relationships Understand solving equations as a process of reasoning Solve equations and inequalities with one variable Represent and solve equations and inequalities graphically Understand the concept of a function and use function notation Interpret functions in terms of context Interpret linear modelsDr. Tracey L. Beckendorf-Edou, firstname.lastname@example.org
End of Course Assessment for Algebra 1 The Model Content Frameworks indicate that the following concepts (among others) will be less emphasized: Reason quantitatively and use units to solve problems Write expressions in equivalent forms to solve problems Understand relationships between zeros and factors of polynomials Solve systems of equations Build new functions from existing functionsDr. Tracey L. Beckendorf-Edou, email@example.com
Where can you Find Additional Information? For more information about Model Content Frameworks for Mathematics, see http://www.parcconline.org/sites/parcc/files/PARCCMCFMathe maticsNovember2012V3_FINAL.pdf or go to http://www.parcconline.org/parcc-model-content-frameworks For more information about the Common Core Standards, see http://www.corestandards.org/Math For more information about Common Core standards in Tennessee, see http://www.tncurriculumcenter.org/common_coreDr. Tracey L. Beckendorf-Edou, firstname.lastname@example.org
Thank you!Thank you for your time and attention today. If youhave any questions, please feel free to contact me at: Dr. Tracey Beckendorf-Edou Math Coordinator Oak Ridge Schools email@example.com (865)425-9043
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