PARCC Math Updates
December, 2015
Heather Brown & Dana Cartier
ISBE Math Content Specialist
Objectives for the day
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Navigate ISBE andPARCC resources
Discuss the currentPARCC updates.
PARCC Redesign
PARCC test will be shorter, easier to administer beginning next school year
•Consolidate the two testing windows for ELA and math, formerly thePerformance-Based Assessment and the End-of-Year exam, into one.
•Reduce total test time for most students by 90 minutes
–Each year a limited number of students will participate in an additional embedded ELAfield-test unit.
•Maintain its focus on critical thinking, concept mastery, and writing skills;contain the same extended tasks and writing exercises that are importantfor measuring students’ critical thinking and concept mastery
•Consist of six or seven test units
High School Fall Block
•Fall block will retain the format from the 2014-15 administration of PARCC. It will still containseparate windows for PBA and EOY and thetest times will be unchanged from theprevious year. Online testing will be availablefor fall block.
Spring Assessment Dates
•One 30-school day testing window this spring.
•Each school establish their own testing window, from roughly the75% to the 90% mark of their instructional days.
•Earliest date will be March 7 and the latest will be in June.
•Cutoff date for both paper testing and online testing by whichschools will need to return or complete all testing if they wish toreceive early preliminary reporting at the district level.
–Paper and pencil tests: April 29, 2016 (tests must be completed andscheduled for pickup)
–Online tests: May 13, 2016 (tests must be completed and sessions“stopped”)
•Testing beyond these dates is an option, but schools should beaware that score reports will be delayed as a result.
High School Assessment
•ISBE recognizes that the transition between a grade-levelsystem of assessment and a course-based system ofassessment at the high school level presents structuralimplementation challenges.
•In certain cases, the graduation requirements during thisperiod of transition can pose such challenges.
•ISBE does not expect students in the Class of 2016 who werenot enrolled in an assessed course during the 2014-2015school year and who will not be enrolled in an assessedcourse during the 2015-2016 school year to take anassessment for a course in which they are not enrolled for thepurpose of obtaining a diploma.
Score Reporting
•2015 results will be available this week
•A score of a 4 or 5 is meeting or exceedingexpectations, 3 is approaching expectationsand 1 or 2 will need more assistance to reachexpectations
•Results are a new baseline and should not becompared to former ISAT or PSAE test scores
Designed from the outset:
• to maximize instructional time and minimize testing time
•to provide teachers, parents, and students with thecritical information needed to make daily instructionalchoices
What’s Different About PARCC’sTools and Instructional Supports?
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prc.parcconline.org or parccresources.org
•a single location for educators and to get critical informationabout the PARCC assessment design and implementation, and
•to discover useful professional development resources builtby PARCC, states, and other providers.
PARCC Partnership Resource Center(PRC)
The PRC hosts a range of resources and tools:
• Formative instructional tasks (K-2)
• Speaking and listening tools (ELA)
• Technology readiness tool
• Released items include items and student work, with annotations foreach score point on the rubric.
• Professional development modules. These interactive modules includevideos and quizzes and can be used to facilitate conversations in large orsmall groups.
• The library houses evidence statements, blueprints, videos. Over time,educators will be able to submit content for the library.
PARCC Partnership Resource Center(PRC)
•Create a login.
•parccresources.org
•Click on the human icon in the top right corner
•Fill in the required information (*)
•Illinois member code: IL1818
(Some of the material is available without a state code, but someof the material requires a state code to view.)
PARCC Partnership Resource Center(PRC)
Math Formative Tools
Diagnostic Assessments (coming soon)
•Grades 2-8
•Reading, Writing, Math
•Computer-based
•Designed to pinpoint students’ strengths and weaknesses
K-2 Tools – currently available
•Grades K-2
•Reading and math
•Checklists, running records, performance tasks
•Links to interventions/enrichments
•Purpose is to inform instruction; not for accountability
•Tasks are instructional– nothing like a “typical” test
•Tasks are paper-based, but will incorporate technology tosupport teacher scoring and data analysis
•Task reside on the Partnership Resource Center
K-2 Formative Tools
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Status of K-2 MathematicsFormative Tasks
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Kindergarten Tasks
Two Numbers
Pairs to 10
Breaking ApartNumbers
Creating TeenNumbers
Counting Stories
How Many Do IHave?
Grade 1 Tasks
Equality Game
Smart Calculator
UnknownNumbers
Making &Breaking 2-DigitNumbers
Comparing Two2-Digit Numbers
Creating &Solving WordProblems
Grade 2 Tasks
Adding & Subtractingwithin 100, 1000
Scavenger Hunt:Comparing Length Units
Using Stories to Solve One-Step Word Problems
Math Libs – Solving 2-StepWord Problems
•Sub-tests for Grades 2-8
•All items are either Multiple Choice or MultipleSelect
•Items aligned to K-8 CCSS
•Types of Comprehension Assessments
oOverall comprehension (multiple grades; multiplecluster)
oGrade level assessments
oAssessments within a grade’s cluster
oLearning Progression assessments across grades
Diagnostics:Mathematics Comprehension
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–Mathematics Comprehension scale score providesindication of the kinds of skills students in that gradelevel solve.
–Cluster classification (Mastery/Non-mastery) fromsubtests
oAllows one to identify strengths/weaknesses by cluster
oAllows one to start instruction based on studentsstrengths, i.e., the last clusters they have mastered.
oGather data from across the year to inform progresstowards student learning objectives, studentimprovements as a result of interventions, etc.
Mathematics Diagnostic Sub-test Uses:
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•Assessments for Grades 2-6
•Items aligned to Gr.2-6 CCSS (fluency standards)
•All Fill In the Blank items with no context
•Focus is on speed and accuracy
–NOT how many items can a student complete within a given timeframe…
–Rather, speed and accuracy will be reported separately, to allowteachers to choose focus of instruction
Diagnostics:Mathematics Fluency
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Mathematics Fluency StandardsAssessed
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Grade
Standard
Required Fluency
2
2.OA.2
2.NBT.5
Add/subtract within 20
Add/subtract within 100
3
3.OA.7
3.NBT.2
Multiply/divide within 100
Add/subtract within 1,000
4
4.NBT.4
Add/subtract within 1,000,000
5
5.NBT.5
Multi-digit whole number multiplication
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6.NS.2
6.NS.3
Multi-digit whole number division
Multi-digit decimal operations
Parcc.pearson.com
Type I
parcc.pearson.com
Type II
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Type III
http://www.parcconline.org/assessments/test-design/mathematics/math-test-specifications-documents
–Integrated Problems
–Reasoning (Practice Standard 3)
–Modeling (Practice Standard 4)
–Multiple select
–Multiple Parts
Lessons Learned from PARCC
Instructional uses of the evidencestatements/tables for teachers
•To use in Vertical Alignment Conversations
•To use to evaluate a curriculum’s Scope and Sequence
•To recognize the transparency of PARCC assessment design
•To see how the evidence tables, which lead to PARCCAssessment design, are tied to the standards and thelanguage of the standards
•To see ways to combine standards naturally when designinginstructional tasks
•To develop the stems and rubrics for questions/tasks forinstruction aligned with the standards
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Resources
•Any publicly released assessment policies, item prototypes,PARCC Model Content Frameworks, and other valuableresources can be found at www.PARCConline.org
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