WestEd Releases Influential Papers on Formative Assessment

Posted on May 16, 2013 by coreeducation

WestEd believes that the Common Core State Standards offer educators a unique opportunity to use formative assessment to help raise student achievement. They hope to help make this happen with the release of three new papers about formative assessment.

WestEd, an agency that works with education and other communities to promote excellence, achieve equity, and improve learning for children, youth, and adults, recently released three defining papers on formative assessment:

Formative assessment in the classroom aims to reveal not just what students are learning, but how they are learning, with results used to guide instruction. Students can use formative assessment results to better understand and advance their learning. The Common Core State Standards, and the common assessment systems being developed to support them, offer educators the opportunity to use formative assessment as part of a balanced approach to raising student achievement.

“Integrating formative assessment in the classroom appears to have great potential for improving instruction and learning,” says Glen Harvey, CEO of WestEd. “These papers are intended to build foundational understanding among teachers, administrators, and policymakers, of this important assessment process.”

Each paper stresses the idea that unless assessments are understood and implemented in the right fashion, they will lose their capacity to help teachers improve instruction.

These papers were released as part of an education policy forum convened by WestEd and the National Association of State Boards of Education (NASBE). The event examined the role of formative assessment in the classroom, its potential for improving student learning, and the challenges that policymakers must address as the field works to build coordinated assessment systems that can provide information useful for instruction and policy.

For more information and to access the papers, please visit: http://www.wested.org/cs/we/view/rs_press/166

Common Core Open Resources

Posted on May 15, 2013 by coreeducation

As the implementation of the Common Core State Standards (CCSS) moves ever closer, debate over them certainly has not slowed, yet that does not mean that the Partnership for Assessment of Readiness for College and Careers (PARCC) and others, like the National Math and Science Initiative, aren’t doing their best to make resources available so that teachers will be prepared.

Here is their introduction to newly available resources:

The tools you need to prepare for the Common Core State Standards (CCSS) and the upcoming Partnership for Assessment of Readiness for College and Careers (PARCC) assessments are now available to all educators.

These free resources help implement the CCSS in your state and provide you with specific information to prepare teachers to equip students with the tools they’ll need to be successful on the PARCC assessments.

To access these free resources, you will need to visit the website below, click on the “Get Free Resources” button, and create a free profile. You will have unlimited access to these resources and all new open resources developed for PARCC by NMSI.

Also, all the Common Core resources created for the PARCC Educator Leader Cadre are now available to all educators to ensure improved implementation of the Common Core.

Following is the link to the National Math and Science Initiative Common Core website: http://www.nms.org/commoncore

For the link to the webpage where you can register to gain access to the free resources, see: http://parcc.nms.org/

Getting the Best Teachers into the Toughest Jobs

Posted on May 14, 2013 by coreeducation

Even though it has been known for some time that teachers and principals play the largest role in student success, it is only recently that districts and schools have started making requisite changes to their strategic management of talent. This is the central contention of Allan Odden’s new report, Getting the Best People into the Toughest Jobs: Changes in Talent Management in Education, which delves into detail about how those changes began, just what those changes are, and how that process of change is progressing.

Allan Odden is the director of Strategic Management of Human Capital, professor emeritus of educational leadership and policy analysis at the University of Wisconsin-Madison, and co-director of the Consortium for Policy Research in Education. His recently authored report was written for the Center for American Progress.

The executive summary states the following:

The issue of strategic talent management in education leapt onto the policy and practice agenda quite recently. Yet in a short time period, huge changes in policy and practice have occurred. From a set of disjointed policies and even-worse practices, a comprehensive and holistic view of strategic talent management in education is developing, supported by new and ambitious federal and state policies and rapidly changing local practices. Admittedly, policy design still needs significant calibration, and local implementation is far from complete. But the landscape of how teachers and principals—the education talent—are managed is dramatically changing. A once-haphazard mix of approaches is moving toward many more strategic systems that are designed to ensure that only effective teachers and principals are recruited, tenured, retained, and well-compensated—particularly in urban and poor rural communities.

This paper examines the evolving landscape of talent management in education, broken in five sections:

Section one: Talent management, or lack thereof, in education at the close of the 20th century
Section two: Educational change that began at the dawn of the 21st century
Section three: Rumblings of change that evolved into comprehensive new federal and state human-capital management policies and local practices
Section four: Rumblings of change that coalesced into a foundation of change across the country and the new world of talent management
Section five: Why the focus on talent evolved and quickly assumed such a prominent role in the nation’s education policy and practice agendas

In part, due to positive state and local response to federal requirements for new education programs such as Race to the Top, School Improvement Grants, the Teacher Incentive Fund, and No Child Left Behind waivers, states and districts are identifying and using new channels for recruiting better talent into the nation’s schools, especially high-poverty schools in urban and rural areas. States and school districts are also developing new ways of evaluating teachers—methods that use a measure of instructional practice and evidence of student learning, and in some cases student surveys on the academic environment. States and districts are then using these new metrics to determine whether or not to tenure teachers, as a condition for promotion, to implement new salary schedules, and for dismissal—instead of seniority.

Though there is steady progress toward designing and implementing all these new policies and practices across the country, there is also opposition, and the road forward will certainly be bumpy. To be successful, these initiatives need to solve some major challenges such as making the new evaluation systems affordable; ensuring that the scores that teachers receive on their evaluations derive from “cut” scores that are set at rigorous levels in order to accurately identify the most effective and most ineffective teachers; deciding where to put the toughest requirements for entering the teaching professions so the talent that flows from the new recruitment sources are not shut off; and embedding all this in an effective school improvement strategy that is linked to the new Common Core State Standards Initiative.

Among the recommendations is adjustment of entry standards to the profession to ensure that only the top talent meets the entry standards—based on rigorous assessments of content knowledge and by implementing a rigorous “bar exam,” which should assess both instructional expertise and impact on student learning—as well as standards for full professional license to be required of every novice teacher at some point after three to five years of teaching. This approach supports both traditional and alternative pathways into the profession, while also ensuring that only demonstrably effective teachers earn the full professional license and then tenure—whatever their pathway into the profession.

For access to the full report, see: http://www.americanprogress.org/issues/education/report/2013/04/04/58474/getting-the-best-people-into-the-toughest-jobs/

Related video from the Center for American Progress is available at the following link: http://www.americanprogress.org/events/2013/03/26/58049/getting-the-best-people-into-the-toughest-jobs/

Education Department seeks Applications for Student Test Fee Waivers

Posted on May 13, 2013 by coreeducation

The Department is currently seeking applications for the Advanced Placement (AP) Test Fee Program and the Minority Science and Engineering Improvement Program.

The AP Test Free Program awards grants to states to enable them to pay all or a portion of AP test fees on behalf of low-income students. Applications are due June 3. The grants can also apply to International Baccalaureate (IB) tests.

The Department makes awards to State educational agencies to enable them to cover part or all of the cost of test fees of low-income students who are enrolled in an Advanced Placement class and plan to take an Advanced Placement test. Funds from the Advanced Placement Test Fee program subsidize test fees for low-income students to encourage them to take Advanced Placement tests and obtain college credit for high school courses, reducing the time and cost required to complete a postsecondary degree. In determining the amount of the grant awarded to a State for a fiscal year, the Secretary considers the number of children eligible to be counted under the ESEA Title I Basic Grants programs.

The Minority Science and Engineering Improvement Program, which awards four types of grants, is designed to effect long-range improvement in science and engineering education at predominantly minority institutions and to increase the flow of underrepresented ethnic minorities, particularly minority women, into scientific and technological careers. Applications for this program are due May 31.

This program assists predominantly minority institutions in effecting long-range improvement in science and engineering education programs and increasing the flow of underrepresented ethnic minorities, particularly minority women, into science and engineering careers.

The program funds are generally used to implement design projects, institutional projects, and cooperative projects. The program also supports special projects designed to provide or improve support to accredited nonprofit colleges, universities, and professional scientific organizations for a broad range of activities that address specific barriers that eliminate or reduce the entry of minorities into science and technology fields.

For more information, please visit:

http://www2.ed.gov/programs/apfee/

http://www2.ed.gov/programs/iduesmsi/

Carnegie Corporation: Rethinking school design to meet demands of new standards

Posted on May 12, 2013 by coreeducation

The Carnegie Corporation of New York has committed $15 million to “catalyze district-based new school design work” that will focus on individualized learning.

To support this effort, they have also recently published a report, Opportunity by Design: New High School Models for Student Success. This report calls for a focus on how schools use teaching, time, technology, money, and other resources to bring all students to the much higher levels of achievement necessary to meet the demands of Common Core State Standards and, eventually, Next Generation Science Standards.

The report analyzes the impact of the daunting preparation shortfall many students face as they enter high school and argues that without a radical change in how school districts support high school design, it will be difficult for all students to graduate ready for college and career. As the new standards, which are designed to be “fewer, clearer, and higher” than existing state standards, are implemented, schools must hold all students to a significantly more challenging bar for graduation, while supporting and motivating students who may be further behind.

“Implementing the Common Core State Standards provides both a challenge and an opportunity to address the long-term problem of achieving both excellence and equity in public education,” said Michele Cahill, Vice President, National Program, and Program Director, Urban Education at Carnegie Corporation. “Taking on this challenge can be truly transformative if states and districts focus on the design of schools. We have enough knowledge, from both research and practical experience, about the conditions needed to enable teachers and students to reach the levels of achievement envisioned by the Common Core standards. Especially for our high schools, it is urgent that we act on what we know and redesign for success.”

The report calls for schools to take an integrated and comprehensive approach to rethinking how resources are used to both meet students where they are and accelerate their learning to develop the necessary skills for college and career. In the face of the Common Core, the report says individual interventions such as adjusting curriculum, strengthening teacher preparation and professional development, or increasing quality learning time are important, but in isolation are not likely to produce strong enough outcomes to help all students meet the standards.

However, the report points out that there is evidence that it is possible to, at some scale, to raise standards and increase student achievement simultaneously through a comprehensive school design effort. Citing examples like the New York City Small Schools of Choice reforms and the expansion of North Carolina’s early college high schools, the authors argue that a focus on school design enables districts to reach a higher bar for all students.

“Schools are the place where the Common Core will provide transformative opportunity for American students,” said Leah J. Hamilton, Program Director, Urban Education at Carnegie Corporation and co-author of the report with Anne Mackinnon. “Powerful school designs can enable students to pursue individualized pathways towards college and career readiness while ensuring a focus on equity and quality for every student. Now is the time to build on successful efforts, while integrating new tools that can do even more to empower great teaching and accelerate student success.”

The report is a call to action for the field to create a concentration of effort around school design. It defines 10 design principles that reflect the research base in youth development and academic best practices, capture the input of successful educators, and explore the potential of emerging tools. These principles, when used in a design process that assesses student and district needs, should help produce a number of school models that can help all students grow to meet the challenge of the Common Core.

Carnegie Corporation of New York has committed $15 million in this first year to catalyze district-based new school design work, using the 10 design principles in the report as a starting point. In January, the Corporation also announced a grant to launch Springpoint, a new national school design institute that will catalyze this work and provide support to districts. Partnering with Springpoint, Carnegie Corporation will source a first cohort of select districts to participate in a school design development and launch process.

For the 10 Design Principles, see http://carnegie.org/fileadmin/Media/Programs/Opportunity_by_design/Carnegie_DesignPrinciples_a.pdf

To access the full report, see http://carnegie.org/programs/urban-and-higher-education/new-designs-innovation-in-classroom-school-college-and-system-design/opportunity-by-design-new-high-school-models-for-student-success/

Ten Innovators at the 2013 Ed Tech Industry Summit

Posted on May 10, 2013 by coreeducation

The Education Division of the Software & Information Industry Association (SIIA) announces winners and finalists in its Innovation Incubator Program. The program was held during the annual flagship Ed Tech Industry Summit, May 5-7, at the Palace Hotel in San Francisco. Ten products and services were featured during the event, and awards were presented to the Most Innovative and Most Likely to Succeed based on votes of conference attendees. The Educator’s Choice Award was also be presented based on votes from educators and administrators from around the U.S.

The SIIA Innovation Incubator Program identifies and supports entrepreneurs in their development and distribution of innovative learning technologies. The program began in 2006 and has provided support for dozens of successful products and companies in their efforts to improve education through the use of software, digital content and related technologies. The program is open to applicants from academic and non-profit institutions, pre-revenue and early-stage companies, as well as established companies with newly developed technologies.

“This year’s Innovation Incubator participants stand out as incredibly original and exciting products,” said Karen Billings, vice president for the SIIA Education Division. “It’s a tremendous value for our members to have early access to these technologies.”

Innovation Incubator Program participants were selected from the applicant pool based on key selection criteria, including:

The extent to which their innovation represents a “sea change” in thinking
Potential to positively impact education by way of enhanced student achievement, teacher effectiveness, cost reduction and efficiency
Education focus and end-user impact/market need for the innovation
Representation of K-12/postsecondary market levels
Level of originality and innovation

Innovation Incubator Program winners and finalists are as follows:

Citelighter, Citelighter Inc (voted Educator’s Choice and Most Innovative Runner Up)

Citelighter is an academic research platform that allows students to save, organize, and automatically cite content. Once completed they can open Citelighter in a Google doc to have their research next to their writing. As students undergo a critical thinking process (research, organizing, writing) we capture their behaviors and present it back to their teachers so they can see how and where their students need help. This appear like strands of DNA, but they are strands of thought.

simCEO, Jetlag Learning (voted Most Innovative)

Shmoop create online learning simulations where students compete and interact with one another – instead of a program – to make the environment and the learning more dynamic. Students apply skills in a real-world environments without right/wrong answers. Our first solution, simCEO targets entrepreneurship and financial literacy where students create their own company then buy/sell shares in each other’s companies. Teachers keep the simulation dynamic through news articles.

See.Touch.Learn., Brain Parade, LLC (voted Most Likely to Succeed)

See.Touch.Learn., an iPad visual learning & assessment system, improves the social interaction & communication skills of special needs students. Parents & teachers are turning away from traditional, static picture cards towards See.Touch.Learn.’s easy-to-use & effective personalized picture card learning tool. With stunning images, a community of content created by thousands of users, plus their own personal content, teachers & parents can deliver highly personalized instruction & assessments.

scrible, scrible (voted Most Likely to Succeed Runner Up)

scrible makes online reading and research apps for students/instructors and publishers. Our Web app lets you annotate webpages in your browser and then save, share and manage them in the cloud. Our Student Edition adds academic features (citations, reports, etc.). Instructors use scrible for collaborative e-reading exercises. Our Classroom Edition will empower them to teach critical reading skills using online reading/research assignments. Our annotation tools help publishers make content interactive.

Globaloria, World Wide Workshop (Finalist)

Globaloria is a project-based learning platform for teaching any subject through webgame design. A turn-key instructional solution, it integrates an academic curriculum, programming tutorials, and virtual support with professional development tools and a social learning network, making prior programming skills unnecessary. As students research educational game topics and learn content knowledge, they develop digital literacies and STEM & Computing skills by programming their original webgames.

mAuthor, Learnetic S.A. (Finalist)

Learnetic has pioneered an authoring system for creating INTERACTIVE mobile content ideal for publishers and developers and, in its next iteration for teachers. Content displays and functions on any device with any OS/screen size so is ideal for the diverse installed base of mobile devices in schools. Created content can easily be integrated with any website or learning platform. The Cloud based development approach provides maintenance free control of publishing process, content and technology.

Naiku, Naiku, Inc. (Finalist)

Naiku accelerates learning by providing next generation assessment solutions on any web enabled device. With automated scoring and built-in standards-aligned reports, teachers instantly know what each and every student knows. Additionally Naiku’s unique “better assessment” methodology engages students through research backed practices such as confidence based assessment, journaling, and reflection to provide teachers with a more complete picture of student performance than currently possible.

ParentSquare, ParentSquare (Finalist)

ParentSquare is an online platform for schools that makes parent involvement easy. Studies confirm what logic tells us to be true: parent involvement is the key to student success. School-home communication and parent participation are key components of parent involvement and ParentSquare exceptionally simplifies both. Teachers and parents have called it “an effective communication tool,” “an efficient way to recruit volunteers,” “great tool for individual class reminders,” “irreplaceable!”

Shmoop, Shmoop University, Inc. (Finalist)

Shmoop is a digital education resources company that innovates education by making learning accessible through understandable language and online materials. Shmoop uses colloquial language & pop culture to make learning fun and easy for students. Also, Shmoop serves as a one-stop education stop from high school to the real world, “specializing” in a gamut of resources, including literature & history guides, online classrooms, teacher resources, online textbooks, test prep, and career resources.

zondle, zondle (Finalist)

zondle is a unique web and mobile platform that enables teachers and students to create, play and share games to support learning. Teachers choose or create questions to match exactly their teaching aims (multiple formats, any subject, any level, any language). Students play and practice those questions (or questions they’ve created) in any of zondle’s casual games (any topic in any game, to consolidate classroom learning, for assessment, or to prepare for high-stakes tests).

For more information about the Ed Tech Industry Summit, visit siia.net/etis/2013/incubator.asp or contact Liderby Portorreal at Education@siia.net.

TNTP Launches Blog

Posted on May 9, 2013 by coreeducation

Over the last 15 years, TNTP, a national nonprofit committed to ending the injustice of educational inequality, has shared what they have learned about education policy and effective teaching mainly through publications like “The Irreplaceables.” Recently, they have launched a TNTP blog. TNTP hopes to use the blog to offer a different perspective on the issues and share more of their learning process. TNTP is inspired by the power of great teaching to change lives. This blog shares ideas, research and opinion about how to grow great teachers and build systems that prioritize effective teaching in every classroom.

Some of the topics of the first blogs include:

For more information, please visit: http://tntp.org/blog

California: Hot Seat for Contentious Education Issues

Posted on May 7, 2013 by coreeducation

Last month, the Democratic Party in California held a three day convention. The convention, at which the California Teachers Association was prominently represented, sparked a wave of rhetoric that reveals at least a temporary rift among some members and former members of the Democratic Party in California. The rift concerns how much school choice and student testing as part of teacher evaluations should be part of the Democratic platform for education reform.

On one side, those who disagree with both of these movements, stand the younger leaders of the Democratic Party in California, such as Atty. Gen. Kamala D. Harris, and the California Teachers Association. On the other side, those who favor school choice and teacher evaluations that include student test scores, stand prominent education groups StudentsFirst and Democrats for Education Reform.

The first group, which had the chance to make its views known at the recent California Democratic Party Convention, charges the latter two education groups with being fronts for Republican and corporate interests because of their agenda which supposedly jeopardizes public schools and its teachers.

The second group, represented most prominently by Michelle Rhee, charges the first group with not being true to their Democratic ideals because they seek to obstruct measures that focus on helping students, especially minority students, have access to better education.

Below are some selected sections from a Los Angeles Times article about the debate:

“People can call themselves Democrats for Education Reform – it’s a free country – but if your agenda is to shut teachers and school employees out of the political process and not lift a finger to prevent cuts in education, in my book you’re not a reformer, you’re not helping education, and you’re sure not much of a Democrat,” said state Supt. of Public Instruction Tom Torlakson, a registered Democrat whose office is nonpartisan.

California Teachers Assn. President Dean Vogel argued that the organizations are working to eliminate workers’ rights and “hellbent on turning students into test-taking machines. I’ll tell you right now, they want to do that, they have to come through us,” Vogel said. ”Let’s be perfectly clear,” he added. “These organizations are backed by moneyed interests, Republican operatives and out-of-state Wall Street billionaires dedicated to school privatization and trampling on teacher and worker rights.”

Gloria Romero, a former Democratic majority leader in the state Senate who leads the California chapter of Democrats for Education Reform, called the Sunday resolution “stupid.” ”They drank some Kool-Aid that has been fresh squeezed for them by the most powerful political interest in California, the California Teachers Assn.,” she said, adding that improving schools for minorities and the poor should be a priority for the party. ”They beat their chest,” she continued, “they get some money into their campaign coffers, but they walk away having abandoned the call for quality education for children of color.”

The clash over education had been building throughout the three-day convention, underscoring a larger debate taking place in education circles. A spokeswoman for StudentsFirst said the party failed over the weekend to discuss any concrete steps to improve education.

“The heated rhetoric … is especially disappointing because it reveals an abject refusal to tackle the most important issue: ensuring that every California student goes to a great school and has a great teacher,” said the spokeswoman, Jessica Ng.

StudentsFirst, founded by former Washington, D.C., schools Chancellor Michelle Rhee, has spent nearly $1.5 million since 2012 on efforts to elect Democrats. Rhee is married to Sacramento Mayor Kevin Johnson. An early hint of the convention controversy came when party officials, who had initially approved Johnson’s request that his advocacy group have a booth at the convention, reversed course and said no.

A spokesman for the party said the decision not to provide space for the Democratic mayor of the host city had nothing to do with his group’s message. ”We simply experienced a higher demand for exhibitor booths than initially anticipated,” Tenoch Flores said.

For more information, please visit:

http://www.latimes.com/news/local/la-me-democrats-20130415,0,2919125.story?utm_source=feedly

RESPECT: The Obama Administration’s new Blueprint for Teaching

Posted on May 6, 2013 by coreeducation

Two years ago, active classroom teachers working temporarily at the U.S. Department of Education launched a national dialogue with their classroom colleagues to talk openly and honestly about the challenges and aspirations of America’s teachers. The Education Department engaged more than 5,700 educators nationwide to develop and refine a vision of teaching and leading that will help both teachers and students to meet new, 21st century demands.

The Blueprint for RESPECT (Recognizing Educational Success, Professional Excellence, and Collaborative Teaching) began as a national conversation on the teaching profession; the President has committed to support the development of a new, comprehensive teacher policy.

Recently, the Department of Education released the result of this unprecedented national dialogue in a bold and visionary blueprint for reforming the teaching profession.

“Our nation’s educators are entrusted with a responsibility that’s impossible to overstate – which is nothing less than to prepare their students, and our children, for the future,” said U.S. Secretary of Education Arne Duncan. “We heard from thousands of teachers from across the country who contributed their time and creative ideas to help the RESPECT blueprint reflect their own vision for the teaching profession. With this blueprint, together we can work to elevate the profession through competitive salaries, transforming professional development and career opportunities, and relying on the expertise of teachers to advance educational practice and improve outcomes for students.”

The RESPECT Blueprint embraces seven critical components of a transformed teaching profession jointly identified last spring by ED and seven other national organizations, including American Federation of Teachers (AFT), Association of School Administrators (AASA), Council of Chief State School Officers (CCSSO), Council of the Great City Schools (CGCS), Federal Mediation and Conciliation Services (FMCS), National Education Association (NEA), and National School Board Association (NSBA). It further identifies ways that this work will continue to be integrated into the Department’s existing policies and calls the field to take action to work toward the RESPECT vision.

President Obama is continuing to ask for a $5 billion investment from Congress to support a RESPECT grant program outlined in the RESPECT blueprint, including salaries for the teaching profession competitive with professions like architecture, medicine and law, more support for novice teachers, and more career opportunities for accomplished teachers.

In tandem with the release of the blueprint, the Department has re-launched ED’s educator homepage to include new information about the RESPECT initiative, including the blueprint document (both PDF and e-book formats), a description of how educators provided input, and video of teachers describing their connection with the RESPECT vision. The site also includes resources to help stakeholders take action, including a self-inventory to assess one’s own school or district on the seven critical components of RESPECT.

For more information, please visit the following websites. Watch educators discuss what excites them about the RESPECT vision, how teacher voice played a key role in shaping it, and why we must begin implementing it today:

http://www.ed.gov/teaching

http://www.youtube.com/watch?feature=player_embedded&v=lIQaRXua9OY

Last Chance to Comment on PARCC Draft Grade- and Subject-Specific PLDs

Posted on May 5, 2013 by coreeducation

The Partnership for Assessment of Readiness for College and Careers (PARCC) released the draft grade- and subject-specific performance level descriptors (PLDs) in English language arts/literacy (ELA) and mathematics, and they are available for public comment through May 8, 2013. Performance levels, sometimes referred to as “achievement levels,” are the broad, categorical levels used to report student performance on an assessment, and the PLDs further describe what that performance means.

The draft grade- and subject-specific PLDs were informed by the College- and Career-Ready Determination Policy (CCRD) and Policy-Level Performance Level Descriptors (PLDs) adopted by the PARCC Governing Board and Advisory Committee on College Readiness (ACCR), which established five performance levels for the PARCC assessments.

The policy-level PLDs included policy claims, which describe the educational implications for students who attain a particular performance level on the PARCC assessments, as well as general content claims, which describe in broad terms the knowledge, skills, and practices students performing at a given performance level are able to demonstrate at any grade level.

These new draft grade- and subject-specific PLDs further articulate the knowledge, skills, and practices that students performing at a given level should be able to demonstrate in each content area at each grade level and to be on-track for college and career readiness.

“The draft PLDs are a collaborative product of K-12 and higher education content experts from across the PARCC states. An innovative approach was used to develop the PLDs,” said Dr. Maridyth McBee, Assistant Superintendent of Accountability and Assessment for the Oklahoma State Department of Education, who helped lead the development of the PLDs. “We eagerly anticipate the comments made by the public so that we can refine the PLDs.”

The PLDs will look different than from those in the past in order to accurately reflect the innovations in the Common Core State Standards. Like the standards, the ELA/Literacy PLDs place emphasis on a student’s ability to find text-based evidence for generalizations, conclusions or inferences drawn. The Mathematics PLDs emphasize the integration of mathematics content and practices.

Groups of PARCC stakeholders, including state leaders and K-12 and postsecondary content experts, served on writing panels over the past several months to develop the draft grade- and subject-specific PLDs.

Vinnie Segalini, ELA PLD Panelist and Office Director for English Language Arts at the Mississippi Department of Education, described the process in more detail. “The exciting part of the PLD process was to bring such a divergent group of people, including content specialists, assessment specialists, and classroom teachers, together for this project. We worked extremely hard to ensure that the Common Core State Standards were reflected in the PLDs in a holistic way.”

With the release of the PLDs to the field, K-12 educators will be able to better understand how students should be performing against the Common Core State Standards and eventually apply feedback from the PARCC assessments in their classrooms. Jessica Lavallee, ELA PLD Panelist and Elementary Intervention Specialist at the Providence School Department, commented, “In the PLDs, there is recognition of the variations in students’ level of command of the standards. A close look at the variations from level to level may help guide us in the development of rubrics to collaboratively study student work, to consider how student performance on a daily basis may be indicative of their performance on PARCC, and to develop appropriate scaffolds for students not yet meeting the standards.”

Furthermore, the PLDs provide yet another opportunity for both K-12 and higher education to come together to create an assessment that will serve the needs of educators in both sectors and show whether or not students are on-track to be college and career ready.

“In my estimation, the PLDs provide a useful tool to help teachers understand how PARCC will be interpreting the standards as they develop the assessment. Given that PARCC aims to serve as a demonstration of college and career readiness, I was glad to see PARCC include members of the higher education community throughout the process. Such a partnership continues to contribute to the overall quality and strength of PARCC,” said Dr. Ted Coe, Mathematics PLD Panelist and Chair of Scottsdale Community College Department of Mathematics.

Until May 8, 2013, the draft grade- and subject-specific PLDs are posted on the PARCC website. Interested parties can provide feedback through a survey posted on the PARCC website, answering questions specific to the PLDs for both ELA/literacy and mathematics.

All feedback will be reviewed by the state representatives and Achieve, PARCC’s project management partner. Revisions will be made accordingly. The PARCC Governing Board and Advisory Committee on College Readiness will vote on the adoption of the final PLDs during their joint session on June 26, 2013.

For more information, FAQs or to view the PLDs, visithttp://www.parcconline.org/ela-plds

and http://www.parcconline.org/math-plds