Ronda Davis, Member of the NM PARCC Educator Leader Cadre Member of PARCC Consortium Math Operational Working Group APS Math Specialist for Assessment PARCC Mathematics PARCC: Partnership for Assessment of Readiness for College and Career What’s New in SY & Review of Important Facts

Which One Doesn’t Belong

Mathematical Flexibility

2016 Testing Window - ONE window 4

New Math Design Testing Times 5

Test Design Changes – Fewer Test Units With the changes, students in all grades will participate in fewer test units. The redesigned ELA/L tests are composed of 3 units. The math tests are composed of 3 or 4 units.

Windows New Single Window Grades 3-5/6-8 Short Items Reasoning Items Modeling Items Total Points Units Total Time 56 pts 14 pts 12 pts 82 pts varies 5 hrs. 40 pts 14 pts 12 pts 66 pts min 4 hrs. Algebra I, Geometry, Algebra II Short Items Reasoning Items Modeling Items Total Points Units Total Time 65 pts 14 pts 18 pts 97/107 pts varies 5.3 – 5.5 hrs. 49 pts 14 pts 18 pts 81 pts 90 min. 4.5 hrs. Comparison of 2015 and New Math Design 7

specifications-documentswww.parcconline.org/assessments/test-design/mathematics/math-test- specifications-documents

Focus (Math): where the Standards focus, more time to master concepts at a deeper level (CCSS,MCF, ES Tables) Problems Worth Doing (Math): multi- step problems, conceptual questions, applications, and substantial procedures PARCC’s Core Commitment to Assessment Quality test-documents

Students Test By Content – Not Necessarily Grade Level Grades 3 – 8: Take the Test Based on their Enrolled Grade Grades 8 – 11: Take the Test Based on their Enrolled Class Algebra 1 Geometry Algebra 2 NOTE: Per NMPED, Students enrolled in Alg or Geom BELOW grade 8 will take their grade level test

PARCC Accessibility Policies Features for All Students Accessibility Features Identified in advance Accommodations Built into the test Available to All Students Example: magnification, highlighting, eliminate answer choices, line reader Available to All Students Must be turned on in Advance Example: answer masking, text-to-speech for mathematics, background/font color Available with IEP/504 Must be identified in Advance Example: Word to word dictionary, small group testing, extended time

Features Built Into The Test Bookmark Eliminate Answer Choices Highlighter Tool Line Reader Tool Magnifier (Tool or Keyboard Shortcut) Notepad Pop-up Glossary Spell Check Redirect Student

Accessibility Features Identified in Advance (ALL students) – Complete PNP Answer Masking AND/OR General Masking Background/Font Color (Color Contrast) Text-to-Speech Headphone will be needed NOTE: Headphones can be used as noise buffers Human Reader Small group testing Frequent breaks Time of day Separate or alternate location Specified area or seating

Accommodations for Special Ed Calculators on Noncalc Section Math Manipulatives Extended Time Accomodations for ELL Word to Word Dictionary Extended Time Spanish & English Version of Test (CBT or PBT) Human Reader in Spanish (or other lang) Text to Speech in Spanish Human Scribe Additionally... Students with IEP’s or ELL Students

Which accessibility features and/or accommodations would benefit students during instruction and assessments?

Grades 3 – 5 – No Calculators Grades 6 – 7: Four Function with Sq Rt & % Grade 8: Scientific Calculator  Middle School ~ 75% of exam w calc Algebra 1, Geometry, Algebra 2: Graphing Calculator (~85% of exam w calc) Calculator Use PARCC Calculator Policy

Grade (s)Unit 1Unit 2Unit 3Unit 4 3 – 5 Non-calculator (60 min) Non- calculator (60 min) Non-calculator (60 min) Non- calculator (60 min) 6 Non-calculator (80 min) Calculator (80 min) Calculator (80 min) N/A 7 Non-calculator section and Calculator section (e.g., split) (80 min) Calculator (80 min) Calculator (80 min) N/A 8 Non-calculator (80 min) Calculator (80 min) Calculator (80 min) N/A High School Non-calculator section and Calculator section (e.g., split) (90 min) Calculator (90 min) Calculator (90 min) N/A Calculator Placement on Each Unit

Math Tools On-Line Grades 3 - 8: Rulers available as on-line tools Grade 3: ¼ inch Grades 4 – 8: 1/8 inch On-Line Grades 4 – 7: Protractors as shown to the right 8 th Grade, Geometry & Integrated Math: Not Provided as On-Line Tools, but...  Schools or Students May Provide: tracing paper, reflection tools, straight edge and compass – think Transformational Geometry Tools Math Tool Policy

Scratch Paper Test Administrators Must Provide:  Scratch paper – Blank, Lined &/or Graph (At Least 1 sheet)  Scratch paper is NOT limited GRAPH PAPER – Practice using this as scratch paper all year

Think about how to incorporate these into your instruction Will be provided as a dropdown  Hard copies may be provided by schools Reference Sheets Grades Reference SheetHigh School Reference

Alg 1 S-ID. Int.1 6. SP. Evidence Tables Have Useful Clarifications (unpack the standards)

ALG 2 Securely Held Knowledge

Based on Reasoning and Modeling  Connecting CCSS to applications and modeling  For example: C & D Claims are NOT explicitly found in the CCSSM document Alg 1

Securely Held Knowledge in D Claims Geo

Brain Research on Math, Jo Boaler Video may be found at :

Turn to your neighbor... How does what you just heard impact instructional decisions?

Some final thoughts… Assessments should be worthy of instructional imitation Released items and sample tasks are a nice starting place PARCC’S view: –Content, practices, and balance –Cognitive complexity (1/3 high + 1/3 medium + 1/3 low) –PLDs Parcc.pearson.com Practice Tests – Mimic the Actual Test

Sub-Claim D: Highlighted Practice MP.4 with Connections to Content (modeling/application) The student solves real-world problems with a degree of difficulty appropriate to the grade/course by applying knowledge and skills articulated in the standards for the current grade/course (or for more complex problems, knowledge and skills articulated in the standards for previous grades/courses), engaging particularly in the Modeling practice, and where helpful making sense of problems and persevering to solve them (MP. 1),reasoning abstractly and quantitatively (MP. 2), using appropriate tools strategically (MP.5), looking for and making use of structure (MP.7), and/or looking for and expressing regularity in repeated reasoning (MP.8).

Claim 1.Identifying variables in the situation and selecting well; 2.Formulating a model by creating and selecting representations that describe relationships between the variables 3.Analyzing and performing operations to draw conclusions 4.Interpreting results in terms of original situation 5.Validating conclusions – improve model if necessary 6.Reporting conclusions Modeling Claim

Algebra 1 Released Practice Item for Modeling

Reasoning Reflection Reflect... How can you structure instruction to ensure that students know/can do what is being asked of them in light of this item, but in a classroom setting? What are some implications and adjustments we might want to consider to our curriculum, instruction and assessment?