Transition to College and Career Ready Assessment English Language Arts

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Nebraska Department of Education Valorie Foy- Director of Assessment Jeremy Heneger- Assistant Director of Assessment John Moon- NeSA Proejct Manager Erin Kunkle- Writing Director

Data Recognition Corporation Patrick Martin-Senior Test Development Project Lead April Ellwanger—English Language Arts Test Development Specialist Paul Diorio-English Language Arts Test Development Senior Specialist

Table Introductions

Purpose of Today and Tomorrow Information about transition Information about items Close review of standards Develop items Items will be shared with participating districts Items will go into Check for Learning

Day 1 Overview-Valorie ELA Standards Review- Erin Items Quality test and Quality Items- Jeremy Bias and Sensitivity-April Passage Preview-April Templates- Jeremy and Patrick Item Writing Q and A Item Review-April

CCR Standards adopted September 2015 Remains the same 2015-2016 CCR Standards adopted September 2015 Math Remains the same 2015-2016 Science Remains the same 2015-2016 Writing

College and Career Ready Reading English Language Arts Matched to revised standards— College and Career Ready English Language Arts

NeSA-College and Career Ready-English Language Arts—Item Types Reading and writing Text Complexity College and career readiness Higher order thinking skills Closer construct between valuable classroom instruction/activities and NeSA testing Student engagement in assessment

“College and Career Ready” NeSA-ELA “College and Career Ready” NeSA-Reading “Barely Proficient”

NeSA-English Language Arts Rigor Scores

Scaffolding Student Learning Scores Scaffolding Student Learning

NeSA-English Language Arts Communication Internal Communication State Board of Education Purpose Communication with Educators External Communication

Scottsbluff- October 8-9 Scottsbluff 8:30-12:30- November 11 NeSA English Language Arts Transition Scottsbluff- October 8-9 Lincoln- October 12-13 Omaha- October 14-15 West Point- October 19-20 Kearney- October 21-22 English Language Arts- Text Dependent Analysis Scottsbluff 8:30-12:30- November 11 Kearney 8:30-12:30- November 12 Norfolk 8:30-12:30- November 13 Lincoln 11:30-3:30- November 16 Omaha 8:30-12:30- November 18

NeSA-English Language Arts New Item Types

Evidence-Based Selected-Response (EBSR) Respond to informational or literature passage Two Points Part 1 Part 2 Analyzes passage Chooses single correct answer from four answer choices Elicits evidence from passage Selects one answer based on response provided in Part 1

Constructed-Response Auto-Scored Constructed Response (ASCR) Text-Dependent Analysis (TDA) (Hand-scored)

Auto-Scored Constructed Response (ASCR) Technology-Enhanced Test Questions Higher-level thinking skills without use of hand-scored test questions Drag-and-drop Hot-spot highlighting Selection of multiple answers from drop-down menus

Text-Dependent Analysis (TDA) Students will Read text- Informational or Literature Respond to a writing prompt based on the passage(s) Draw on basic writing skills while inferring and synthesizing information from passage(s) to develop a comprehensive response Provide evidence from the passage(s) to support response Standard LA.3–11.2.2.d, “Provide evidence from literary or informational text to support analysis, reflection, and research” [or “to support ideas or opinions” at grade 3], and it is required in order to measure the important writing component of the Nebraska ELA standards.

Text-Dependent Analysis Item

Text-Dependent Analysis Item Grade 3 1299/6000

Writer’s Checklist

Sample Prompts for Text-Dependent Analysis Grade 3: A theme of Luke’s Paper Crane is the importance of family. Explain how key details from the story support this theme. Write a well-organized, structured response using specific evidence from the story to support your answer.

Sample Prompts for Text-Dependent Analysis Grade 8: The passages There’s Still Gold in Those Hills and Letters from a Gold Miner are both about the history of gold mining in the United States. Explain how the passages help the reader understand the history and process of gold mining in the United States. Write a well-organized, structured response using specific evidence from BOTH passages to support your answer. Two Passages

Text-Dependent Analysis (TDA) Hand-Scored with a rubric Analysis of Text Citing Evidence Writing Skills Standard LA.3–11.2.2.d, “Provide evidence from literary or informational text to support analysis, reflection, and research” [or “to support ideas or opinions” at grade 3], and it is required in order to measure the important writing component of the Nebraska ELA standards.

Sample Writing Items

A student is writing a research report about the Great Barrier Reef A student is writing a research report about the Great Barrier Reef. Read both sources and the directions that follow. The student took notes about information in the sources. Select two notes that correctly paraphrase or restate information from both sources. 8.2.1.i Avoid plagiarism

A student is writing an argumentative research report for history class about choosing presidents’ names for places or structures. Read the paragraph from the student's report and the directions that follow. The student found a source. Read the source and click on two pieces of evidence that support the student's claim in her report. 8.2.1.c Gather and use relevant evidence to support claims

A student is writing a research report about the volcanic island, Surtsey, for a class assignment. Read the paragraph and answer the question that follows. Which sentence best concludes the paragraph? 8.2.1.b Clear introduction, body, and conclusion

A student is writing a school newspaper article about photic sneezers A student is writing a school newspaper article about photic sneezers. Read the draft of the article and answer the question that follows. The student wants to replace the underlined words with ones that are more specific. Which two pairs of words would best replace the underlined words? 8.2.2.d Use precise word choice

NeSA-English Language Arts ELA Transition Plan

Two-Year Transition Plan Reading English Language Arts Grades 5-8 and 11 Two-Year Transition Plan

2016 Transition Test- Grades 5-8 and 11 All Multiple Choice Items match to legacy and Revised CCR standards Embedded Field test Grades 5-8 and 11 Multiple choice New item types Text Dependent Analysis Revised CCR standards 2017-Fully transitioned NeSA-English Language Arts

Three-Year Transition Plan Reading English Language Arts Grades 3 and 4 Three-Year Transition Plan

2016—Transition Test-Grades 3 and 4 Multiple Choice Items match to legacy and Revised CCR standards Embedded Field test Grades 3 and 4 Multiple choice New item types No Text Dependent Analysis Revised CCR standards Spring 2016 Pilot test available Text Dependent Analysis and other item types--Online

No Text Dependent Analysis 2017—Partially Transitioned Test Grades 3 and 4 Multiple Choice New Items Types No Text Dependent Analysis Items match revised CCR standards Embedded Field test Grades 3 and 4 Multiple choice New item types Text Dependent Analysis Revised CCR standards 2018-Fully transitioned NeSA-English Language Arts

Transition Materials for School Districts English Language Arts Transition Materials for School Districts

NeSA-English Language Arts Transition October 30, 2015 NeSA-ELA Item Samplers  Grades 3-8 and 11 December 2015 Online tools training, Guided practice December 14, 2015- June 30, 2016 NeSA-ELA Practice Test New item types; Text Dependent Analysis will save for district use. April 18-May 6, 2016 NeSA-ELA Text Dependent Analysis Pilot for Grades 3 and 4 (Online)

All online Same exceptions for online testing as currently allowed English Language Arts All online Same exceptions for online testing as currently allowed Make table-smart art

All online Same exceptions for online testing as currently allowed English Language Arts All online Same exceptions for online testing as currently allowed Make table-smart art

Current NeSA-Reading test All Multiple Choice Items Projected time = 90 + 90 Real time = Approximately 40 + 40

Scheduling NeSA-Reading/ NeSA-English Language Arts

NeSA-R/NeSA-ELA NDE is not able to accurately predict the amount of time needed for Nebraska students to complete the operational and the field tested items. We recognize that students may need more time, due to inclusion of the TDA.

Online Approximately 94% of 2014-2015 NeSA-R,M,S were online Approximately 98% of 2014-2015 NeSA-W-Grades 8 and 11 were online

NeSA-R/NeSA-ELA Therefore, the test for NeSA-Reading/ NeSA-English Language Arts at grades 5–8 and 11 will be administered in three sessions. The recommended time for each session is sixty minutes.

NeSA-English Language Arts Grades 5–8 and 11 Session 1 and Session 2-Operational All Multiple Choice Matched to the Legacy standards and College and Career Ready Nebraska Standards of English Language Arts Session 3-Field Test Multiple choice New item types (Including Stand-Alone Writing items) Text Dependent Analysis

NeSA-English Language Arts Grades 5–8 and 11 Students must participate in all three sessions. Students must take all three sessions in the same mode, either online or, if allowed the accommodation, paper/pencil. Only students who are allowed paper/pencil accommodations due to their IEPs, 504 plans, or English Language Learner status are allowed to participate in the NeSA-ELA field testing with the paper/pencil accommodation.

Importance of Field Testing You Make The Difference Students’ Best Efforts Importance of Field Testing Accurate Field Test Results Never Purchased Items Nebraska Items for Nebraska Students

Spring 2015 for Grades 3 and 4 Grades 3 and 4 will participate in the NeSA-Reading/ NeSA-English Language Arts in- Two 90-minute sessions Optional TDA Pilot for grades 3 and 4, available April 25 – May 6.

Accommodations

Accommodations NeSA-Writing NeSA-Reading NeSA-English Language Arts

Current Standard and Indicators Legacy Indicators Current Standard and Indicators LA 8.2.1 Writing Process: Students will apply the writing process to plan, draft, revise, edit and publish writing using correct spelling, grammar, punctuation, and other standard conventions appropriate for grade level Writing Process: Students will apply the writing process to plan, draft, revise, edit, and publish writing using correct spelling, grammar, punctuation, and other conventions of standard English appropriate for grade-level.

NeSA Approved Accommodations Document See last page of the NeSA Approved Accommodations document for additional clarifications for NeSA-Field testing.

ELA Transition

Thank you

Purpose of Today Address any questions on transition and test items Build on the work from yesterday Discuss integration of skills for reading and writings in the standards Develop new item types to better understand the skills student will need to demonstrate

Day 2 CCR English Language Arts Standards Activity-Erin TDA/TDA Rubric-Erin Engine Demonstration-Jeremy Write TDA-Erin New Item Types Training-Jeremy New Item Types Engine Demo—Jeremy Template Introduction Item Writing Q and A Item Review