PRESENTED BY ILENE ALTSCHUL COMMUNITY SUPERINTENDENT DISTRICT 3 FEBRUARY 25, 2014 District 3 Parent Workshop February 25, 2014 DISTRICT 3 PARENT WORKSHOP STATE TESTING INFORMATION

AGENDA District 3 Parent Workshop February 25, 2014 Introduction Changes to State Testing Testing Session Times Question Formats Sample Questions How to Help your Child at Home Questions/Comments/Concerns

Introduction District 3 Parent Workshop February 25, 2014 Elementary and middle school students in New York State take yearly State tests in core academic subjects to assess their mastery of the Common Core Learning Standards. State English Language Arts Test will be administered on:  Tuesday, April 1 st  Wednesday, April 2 nd  Thursday, April 3 rd State Mathematics Test will be administered on:  Wednesday, April 30 th  Thursday, May 1 st  Friday, May 2 nd

Changes to State ELA Test District 3 Parent Workshop February 25, 2014 Some of the important changes in the 2014 English Language Arts Test include: Tests will include authentic passages: authentic texts are published works that are typically encountered by students in daily life, such as in magazines, books or newspapers The 2014 ELA tests will be split into 3 books administered across 3 days Day 2 will consist of one book with both multiple-choice and constructed response questions For Grades 5–8, Day 2 will have fewer passages and questions than Day 2 of the 2013 tests

Changes to State Mathematics Test District 3 Parent Workshop February 25, 2014 Some of the important changes in the 2014 CCLS Mathematics Test include: Fewer questions on the 2014 Grades 3–8 Mathematics Tests than the 2013 tests Shorter administration times for the 2014 Grade 3–8 Mathematics Tests than in 2013 A change in content emphasis in Grade 8

Testing Session times & Questions District 3 Parent Workshop February 25, 2014

Testing Session times & Questions District 3 Parent Workshop February 25, 2014

Question Formats - ELA Multiple-Choice Questions Multiple-choice questions are designed to assess Common Core Reading and Language Standards. They will ask students to analyze different aspects of a given text, including central idea, style elements, character and plot development, and vocabulary. Almost all questions, including vocabulary questions, will only be answered correctly if the student comprehends and makes use of the whole passage. For multiple-choice questions, students will select the correct response from four answer choices. Multiple-choice questions will assess Reading Standards in a range of ways. Some will ask students to analyze aspects of text or vocabulary. Many questions will require students to combine skills. For example, questions may ask students to identify a segment of text that best supports the central idea. To answer correctly, a student must first comprehend the central idea and then show understanding of how that idea is supported. Questions will require more than rote recall or identification. Students will also be required to negotiate plausible, text-based distractors. Each distractor will require students to comprehend the whole passage. (A distractor is an incorrect response that may appear to be a plausible correct response to a student who has not mastered the skill or concept being tested.) Short-Response Questions Short-response questions are designed to assess Common Core Reading and Language Standards. These are single questions in which students use textual evidence to support their own answers to an inferential question. These questions ask the student to make an inference (a claim, position, or conclusion) based on his or her analysis of the passage, and then provide two pieces of text-based evidence to support his or her answer. The purpose of the short-response questions is to assess a student’s ability to comprehend and analyze text. In responding to these questions, students will be expected to write in complete sentences. Responses should require no more than three complete sentences. A rubric is used to evaluate these types of responses. Extended-Response Questions Extended-response questions are designed to assess Writing from Sources. They will focus primarily on Common Core Writing Standards. Extended-response questions will require comprehension and analysis of an individual text. Many extended- response questions will ask students to express a position and support it with text-based details. Extended-response questions allow students to demonstrate their ability to write a coherent essay using textual evidence to support their ideas. Student responses will be evaluated based on Common Core Writing Standards and a student’s command of evidence to defend his or her point.

District 3 Parent Workshop February 25, 2014 Question Formats- Mathematics The 2014 Common Core Mathematics Test contains multiple-choice, short-response (2-point), and extended- response (3-point) questions. For multiple-choice questions, students select the correct response from four answer choices. For short- and extended-response questions, students write an answer to an open-ended question and may be required to show their work. In some cases, they may be required to explain, in words, how they arrived at their answers. Multiple-Choice Questions Multiple-choice questions are designed to assess CCLS for Mathematics. Mathematics multiple-choice questions will mainly be used to assess standard algorithms and conceptual standards. Multiple-choice questions incorporate both Standards and Standards for Mathematical Practices, some in real-world applications. Many multiple-choice questions require students to complete multiple steps. Likewise, many of these questions are linked to more than one standard, drawing on the simultaneous application of multiple skills and concepts. Within answer choices, distractors will all be based on plausible missteps. Short-Response Questions Short-response questions are similar to past 2-point questions, requiring students to complete a task and show their work. Like multiple-choice questions, short-response questions will often require multiple steps, the application of multiple mathematics skills, and real-world applications. Many of the short-response questions will cover conceptual and application standards. Extended-Response Questions Extended-response questions are similar to past 3-point questions, asking students to show their work in completing two or more tasks or a more extensive problem. Extended-response questions allow students to show their understanding of mathematical procedures, conceptual understanding, and application. Extended- response questions may also assess student reasoning and the ability to critique the arguments of others.

Sample Questions District 3 Parent Workshop February 25, 2014 Try to arrange yourselves by grade(s) of your child/children You will receive a packet of grade–specific sample ELA and Mathematics questions Take some time to review and discuss with the people around you We will reconvene in approximately 15 minutes and discuss

How to Help Your Child Prepare District 3 Parent Workshop February 25, 2014 As a parent, you can help and learn more by talking with your child about what they are learning Ask open-ended questions about what they learned in school each day Read their homework Attend school events to learn about what their teachers expect Follow-up with the parent coordinator or applicable school staff when you need more guidance

District 3 Parent Workshop February 25, 2014 The shift in ELAWhat you can do to help Read as much fiction as non-fiction Supply non-fiction texts Read non-fiction books aloud or with your child Model reading non-fiction including newspaper articles, and magazines Learn about the world by reading Supply series of texts on topics that interest your child Find books that explain how things work and why Discuss non-fiction texts and their ideas Read more challenging material Know what is grade-level appropriate Read challenging books with your child Talk about reading using evidence Talk about texts Demand evidence in everyday discussions and disagreements Ask questions such as: How do you know? Why do you think that? Discuss predictions Write about text using evidence Encourage writing at home (letters, for variety of purposes) Write “books” together using evidence and detail Know more vocabulary words Read often and constantly with young children. Read multiple books on same topic to understand the meanings of new content specific words

District 3 Parent Workshop February 25, 2014 The shift in MathWhat you can do to help Build skills across grade levels Be aware of what your child struggled with last year and how that will effect ongoing learning Reach out to school for additional support to ensure that support is given for “gap” skills such as negative numbers, fractions, etc. Learn more about lessKnow what the priority work is for your child at their grade level Use math facts easilyDevelop fluency with math facts Play math games Follow-up with your child’s teacher for progress reports Think fast AND solve problems Children should spend time practicing by doing lots of problems on same idea (homework) Push children to know, understand and memorize basic math facts by building fluency Prioritize the facts your child finds most difficult Really know it, really do itAsk questions and review homework to see whether your child understands why as well as what the answer it Provide time for your child to work on math skills at home Use math in the real worldAsk your child to do the math that comes up in daily life. (I.e. paying credit card bills, cooking, measuring, etc.)

District 3 Parent Workshop February 25, 2014 Questions, Comments or Concerns Thank you for coming this evening! I hope it was informative!