1. A New Vision of Assessment Texts Worth Reading Problems Worth Solving Tests Worth Taking 1 2012-2013

2. Glimpse of the State Tests of Tomorrow Students will be sitting for longer exams, and in front of computers or other electronic devices. For New Jersey, it will certainly be more testing than now, although in shorter spread over a longer period of time. Students in elementary school will take two sets of exams. -One will be given three-quarters of the way through the school year, and will chiefly test performance- based skills such as a research project or narrative writing. -The other will come near the end of the year and will use shorter questions to test overall skills and knowledge.

3. Glimpse of the State Tests of Tomorrow (Continued) All told, students would sit for nine different tests: five in language arts, four in math. And while duration has yet to be determined, state officials said it would be about eight hours over those nine sessions, compared with the five-and-a half-hours of testing now given over four mornings. State officials stressed that while the hours are longer, the testing will be less intrusive and ultimately far more sophisticated in determining where children’s strengths and needs are.. “Because they are shorter sessions, they can be done within the schedule of a normal day,” said Bari Erlichson, an assistant education commissioner. “It is much more flexible and individualized way of administering a test than we have today.”

4. Glimpse of the State Tests of Tomorrow (Continued) All of the assessments will be online, so PARCC has spelled out new technology needs for each school. (Remember: Many school districts do not have the capacity as yet!) One key development will be that each school will be permitted to test half of a given class in the morning and half in the afternoon which translates into fewer computers or other testing devices. Some final specifics from PARCC: -Students will no longer be rated over three tiers: “partially proficient,” “proficient,” and “advanced proficient.” -Instead, there will be five levels: “distinguished command,” “strong command,” “moderate command,” “partial command,” and “minimal command.”

5. I. PARCC Core Commitments, Key Shifts in the Standards, and the Corresponding Advances in PARCC 5

6. What Is PARCC? The Partnership for Assessment of Readiness for College and Careers:  Made up of 22 states  Developing common, high-quality math and English language arts (ELA) tests for grades 3–11  Computer-based and linked to what students need to know for college and careers  For use starting in the 2014–15 school year 6

7. Why New Assessments Now? We have to prepare all students for college or other postsecondary opportunities: 7  A high school diploma isn’t enough in our 21 st century economy 81% of today’s jobs require college or career training 1/3 of college freshmen need remedial courses  Our K–12 system is not adequately preparing students for college

8. PARCC Timeline Through 2011-12 Fall 2011 Winter 2012 Spring 2012 Summer 2012 PARCC Assessment Implementation PARCC Tools & Resources Model Content Frameworks released (Nov 2011) Educator Leader Cadres launched Item and task prototypes released Item development begins 8 Updated Model Content Frameworks Released Fall 2012

9. Timeline Through First PARCC Administration in 2014-2015 PARCC Tools & Resources College-ready tools released Partnership Resource Center launched Professional development modules released Diagnostic assessments released Pilot/field testing begins Expanded field testing of diagnostic assessment Optional Diagnostic and Midyear PARCC Assessments Spring 2013 Summer 2013 Winter 2014 Spring 2014 Summer 2014 Fall 2013 Fall 2014 PARCC Assessment Implementation 9 Expanded field testing K-2 Formative Tools Released Winter 2015 Spring 2015 Summative PARCC Assessments (2014-15 SY) Standard Setting in Summer 2015

10. Personal Benefits: Higher Earnings and Higher Employment Rates 10 Source: U.S. Census Bureau (2011). Current Population Survey. Figures are based on the total persons in the civilian labor force. http://www.census.gov/cps/data/cpstablecreator.html http://www.census.gov/cps/data/cpstablecreator.html

11. Current state assessments were not designed to:  Assess and signal whether students are on track for success in college or careers  Produce timely, actionable data for students, teachers and parents  Test key skills, such as critical thinking and ability to problem solve Why New Assessments Now? 5

12. The Common Core State Standards are here:  States are implementing these standards for ELA/literacy and math  Better standards require better tests  High-quality tests improve and inform instruction — they don’t detract from it 12

13. Unlike many current tests, PARCC tests will be engaging and will test the critical-thinking and problem-solving skills students need to succeed in school and life. 13 Why New Assessments Now?

14. 1.Determine whether students are college and career ready or on track 2.Connect to the Common Core State Standards 3.Measure the full range of student performance, including that of high- and low-achieving students 4.Provide educators data throughout the year to inform instruction 5.Create innovative 21st century, technology-based assessments 6.Be affordable and sustainable PARCC Priorities 14

15. How Will PARCC Be Different? Students: Will know if they are on track to graduate ready for college/careers Teachers: Will have access to timely data to guide learning and instruction Parents: Will have clear and timely information about student progress States: Will have valid results that are comparable across borders 15

16. How Will PARCC Be Different? For students:  Test quality will mirror high-quality coursework  Is computer-based, interactive, engaging  Measures the skills and knowledge students need to succeed in college and careers  Produces timely information, allowing teachers to tailor instruction to students’ needs  Includes embedded supports for English language learners, students with disabilities 16

17. Some examples include:  Highlighting  Customized colors  Graphic organizers or representations  Captions for audio  Home language supports/tools  Braille (tactile/refreshable)  Signing supports (ASL)  Assistive technology Embedded Supports Being Discussed 17

18. How Will PARCC Be Different? For teachers and schools:  Computer-based testing will boost student engagement and access  More efficient than pencil-and-paper tests  Timely data during the year will aid instruction, professional development  Tests will assess the full range of student performance, not just students in the middle  Tests will measure student growth at all levels as well as focusing on proficiency 18

19. How Will PARCC Be Different?  Increased competitiveness in a global economy  Higher achievement levels and more opportunities for all students  Greater comparability between states  Higher college completion, lower remedial rates  Better educated citizens 19 Help advance our goals:

20. 20 Getting All Students College and Career Ready K–2Grades 3–8 High School Voluntary K–2 assessment being developed, aligned to the Common Core State Standards Timely data showing whether ALL students are on track for college and career readiness College readiness score to identify who is ready for college-level coursework Success In first-year, credit-bearing, postsecondary coursework Targeted interventions and supports: State-developed 12th- grade bridge courses Ongoing student support/interventions Professional development for educators

21. Assessments ELA/Literacy and Mathematics, Grades 3–11 21 Beginning of School Year End of School Year Diagnostic Assessment Mid-Year Assessment Performance- Based Assessment End-of-Year Assessment Speaking and Listening Assessment OptionalRequired Key: Flexible administration

22. Optional Assessments During the Year 22 Diagnostic Assessment Mid-Year Assessment Flexible administration  Performance-based items and tasks  Emphasis on hard-to- measure standards  Individual states may consider including as a summative component  Flexible indicator of student knowledge and skills  Allows instruction, supports and professional development to be tailored to improve student learning Beginning of School Year End of School Year

23. Two Required Assessments Yield Overall Score 23 Performance- Based Assessment End-of-Year Assessment  After 90 percent of the school year  Innovative, short-answer items  ELA/literacy: Reading comprehension  Math: Short items that address both concepts and skills  After 75 percent of the school year  Extended tasks, applications of concepts and skills  ELA/literacy: Writing effectively when analyzing text, research simulation  Math: Solving multistep problems requiring abstract reasoning, precision, perseverance and strategic use of tools Beginning of School Year End of School Year

24. Advances in the PARCC ELA/Literacy Summative Assessment August 2013 24

25. PARCC is designed to reward quality instruction aligned to the Common Core State Standards, so the assessment is worthy of preparation rather than a distraction from good work. PARCC’s Fundamental Advance 25

26. Questions Worth Answering: Sequences of questions that draw students into deeper encounters with texts are the norm (as in an excellent classroom), rather than sets of random questions of varying quality. Texts Worth Reading: The assessments use authentic texts worthy of study instead of artificially produced or commissioned passages. Better Standards Demand Better Questions: Instead of reusing existing items, PARCC is developing custom items to the Standards. Fidelity to the Standards: PARCC evidence statements are rooted in the language of the Standards so that expectations remain the same in both instructional and assessment settings. PARCC’s Core Commitments to ELA/Literacy Assessment Quality 26

27. PARCC states first developed the Model Content Frameworks to provide guidance on key elements of excellent instruction aligned with the Standards. Then, those Frameworks informed the assessment blueprint design. So, for the first time... PARCC is communicating in the same voice to teachers as it is to assessment developers! PARCC is designing the assessments around exactly the same critical content the standards expect of teachers and students. What is Different About PARCC’s Development Process? 27

28. 1.Complexity: Regular practice with complex text and its academic language. 2.Evidence: Reading and writing grounded in evidence from text, literary and informational. 3.Knowledge: Building knowledge through content rich nonfiction. What Are the Shifts at the Heart of PARCC’s Design (and the Standards)? 28

29. The CCSS Shifts Build Toward College and Career Readiness for All Students

30. Nine Specific Advances in the PARCC ELA/Literacy Summative Assessment Demanded by the Three Common Core Shifts... 30

31. 1.PARCC builds a staircase of text complexity to ensure students are on track each year for college and career reading. 2.PARCC rewards careful, close reading rather than racing through passages. 3.PARCC systematically focuses on the words that matter most—not obscure vocabulary, but the academic language that pervades complex texts. Shift 1: Regular practice with complex text and its academic language 31

32. 4.PARCC focuses on students rigorously citing evidence from texts throughout the assessment. 5.PARCC includes questions with more than one right answer to allow students to generate a range of rich insights that are substantiated by evidence from text(s). 6.PARCC requires writing to sources rather than writing to de- contextualized expository prompts. 7.PARCC also includes rigorous expectations for narrative writing, including accuracy and precision in writing in later grades. Shift 2: Reading and writing grounded in evidence from text, literary and informational 32

33. 8.PARCC assesses not just ELA but a full range of reading and writing across the disciplines. 9.PARCC simulates research on the assessment, including the comparison and synthesis of ideas across a range of informational sources. Shift 3: Building knowledge through content rich nonfiction 33

34. SO... Two standards are always in play—whether items are focused on reading or writing. These standards are: – Reading Standard One (Use of Evidence) – Reading Standard Ten (Complex Texts) Students’ Command of Evidence with Complex Texts is at the Core of Every Part of the Assessment! 34

35. Items demonstrate: – Sequences of questions that draw students into deeper encounters with texts (as in an excellent classroom), rather than sets of random questions of varying quality. – Opportunities for students to demonstrate what they know, rather than what they don’t know; items allow for partial credit – Purposeful options for student expression of divergent thinking – Use of technology to allow students to construct meaning for machine-scorable items Questions Worth Answering: 35

36. Students carefully consider two literary texts worthy of close study. They are asked to answer a few EBSR and TECR questions about each text to demonstrate their ability to do close analytic reading and to compare and synthesize ideas. Students write a literary analysis about the two texts. Understanding the Literary Analysis Task 36

37. Students begin by reading an anchor text that introduces the topic. EBSR and TECR items ask students to gather key details about the passage to support their understanding. Students read one (Grade 3) or two additional sources (Grades 5 and 6) and answer a few questions about each text to learn more about the topic, so they are ready to write the final essay and to show their reading comprehension. Finally, students mirror the research process by synthesizing their understandings into a writing that uses textual evidence from the sources. Understanding the Research Simulation Task 37

38. Grade 3 Two of the sample items measure student understanding of an excerpt from a book titled. The Prose Constructed Response (PCR) item also measures student understanding of “The Peanut Man,” an article about George Washington Carver. Texts Worth Reading: 38

39. Grade 3, Item #1—Part A The article includes these details about life: She wrote newspaper articles to tell others about what she saw in Alaska to inform those who had not been there. (paragraph 1) She wrote the first guidebook about Alaska. (paragraph 1) She was the first woman to work at the National Geographic Society, where she wrote many articles and books. (paragraph 11) What do these details help show about? a)They show that she shared the benefits of her experiences with others.* b)They show she had many important jobs during her lifetime, but becoming a photographer was one of her proudest moments. c)They show that her earlier travels were more exciting than the work she did later in her life. d)They show that she had a careful plan for everything she did in her life.

40. Grade 3, Item #1—Part B Ideas from paragraphs 1 and 11 were used to help you learn about her. Click on two other paragraphs that include additional support for the answer in Part A. There are more than two paragraphs that include additional support, but you need to only choose two.

41. Grade 3, Item #2—Part A Which statement best describes how the events in paragraphs 13 through 15 are related to each other? a)They explain how Washington, D.C., would change if cherry trees were planted around the city. b)They show that found a new way to get cherry trees planted in Washington, D.C.* c)They compare the ways and Mrs. Taft tried to add beauty to Washington, D.C. d)They describe how Mr. gave the idea to bring cherry trees to Washington, D.C.

42. Grade 3, Item #2—Part B Which sentence from the article best supports the answer in Part A?

43. Grade 3, Item #3 You have read two texts about famous people in American history who solved a problem by working to make a change. Write an article for your school newspaper describing how she and faced challenges to change something in America. – In your article, be sure to describe in detail why some solutions they tried worked and others did not work. – Tell how the challenges each one faced were the same and how they were different.

44. Students read one brief text and answer a few questions to help clarify their understanding of the text(s). Students then write a narrative story. Understanding the Narrative Writing Task 44

45. Grade 6 Julie of the Wolves was a winner of the Newbery Medal in 1973. This text, about a young Eskimo girl surviving on her own in the tundra by communicating with wolves, offers a story rich with characterization and imagery that will appeal to a diverse student population. Texts Worth Reading: 45

46. Grade 6, Item #1—Part A Which statement best describes the central idea of the text? a)Miyax is far from home and in need of help. * b)Miyax misses her father and has forgotten the lessons he taught her. c)Miyax is cold and lacks appropriate clothing. d)Miyax is surrounded by a pack of unfriendly wolves.

47. Grade 6, Item # 1—Part B Which sentence best helps develop the central idea? a)“Miyax pushed back the hood of her sealskin parka and looked at the Arctic sun.” b)“Somewhere in this cosmos was Miyax; and the very life in her body, its spark and warmth, depended upon these wolves for survival.”* c)“The next night the wolf called him from far away and her father went to him and found a freshly killed caribou.” d)He had ignored her since she first came upon them, two sleeps ago.”

48. Grade 6, Item #2—Part A What is the purpose of this sentence in paragraph 1: “No roads cross it; ponds and lakes freckle its immensity”? a)It illustrates the theme that human beings should keep the natural would pure and unpolluted. b)It shows how beautiful the setting seems to Miyax. c)It helps develop the theme that nature connects all living things together. d)It emphasizes how the setting of the story creates great challenges for Miyax.*

49. Grade 6, Item #2—Part B Which other sentence from the story serves a similar purpose? a)“Quietly she put down her cooking pot and crept to the top of a dome-shaped frost heave, one of the many earth buckles that rise and fall in the crackling cold of the Arctic winter.” b)“They were wagging their tails as they awoke and saw each other.” c)“Winds scream across it, and the view in every direction is exactly the same.”* d)“Unfortunately, Miyax’s father never explained to her how he had told the wolf of his needs.”

50. Grade 6, Item #3—Part A (Prototype) What does the word regal mean as it is used in the passage? a)generous b)threatening c)kingly* d)uninterested

51. Grade 6, Item #3—Part B (Prototype) Which of the phrases from the passage best helps the reader understand the meaning of regal? a)“wagging their tails as they awoke” b)“the wolves, who were shy” c)“their sounds and movements expressed goodwill” d)“with his head high and his chest out”*

52. Grade 6, Item #4—Part A (Prototype) Based on the passage from Julie of the Wolves, how does Miyax feel about her father? a)She is angry that he left her alone. b)She blames him for her difficult childhood. c)She appreciates his thorough knowledge of nature.* d)She is grateful that he planned out her future.

53. Grade 6, Item #4—Part B (Prototype) Which sentence from the passage best shows Miyax’s feelings for her father?” a)“She had been lost without food for many sleeps on the North Slope of Alaska.” b) “This could be done she knew, for her father, an Eskimo hunter, had done so.”* c)“Unfortunately, Miyax’s father never explained to her how he had told the wolf of his needs.” d)“And not long afterward he paddled his kayak into the Bering Sea to hunt for seal, and he never returned.”

54. Grade 6, Item #5—Part A (Prototype) Choose one word that describes Miyax based on evidence from the text. There is more than one correct choice listed below. a)reckless b)lively c)imaginative* d)observant* e)impatient f)confident

55. Grade 6, Item #5—Part B (Prototype revised to create sample item) Drag and drop two details from the passage that support your response to Part A into the box labeled “Supporting Details.” Supporting Details

56. Grade 6, Item #6 (Prototype) In the passage, the author developed a strong character named Miyax. Think about Miyax and the details the author used to create that character. The passage ends with Miyax waiting for the black wolf to look at her. Write an original story to continue where the passage ended. In your story, be sure to use what you have learned about the character Miyax as you tell what happens to her next.

57. Students will be given several passages to read closely. EBSR and TECR questions will be sequenced in a way that they will draw students into deeper encounters with the texts and will result in thorough comprehension of the concepts that can also provide models for the regular course of instruction. These tasks will draw on higher order skills such as critical reading and analysis, the comparison and synthesis of ideas within and across texts, and determining the meaning of words and phrases in context. Understanding the End-of-Year Assessment 57

58. Grade 5 The sample items provide students an opportunity to read an article and a corresponding side bar piece on the same topic. Texts Worth Reading: 58

59. Grade 5, Item #1—Part A What is the meaning of the word dictate as it is used in paragraph 23? a)hint b)fix c)understand d)decide *

60. Grade 5, Item #1—Part B Which phrase helps the reader understand the meaning of dictate? a)“recreate the tree house” b)“determine the shape”* c)“is less expensive to build” d)“has all the time in the world”

61. Grade 5, Item # 2 Choose the two correct main ideas and drag them into the empty box labeled “Main Ideas.” Then choose one detail that best supports each main idea. Drag each detail into the empty box labeled “Supporting Details.” Possible Main Ideas Possible Supporting Details Jonathan has his own 1000-yard zipline. "In fact, as a tree house architect, Jonathan has built more than 380 custom tree houses across the United States."* Jonathan is an experienced tree house builder.* “Jonathan’s love of tree-house living began when he was a kid.” Jonathan works carefully so that tree houses do not hurt the trees.* "It was the most fun I ever had." Jonathan lived in a tree house when he was in college. "'I build a tree house so it helps the tree,' he says."* Jonathan advises readers to learn the names of trees. "'Walk in the woods and learn the different trees. Spend time climbing and learn how to do it safely.'" Jonathan once built a house in a crab apple tree. “One of his favorite names is ‘Ups and Downs.’” Main Ideas Supporting Details

62. Grade 5, Item #3—Part A What is the purpose of the braces described in paragraph 6 of the article? a)They fix broken tree limbs, so a tree house will not fall down. b)They lock several trees together, so almost any kind of tree can be used. c)They join two trees into one unit, so a tree house looks secure. d)They help trees hold up a tree house, so the trees will not break.*

63. Grade 5, Item #3—Part B Which two details from the article help support the answer to Part A? a)“Designing unique tree houses may sound tough, but Jonathan says it's no sweat.” b)"’Hardwoods such as oak, maple, or hickory make the best trees for houses—but I did once build a wonderful tree house in a crabapple tree.’” c)“’My tree house is in two trees—an oak and a fir—and has three posts to support the weight.’”* d)“As a certified arborist, Jonathan tries to never harm the trees.”* e)"The tree's center of gravity is at the top and the ends of its branches, so I build a house down at the center of the tree... ” f)"The tree grows over the artificial limbs, and they become part of the tree,...”

64. Grade 5, Item #4—Part A Which idea is found in both the article about Fairoaks and the side bar about Nelson? a)Each tree house should be special for its owner.* b)People should climb trees for practice before building a tree house. c)Having a tree house is good for people. d)Going to a tree house school can be helpful in getting started.

65. Grade 5, Item #4—Part B Choose one detail from the article and one detail from the side bar that support the answer to Part A. Drag each of the details into the box labeled "Supporting Details." Supporting Detail from ArticleSupporting Detail from Side Bar

66. Grade 3 – EBSR, TECR, and PCR items that demonstrate the types of items PARCC will use to measure reading for information, reading vocabulary, written expression, and knowledge of language and conventions claims on a research simulation performance-based assessment task. Grade 4 – A sample of a complete literary analysis task. Grade 5 – Three sample items to indicate the types of items that will appear on an End of Year Assessment. Summary of Items Released August 2013

67. Grade 6 – When combined with the early prototype items released previously, educators can view a complete narrative writing task. Summary of Items Released August 2013

68. Literary Analysis Task (Grade 10): Ovid’s “Daedalus and Icarus” and Sexton’s “To a Friend Whose Work Has Come to Triumph ” 68

69. Students carefully consider two literary texts worthy of close study. They are asked to answer a few EBSR and TECR questions about each text to demonstrate their ability to do close analytic reading and to compare and synthesize ideas. Students write a literary analysis about the two texts. Understanding the Literary Analysis Task 69

70. Range: Example of assessing literature and helping to satisfy the 70%-30% split of informational text to literature at the high school grade band. Quality: The story of Daedalus and Icarus from Ovid's Metamorphoses is a classic of the genre and has proven to be inspirational to painters and poets alike, and no poet’s version is more striking than that of Anne Sexton. Her “To a Friend Whose Work Has Come to Triumph” refashions the themes of the myth in dramatic fashion, providing a powerful counterpoint for students to explore. Complexity: Quantitatively and qualitatively, the passages have been validated and deemed suitable for use at grade 10. Texts Worth Reading? 70

71. On the following pages, there are two Evidence-Based Selected- Response Items and one Prose Constructed Response Item that challenge students’ command of evidence with complex texts. Questions Worth Answering? 71

72. Use what you have learned from reading “Daedalus and Icarus” by Ovid and “To a Friend Whose Work Has Come to Triumph” by Anne Sexton to write an essay that provides an analysis of how Sexton transforms Daedalus and Icarus. As a starting point, you may want to consider what is emphasized, absent, or different in the two texts, but feel free to develop your own focus for analysis. Develop your essay by providing textual evidence from both texts. Be sure to follow the conventions of standard English. Grade 10 Prose Constructed-Response Item 72

73. Specific CCSS alignment to: – RL.10.1 (use of evidence); RI.10.9 (comparison of authors’ presentation); RL.10.10 (complex texts). – W.10.2 (writing to inform and explain); W.10.4 (writing coherently); W.10.9 (drawing evidence from texts). – L10.1-3 (grammar and conventions). Measures the ability to explain how one text transforms ideas from another text by focusing on a specific concept presented in the texts (the transformation of ideas with regard to the experience of flying). Asks students to write to sources rather than write to a de-contextualized prompt. Focuses on students’ rigorously citing evidence for their answer. Requires students to demonstrate they can apply the knowledge of language and conventions when writing. Aligns to the Standards and Reflects Good Practice 73

74. Part A Which of the following sentences best states an important theme about human behavior as described in Ovid’s “Daedalus and Icarus”? a.Striving to achieve one’s dreams is a worthwhile endeavor. b.The thoughtlessness of youth can have tragic results.* c.Imagination and creativity bring their own rewards. d.Everyone should learn from his or her mistakes. Part B Select three pieces of evidence from Ovid’s “Daedalus and Icarus” that support the answer to Part A. a.“and by his playfulness retard the work/his anxious father planned” (lines 310-311)* b.“But when at last/the father finished it, he poised himself” (lines 312-313) c.“he fitted on his son the plumed wings/ with trembling hands, while down his withered cheeks/the tears were falling” (lines 327- 329) d.“Proud of his success/the foolish Icarus forsook his guide” (lines 348-349)* e.“and, bold in vanity, began to soar/rising above his wings to touch the skies” (lines 350-351)* f.“and as the years went by the gifted youth/began to rival his instructor’s art” (lines 376-377) g.“Wherefore Daedalus/enraged and envious, sought to slay the youth” (lines 384-385) h.“The Partridge hides/in shaded places by the leafy trees…for it is mindful of its former fall” (lines 395-396, 399) Grade 10 Evidence-Based Selected-Response Item 74

75. Specific CCSS alignment to: – RL.10.1 (evidence). – RL.10.2 (theme). – RL.10.10 (complex text). This item helps students gather information and details for use on the Prose Constructed Response; it requires close analytical reading to answer both parts correctly (e.g., Part A of this item is challenging because it requires synthesis of several parts of the myth to determine the answer). Requires students in Part B to provide evidence for the accuracy of their answer in Part A. PARCC assessment gives students the opportunity to gain partial credit if their answers reflect genuine comprehension on their part (e.g., they identify the theme correctly and are able to identify at least 2 details). Aligns to the Standards and Reflects Good Practice 75

76. Part A What does the word vanity mean in these lines from the text “Daedalus and Icarus”? “Proud of his success, the foolish Icarus forsook his guide, and, bold in vanity, began to soar” (lines 345-349) a.arrogance* b.fear c.heroism d.enthusiasm Part B Which word from the lines from the text in Part A best helps the reader understand the meaning of vanity? a.proud* b.success c.foolish d.soar Grade 10 Evidence-Based Selected- Response Item 76

77. Specific CCSS alignment to: – RL.10.1 (use of evidence). – RL.10.4 (meaning of words and phrases). – RL.10.10 (complex texts). Reflects a key advance, namely focusing on the words that matter most, not obscure vocabulary, but the academic language that pervades complex texts. Rewards careful, close reading rather than requiring students to race through the passage to determine the meaning (by using the context of the text) of an academic word that is important to one of the main characters and to the central themes. Again, this item helps students gather details for use on the Prose Constructed Response. Credit for Part B (evidence) is given only if Part A is correct, signaling the importance of the connection between the claim and the evidence. Aligns to the Standards and Reflects Good Practice 77

78. PARCC has revised the draft generic rubrics based on results from two research studies completed in spring/summer of 2013. The rubrics remain in draft form to allow for results of the upcoming field test to ensure effective rubric design. A white paper sharing ideas on potential means to use the draft generic rubrics is being shared with the release of the revised draft generic rubrics. In addition, PARCC has provided a white paper giving examples of the types of forms that may be elicited with PARCC Prose Constructed Response items. Additional Materials Released Simultaneously with the Sample Items:

79. The Common Core State Standards in English language arts/literacy and mathematics were created by educators around the nation. Nearly every state in the nation is working individually and collectively to improve its instruction and assessments to ensure students graduate with the knowledge and skills most demanded by college and careers. The PARCC assessment rewards this commitment by providing an assessment focused on the instructional shifts and academic skills needed to prepare all students for college and career readiness in the 21 st century. A Strong Foundation: The Common Core State Standards 79

80. Conclusion  College or postsecondary career and technical training is essential to earning sustainable wages  All high school graduates should be ready to enroll in college courses or similar technical coursework without remediation  PARCC assessments will aid student learning, not detract from it  We must measure what children learn in school, but we must measure with meaningful assessments  In PARCC, students will engage with texts worth reading, problems worth solving, and tests worth taking 80

81. New Jersey Department of Education Website Go to the following website: www.state.nj.us/education/modelcurriculum www.state.nj.us/education/modelcurriculum Go to the left side of the screen: Subjects; Click on English Language Arts (K-12) Go to your grade level When viewing assessments, you will need the following code: Username: model Password: curriculum