1. A Walk in the New Mexico School Leadership Institute January 2015 www.nmsli.org

2. Welcome Introductions Logistics Overview of the Day

3. Session Agenda TimeItem 8:00 – 8:15Welcome, Overview, Objectives and Logistics 8:15 – 8:30PARCC KWL 8:30 – 9:00What is PARCC and The PARCC Assessment from 10,000 Feet 9:00 – 9:45PARCC ELA/Literacy Assessment 9:45 – 10:00Break 10:00 – 10:45PARCC Math Assessment 10:45 – 11:15PARCC and Pearson Websites Exploration 11:15 – 11:45Accommodations and Next Steps 11:45 – 12:00Wrap Up and Evaluation

4. Session Agenda TimeItem 12:30 – 12:45Welcome, Overview, Objectives and Logistics 12:45 – 1:00PARCC KWL 1:00 – 1:30What is PARCC and The PARCC Assessment from 10,000 Feet 1:30 – 2:15PARCC ELA/Literacy Assessment 2:15 – 2:30Break 2:30 – 3:15PARCC Math Assessment 3:15 – 3:45PARCC and Pearson Websites Exploration 3:45 – 4:15Accommodations and Next Steps 4:15 – 4:30Wrap Up and Evaluation

5. Group Norms Limit technology distractions (place phones on silent; please use laptops/tablets for notes) Be punctual (sessions, breaks, small group work) Let others finish what they are saying without being interrupted Show respect for each other’s opinions Be brief and to the point when speaking Agree to disagree Give everyone a chance to speak Build on each other’s ideas

6. Training Protocols

7. Session Objectives Participants will: Gain awareness of the PARCC assessment system and item types Review details of the PARCC assessment design and administration in ELA/Literacy and Math Learn how to support teachers to prepare students for the PARCC assessment

8. KWL You already know some things about PARCC and you have some specific questions. Please think individually about what you know and what you want to know about PARCC. As a table team, please come up with three things you know and what you want to know about PARCC. Using 3 sticky notes, listing one item per sticky note, post what you know and what you want to know about PARCC.

9. KWL What I Know About PARCC What I Want to Know About PARCC What I Learned About PARCC

10. What is PARCC

11. PARCC Terms

12. What is PARCC? The Partnership for Assessment of Readiness for College and Careers (PARCC) is a consortium of 13 states, the District of Columbia and the U.S. Virgin Islands working together to develop a common set of K-12 assessments in English and math anchored in what it takes to be ready for college and careers.

13. New Mexico PARCC States New Mexico is a governing state. This means state leaders at K-12 and higher education are involved in decision- making about PARCC. Many NM educators have served on item review committees, etc.

14. PARCC Website https://www.parcconline.org/

15. The PARCC Assessment from 10,000’

16. PARCC Assessment Design English Language Arts/ Literacy & Mathematics – Grades 3-11 75% 90%

17. Evidence-Centered Design (ECD) for the PARCC Assessments Claims Design begins with the inferences (claims) we want to make about students Evidence In order to support claims, we must gather evidence Tasks Tasks are designed to elicit specific evidence from students in support of claims ECD is a deliberate and systematic approach to assessment development that will help to establish the validity of the assessments, increase the comparability of year-to year results, and increase efficiencies/reduce costs.

18. Two Assessments Performance Based Assessment (PBA) 75% into the school year End of Year (EOY) 90% into the school year PBA + EOY = Summative Score

19. Two Assessments Performance Based Assessment (PBA) 75% into the school year End of Year (EOY) 90% into the school year ELAMath

20. PARCC Summative Administration SummativePBAEnd of Year Days to Test:20 day window 75% into SY March 2- March 27 20 day window 90% into SY April 13- May 8 ELA /Literacy Sessions Per Student: 3 sessions ELA/Literacy 1 session (3-5) 2 sessions (6-11) ELA/Literacy Math Sessions Per Student: 2 sessions Math 2 sessions Math Total Sessions Per Student: 5 Sessions4 Sessions* *Grades 6-11

21. PARCC Timed Assessment Estimated Time on Task by Grade and Session* and Unit Time

22. Will not double the time for testing. The 2 assessments combined should equal about the same time as 1 NMSBA. The 2 PARCC Assessments…

23. NM PARCC Testing Windows PBA = March 2 – 27, 2015 EOY = April 13 – May 8, 2015 ELAMath

24. Every student taking the PARCC assessment should… Take students through tutorial first. Field test showed that students who did the tutorial were most successful Have every student taking the PARCC assessment do the practice tests. Online now Second practice test coming

25. Turn and Talk What are your initial thoughts about the implications at your school about the PARCC Assessments?

26. How will student scores be communicated? Students will no longer receive a performance level rating as previously seen in the NMSBA. Students performance will be given in Performance Level Descriptors or PLDs. This applies to both the English Language Arts/Literacy and Math assessments. ELAMath

27. Performance levels, sometimes referred to as “achievement levels,” are the broad, categorical levels used to report student performance on an assessment. There will be 5 reported levels: Level 5 : Distinguished Command Level 4: Strong Command Level 3: Moderate Command Level 2: Partial Command Level 1: Chose not to answer or missed cut score for Level 2* Performance Level Descriptors a.k.a. PLDs http://www.parcconline.org/plds ELAMath

28. Standards Setting in a Nutshell Policymakers decide the number of categories to be used, what labels they will have and the definition of each label. Experts in the grade level and field then decide what students should know and be able to do to reach the selected performance levels. A group of experts convene to determine how many score points a student must earn to demonstrate they have reached the level of knowledge and skill indicated by a specific performance level descriptor.

29. PARCC Scoring for Reading Performance Level Level of Text Complexity 1 Range of Accuracy 2 Quality of Evidence 3 5Very Complex Moderately Complex Readily Accessible Accurate Explicit and Inferential 4Very Complex Moderately Complex Readily Accessible Generally Accurate Mostly Accurate Accurate Explicit and Inferential 3Very Complex Moderately Complex Readily Accessible Generally Accurate Mostly Accurate Explicit and Inferential 2Very Complex Moderately Complex Readily Accessible Inaccurate Minimally Accurate Generally Accurate Explicit Explicit and Inferential Full document on NMSLI Website

30. PARCC Scoring for Math Math Sub-Claims A – E 5432 StandardsUnique descriptors Full document on NMSLI Website

31. PARCC ELA/Literacy Assessment

32. Preparing for PARCC

34. PARCC ELA Assessment Focus Reading Reading of multiple types of complex texts Responding to comprehension of both literary and informational text Vocabulary assessed in context Writing Writing of 3-4 tasks based on complex texts read

35. Woven Throughout the ELA/Literacy Assessment Two standards are always in play, whether they be reading or writing items, selected-response or constructed-response items on any one of the components of PARCC. They are: Reading Standard 1 (Use of Evidence) Reading Standard 10 (Complex Texts)

36. Close Reading and PARCC “…the close reading model is a central guiding principle of the standards and as a result will be a central focus of the PARCC Assessment System. … It emphasizes using texts of grade-level-appropriate complexity and focusing student reading on the particular words, phrases, sentences, and paragraphs of the author, encouraging students to read and re-read deliberately.”

37. 3 Types of Assessment Items Evidence-Based Selected Response (EBSR) Technology-Enhanced Constructed Response (TECR) Prose Constructed Response (PCR) Narrative Writing Task Literary Analysis Task Research Simulation Task

38. Evidence-Based Selected Response (EBSR) Task always has two parts: Selected response that may have multiple answers Student must show evidence from text Reading Anchor Standards 1 and 10 are at the core of each question.

39. Grade 6 Evidence-Based Selected Response Item #1 Part A: What does the word “regal” mean as it is used in the passage? a. generous b. threatening c. kingly* d. uninterested http://www.parcconline.org/samples/item-task-prototypes

40. Grade 6 Evidence-Based Selected Response Item #1 Part B: Which of the phrases from the passage best helps the reader understand the meaning of “regal?” a.“wagging their tales 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”* http://www.parcconline.org/samples/item-task-prototypes

41. Grade 6 Evidence-Based Selected Response Item #2 Part A: 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 him for his knowledge of nature.* d. She is grateful that he planned out her future. http://www.parcconline.org/samples/item-task-prototypes

42. Grade 6 Evidence-Based Selected Response Item #2 Part B: 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.” http://www.parcconline.org/samples/item-task-prototypes

43. Technology-Enhanced Constructed Response (TECR) Uses technology to demonstrate comprehension of texts Includes variety of text types: videos, pictures, ads, sound clips, etc. Authentic ways include annotation, graphic organizers, highlighting, etc.

44. Grade 3 Technology-Enhanced Constructed Response Item (EOY) Drag the words from the word box into the correct locations on the graphic to show the life cycle of a butterfly as described in “How Animals Live.” Pupa Adult Egg Larva http://www.parcconline.org/samples/item-task-prototypes

45. Some Possible Technology Functions Multiple selection responses Clicks Highlight Drag and drop Cut and paste Shade text Move items to show relationships… Keyboarding and word processing* (PCR)

46. Prose Constructed Response (PCR) Performance Based Assessment Research Simulation Task In this task, students will analyze an informational topic presented through several articles or multimedia stimuli, the first text being an anchor text that introduces the topic. Students will engage with text by answering a series of questions and synthesizing information from multiple sources in order to write two analytic essays (4- 11). Literary Analysis Task This task will ask students to carefully consider literature worthy of close study and compose an analytic essay. Narrative Task In this task, students may be asked to write a story, detail a scientific process, write a historical account of important figures, or to describe an account of events, scenes or objects, for example. (Type 1 Narrative story – read fictional text and write story extension).

47. Turn and Talk Talk with your partner about the three types of questions on the PARCC ELA/Literacy assessment. What are the implications for your school?

48. Break Please be back at: 10:00 - MORNING SESSION 2:30 – AFTERNOON SESSION

49. PBA v. EOY in ELA/Literacy PBA Students will engage in three performance tasks: Research Simulation Literary Analysis Narrative Task For each task, students will be asked to: Read one or more texts Answer several short comprehension and vocabulary questions Write an essay requiring students to cite evidence from texts EOY Will include 4 – 5 literary and informational texts. Students will answer several short answer comprehension and vocabulary items.

50. Final Writing Rubrics Grade 3 Grades 4 and 5 Grades 6 – 11 Full documents on NMSLI Website

51. Big Message … 51 Students must write in every class!

52. Things to Know Close Reading Model Text Complexity Types of Text Passage Length Guidelines Timed Assessment Guidelines Accessibility and Accommodation Features Supports for ELLs

53. Text Complexity is Defined by: Qualitative Measures Levels of meaning, structure, language conventionality and clarity and knowledge demands. Quantitative Measures Readability and other scores of text complexity (word length or frequency, sentence length, text cohesion). Reader and Task Background knowledge of reader, motivation, interests, and Complexity generated by tasks assigned.

54. Types of Text Students May Encounter on PARCC* Agendas, advertisements Autobiographies, biographies, memoirs, personal journals Book chapters* or short passages Charts, maps, diagrams, graphs, etc. Contracts, correspondences, short essays Government documents 54

55. Types of Text Students May Encounter on PARCC* Historically situated primary documents, secondary Journal/magazine articles Newspaper feature articles, OP/ED, political cartoons Research journals, science investigations Speeches, petitions, interviews Technical texts; directions, manuals, forms, recipes Multimedia and digital texts* 55

56. Use of Multiple Texts on PARCC Students will read more than one text for a set of assessment tasks on PARCC. Texts will be related to topic/theme Can include audio recordings and video

57. PARCC Passage Guidelines – Word Count Grade Band Min/Max Passage Length for Literary and Informational Text/Literary Non-Fiction 3-5200 – 800 words 6-8400 – 1,000 words 9-11500 – 1,500 words

58. Turn and Talk How can you use the PARCC Word Passage Guideline information in your school next week?

59. PARCC Math Assessment

60. Master Claim: On-Track for college and career readiness. The degree to which a student is college and career ready (or “on- track” to being ready) in mathematics. The student solves grade-level /course-level problems in mathematics as set forth in the Standards for Mathematical Content with connections to the Standards for Mathematical Practice. Sub-Claim A: Major Content 1 with Connections to Practices The student solves problems involving the Major Content 1 for her grade/course with connections to the SMP’s Sub-Claim B: Additional & Supporting Content 2 with Connections to Practices The student solves problems involving the Additional and Supporting Content 2 for her grade/course with connections to the SMP’s. Claims Structure: Mathematics Sub-Claim C: Highlighted Practices MP.3,6 with Connections to Content 3 (expressing mathematical reasoning) The student expresses grade/course- level appropriate mathematical reasoning by constructing viable arguments, critiquing the reasoning of others, and/or attending to precision when making mathematical statements. 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). 12 pts (3-8), 18 pts (HS) 6 pts (Alg II/Math 3 CCR) 14 pts (3-8), 14 pts (HS) 4 pts (Alg II/Math 3 CCR) Sub-Claim E: Fluency in applicable grades (3-6) The student demonstrates fluency as set forth in the Standards for Mathematical Content in her grade. 7-9 pts (3-6)

61. Students Test By Content – Not Necessarily Grade Level Grades 3 – 8: Based on their Enrolled Grade Grades 6 – 12: Based on their Enrolled Class Algebra 1 Geometry Algebra 2

62. Scoring Based on Student Work for Hand Scored Items (PBA) Based on Correct Work for Machine Scored Items (EOY & PBA)

63. Samples of Scoring and Technology Enhancements Both PBA & EOY will have Select (multiple choice) Multiple select Inline choices (drop down menus) Drag-and-drop Fill-in-the-blank Hotspots Equation editor All constructed response will appear on PBA Free Response on EOY & PBA (machine-scored)

64. Overview of Math Task Types Task TypeDescription of Task Type I. Tasks assessing concepts, skills and procedures Balance of conceptual understanding, fluency and application Can involve any or all mathematical practice standards Machine scorable including innovate, computer-based formats Will appear on the End of Year and Performance Based Assessment components Sub-claims A, B and E II. Tasks assessing expressing mathematical reasoning Each task calls for written arguments / justifications, critique of reasoning or precision in mathematical statements (MP. 3 and 6) Can involve other mathematical practice standards May include a mix of machine scored and hand scored responses Included on the Performance Based Assessment component Sub-claim C III. Tasks assessing modeling/ applications Each task calls for modeling / application in a real-world context or scenario (MP. 4) Can involve other mathematical practice standards May include a mix of machine scored and hand scored responses Included on the Performance Based Assessment component Sub-claim D

65. Multiple Select – 6 th Grade

66. Hotspots – Algebra 1

67. Equation Editor: From 7th Grade EOY

68. Accessibility Features Identified In Advance Since reading is not the construct being tested, ALL students can have access to Text to Speech Through the Use of Headphones Does NOT require IEP, 504 or ELL plan Should be determined by parents, students and teacher

69. Calculator Use Grades 3 – 5 = No Calculators Grades 6 – 7 = Four Function with Square Root & % Grade 8 = Scientific Calculator Algebra 1, Geometry, Algebra 2 = Graphing Calculator Students will be allowed to bring their own calculators. (No qwerty or CAS)

70. Scratch Paper Test Administrators Must Provide: At least 2 sheets of blank paper or graph paper per test/session (unit) Scratch paper is NOT limited

71. Reference Sheets Will be provided as a dropdown Hard copies may be provided as well Think about how to incorporate these into your school

72. Turn and Talk Talk with your partner about the Math PARCC assessment. What are the implications for your school?

73. PBA v. EOY in Math EOY Will include: short answers extended responses Focused on: conceptual knowledge skills and practices of reasoning and modeling. PBA Short answer questions on conceptual skills and understandings. Students will: Explain their reasoning Critique the work of others Select the best of others’ work and defend their selection Use mathematical models to tackle real world problems.

74. PARCC and Pearson Websites Exploration

75. parcc.pearson.com

76. Report Out

77. Accommodations

78. Accessibility and Accommodations for Students

79. PARCC Comprehensive Accessibility System Features for All Students Accessibility Features* Identified in advance Accommodations* https://www.parcconline.org/accessibility-accommodations-and-fairness

80. 80

81. Accessibility Features Identified in Advance

83. Accommodating Students with Disabilities Accommodations, unlike modifications, do not reduce learning expectations. Their purpose is to reduce or even eliminate the effects of a student’s disability as he interacts with grade level content and assessment items.

84. Accommodating Students with Disabilities Presentation Accommodation Response Accommodations Timing and Scheduling Setting Considerations

85. Accommodating English Learners

86. The symbols below guide teams in accommodation selections.

87. Accommodating English Learners PARCC recommendations English/Native Language word-to-word dictionary for intermediate/advanced students Clarification* of test directions in student’s native language for beginning/intermediate students Read-aloud items, response options, and passages in English for beginning/intermediate students Responses dictated for Math (in English) for beginning/intermediate students

88. Accommodating English Learners PARCC recommendations (continued) Extended time recommended for all ELP levels in ELA and Math Frequent breaks recommended for all levels

89. Turn and Talk Talk with your partner about accommodations for the PARCC assessment.

90. Teacher and Parent Brochures https://www.parcconline.org/accessibility-accommodations-and-fairness

91. We’re almost finished. But before we go further, please give us feedback. https://www.surveymonkey.com/s/9morning (morning) https://www.surveymonkey.com/s/9afternoon (afternoon)

93. PED Technology Footprint

95. Technology Enhanced Learning Modules

96. Coming Soon … PED will be coming out with several pieces of communication about PARCC within the next few weeks. One of those communications will be the policies set in place for PARCC. http://ped.state.nm.us/ped/NMPARCC_index.html Instructional Leader’s Toolkit from PARCC

97. KWL What I Know About PARCC What I Want to Know About PARCC What I Learned About PARCC Using sticky notes, please post what you have learned about PARCC today.

98. Thank You! New Mexico School Leadership Institute (505) 277-0182 Drew Dooley, Ph.D. drew.dooley@nmsli.org Arlene Atencio-Lindsay arlene.lindsay@unm.edu Linda M. Paul, Ed.D linda.paul@nmsli.org The New Mexico School Leadership Institute is dedicated to strengthening school and district leadership to improve outcomes for students.