1. A New Vision of Assessment Texts Worth Reading Problems Worth Solving Tests Worth Taking February 10, 2014 Wyckoff K-5 Teachers 1

2. What Is PARCC? The Partnership for Assessment of Readiness for College and Careers:  Made up of 19 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 2

3. Why New Assessments Now? We have to prepare all students for college or other postsecondary opportunities: 3  A high school diploma isn’t enough in our 21st 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

4. Personal Benefits: Higher Earnings and Higher Employment Rates 4 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

5. 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

6. 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 6

7. 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. 7 Why New Assessments Now?

8. 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 8

9. 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 9 Help advance our goals:

10. 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 10

11. 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 11

12. 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 12

13. 13 Getting All Students College and Career Ready 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

14. Assessments ELA/Literacy and Mathematics, Grades 3–11 14 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

15. Optional Assessments During the Year 15 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

16. Two Required Assessments Yield Overall Score 16 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

17. Higher Expectations 17

18. Item Glossary Evidence-Based Selected Response (EBSR): The term refers to a type of ELA/literacy test item that asks students to show the evidence in a text that led them to a previous answer. Prose Constructed Response (PCR): This term refers to a specific item type on the PARCC ELA/literacy assessments in which students are required to produce written prose in response to a test prompt. These measure reading and writing claims. 18

19. Item Glossary Technology-Enhanced Constructed Response (TECR): This ELA/literacy item uses technology to capture student comprehension of texts in authentic ways that have been historically difficult to capture using current assessments. Examples include using drag and drop, cut and paste, and highlight text features. 19

20. Third Grade Example 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 Eliza and Carver 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 Third Grade Example Read the writing prompt below and complete the writing activity: Jump out of bed! Look out the window! It is a perfect weather day! Write a story about a day when the weather seemed perfect See the PARCC difference for yourself Old Test vs. New Test 20 Writing prompt on an old, outgoing state test PARCC writing prompt

21. Old Test vs. New Test 21 See the PARCC difference for yourself 5th Grade Example Mr. Edmunds shared 12 pencils among his four sons as follows: Alan received 1/3 of the pencils Bill received 1/4 of the pencils Carl received more than 1 pencil David received more pencils than Carl PART A: On the number line, represent the fraction of the total number of pencils that was given to both Alan and Bill combined. Use the buttons on the right to increase or decrease the number of equal sections on the number line. PART B. What fraction of the total number of pencils did Carl and David each receive? Justify your answer. 5th Grade Example The town of La Paz, Bolivia, is in the Andes mountains. Which of these units could be used to describe the distance of the town of La Paz above sea level? A.Degrees B.Feet C.Cubic Inches D.Pounds Math outgoing state testPARCC test

22. Math: Grade 3 Sample Item 22 This a fairly traditional fraction task in a computer-based setting. Unlike traditional multiple choice, it is difficult to guess the correct answer or use a choice elimination strategy and there is more than one correct solution. Unlike paper and pencil tests, students can create a visual representation even though the task is scored automatically.

23. Math: Grade 3 Sample Item 23 Second part of multi-step problem, and, unlike traditional multiple choice, it is difficult to guess the correct answer or use a choice elimination strategy.

24. 1 st Operational Assessment-Spring Administration of PBS and EOY Student Performance Levels ands Associated Cut Scores for all Grades and College-Career-Ready Determination(Standard-Setting) Spring & Summer 2015

25. All children have unique learning styles and needs Technology offers new and exciting ways to increase accessibility for all students Accessibility in Your Classroom

26. What’s New: Common accommodations and participation policies for students with disabilities, English learners, and English learners with disabilities. Technology Accessibility features for all students Increased involvement of all teachers in identifying tools What’s Similar: Role of the IEP teams and English learner teams Many accommodations currently used in states Common Standards – Common Expectations – Common Access

27. Accessibility Features for All Students 27

28. 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 28

29. General Resources General PARCC Website http://www.parcconline.org/ General Field Test Website http://www.parcconline.org/field-test Accommodations Manual http://www.parcconline.org/parcc- accessibility-features-and-accommodations- manual Teaching Channel Videos https://www.teachingchannel.org/videos?pa ge=1&categories=topics_common-core Achieve the Core http://www.achievethecore.org/ PARCC Glossary of Terms http://www.parcconline.org/sites/parcc/files /PARCCGlossary07-01-13.pdf NJ Educator Resource Exchange http://njcore.org/

30. ELA ELA PARCC Frameworks http://www.parcconline.org/mcf/ela/parcc-model- content-frameworks- browser?field_eladimensions_tid%5B%5D=137&body _valuehttp://www.parcconline.org/mcf/ela/parcc-model- content-frameworks- browser?field_eladimensions_tid%5B%5D=137&body _value= Sample Test Items-PdF versions on left side menu http://www.parcconline.org/samples/item-task- prototypes Sample Computer Based Sample Items and Tutorial http://practice.parcc.testnav.com/# Performance Level Descriptors http://www.parcconline.org/ela-plds Speaking and Listening-in development http://www.parcconline.org/sites/parcc/files/Speakin gAndListening_July2013Overview.pdf ELA Rubrics Grade 3 CONDENSED SCORING RUBRIC FOR PROSE CONSTRUCTED RESPONSE ITEMS http://www.parcconline.org/sites/parc c/files/Grade3-CondensedRubric.pdf http://www.parcconline.org/sites/parc c/files/Grade3-CondensedRubric.pdf Grade 4-5 CONDENSED SCORING RUBRIC FOR PROSE CONSTRUCTED RESPONSE ITEMS http://www.parcconline.org/sites/parc c/files/Grade4-5- ELACondensedRubricFORANALYTICAND NARRATIVEWRITING.pdf http://www.parcconline.org/sites/parc c/files/Grade4-5- ELACondensedRubricFORANALYTICAND NARRATIVEWRITING.pdf ELA Resources 30

31. Mathematics PARCC Mathematics Frameworks http://www.parcconline.org/mcf/mathematics/parc c-model-content-frameworks-browser Sample Test Items-PdF versions on left side menu http://www.parcconline.org/samples/item-task- prototypes Sample Computer Based Sample Items and Tutorial http://practice.parcc.testnav.com/# Illustrative Mathematics http://www.illustrativemathematics.org/ Performance Level Descriptors http://www.parcconline.org/math-plds Math Resources 31