1. NYS Assessment Information Update Sachem Elementary Teachers K-5
2-hour Staff Development February/March 2013

2. A look at today’s schedule:
2:30-3:30 (B) Early schools ELA rubrics & Guide Papers
3:30-4:20 (A) All schools ELA/Math Assessment Info
4:20-4:30 Break/Early Schools may leave
4:30-5: schools ELA Rubrics & Guide Papers (working in small mixed groups with other Grade 3 teachers)

3. NYS ELA and Math Assessments
These are NEW assessments, NOT revised assessments… “We did not tweak these assessments, we started from scratch.” -Kate Gearson

4. NYS ELA Assessments Evidence of the Six Shifts on the assessments
Comparison of what the assessments asked of students in the past vs. what they will ask of students now
2-point Rubric
4-point Expository Writing Rubric

5. Shift 1: Calls for Balancing Informational & Literary Text
Evidence on the NYS Assessments
Students should be reading a true balance of informational and literary texts
Passages will be authentic, and will be balanced between informational and literary texts.

6. Evidence on the NYS Assessments
Shift 2: Calls for Knowledge in the Disciplines students build knowledge about the world
Evidence on the NYS Assessments
Students should build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities
Will contain knowledge-based questions about the informational text; students will not need outside knowledge to respond

7. Shift 3: Calls for a Staircase of Complexity
Evidence on the NYS Assessments
Students are being asked to read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading
Passage selection to be based on text complexity that is appropriate to grade level per CC

8. Shifts 4 and 5: Call for Text-based Answers and Writing from Sources
Evidence on the NYS Assessments
Students engage in rich and rigorous evidence based conversations about text, and writing emphasizes use of evidence from sources to inform or make an argument.
Questions will require students to marshal evidence from the text, including from paired passages. (*3rd grade will not have paired passages)

9. Shift 6: Calls for more Academic Vocabulary
Evidence on the NYS Assessments
Students constantly build the transferable vocabulary they need to access grade level complex texts, which can be done effectively by spiraling like content in increasingly complex texts.
Students will be tested directly on the meaning of pivotal, common terms, the definition of which can be discerned from the text. Academic vocabulary will also be tested indirectly through general comprehension of the text.

10. In the past students were asked to…
Characterize the text.
Exhibit a cursory understanding of the lead character.
Comprehend one sentence from the entire text.
Understand basic, non-consequential vocabulary.
Answer without a deep analysis of text.
Look beyond text for stimuli.
Answer by recalling text details.
Answer without complete sentences required.
So when it comes to the actual reflection of the shifts in items themselves, in the past, students were asked to do things like:
Characterize the text.
Exhibit a cursory understanding of the lead character.
Comprehend one sentence from the entire text.
Understand basic, non-consequential vocabulary.
Answer without a deep analysis of text.
Look beyond text for stimuli.
Answer by recalling text details.
Answer without complete sentences required.

11. Now students will be asked to…
Comprehend complex, grade-level texts. (What should be noted is comprehension of text is assumed, it is not the focus of measurement.)
Identify central themes and key text elements.
Consider entire text.
Place aspects of the text in context of the entire text.
Move beyond basic recall of details within text
making an inference as to how specific portions of text relate to the structure of the whole text
or wrestle with meaningful, real-world questions.
In terms of analysis….
make and support text-based analyses
to support their text-based analyses with key details
carry an analysis beyond one text, relating details to overarching messages of both entire texts.
Now, students are going to be asked to:
Comprehend complex, grade-level texts. (What should be noted is comprehension of text is assumed, it is not the focus of measurement)
Identify central themes and key text elements.
Requires students to consider entire text.
Place aspects of the text in context of the entire text.
Move beyond basic recall of details within text in ways such as making an inference as to how specific portions of text relate to the structure of the whole text or wrestle with meaningful, real-world questions.
In terms of analysis, students will be asked to make and support text-based analyses, to support their text-based analyses with key details, and carry an analysis beyond one text, relating details to overarching messages of both entire texts.
These are the types of things we will be seeing today, and the rubrics will scored accordingly. So now let’s get to the reason why we are here – the rubrics and their application.

12. Continued… 2 point Rubric is more reading based
Answers must be in complete sentences. *See rubric bullet points.*
4 point Rubric more writing based
There will NOT be a listening section in any grade levels
Will no longer include graphic organizer questions or scaffolding for extended response
There will be a Planning Page for Grade 3 (Nothing will be scored on this page.)
No paired passages for Grade 3
If students just copy a sentence from the text, they must add an inference and support with evidence
Language from the standards may be used within the questions on the assessment

13. Passages may be numbered by paragraph or line
Example
Passages may be numbered by paragraph or line
Words that could be defined for students are in bold.

14. Holistic Scoring Scorers will…
Read thoroughly, yet quickly, to gain an impression of the entire response.
Read the entire response before determining a score, and then promptly assign a score.
Read supportively, looking for and rewarding those things done well in a response.
Keep in mind that each response represents a first draft, written under timed conditions.
It is important to understand holistic scoring and how it applies to the new ELA rubrics and questions (prompts).
Explain: To score holistically, you must look at the writing as a total piece of work, greater than the sum of its parts. A response may have some characteristics of adjacent score points, but you must assign the score that best describes the response as a whole – the “best fit” score. When scoring holistically:
Read thoroughly, yet quickly, to gain an impression of the entire response – Scoring too slowly can cause a reader to become analytical (focusing on specific traits, good or bad, of a response) instead of seeing the response as a whole. Likewise, scoring too quickly can cause a reader to miss key aspects of a response.
Read the entire response before determining a score, and then promptly assign a score – Students can often write themselves into or out of a score point, so it is important to read the whole response before assigning a score. Do not read and re-read a student response – by the third or fourth time reviewing a student response, it is no longer the same paper as when a reader reads it for the first time.
Read supportively, looking for and rewarding those things done well in a response – When scoring holistically, you must weigh and balance what is done well in a response with areas that need improvement to find the best-fit score.
Keep in mind that each response represents a first draft, written under timed conditions – These responses are not edited, polished pieces of student work. Even responses at the top score points will have errors.

15. Scoring versus Grading
Scoring a state test is quite different from grading classroom papers.
There is no single “correct” answer to the test questions.
Students come to the test without knowledge of the passages or prompts.
On-demand writing does not provide time to plan, edit, and revise work as does writing compositions for a class.
Scoring a state test is quite different from grading classroom papers – When grading one purpose is to provide feedback on areas that need improvement so a student can work on those areas. The purpose of scoring is to assess a student’s work at a specific point in time. This is why it is important to weigh and balance what a student does well with areas for improvement to find the best-fit score for a response.
There is no single correct answer to the test questions – The new test questions ask students to make inferences/claims (draw conclusions) based on reading passages and to support their inferences/claims with details from the text. There are multiple ways to respond to these questions that are valid, text-based inferences (e.g., passages may have more than one theme or main idea).
Students come to the test without knowledge of the passages or prompts – This is on-demand writing, which is quite different from writing compositions for a class, where students may have time to plan, edit, and revise their work.

16. 2-point Rubric: Short-response
Score
Response Features
2 Point
The features of a 2-point response are
Valid inferences and/or claims from the text where required by the prompt
Evidence of analysis of the text where required by the prompt
Relevant facts, definitions, concrete details, and/or other information from the text to develop response according to the requirements of the prompt
Sufficient number of facts, definitions, concrete details, and/or other information from the text as required by the prompt
Complete sentences where errors do not impact readability
1 Point
The features of a 1-point response are
A mostly literal recounting of events or details from the text as required by the prompt
Some relevant facts, definitions, concrete details, and/or other information from the text to develop response according to the requirements of the prompt
Incomplete sentences or bullets
0 Point
The features of a 0-point response are
A response that does not address any of the requirements of the prompt or is totally inaccurate
No response (blank answer)
A response that is not written in English
A response that is unintelligible or indecipherable
Explain that you will review each score point in detail.
Read the
fine print…
If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 1.

17. (New) NYS CC Aligned Writing Rubrics
Although the Gr. 3, 4 & 5 rubrics released are for expository writing, it is important to teach the other forms of writing as well in your classroom:
narrative and persuasive/argumentative

18. Grade 3 Expository Writing Evaluation Rubric
Refer participants to the rubric in the Grade 3 Extended-response (4-point) Sample Guide Set packet.
Read the fine print…

19. Grades 4-5 Expository Writing Evaluation Rubric
Emphasize the holistic nature of the 4-point rubric. Remind the participants that they are not assigning four separate scores to each response, but one overall holistic, best-fit score. The score points are made up of all the criteria and are in the columns that go down the rubric.
Instruct participants to:
Read through the entire rubric.
Using a highlighter or pen, mark the changing descriptors as they move through the score points for each criterion.
Allow 2 minutes for the activity.
Read the fine print…

20. NYS Math Assessments Evidence of the Six Shifts on the assessments
Comparison of what the assessments asked of students in the past vs. what they will ask of students now
2-point rubric
3-point rubric

21. Shift 1: Calls for Focus in instruction
Evidence on the NYS Assessments
Priority standards will be the focus, other standards will be deemphasized
Teachers significantly narrow and deepen the scope of how time and energy is spent in the math classroom. They do so in order to focus deeply on only the concepts that are prioritized in the standards.

22. Shift 2: Calls for Coherence in instruction
Evidence on the NYS Assessments
We will see this reflected through the progression of content and concepts as depicted in the standards across grade levels. Because of the way math works, if they have learned it before, they may have to use it with topics in later grades
Principals and teachers are being asked to carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years.

23. Shift 3: Calls for Fluency
Evidence on the NYS Assessments
Students are expected to have speed and accuracy with simple calculations; teachers structure class time and/or homework time for students to memorize, through repetition, core functions
Principals and teachers are being asked to carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years.

24. Shift 4: Calls for Deep Understanding
Evidence on the NYS Assessments
Each standard will be assessed from multiple perspectives, while not veering from the primary target of measurement for the standard. Not only will questions infuse additional standards beyond the targeted standard, each standard will be tested in many different ways.
Students deeply understand and can operate easily within a math concept before moving on. As we recall, students learn more than the trick to get the answer right. They learn the math.

25. Shift 5 & 6: Calls for Application and Dual Intensity
Evidence on the NYS Assessments
Students will be expected to know grade-level mathematical content with fluency and to know which mathematical concepts to employ to solve real-world mathematics problems. In other words, students will not be explicitly prompted, and they will see minimal scaffolding on tests.
Students are expected to use math and choose the appropriate concept for application even when they are not prompted to do so, and students are practicing and understanding. There is more than a balance between these two things in the classroom – both are occurring with intensity

26. In the past …
Questions were simpler, one or two steps, or were heavily scaffolded.
Questions were heavy on pure fluency in isolation.
Questions isolated the math.
Questions relied more on the rote use of a standard algorithm for finding answers to problems.
When we compare the tests from the past with the present, we see that:
Questions from previous tests were simpler, one or two steps, or were heavily scaffolded. The new questions will require multiple steps involving the interpretation of operations.
Questions from the past were heavy on pure fluency in isolation. The new questions require conceptual understanding and fluency in order to complete test questions.
Questions from past tests isolated the math. The new problems are in a real world problem context.
Questions of old relied more on the rote use of a standard algorithm for finding answers to problems. The new questions require students to do things like decompose numbers and/or shapes, apply properties of numbers, and with the information given in the problem reach an answer. Relying solely on algorithms will not be sufficient.
These are the types of things we will be seeing today, and the rubrics will score accordingly. So now let’s get to the reason why we are here – the rubrics and their application.

27. Now …
Questions will require multiple steps involving the interpretation of operations.
Questions will require conceptual understanding and fluency in order to complete test questions.
Problems are in a real world problem context.
Questions require students to…
decompose numbers and/or shapes,
apply properties of numbers,
and with the information given in the problem, reach an answer.
Relying solely on algorithms will not be sufficient!
When we compare the tests from the past with the present, we see that:
Questions from previous tests were simpler, one or two steps, or were heavily scaffolded. The new questions will require multiple steps involving the interpretation of operations.
Questions from the past were heavy on pure fluency in isolation. The new questions require conceptual understanding and fluency in order to complete test questions.
Questions from past tests isolated the math. The new problems are in a real world problem context.
Questions of old relied more on the rote use of a standard algorithm for finding answers to problems. The new questions require students to do things like decompose numbers and/or shapes, apply properties of numbers, and with the information given in the problem reach an answer. Relying solely on algorithms will not be sufficient.
These are the types of things we will be seeing today, and the rubrics will score accordingly. So now let’s get to the reason why we are here – the rubrics and their application.

28. Example of Gr. 4 Multistep Problem:

29. Holistic Scoring
Holistic scoring assigns a single, overall test score for a response as a whole.
The single score reflects the level of understanding the student demonstrates in the response.
To score holistically, you must look at the entire response, rather than evaluating the parts or individual attributes separately.
Keep in mind that some errors may detract from the level of understanding demonstrated and other errors may not detract.
It is important to understand holistic scoring.
Holistic scoring assigns a single score to a response that reflects the overall level of understanding demonstrated. Holistic scoring does not assign points for parts and is not punitive, marking down for each individual error. The score assigned to a response indicates the level of understanding – thorough, partial, limited or not sufficient for even limited – demonstrated by that response.

30. Mathematics 2-point Holistic Rubric
Score Point
Description
2 Points
A two-point response answers the question correctly.
This response
demonstrates a thorough understanding of the mathematical concepts but may contain errors that do not detract from the demonstration of understanding
indicates that the student has completed the task correctly, using mathematically sound procedures
1 Point
A one-point response is only partially correct.
indicates that the student has demonstrated only a partial understanding of the mathematical concepts and/or procedures in the task
correctly addresses some elements of the task
may contain an incorrect solution but applies a mathematically appropriate process
may contain correct numerical answer(s) but required work is not provided
0 Points
A zero-point response is incorrect, irrelevant, incoherent, or contains a correct response arrived using an obviously incorrect procedure. Although some parts may contain correct mathematical procedures, holistically they are not sufficient to demonstrate even a limited understanding of the mathematical concepts embodied in the task.
Refer participants to the 2-point Holistic Rubric in their packet.
Explanation of 2-point, short-response, rubric.
The 2-point rubric applies to all grade 3 – 8 short-response questions. Responses that demonstrate ‘thorough understanding’, ‘partial understanding’, ‘incorrect, irrelevant, incoherent’ and ‘insufficient for limited understanding’ are further defined by the approved guide papers. It is important to understand the differences in the language at each score point on the rubric. The Guide papers will show how the student responses are held to the criteria in the rubric.

31. Mathematics 3-point Holistic Rubric
Score Point
Description
3 Points
A three-point response answers the question correctly.
This response
demonstrates a thorough understanding of the mathematical concepts but may contain errors that do not detract from the demonstration of understanding
indicates that the student has completed the task correctly, using mathematically sound procedures
2 Points
A two-point response is partially correct.
demonstrates partial understanding of the mathematical concepts and/or procedures embodied in the task
addresses most aspects of the task, using mathematically sound procedures
may contain an incorrect solution but provides complete procedures, reasoning, and/or explanations
may reflect some misunderstanding of the underlying mathematical concepts and/or procedures
1 Point
A one-point response is incomplete and exhibits many flaws but is not completely incorrect.
demonstrates only a limited understanding of the mathematical concepts and/or procedures embodied in the task
may address some elements of the task correctly but reaches an inadequate solution and/or provides reasoning that is faulty or incomplete
exhibits multiple flaws related to misunderstanding of important aspects of the task, misuse of mathematical procedures, or faulty mathematical reasoning
reflects a lack of essential understanding of the underlying mathematical concepts
may contain correct numerical answer(s) but required work is not provided
0 Points
A zero-point response is incorrect, irrelevant, incoherent, or contains a correct response arrived at using an
obviously incorrect procedure. Although some parts may contain correct mathematical procedures,
holistically they are not sufficient to demonstrate even a limited understanding of the mathematical
concepts embodied in the task.
Explanation of 3-point, extended-response, rubric.
The 3-point rubric applies to all grade 3 – 8 extended-response questions. Responses that demonstrate ‘thorough understanding’, ‘partial understanding’, ‘limited understanding’, ‘incorrect, irrelevant, incoherent’ and ‘insufficient for limited understanding’ are further defined by the approved guide papers. It is important to understand the differences in the language at each score point on the rubric. The Guide papers will show how the student responses are held to the criteria in the rubric.

32. Fluencies
The purpose of fluency practice is to increase the speed and accuracy of solving foundational mathematical concepts. 
The goal for the fluency assessments is NOT to finish all of the problems but rather to complete more problems accurately in the same amount of time.
Students must practice these skills daily and be assessed throughout the year to monitor their growth in their assigned fluency
To achieve a true reading of their mathematical fluency, students should be administered fluency assessments that:
include the same number of problems on each assessment
assess the same skill
provide the same amount of time to work

33. Standard taught the previous year
Fluencies
The fluencies outlined for each grade level with few exceptions, are standards learned the previous year
Examples:
Grade Level
Required Fluency 
Standard taught the previous year 1
Add/subtract within 10
K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10. 2
Add/subtract within 201
Add/subtract within 100 (pencil and paper)
1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. 4
Add/subtract within 1,000,000
3.NBT.2 Fluently add and subtract within using strategies algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.