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DO NOW:

DO NOW:. At your table, you will find a packet of assessment texts and items. Each packet contains items from 2009 and 2010 New York State math and ELA tests as well as sample items that represent what students may see on the 2012-13 New York State test. As you read, think about:

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DO NOW:

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  1. DO NOW: • At your table, you will find a packet of assessment texts and items. • Each packet contains items from 2009 and 2010 New York State math and ELA tests as well as sample items that represent what students may see on the 2012-13 New York State test. • As you read, think about: • what you notice about the differences between the 2009/2010 assessment texts and items and the sample 2012-13 texts and items • what those differences might mean for instructional practice at your school

  2. Proposed PARCC* Assessments, the New York State Assessment Transition and New Instructional Supports • Presented By: • Shael Polakow-Suransky, Chief Academic • Officer • Josh Thomases, Deputy Chief Academic Officer • for Instruction • Anne LaTarte, Executive Director of • Assessment Portfolio Chancellor's Principal Conference June 9, 2012 *New York is a member of a consortium of 24 states, the Partnership for the Assessment of Readiness for College and Careers (PARCC), working together to develop new state assessments in alignment with CCLS

  3. SESSION GOALS • By the end of this session, participants will be able to: • Explain New York State’s plan for transitioning from the current state tests to Common Core-aligned state tests • Analyze the instructional shifts represented in the planned changes for the NY State tests • Describe the structure and content of the PARCC assessments planned for release in 2014-15 • Describe what resources are available to support the state test transition and where those resources can be found

  4. SESSION AGENDA • Introduction and overview (10 mins) • State test strategy and timeline (5 mins) • Text/item review and discussion of instructional shifts (20 mins) • PARCC overview (10 mins) • Background and structure • Math item examples • Resources to support state test changes (10 mins) • Questions and closing (5 mins)

  5. TRANSITIONING TO THE COMMON CORE IS A MULTI-YEAR PROCESS 2009-10 • New York State adopts Common Core standards 2010-11 • New York City launches Common Core pilots in 100 schools 2011-12 • All schools implement citywide instructional expectations • 3-8 NYS tests are Common Core-aligned within existing format • New York State releases curriculum materials • All schools implement broader and deeper citywide instructional expectations 2012-13 2013-14 • Some NYS Regents exams are Common Core-aligned within existing format • All schools implement citywide instructional expectations as final part of transition to the Common Core 2014-15 • NYS adopts PARCC assessments for elementary, middle and high schools. PARCC assessments are Common Core-aligned and may contain new, innovative item types *New York is part of a consortium of states, the Partnership for the Assessment of Readiness for College and Careers (PARCC), working together to develop new state assessments. 5

  6. NEW YORK STATE TEST TRANSITION PLAN • This year’s state tests (2011-12) were NOT Common Core-aligned • 2012-13 will be the first year 3-8 students experience CCLS-aligned state tests; the test • format will be similar to prior years’ tests • Regents exams in math and English will be Common Core-aligned starting in 2013-14

  7. 2012-13 NY STATE TESTS • In 3-8 ELA, tests will focus on: • Comparing two or more texts, including listening passages, writing passages, and graphics; • Reading and analyzing informational passages without narrative structure, dialogue, or characters, and discussing arguments, evidence, and claims; • Requiring students to engage with a 50/50 split of literary and informational texts; and • Responding to prompts that are more text-dependent: 35% of prompts will require students to convey an opinion/argue, 35% to explain, and 30% to convey experience. • In math: • In keeping with the Common Core’s emphasis on depth over breadth, tests will emphasize the major work of the grade, a set of key concepts that helps teacher prioritize where to spend most of their instructional time. Concepts may be assessed at different grade levels from those in the past. For example, the new grade 5 tests will include more items assessing fractions and no items assessing probability and statistics; • Tests will include more questions that require students to take multiple steps in order to solve them; • Questions that in the past have focused on testing mathematical vocabulary will instead require students to apply skills based on their understanding of that vocabulary; • Questions using tools like rulers or protractors will include prompts that require students to both choose the appropriate tool and apply mathematical concepts in using the tool.

  8. COMMON CORE INSTRUCTIONAL SHIFTS Six Shifts in Math Six Shifts in Literacy Balancing informational and literary texts Building knowledge in the disciplines Staircase of complexity Text-based answers* Writing from sources* Academic vocabulary • Focus • Coherence • Fluency* • Deep understanding* • Application* • Dual intensity *Focus area in the citywide instructional expectations

  9. CONTINUED ITEM REVIEW • What is the difference between the texts and items from prior state tests and the Common Core-aligned items and corresponding texts? • 2) What instructional shifts are signaled by the differences in these texts and items?

  10. SHIFTS IN ELA—8TH GRADE EXAMPLE

  11. SHIFTS IN MATH—6TH GRADE EXAMPLE

  12. SHIFTS IN MATH—3RD GRADE EXAMPLE

  13. PARCC:PARTNERSHIP FOR READINESS OF ASSESSMENT IN COLLEGE AND CAREERS 2 Optional Assessments/Flexible Administration • End-of-Year • Assessment (EOY) • Innovative, computer-based items • Required • Mid-Year Assessment • Performance-based • Emphasis on hard-to-measure standards • Potentially summative • Performance-Based • Assessment • (PBA) • Extended tasks • Applications of concepts and skills • Required • Diagnostic Assessment • Early indicator of student knowledge and skills to inform instruction, supports, and PD • Non-summative • Speaking And Listening Assessment • Locally scored • Non-summative, required PARCC assessments, aligned to the Common Core, will replace the current ELA and math tests in grade 3 through high school in participating states, including New York.

  14. EXAMPLE 3RD GRADE PROBLEMDOMAIN: OPERATIONS AND ALGEBRAIC THINKING Deep understanding: Requires that students understand the concept behind properties of operations rather than just knowing what the properties are. Students are asked to explain their thinking. Application: Requires that students apply their understanding of properties of operations to solve a problem and evaluate someone else’s thinking. Amber doesn’t know what 7 x 5 equals, but she knows 5 x 5 = 25 and 2 x 5 = 10. Use drawings, words and/or equations to explain why Amber can add 25 and 10 to find what 7 x 5 equals.

  15. EXAMPLE 6TH GRADE PROBLEMDOMAIN: RATIOS AND PROPORTIONAL RELATIONSHIPS Deep understanding:Requires students to deeply understand the proportions and ratios using two variables (check number and timing). Students are scored not only on their answer but on the way in which they used their understanding to answer the question. Students are asked to explain their thinking. Application:Requires that students apply their understanding of proportions to explain their thinking in a real-life scenario using two variables. Students are not prompted to use ratios/proportions, but they need to apply that thinking. Suppose Tom wrote check #556 on November 5, 1995, and check #953 on September 26, 1997. What is a good guess for when Tom wrote check #678? Explain how you arrived at your guess.

  16. RESOURCES TO SUPPORT THE ASSESSMENT TRANSITION NY State and PARCC Resources NYC DOE Resources 2012-13 State Test FAQ: http://schools.nyc.gov/Academics/CommonCoreLibrary Periodic Assessment resources aligned to the CCLS: https://portal.nycenet.edu/Accountability/Assessment/PeriodicAssessments Task bundles, math curriculum guidance, resources for text-dependent questions, etc.: http://schools.nyc.gov/Academics/CommonCoreLibrary This PowerPoint to turnkey and share with others at your school (to be posted to the Common Core Library following the conference) • Sample 2012-13 items and assessment information: www.engageny.org • PARCC Model Content Frameworks (including standards prioritization in math): http://www.parcconline.org • Assessment transition timeline and other resources: www.engageny.org • Timeline for more information about PARCC: • Sample summative tasks (Jun/Jul ’12) • Sample instructional tasks (Jan/Feb ‘13) • Professional Learning Modules (Apr ‘13) • Assessment PD Modules (Oct ‘13) • College Ready Tools (Aug ‘14)

  17. SESSION GOALS • By the end of this session, participants will be able to: • Explain New York State’s plan for transitioning from the current state tests to Common Core-aligned state tests • Analyze the instructional shifts represented in the planned changes for the NY State tests • Describe the structure and content of the PARCC assessments planned for release in 2014-15 • Describe what resources are available to support the state test transition and where those resources can be found

  18. QUESTIONS?

  19. APPENDIX – PARCC DETAILS

  20. PARCC ASSESSMENTS OVERALL DESIGN We know… We don’t know… • 2 summative components: 1 performance-based • assessment (PBA), and 1 end-of-year assessment • (EOY) • Assessment blueprints • Optional diagnostic and formative assessments • Number of items and variety of item types • Length of time • Standards covered and how different standards will • be assessed • What the changes to science and social studies tests • will be based on the new standards PARCC ASSESSMENT DESIGN IN MATHEMATICS We know… We don’t know… • PBAs will assess “major clusters” • PBAs focus on three math practices: construct viable • arguments and critique reasoning (MP.3), model with • mathematics (MP.6), and attend to precision (MP.4) • EOY will be a machine-scorable assessment that • may include additional and supporting clusters as • well as major • EOY will have a fluency component for grades 3-6 • Number of days/length of time for PBA or EOY • Number of items • Manner in which different standards will be assessed • What rubrics for scoring PBAs will look like • How EOYs will prioritize major clusters versus • supporting/additional

  21. PARCC ASSESSMENT DESIGN IN LITERACY We know… We don’t know… • Performance-based Assessment (PBA): • Day 1: Research Simulation Task • Engage with 4 texts • Summarize 1, answer MC questions about 3 • Respond to a research prompt using evidence • from all 4 texts • Day 2: Literature Task • Read 1 short and 1 extended piece of • literature • Respond to MC or short-response items • Write narrative essay (3-8) or comparative • analysis (likely 9-11) • End-of-year Assessment (EOY): • 6 texts, at least 1 being multimedia • Respond to MC or short-response items • Academic vocabulary will be covered • For grade 6-11, 1/3 of the test will cover • literacy standards for history/SS, 1/3 science • and technical subjects, and 1/3 informational • text standards. • For grade 3-5, texts must include informational • passages from history, science, and the arts • and align to reading informational texts • standards • Length of time spent testing each day • When exactly in the school year assessments will • take place • What rubrics will be used to score open-ended items • How standards will be prioritized • How texts will be chosen and which Lexile(s) will be • represented in a given grade level • Exact number of items • Manner in which different standards will be assessed

  22. PARCC ASSESSMENTTECHNOLOGY AND SCORING We know… We don’t know… • Technology: • Ultimately administered online • Technology-enhanced items • Technology: • When assessments will be fully administered online • What the necessary software and hardware will be • and how districts and schools can prepare • Scoring: • Scores reported in the language of “college and • career readiness” or “on track” • Scoring: • How scores and performance level descriptors will be • determined and reported • How open-response tasks will be scored and when When we will know more… • Timeline: • Sample Summative Tasks (Jun/Jul ’12) • Sample Instructional Tasks (Jan/Feb ‘13) • Professional Learning Modules (Apr ‘13) • Assessment PD Modules (Oct ‘13) • College Ready Tools (Aug ‘14)

  23. Performance- based Assessments End-of-year Assessments MCF – Model Content Frameworks MP.3 – Construct viable arguments and critique reasoning MP.4 – Model with mathematics MP.6 – Attend to precision

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