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

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Chancellor's Principal ConferenceJune 9, 2012

Proposed PARCC* Assessments, the New York State Assessment Transition and New Instructional

Supports

*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

Presented By:

• Shael Polakow-Suransky, Chief Academic Officer

• Josh Thomases, Deputy Chief Academic Officer

for Instruction

• Anne LaTarte, Executive Director of Assessment Portfolio

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

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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)

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TRANSITIONING TO THE COMMON CORE IS A MULTI-YEAR PROCESS

New York State adopts Common Core standards

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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

*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.

2009-10

2010-11

2011-12

2012-13

2013-14

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 City launches Common Core pilots in 100 schools

All schools implement citywide instructional expectations

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

NEW YORK STATE TEST TRANSITION PLAN

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• 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

Test Subject/

Grade2011-12 2012-13 2013-14 2014-15

English Language Arts

Grades 3-8Aligned to 2005 Standards

Aligned to the Common Core PARCC1

Grade 11 Regents

Aligned to 2005 StandardsRegents exam aligned to the Common Core2

Regents exam aligned to the Common Core / PARCC1,2

MathGrades 3-8

Aligned to 2005 Standards

Aligned to the Common Core PARCC1

Algebra I

Aligned to 2005 Standards

Regents exams aligned to the Common Core 2,3

Regents exam aligned to the Common Core / PARCC 1,2,3

Geometry

Algebra IIAligned to 2005 Standards

Additional State Assessments

NYSAA4 Aligned to 2005 StandardsAligned to the Common Core

NCSC (Alt Assessment Consortium)

NYSESLATAligned to 1998 Standards

Aligned to the Common Core

2012-13 NY STATE TESTSIn 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.

 

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COMMON CORE INSTRUCTIONAL SHIFTS

Six Shifts in Math

Focus

Coherence

Fluency*

Deep understanding*

Application*

Dual intensity

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

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*Focus area in the citywide instructional expectations

CONTINUED ITEM REVIEW

1) 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?

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SHIFTS IN ELA—8TH GRADE EXAMPLEShift Representation in Assessment Items

Balancing informational and literary texts

N/A

Building knowledge in the disciplines

N/A

Staircase of complexityMore words, more complicated sentence structure, higher Lexile for 2012-13 passage

Text-based answers

Both require text-based evidence. NYS items are more scaffolded, providing some of the inferences in the questions themselves. The 2012-13 examples drive higher-order thinking by directing the student to make connections and draw inferences using evidence from the text.

Writing from sourcesWhile this is a requirement of both sets of items, the 2012-13 examples don’t give the students anything but the text to answer the question—the questions require the habits for making evidentiary arguments.

Academic vocabulary

Sophisticated metaphorical and figurative language employed throughout the 2012-13 text (“As we returned to the house every object which I touched seemed to quiver with life”; “Suddenly I felt a misty consciousness as of something forgotten—a thrill of returning thought…”)

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SHIFTS IN MATH—6TH GRADE EXAMPLE

Shift Representation in Assessment Items

Focus N/A

Coherence N/A

Fluency

Students are expected to be able to do multi-step problems, which requires fluency in order to complete the assessment on time, particularly in computation.Students are expected to compute with less “friendly” numbers.

Deep understanding

Students are required to understand how proportions/ratios work in order to set up the problem. A student with only a procedural understanding of proportions may struggle to apply a simple process because of the multi-step nature of the problem.

ApplicationStudents are required to apply their understanding to a common, real-world scenario using unit price and discounts. The “real-world” application impacts the difficulty of the problem.

Dual Intensity N/A

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SHIFTS IN MATH—3RD GRADE EXAMPLE

Shift Representation in Assessment Items

Focus N/A

Coherence N/A

FluencyStudents are expected to be able to do multi-step problems, which requires fluency in order to complete the assessment on time, particularly in computation.

Deep understanding

Students are required to understand the mathematical concepts behind multiplication properties and writing equations, not just procedural understanding. Requires students to represent their understanding in multiple ways.

Application

Students are applying their understanding of properties to solve a separate equation. Getting the right answer isn’t just a matter of showing you know the property, it’s a matter of showing you can use it.

Dual Intensity N/A

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End-of-Year Assessment (EOY)

• Innovative, computer-based items

• Required

Performance-BasedAssessment

(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

2 Optional Assessments/Flexible Administration

Mid-Year Assessment

• Performance-based• Emphasis on hard-to-

measure standards• Potentially

summative

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.

PARCC: PARTNERSHIP FOR READINESS OF ASSESSMENT IN COLLEGE AND CAREERS

EXAMPLE 3RD GRADE PROBLEMDOMAIN: OPERATIONS AND ALGEBRAIC THINKING

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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.

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.

EXAMPLE 6TH GRADE PROBLEMDOMAIN: RATIOS AND PROPORTIONAL RELATIONSHIPS

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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.

RESOURCES TO SUPPORT THE ASSESSMENT TRANSITION

NY State and PARCC Resources

- 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)

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)

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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

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QUESTIONS?

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APPENDIX – PARCC DETAILS

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PARCC ASSESSMENTS OVERALL DESIGN

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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

PARCC ASSESSMENT DESIGN IN LITERACY

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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

PARCC ASSESSMENTTECHNOLOGY AND SCORING

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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)

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Performance- based Assessments

End-of-year Assessments

MCF – Model Content FrameworksMP.3 – Construct viable arguments and critique reasoningMP.4 – Model with mathematicsMP.6 – Attend to precision

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