1. Illinois State Board of Education A New Vision for Illinois Assessment: Problems Worth Solving Tests Worth Taking October, 2013

2. What Is PARCC? The Partnership for Assessment of Readiness for College and Careers:  Made up of 19 states + DC and US Virgin Islands  KY and PA are participating 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

3. The Common Core State Standards are here and better standards require better tests. 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. Validity of interpretation for large-scale assessment data rests squarely on the close alignment of assessment items with curriculum. Why New Assessments Now?

4. PARCC is designed to reward quality instruction aligned to the Standards, so the assessment is worthy of preparation rather than a distraction from good work. PARCC’s Fundamental Advance 4

5. PARCC Assessment Priorities 1.Determine whether students are college- and career-ready or on track 2. Compare performance across states and internationally 3.Assess the full range of the Common Core Standards, including standards that are difficult to measure 4.Measure the full range of student performance, including the performance of high and low performing students 5.Provide data during the academic year to inform instruction, interventions and professional development 6.Provide data for accountability, including measures of growth 7.Incorporate innovative approaches throughout the system

6. Focus: PARCC assessments will focus strongly on where the Standards focus. Students will have more time to master concepts at a deeper level. Problems worth doing: Multi-step problems, conceptual questions, applications, and substantial procedures will be common, as in an excellent classroom. Better Standards Demand Better Questions: Instead of reusing existing items, PARCC will develop custom items to the Standards. Fidelity to the Standards: PARCC Evidence Statements are rooted in the language of the Standards so that expectations remain the same in both instructional and assessment settings. PARCC’s Core Commitments to Mathematics Assessment Quality 6

7. PARCC states first developed the Model Content Frameworks to provide guidance to key elements of excellent instruction aligned with the Standards. The Model Content Frameworks were then used to provide guidance in the content emphasis for the mathematics assessment. So, for the first time... PARCC is communicating in the same voice to teachers as it is to assessment developers! PARCC is designing the assessments around exactly the same SHIFTS the standards expect of teachers and students. What is Different About PARCC’s Development Process? 7

8. What Are the Shifts at the Heart of PARCC’s Design? 1.Focus: The PARCC assessment will focus strongly where the Standards focus. 2.Coherence: Think across grades and link to major topics within grades. 3.Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application. 8

9. College and Career Ready Determination (CCRD) Students who achieve a College and Career Ready Determination on the high school assessment will be able to enter directly into certain entry-level, credit-bearing courses in college, without having to take placement tests.

10. The Common Core State Standards Require New Aligned Assessments  The Common Core State Standards were developed collaboratively by K-12 and postsecondary content experts and faculty to establish standards of college readiness  Higher education partners in PARCC—nearly 200 institutions and systems covering over 850 campuses across the country— committed to work with K-12 partners to develop assessments aligned to these standards and set a college-ready cut score that will be used to place incoming freshman into credit-bearing college courses 10

11. To set college-ready performance standards on the high school assessments, PARCC will use evidence from research such as: — Concurrent validity studies Compare performance on PARCC with ACT/SAT/COMPASS/Accuplacer — Predictive validity studies Connect success of students on PARCC to performance in first-year courses — Judgment studies Rate importance of CCSS standards and test items in comparison with first-year course content — Alignment studies Examine relationship between first course content and content PARCC measures Research Strategy for Validation of College and Career Ready Scores 11

12. A College and Career Ready Determination on the PARCC assessments indicate: Mastery of the core competencies in the Common Core State Standards identified by postsecondary education faculty as prerequisites for and key to success in entry- level, credit-bearing courses in English and mathematics Readiness for placement into entry-level, credit-bearing courses in ELA and mathematics A College and Career Ready Determination will not: Determine admission to college or university Replace college/university tests to place students into higher level mathematics and English courses Address non-traditional students who delay enrollment CCRD: Placement NOT Admission 12

13. What are Performance Level Descriptors? Performance Level Descriptors or PLDs describe what students at each performance level know and can do relative to grade-level or course content standards assessed.

14. Performance Level Descriptor Language 14 Level 5: Students performing at this level demonstrate a distinguished command of the knowledge, skills, and practices embodied by the Common Core State Standards assessed at their grade level. Level 4: … strong command … Level 3: … moderate command … Level 2: … partial command … Level 1: … minimal command …

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

16. 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.

17. Sub-claim A: Students solve problems involving the major content for their grade level with connections to practices Sub-Claim B: Students solve problems involving the additional and supporting content for their grade level with connections to practices Sub-claim C: Students express mathematical reasoning by constructing mathematical arguments and critiques Sub-Claim D: Students solve real world problems engaging particularly in the modeling practice Sub-Claim E: Student demonstrate fluency in areas set forth in the Standards for Content in grades 3-6 Claims for Mathematics Master Claim: Students are on-track or ready for college and careers

18. 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.

19. Several types of evidence statements are being used to describe what a task should be assessing, including: 1.Those using exact standards language 2.Those transparently derived from exact standards language, e.g., by splitting a content standard 3.Integrative evidence statements that express plausible direct implications of the standards without going beyond the standards to create new requirements 4.Sub-claim C & D evidence statements, which put MP.3, 4, 6 as primary with connections to content 19 Evidence Statement Tables: Types of Evidence Statements

20. 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.

21. The PARCC assessments for mathematics will involve three primary types of tasks: Type I, II, and III. Each task type is described on the basis of several factors, principally the purpose of the task in generating evidence for certain sub claims. 21 Overview of Task Types Source: Appendix D of the PARCC Task Development ITN on page 17

22. Overview of PARCC Mathematics Task Types 22 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 innovative, 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, 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 For more information see PARCC Task Development ITN Appendix D.

23. 23 Type I

24. 24 Type II

25. 25 Type III

26. Algebra II/Math III Sample Task

29. 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. Sub-Claim A: Major Content 1 with Connections to Practices Sub-Claim B: Additional & Supporting Content 2 with Connections to Practices Sub-Claim E: Fluency in applicable grades (3-6) Claims Structure: Mathematics Sub-Claim C: Highlighted Practices MP.3,6 with Connections to Content 3 (expressing mathematical reasoning). Sub-Claim D: Highlighted Practice MP.4 with Connections to Content (modeling/application) Total Exam Score Points: 82 (Grades 3-8), 97 or 107(HS ) Total Exam Score Points: 82 (Grades 3-8), 97 or 107(HS ) 12 pts (3-8), 18 pts (HS) 6 pts (Alg II/Math 3 CCR) 12 pts (3-8), 18 pts (HS) 6 pts (Alg II/Math 3 CCR) ~37 pts (3-8), ~42 pts (HS) ~37 pts (3-8), ~42 pts (HS) ~14 pts (3-8), ~23 pts (HS) ~14 pts (3-8), ~23 pts (HS) 14 pts (3-8), 14 pts (HS) 4 pts (Alg II/Math 3 CCR ) 14 pts (3-8), 14 pts (HS) 4 pts (Alg II/Math 3 CCR ) 7-9 pts (3-6)

30. Questions

32. Illinois State Board of Education PARCC Subclaim Percentage of Items on High School Assessments Task Types A: Solve problems with major content 39% Balance of conceptual understanding, fluency, and application Can involve any or all mathematical practice standards B: Solve problems with additional and supporting content 21% Balance of conceptual understanding, fluency, and application Can involve any or all mathematical practice standards C: Express mathematical reasoning 17% Each task calls for written arguments / justifications, critique of reasoning, or precision in mathematical statements Can involve other mathematical practice standards D: Solve real-world problems engaging in modeling 22% Each task calls for modeling/application in a real-world context or scenario Can involve other mathematical practice standards

33. Illinois State Board of Education Approximately 50% of the items on the ACT Mathematics Test involve knowledge and skills Approximately 30% of items involve direct application Approximately 20% of the items involve understanding concepts/integrated conceptual understanding Prairie State Achievement Exam

34. ILS Goal Percentage of Items on PSAE Percentage of Items from ACT Percentage of Items on WorkKeys Goal #6 – Number Sense 29%18%63% Goal #7 - Measurement 18%11%37% Goal #8 - Algebra32%40%0% Goal #9 - Geometry 19%24%0% Goal #10 – Data Analysis, Statistics, and Probability 4%7%0%

35. PARCC Comprehensive Accessibility Policies

36. Accessibility Features for All Students 36 Accessibility Features for All Students Audio Amplification Blank Paper (provided by test administrator) Eliminate Answer Choices Flag Items for Review General Administration Directions Clarified (by test administrator) General Administration Directions Read Aloud and Repeated (by test administrator) Highlight Tool Headphones Magnification/Enlargement Device NotePad Pop-Up Glossary Redirect Student to Test (by test administrator) Spell Checker Writing Tools

37. Accessibility Features Identified in Advance Available to all students (i.e., not limited to students with IEPs, 504 plans, or English learners), but will be selected and “turned on” by school-based educators prior to the assessment, based on each student’s Personal Needs Profile (PNP). Based on each student’s individual needs, a PNP is created for the student to ensure that he or she receives appropriate access without the distraction of other tools and features that are not required by the student. Although school-based educators will enable specific accessibility features for students, the student will decide whether or not to use the feature. These accessibility features will be readily available on the computer-delivered testing platform. 37

38. Accessibility Features Identified in Advance 38 Accessibility Features Identified in Advance Answer Masking Background/Font Color (Color Contrast) General Masking Line Reader Tool Text-to-Speech for the Mathematics Assessments

39. Administrative Considerations for All Students Detailed guidelines on the administration of the PARCC assessments will be included in the PARCC Test Administration Manual. Principals may determine that any student may require one or more of the following test administration considerations, regardless of the student’s status as a student with a disability or who is an English learner: – Small group testing – Frequent breaks – Time of day – Separate or alternate location – Specified area or seating – Adaptive and specialized equipment or furniture 39

40. Proposed Accommodations for Students with Disabilities

41. Presentation Accommodations 41 Content Area Presentation Accommodations Mathematics Video of a Human Interpreter for the Mathematics Assessments for a Student Who is Deaf or Hard of Hearing Braille Edition of Mathematics Assessments (Hard-copy braille tests for Mathematics) Both Content Areas Additional Assistive Technology (Guidelines available fall 2013) Tactile Graphics Video of a Human Interpreter for Test Directions for a Student Who is Deaf or Hard of Hearing Paper-and-Pencil Edition * See notes below

42. Response Accommodations 42 Content AreaResponse Accommodations Mathematics Calculation Device and Mathematics Tools* (on Non-calculator Sessions of Mathematics Assessments) Both Content Areas Additional Assistive Technology (Guidelines available fall 2013) Braille note-taker Scribing or Speech-to-Text (i.e., Dictation/Transcription or Signing) for the Mathematics assessments, and for selected response items on the English Language Arts/Literacy assessments * See notes below

43. Other Proposed Accommodations for Students with Disabilities 43 CategoryAccommodation Timing & SchedulingExtended Time Setting Many settings that were once considered accommodations are now consider accessibility features for all students and will be included in the test administrator manual. These include – separate location, small group testing, specified area or seating, time of day, and frequent breaks.

44. Unique/Emergency Accommodations A small number of students may require additional accommodations either because they are not listed in the PARCC manual, or they do not have an IEP or 504 plan but require an accommodation as a result of a recently-occurring accident or illness. PARCC states will review requests for unique accommodations in their respective states on an individual basis and will provide approval after determining whether the accommodation would result in a valid score for the student, using guidelines comparable across PARCC states. 44

45. Proposed Accommodations Policies for English Learners

46. Accommodations for English Learners 46 Accommodation BeginningIntermediateAdvanced Extended Time General Administration Directions Clarified in Student’s Native Language (by test administrator)  š General Administration Directions Read Aloud and Repeated as Needed in Student’s Native Language (by test administrator)  Scribe or Speech-to-Text: Responses Dictated for Mathematics Assessment in English  š Word-to-Word Dictionary (English/Native Language) š KEY for Table 5 below: Highly recommended for use by English learners at this English language proficiency level  Recommended for use by English learners at this English language proficiency level May not be appropriate for students at this ELP level

47. PARCC Information Release July 2013 Summative assessment cost estimates Final English Language Learners policy Final accommodations manual for students with disabilities Final performance level descriptors for all grades/courses in ELA/literacy and mathematics August 2013 Additional sample items Specific information about windows for traditional and block scheduling, when assessment components will be available within the window, models of what PARCC will look like in schools, and proctor requirements

50. Questions

51. Heather Brown – hedi0201@me.comhedi0201@me.com Jennie Winters – jwinters@lake.k12.il.us–jwinters@lake.k12.il.us For “End-of-Course” Questions, email Rachel Jachino, rjachino@isbe.net rjachino@isbe.net Any publicly released assessment policies, item prototypes, PARCC Model Content Frameworks, and other valuable resources can be found at www.PARCConline.org www.PARCConline.org www.facebook.com/ilmathcommoncore Contact 51