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 1

2. Chancellor's Principal Conference June 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

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 3

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) 4

5. TRANSITIONING TO THE COMMON CORE IS A MULTI-YEAR PROCESS  New York State adopts Common Core standards 55  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

6. NEW YORK STATE TEST TRANSITION PLAN 6 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/ Grade 2011-122012-132013-142014-15 English Language Arts Grades 3-8 Aligned to 2005 Standards Aligned to the Common CorePARCC 1 Grade 11 Regents Aligned to 2005 Standards Regents exam aligned to the Common Core 2 Regents exam aligned to the Common Core / PARCC 1,2 Math Grades 3-8 Aligned to 2005 Standards Aligned to the Common CorePARCC 1 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 II Aligned to 2005 Standards Additional State Assessments NYSAA 4 Aligned to 2005 Standards Aligned to the Common Core NCSC (Alt Assessment Consortium) NYSESLAT Aligned to 1998 Standards Aligned to the Common Core

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. 7

8. 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 8 *Focus area in the citywide instructional expectations

9. 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? 9

10. SHIFTS IN ELA—8 TH GRADE EXAMPLE ShiftRepresentation in Assessment Items Balancing informational and literary texts N/A Building knowledge in the disciplines N/A Staircase of complexity More 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 sources While 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…”) 10

11. SHIFTS IN MATH—6 TH GRADE EXAMPLE ShiftRepresentation in Assessment Items FocusN/A CoherenceN/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. Application Students 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 IntensityN/A 11

12. SHIFTS IN MATH—3 RD GRADE EXAMPLE ShiftRepresentation in Assessment Items FocusN/A CoherenceN/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. 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 IntensityN/A 12

13. 13 End-of-Year Assessment (EOY) Innovative, computer- based items Required 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 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

14. EXAMPLE 3 RD GRADE PROBLEM DOMAIN: OPERATIONS AND ALGEBRAIC THINKING 14 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.

15. EXAMPLE 6 TH GRADE PROBLEM DOMAIN: RATIOS AND PROPORTIONAL RELATIONSHIPS 15 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 -Sample 2012-13 items and assessment information: www.engageny.orgwww.engageny.org -PARCC Model Content Frameworks (including standards prioritization in math): http://www.parcconline.org -Assessment transition timeline and other resources: www.engageny.orgwww.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/Common CoreLibrary http://schools.nyc.gov/Academics/Common CoreLibrary -Periodic Assessment resources aligned to the CCLS: https://portal.nycenet.edu/Accountability/Ass essment/PeriodicAssessments https://portal.nycenet.edu/Accountability/Ass essment/PeriodicAssessments -Task bundles, math curriculum guidance, resources for text-dependent questions, etc.: http://schools.nyc.gov/Academics/Common CoreLibrary http://schools.nyc.gov/Academics/Common CoreLibrary -This PowerPoint to turnkey and share with others at your school (to be posted to the Common Core Library following the conference) 16

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 17

18. QUESTIONS? 18

19. APPENDIX – PARCC DETAILS 19

20. PARCC ASSESSMENTS OVERALL DESIGN 20 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 21 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 ASSESSMENT TECHNOLOGY AND SCORING 22 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. 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

24. 24