1. HSPA HSPA (High School Proficiency Assessment) Assesses knowledge and skills of NJCCCS Every class must teach those standards Must pass to graduate high school

2. Schedule - Testers Tuesday, March 5 – Thursday, March 7 Tuesday= Test completed @ 11:05 am Wednesday= Test completed @ 10:15 am Thursday= Test completed @10:25 am

3. Scoring Scores in Language Arts & Mathematics Advanced Proficient 250 + Proficient 200 - 249 Partially Proficient 200 - Scores received in June

4. Questions Multiple Choice A – D Open - Ended –Written text –Draw a diagram –Construct a numerical response Answers MUST be written in answer folder

5. HSPA Schedule DAY ONE – Tuesday, March 5, 2013 Mathematics = 3 hours, 16 minutes DAY TWO – Wednesday, March 6, 2013 Language Arts = 2 ½ to 3 hours DAY THREE – Thursday, March 7, 2013 Language Arts = 2 ½ to 3 hours

6. HSPA Mathematics Tuesday, March 5, 2013 3 Hours and 16 minutes

7. HSPA Math Section- Overview The HSPA assesses 4 Core Curriculum Content Standards in Mathematics - Number and Numerical Operations - Geometry and Measurement - Patterns and Algebra - Data Analysis, Probability, and Discrete Mathematics Mathematics

8. HSPA – Mathematics Standards Standard 1 – Number and Numerical Operations Number Sense Numerical Operations Estimation

9. HSPA – Mathematics Standards Standard 2 – Geometry & Measurement Geometric Properties Transforming Shapes Coordinates of Geometry Units of Measurement Measuring Geometric Objects

10. HSPA – Mathematics Standards Standard 3 – Patterns and Algebra Patterns and Relationships FunctionsModelingProcedures

11. HSPA – Mathematics Standards Standard 4 – Data Analysis, Probability, and Discrete Mathematics Data Analysis (Statistics) Probability Discrete Mathematics – systematic listing and counting Discrete Mathematics – vertex-edge graphs and algorithms

12. HSPA – Mathematics Standards Standard 5 – Mathematical Processes Problem Solving CommunicationConnectionsReasoningRepresentationsTechnology

13. Math Assessment Question Type The HSPA has two major types of questions. Multiple choice – the students are asked to choose one correct answer from among four choices. Multiple choice questions add much to the reliability and consistency of the test because many good questions that focus on a broad range of skills can be answered in a short span of time. MC questions are objective and do not require scoring by trained professionals.

14. Math Assessment Question Type The second type of question is the open-ended question. Students will answer these questions with short or long written responses. The advantage of this type of question is that it allows the children to express what they know about each question in their own words. Students may also present their response using diagrams, graphics, and/or pictures. New Jersey has many years of experience in developing and scoring this type of question.

15. Math Assessment Overview – cont’d HSPA contains a total of 48 items 40 multiple choice items (includes FT items) 8 open-ended items (includes FT items) Each multiple choice item is worth 1 point. Each open-ended item is worth 3 points. Total points possible: 48 points

16. Math Assessment Overview – cont’d 15% (7) of the points on the HSPA assess Number and Numerical Operations 25% (12) of the points on the HSPA assess Geometry and Measurement 30% (14) of the points on the HSPA assess Patterns and Algebra 30% (15) of the points on the HSPA assess Data Analysis, Probability, and Discrete Mathematics

17. Math Assessment Overview – cont’d It is the number of raw points necessary to achieve a proficient score that determines how well a student achieves the NJ CCCS On the March 2004 HSPA the raw points necessary to achieve “proficient” was 20/47. The number of raw points to achieve “advanced proficient” was 35/47. Depending on the difficulty level and equating of the test, these raw point cut offs may vary from year to year.

18. HSPA Language Arts Wednesday and Thursday, March 6 - 7, 2013 2 ½ to 3 hours each day

19. HSPA LA Section – Overview Day One and Two 1 Reading Text (Narrative or Persuasive) -10 Multiple Choice -10 Multiple Choice - 2 Open-Ended Responses 1 Writing Task - Either a Expository Essay (NEW) or Persuasive Essay Field Test Component (s)

20. Reading Passages Narrative Passage (50 minutes) - 10 Multiple-Choice Questions - 2 Open-Ended Responses Persuasive Passage (45 minutes) - 10 Multiple-Choice Questions - 2 Open-Ended Responses

21. Open-Ended Questions - SAMPLE Mr. Helmholtz is known for never losing his temper when students play badly. We are told that when some students in the C Band played very badly, his "expression did not change." -Identify a possible reason why he does not become irritated. Explain how this helps you to understand his behavior toward students later in the story. -Provide specific information from the story to support your response.

22. Open-Ended Questions – SCORING RUBRIC 4 – Clearly demonstrates understanding of task, competes all requirements, and provides an insightful explanation/opinion that links to or extends aspects of the text. 3 – Demonstrates an understanding of the text, completes all requirements, and provides some explanation/opinion using situations or ideas from the text as support. 2 – May address all of the requirements, demonstrates partial understanding of the task, and uses text incorrectly or with limited success resulting in an inconsistent or flawed explanation. 1 – Demonstrates minimal understanding of the task, does not complete the requirements, and provides only a vague reference to or no use of the text. 0 – Irrelevant or off-topic. (For more specific scoring pointers, your handout contains a rubric that coincides with SAMPLE question on Mr. Hemholtz)

23. Open-Ended Questions - TIPS When answering an open-ended question, keep the following in mind: Did you read ALL parts of the question? Did you focus your answer on the question asked? (It is often helpful to restate the question in your answer) Did you respond to BOTH bullets? Did you fully explain/develop your answer? (Pretend that your reader has never read the passage) Did you cite specific quotes or text from the passage to help support your answer? Did you provide additional insight to explain/develop your answer? (Make connections beyond the text)

24. Writing Prompts Expository Essay (? minutes) (NEW) - - Sample: “Although fear is a common human emotion, our response to it varies. Using an example from literature, history, science, film, or your own experience or observation, write an essay analyzing a particular response to fear and the effect of that response.” Persuasive Prompt (60 minutes) - A “Writing Situation” is proposed; students must follow the prompt and write a cohesive response. Pre-writing will NOT be scored.

25. Persuasive Writing - SAMPLE Writing Situation Beginning in September, cameras will be used in classrooms in your school. The cameras will allow principals to monitor any classroom during the day. Cameras will also allow parents and students to connect to the Internet and view classroom activities from home. The use of cameras in classrooms has created a controversy in your community. You decide to write a letter to the Board of Education expressing your opinion on the use of cameras in classrooms. Directions for Writing Write a letter to the Board of Education either supporting or opposing the use of cameras in classrooms. Use reasons, facts, examples, and other evidence to support your position.

26. Persuasive Writing - TIPS Pay close attention to the “Writing Situation” and “Directions for Writing”. Is the task asking you to… a) Write an Essay b) Write a Letter Do you have a minimum of 5 paragraphs in your writing? (Introduction, 3 body paragraphs with reasons, Conclusion) Does your introduction restate the question, captivate the reader’s interest, and contain a “thesis”? Do your 3 body paragraphs stay focused? (All paragraphs MUST remain on one side of the argument – supporting or opposing ; the writing cannot contain both sides of the argument) Does each of the 3 body paragraphs contain details and evidence that support your argument? Does your conclusion summarize your argument and leave the reader with something to ponder?