New Jersey Principals and Supervisors Association Legislative Conference

New Jersey Principals and Supervisors Association Legislative Conference March 21, 2014 New Jersey Department of Education

New Jersey Department of Education • Why? • New Jersey’s involvement in PARCC development • Transitioning to PARCC • Think abouts…. Performance Division Agenda 2

New Jersey Department of Education Performance Division NAEP – 8 th Grade Math 3

2013 4 th Grade Reading 2 2 8 th Grade Reading 1 1 4 th Grade Math 3 4 8 th Grade Math 2 2 New Jersey Department of Education 2011 Performance Division New Jersey’s NAEP Comparisons 4

State Test: 2011 4 th Grade Reading Pass Rate 2013 4 th Grade NAEP Reading Ranking Georgia 88. 0% 17 Kentucky 79. 0% 9 New Hampshire 77. 0% 1 Connecticut 74. 7% 2 North Carolina 71. 6% 15 Maine 68. 0% 9 California 63. 0% New Jersey 62. 8% 42 2 Massachusetts 53. 0% 1 Tennessee 44. 7% 23 New Jersey Department of Education States (Sample) Performance Division Mismatch: State Assessments & NAEP 5

Why New Assessments Now? Nationwide, current state assessments were not designed to: § Measure the key advancements in the Common Core § Assess and signal whether students are on track for success in college or careers § Produce timely, actionable data for students, teachers and parents § Test key skills, such as critical thinking and ability to problem solve § Play a key role in the improvement of instruction

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 for accountability, including measures of growth 6. Incorporate innovative approaches throughout the system

Evidence-Centered Design (ECD) Claims Evidence Design begins with the inferences (claims) we want to make about students Tasks In order to support claims, we must gather evidence Tasks are designed to elicit specific evidence from students in support of claims

General Content Claims • In ELA/literacy, general content claims at each level describe how well students are able to • Read and comprehend a range of sufficiently complex text independently • Write effectively when using and/or analyzing sources • Build and present knowledge through the integration, comparison, and synthesis of ideas • Use of context to determine the meaning of words and phrases • In Mathematics, the general content claims at each level describe how well students are able to • Solve problems involving the major content with connections to the practices • Solve problems involving the additional and supporting content with connections to the practices • Express mathematical reasoning by constructing viable arguments • Solve real world problems

Summative Assessment Components • • Performance-Based Assessment (PBA) administered as close to the end of the school year as possible. The ELA/literacy PBA will focus on writing effectively when analyzing text. The mathematics PBA will focus on applying skills, concepts, and understandings to solve multi-step problems requiring abstract reasoning, precision, perseverance, and strategic use of tools End-of-Year Assessment (EOY) administered after approx. 90% of the school year. The ELA/literacy EOY will focus on reading comprehension. The math EOY will be comprised of innovative, machine-scorable items Performance-Based Assessment (PBA) • Extended tasks • Applications of concepts and skills End-of-Year Assessment (EOY) • Innovative, computer-based items

Task/Item Development Process

Transitional Assessments Spring 2012 NJ ASK Aligned to Core Curriculum Spring 2013 Spring 2014 NJ ASK Common Core Aligned (except gr 6 -8 Math) SY 2014 -15 PARCC assessment New Jersey Department of Education Performance Division NJ Assessment Transition Timeline 12

• A review of existing test items (questions and tasks) to determine if the items had the rigor and depth associated with the Common Core. • Field tested items in 2012 and 2013 as part of NJASK to increase our Common Core item pool (Field tested items were not scored as part of a student’s score). New Jersey Department of Education • Alignment study between the New Jersey Core Curriculum Content Standards and the Common Core State Standards. Performance Division Transition Methodology 13

• Writing prompts became more text dependent, requiring students at all grade levels to ground their responses in specific evidence and information. • Students were expected to comprehend accurately use grade-appropriate general academic and domain-specific words and phrases in their reading and writing. • Fifty percent or more of the reading passages are now informational. New Jersey Department of Education • In ELA, the shifts were subtle. Performance Division English Language Arts (ELA) Content Shifts 14

2009 2010 2011 2012 2013 Difference 2012 -2013 Third 62. 8 59. 7 63. 1 66. 8 66. 3 -0. 5 Fourth 63. 0 59. 5 62. 8 58. 6 59. 6 1. 0 Fifth 65. 8 63. 0 61. 0 62. 1 61. 2 -0. 9 Sixth 69. 7 65. 3 66. 8 64. 6 66. 1 1. 5 Seventh 71. 9 69. 0 63. 4 61. 0 65. 0 4. 0 Eighth 81. 7 82. 2 82. 0 81. 4 -0. 6 NJASK Aggregate 69. 2 66. 5 66. 6 65. 9 66. 7 0. 8 HSPA Aggregate 87. 4 89. 1 90. 7 92. 7 93. 6 0. 9 New Jersey Department of Education Grade Level Performance Division English Language Arts (ELA) Proficient and Above, By Grade 15

New Jersey Department of Education Performance Division Math – Gap Analysis from Core Curriculum to Common Core, by Grade 16

2009 2010 2011 2012 2013 Difference 2012 -2013 Third* 75. 1 77. 9 78. 8 78. 3 77. 7 -0. 6 Fourth* 72. 8 76. 8 79. 1 77. 1 78. 1 1. 0 Fifth* 77. 2 78. 6 80. 5 83. 1 79. 8 -3. 3 Sixth 70. 8 71. 7 77. 4 78. 8 78. 7 -0. 1 Seventh 66. 3 64. 3 65. 8 63. 3 63. 6 0. 3 Eighth 71. 2 68. 4 71. 5 71. 7 69. 1 -2. 6 NJASK Aggregate 72. 2 73. 0 75. 5 75. 3 74. 5 -0. 8 HSPA Aggregate 81. 0 80. 7 82. 3 83. 3 85. 6 2. 3 * Aligned to Common Core State Standards. New Jersey Department of Education Grade Level Performance Division Mathematics Proficient and Above, By Grade 17

New Jersey Department of Education Performance Division Release of Assessment Results 18

Standards – Curriculum – Instructional alignment Algebra I in the middle school Current uses NJASK scale scores Current messaging about your HSPA results Integration of technology into regular classroom instruction New Jersey Department of Education • • • Performance Division Think abouts… 19