New Jersey Principals and Supervisors Association

Legislative ConferenceMarch 21, 2014

New Jersey Department of Education

Agenda• Why?• New Jersey’s involvement in PARCC development• Transitioning to PARCC• Think abouts…. Pe

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NAEP – 8th Grade Math

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New Jersey’s NAEP Comparisons

2011 2013

4th Grade Reading 2 2

8th Grade Reading 1 1

4th Grade Math 3 4

8th Grade Math 2 2

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Mismatch: State Assessments & NAEP

States (Sample) State Test: 2011 4th Grade Reading Pass Rate

2013 4th Grade NAEP Reading Ranking

Georgia 88.0% 17Kentucky 79.0% 9New Hampshire 77.0% 1Connecticut 74.7% 2North Carolina 71.6% 15Maine 68.0% 9California 63.0% 42New Jersey 62.8% 2

Massachusetts 53.0% 1Tennessee 44.7% 23

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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

Why New Assessments Now?

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

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

• 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

General Content Claims

Summative Assessment Components

End-of-Year Assessment (EOY)

• Innovative, computer-based items

Performance-BasedAssessment (PBA)• Extended tasks• Applications of

concepts and skills

• 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

Task/Item Development Process

NJ Assessment Transition Timeline

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Spring 2012

NJ ASK Aligned to

Core Curriculum

Spring 2013

NJ ASKCommon

Core Aligned

(except gr 6-8 Math)

Spring 2014

NJ ASKCommon

Core Aligned

SY 2014-15

PARCC assessment

Transitional Assessments

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Transition Methodology• Alignment study between the New Jersey Core Curriculum

Content Standards and the Common Core State Standards.

• 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).

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English Language Arts (ELA) Content Shifts

• In ELA, the shifts were subtle.

• 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 and 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.

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English Language Arts (ELA) Proficient and Above, By Grade

Grade Level

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 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

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Math – Gap Analysis from Core Curriculum to Common Core, by Grade

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MathematicsProficient and Above, By Grade

Grade Level

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

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* Aligned to Common Core State Standards.

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Release of Assessment Results

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Think abouts…• 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

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