Information shared by Rachel McBroom about NCDPI's READY Assessements and Accountability model for 2012-13.

1. READY/Next Generation
Assessments in 2012-13
Common Core
Engagement
Group for
Higher
Education
Feb. 26, 2013

2. History of Implementation
Calendar for Roll-Out of New North Carolina Standard Course of Study
Subject Area Where isNorth Carolina in 2010-2011 2011-2012 2012-2013
the adoption process? School Year School Year School Year
English Language Arts
Common Common Core adopted by SBE Common Core
Core June 2010 taught
Standards
Mathematics
Common Core adopted by SBE Common Core
June 2010 taught
Science
Essential Standards adopted by SBE February New Essential Standards
2010 Current standards Current standards taught
taught and taught and
Social Studies, Healthful Living, Arts, assessed assessed
Social Studies, Arts, World Languages and
Guidance, World Languages
Healthful Living adopted by SBE in Winter New Essential Standards
2010 taught
(Guidance anticipated in S ummer 2011)
Career and Technical Education
New Essential Standards
Essential Standards adopted by SBE May 2011
taught
Early Learning
New Essential Standards
Alignment to Common Core completed in 2011
taught
Information and Technology Skills
New Essential
Essential Standards adopted by SBE New Essential New Essential Standards
Standardspiloted
September 2009 Standardstaught taught
with current SCS
English Language Development (WIDA)
New Essential New Essential New Essential Standards
Essential Standards adopted by SBE June 2008
Standardstaught Standardstaught taught
Extended Content Standards
All Extended Content Standardswill be on the same operational time line asthe standardsin each individual content
area.
Note: The next generation of End-of-Grade and End-of-Course assessments will be administered in 2012-13 in alignment with the new standards.

3. Assessment
A Closer Look at the Next
Generation of State
Assessments

4. Overview: 2012-13

5. 2012-2013 School Calendar - Draft
2012 2013
New Assessments
Last
ABCs READY
Compilation of New Data Report
Report Standard Setting to SBE
PLAN ACT
WorkKeys March 5, 2013
EXPLORE
March 19, 2013 (make-up)
March 5-19 (accommodations testing)
WorkKeys for Early Graduates in Dec
Teacher teams write Pilot test of summative and 2nd Tech Readiness Tool
field test items interim assessment items Collection Windows
and performance tasks

6. A Change in the Claim of Testing
Claims in the Past:
Proficiency
Claims in the Future:
Career- and College- Ready

7. Changing what we think of as “State Assessments”
• Constructed
This is what
we’ve known Response
+ • Performance Tasks
Summative • Computer Adaptive
Testing
Interim Tools “Along the Way”
Formative Processes “Every Day”
7

8. New Item Types and Items
Constructed-Response and Technology-Enhanced Items
• Mathematics: gridded response items
o Grades 5-8 and Math I (Algebra I/Integrated I)
• Calculator Inactive: Grades 3-8 and Math I (Algebra
I/Integrated I)
o One-third to one-half of grades 3-8
o One-third of Math I (Algebra I/Integrated I)
• English II: short constructed response, technology-
enhanced and multiple choice

9. Grade 5 Science TE Item
Distance Time Graph
5.P.1.2 Infer the motion
of objects in terms of how
far they travel in a certain
amount of time and the
directions in which they
travel (RBT =
Conceptual/Understand;
DOK = 2)
This distance/time graph shows the distance covered by an insect crawling across a
table. Using the information on the graph, place (click and drag) the remaining distances
to complete the table below.
Distance traveled in 10 seconds Distance traveled in 20 seconds Distance traveled in 25 seconds
20 cm
30 cm 40 cm 50 cm

10. Grade 8 Science TE Item
List of Species and Their Characteristics
• Estuarine species inhabit coastal areas; they are adapted to a mix of salt and fresh water
• Desert species are adapted to hot, arid areas which have large temperature fluctuations
• Very rare tree species inhabit the Amazon basin
• Reef-building coral inhabit coastal areas; their health and growth are negatively affected by
pollutants
• Salamander species in the southern U.S. depend on flowing water to keep oxygen levels high
enough for survival
If the changing conditions in the chart below occur, which species listed above will likely go extinct? Drag
and drop the species that will most likely go extinct for each changing condition.
Changing Conditions Species Likely to Go Extinct
8.L.4.1 Summarize the Sea levels rise rapidly Estuarine
use of evidence drawn
from geology, fossils, Prolonged drought
and comparative
anatomy to form the Deforestation in South America
basis for biological
classification systems Catastrophic oil spill in a coastal
and the theory of region
evolution (RBT =
Conceptual/ Amazon rare tree Desert
Understand; DOK = 2)
Salamander Reef-building coral
10

11. Grade 6 Constructed Response Item
A company is having a picnic. The expenses will be for music and refreshments.
• The music will cost $150.
• The refreshments will cost $125.
• Tickets will be sold for $2.50 per employee.
What is the minimum number of tickets that must be sold to pay for the picnic
expenses?
Note that Calculator: Inactive
students DOK: Skill/Concept
receive Domain: Expressions and
Equations
instructions Standard: 6.EE.7 Solve real-
and world and mathematical
practice for problems by writing and
gridding solving equations of the form
answers. x + p = q and px = q for
cases in which p, q and x are
all nonnegative rational
numbers.
11

12. Math I Constructed Response Item
The daily profit, P, of a business that sells x units of a product each day is given by the
function P = –2x2 + 200x + 3,000. The number of units sold on Tuesday was 10 less
than the number needed for maximum possible profit. What is the difference between
the actual profit on Tuesday and the maximum possible profit?
Enter your response here:
Only 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, ., -, and / are allowed.
Calculator: Inactive
DOK: Skill/Concept
Domain: Interpreting Functions
Standard: F.IF.4 For a function that models a relationship
between two quantities, interpret key features of graphs and
tables in terms of the quantities, and sketch graphs showing
key features given a verbal description of the relationship. Key
features include: intercepts; intervals where the function is
increasing, decreasing, positive, or negative; relative
maximums and minimums; symmetries; end behavior; and
periodicity.
12

13. English II Multiple-Choice Item
Moonrise Which line from the poem describes the
by Jenette Purcell speaker’s feelings about loving someone?
City night sky “when I have so little left to
gives itself to me again receive it”
when I have so little left to receive it.
I am dark, crumbling
and you are rivers and trees away “are wide open to me always, but”
searching your own night sky for a sign.
The strong gates of your heart
are wide open to me always, but, “paths and places I hold your
if only. memories
So I wait, as seasons before, decades before,
fathers and mothers before me still inside
watch and listen. “at the fullness forming”
Suddenly,
bamboo, bones, fiber, fences, DOK: Skill/Concept
water, glistening koi,*
all the tiny rooms, Standard: Reading for Literature (RL.1)
paths and places I hold your memories Key Ideas and Details: Cite strong and
relax thorough textual evidence to support
in audible, reverent wonder
at the fullness forming analysis of what the text says explicitly
on this horizon’s edge. as well as inferences drawn from the
*
koi: colorful fish that symbolize love and friendship text.
13

14. English II Constructed-Response Item
Moonrise In Moonrise, explain how the theme is
developed throughout the poem. Use specific
by Jenette Purcell details to support your answer.
City night sky
gives itself to me again
when I have so little left to receive it.
I am dark, crumbling
and you are rivers and trees away
searching your own night sky for a sign.
The strong gates of your heart
are wide open to me always, but,
if only.
So I wait, as seasons before, decades before,
fathers and mothers before me still inside
watch and listen. DOK: Strategic Thinking
Suddenly, Standard: Reading for Literature (RL.2)
bamboo, bones, fiber, fences,
water, glistening koi,* Key Ideas and Details: Determine a
all the tiny rooms, theme or central idea of a text and
paths and places I hold your memories analyze in detail its development over the
relax
in audible, reverent wonder course of the text, including how it
at the fullness forming emerges and is shaped and refined by
on this horizon’s edge. specific details; provide an objective
*
koi: colorful fish that symbolize love and friendship summary of the text.

15. Scoring Rubric for Constructed-
Response Item
In Moonrise, explain how the theme is developed throughout the
poem. Use specific details to support your answer.
Score Rubric
(points)
2 • Identifies the theme of the poem
• Uses at least one example of how the theme is revealed
in the poem
• Writes a response that explains how the theme is
developed throughout the poem
1 • Identifies the theme of the poem
• May or may not use at least one example of how the
theme is revealed in the poem
• Writes a response that may or may not explain how the
theme is developed throughout the entire poem
0 • Fails to identify the theme of the poem
• Fails to use at least one example of how the theme is
developed in the poem
• Fails to write a response that explain show the
theme is developed throughout the poem

16. English II Technology-Enhanced Item
Select (by clicking) the synonym that can replace reverent in the poem.
Excerpt from Moonrise
by Jenette Purcell
Suddenly, DOK: Skill/Concept
bamboo, bones, fiber, fences, Standard: Reading for Literature
water, glistening koi,* (RL.4)
all the tiny rooms, Craft and Structure: Determine
paths and places I hold your memories the meaning of words and phrases
relax as they are used in the text,
in audible, reverent wonder including figurative and
at the fullness forming connotative meanings; analyze the
on this horizon’s edge. cumulative impact of specific word
choices on meaning and tone
respectful (e.g., how the language evokes a
sense of time and place; how it
redundant sets a formal or informal tone).
amazed
significant

17. Want More Info?
• FAQ’s, Released Forms, Example Items, Test
Specifications
http://www.ncpublicschools.org/accountability/testing/
• Tutorial of New Assessments
http://go.ncsu.edu/nctdemo

18. READY Accountability
Model

19. Accountability
Purpose – Indicators – Key Ideas
▲
Provide incentives and supports to
• Improve Student Learning Outcomes
• Raise Graduation Rates
• Close Achievement Gaps

20. High School
School Accountability
Purpose – Indicators – Key Ideas
▲
Status Growth Progress
Indicators Indicators Indicators
“this year” “trend over time
“combined
for groups of
individual
students”
student’s growth”
End of Course Δ End of Course
Δ End of Grade
EOG
ACT 3-8 Math Δ ACT
3-8 Math
EVAAS
Graduation Rates Growth Δ Graduation Rates
School-wide
Math Course Rigor Δ Math Course Rigor
WorkKeys Δ WorkKeys
Graduation Project

21. How each indicator is defined
Performance Composite • Percent of proficient tests in a school
(Elementary and High) • All tests, subjects, and grade levels
• Uses the EOG/EOC test data
Algebra II/Integrated III • Percent of graduates who take and pass Alg. II
or Int. Math III
• Excludes the 1% population
Graduation Rate • Percent of students that graduate within 4
years and within 5 years
(4-year cohort graduation rate)
WorkKeys • Percent of seniors who are CTE concentrators
who achieve a Silver certificate, or better, on
the WorkKeys assessment
ACT • Percent of students who meet college
readiness targets
Graduation Project • Did a school implement a graduation project ?

22. Alignment Between Indicators in High
School
High School Performance
Grades
• Performance Composite
End of Course • Algebra II/Integrated III
• Graduation Rate
Math Course Rigor
• WorkKeys
Graduation Rates • ACT
WorkKeys Key Point: The set of indicators are
shared and set a college and career-
ACT
ready expectation. The Graduation
Graduation Project Project is not part of the school grade.

23. Want More Info?
• NCDPI’s ACT Website
http://www.ncpublicschools.org/accountability/act/
• ACT’s NC specific website
http://www.act.org/stateservices/northcarolina/
*This site has several specific resources for Higher Education