Mass drive in_PARCC_presentation_10.31.13

PARCC
MASS Drive-in Conference
October 31, 2013

Bob Bickerton, Senior Associate Commissioner
Maureen LaCroix, Special Assistant to Deputy Commissioner

AGENDA
1. A brief history of MCAS and the high school
graduation “Competency Determination”
2. An overview of PARCC
3. A summary of our two-year transition plan from
MCAS to PARCC
a)
b)
c)
d)
e)

Impact on Accountability System
Special Education accommodations
Board decision timeline
Considerations for Educator Evaluation
Technology questions and needs

4. Questions and concerns
Massachusetts Department of Elementary and Secondary Education

2

Massachusetts Comprehensive
Assessment System (MCAS)
State law specifies the adoption of a testing
program that:
 tests all students who are educated with
Massachusetts public funds, including students with
disabilities and limited English proficient students;
 measures performance based on the Massachusetts
Curriculum Frameworks; and
 reports individual student, school, and district
performance.


3

Massachusetts Curriculum Frameworks
Curriculum Framework

First Adopted

Revised / Updated

Mathematics

1995

2000, 2004*, 2011

English Language Arts

1997

2001, 2004*, 2011

Science and Technology /
Engineering

1995

2006

History / Social Science

1997

2003

Comprehensive Health

1995

1999

Arts

1995

1999

Foreign Language

1995

1999

Vocational Technical
Education

2006

Pending

* Updates in 2004 to support NCLB requirement to test all grades from 3 through 8

Transition to New, More Rigorous
Standards
 Common Core State Standards:
2011 MA Curriculum Frameworks for ELA/Literacy and
Mathematics incorporate the CCSS.
 Public school districts, public charter schools, and
educator preparation programs in colleges and
universities are implementing the new standards
• SY 2012: Introduction of 2010 standards
• SY 2013: Near full implementation of 2010 standards
• SY 2014: Full implementation of 2010 standards


5

Key Shifts in the ELA/Literacy
Standards
1. Equal emphasis on literary and informational
texts
2. Reading, writing, and speaking grounded in
evidence from text
3. Writing in response to one or more texts
4. Regular practice reading complex texts and
academic language
6


Key Shifts in the Mathematics
Standards
1. Each grade focuses on fewer standards:
a) each standard addressed more deeply
b) coherent progression across grades

2. Conceptual understanding of topics is
foundational
3. Students are expected to extend their
knowledge to real-life modeling and
application

7

Origins of PARCC: The
Massachusetts Vision
Next Generation Assessment:
Massachusetts was one of three states (with
Louisiana and Florida) to conceptualize a next
generation assessment system focused on the

new college and career ready
standards. Those early discussions and planning
evolved into the state-driven PARCC initiative and
partnering with other states.

9


PARCC in Massachusetts
2010 Memorandum of Agreement
(Signed by Governor Patrick, Secretary Reville and
Commissioner Chester)

Massachusetts signs memorandum of agreement
(MOA) making a commitment to adopt PARCC
assessments “…provided they are at least as

comprehensive and rigorous as our current MCAS
assessments, if not more so.”


10

PARCC Partnership
In Massachusetts, PARCC has provided a vehicle for
creating a new, extraordinary partnership with higher
education. That partnership includes:
1.

Higher education faculty involved in the development of
PARCC.
2. A commitment from higher education that the PARCC
“college and career ready” standard wil qualify students for
placement into credit-bearing coursework.
11


Why Do We Need A New
Assessment?
Common Core State Standards: MA 2010
ELA & Math Standards incorporate the Common Core.
1. The new standards include significant changes
and shifts from the prior standards.

2. MA must implement an assessment aligned to
the new standards
3. MCAS would require significant changes to be fully
aligned with the MA 2010 Standards
12


Why Now?
When our state accepted RttT and additional
stimulus funding, we committed to administer an
assessment aligned to the CCSS by 2014-2015.

Why Are We Field Testing in the spring 2014?
1. When we signed onto PARCC, we agreed to a 4year development plan.
***This is the fourth year – all states in the consortium
are field-testing items.

2. We should not adopt a test built without
Massachusetts student data.


13

Why PARCC?
The PARCC consortium received $186M to
design a new assessment system
***Significant quality and cost benefits.
1. Massachusetts has played and continues to play
key leadership and “hands on” roles in the design
and development of the PARCC assessments
2. All indications to date are that PARCC will provide a
better assessment system than MCAS
14


Why PARCC? Focus on Standards
The PARCC summative assessments:
1. Focus on grade-level or course-specific standards
leading to college & career readiness.
2. Include performance-based assessments (PBAs) that
provide opportunities for students to demonstrate
their mastery of skills and abilities where current
assessments fall short.
a) ELA: literary analysis, narrative writing, research
simulations.
b) Math: real-life modeling and applications.


15

Spring 2014 PARCC Field Test
 Approximately 15% of MA students in grades 3-11
• randomly selected, by grade and classroom
• students will take portions of ELA/Lit –OR– Math

 Computer-based or paper-and-pencil
 Testing windows:
• March 24-April 11 Performance-based assessment (PBA)
in ELA & Math.
• May 5-June 6 End-of-year assessment (EOY) in ELA &
Math.

 Grade 10 students will be selected for end-of-year
(EOY) only.

17

Special Education and the
Spring 2014 Field Test
What if the field test doesn’t provide the full suite
of access tools?
You may exempt students whose accommodation is
not yet available.

18


Considerations for
Accountability
Making a Recommendation to the Commissioner

Accountability in 2013/14
By far your most articulated concern:

Tens of thousands of students will take a PARCC
field test and opt out of MCAS in that subject
area. This leaves ESE and districts with less
MCAS data with which to make all sorts of
decisions.
As a result, what policy shifts, particularly related
to accountability, will ESE have to make?


20

Accountability options
The options we will present today are not
exhaustive:
Do you like a particular option over the others?
Would you tweak an option?
Do you have new ideas entirely?

There are pros and cons to every option
Options only apply to those schools that
participate in the field test
Your input will inform the Commissioner’s
decisions

Goal: find a happy medium
The extremes are off the table.

Extreme #1: Despite the missing data, ESE makes
accountability determinations as usual.

 May not provide an accurate reflection of your schools
performance
 Wouldn’t be fair to you.

Extreme #2: Shut down the accountability system.

 ESE has responsibility to make determinations on behalf of
students.
 Limited number of classes, grades and students will be
field tested; we will have data for the vast majority of
students
 State and federal laws won’t allow it.

22

Option 1: Grade Level Exception
School is given the highest score (CPI, Percent
Proficient, SGP) of:

Calculations including the field-tested grade(s)
Calculations excluding the field-tested grade(s)

23


Option 1: Grade Level Exception
Pro

Con

Keeps accountability system Scores may not be entirely
going as per state and
accurate
federal law
If we exclude an atypically
high performing grade, the
school is harmed by having
participated in the field test
Won’t work for schools with
only 1 tested grade (e.g., a
K-3 school)

24

Option 2: Use if Representative
We determine whether the achievement of
students who are opted out of MCAS is
representative of the overall achievement in
that school:
1. If student sample is skewed (high proportion
of higher or lower achieving students), then
school’s scores and level cannot move down
(“held harmless.”)
2. If student sample was representative, then
accountability determinations are made as

usual.


25

Option 2: Use if Representative
Pro

Con

Keeps accountability system Requires additional data
going as per state and
collection and is based on a
federal law
judgment made by the
Department

26


How would we determine whether
the sample is representative?
We would first find out who was selected for the
PARCC field test and opting out of MCAS, and
compare their “predicted” 2013-14 scores
to the non-selected student “predicted”
2013-14 scores. If the school is projected to
be negatively impacted, they would receive a
hold harmless accountability determination. It
is important to note that this would be withinschool comparison and not like SGPs which are
statewide comparison groups.

27

PARCC Transition Plan
Timelines and Considerations

Transition Plan Timeline
November 2013: Recommendation to Board of
Education to approve PARCC Transition Plan which
includes the following:
District Choice: Massachusetts led the way to enable
districts to choose whether to administer MCAS or
PARCC in 2014/15.
MCAS only for Grade 10 in 2014/15 and 2015/16
MCAS for Competency Determination through Class of 2018
Budget will determine extent to which we can make PARCC
end-of-course assessments available for grades 9 and 11

PARCC Test: for grades 3-8 in 2015/16


29

Spring 2015 Administration
1. Dual administration of PARCC and MCAS, but
no double-testing of students
2. Districts/schools choose PARCC or MCAS
3. PARCC will offer computer-based and paperand-pencil tests
4. For accountability, ESE is recommending a
“hold harmless” policy for districts/schools
that choose PARCC
30


The PARCC Decision
1. Rigor: We will use the results of the field test to
evaluate the rigor of PARCC items in Fall 2014

2. Quality: We are conducting comprehensive,

independent reviews to evaluate PARCC’s readiness
to deliver a quality assessment
3. Opportunity: We will evaluate the ability of PARCC
to assess standards and measure skills and abilities
we cannot assess with MCAS.
31


Recommendation to the Board
Before the final Board Decision, we will
analyze::
1. Results of 2014/15 test administration and the
2. Summer 2015 Standard Setting to inform the
Board’s decision on whether or not to adopt
PARCC in the Fall 2015.

32


Transition to PARCC:
Competency Determination
 At least through Class of 2018: Grade 10
students will take MCAS tests/retests in ELA,
Mathematics, and Science and Tech/Engineering
 In spring 2015 and spring 2016, grade 10 students will
take MCAS (not PARCC) for CD
 MCAS retests continue through at least spring 2018

 Science and Tech/Engineering tests will continue
during PARCC implementation
 This fall: ESE will provide updates for classes of
2019 and beyond

33

Implications for Educator
Evaluation System
Student Impact Rating

Educator Evaluation:
Student Impact Rating
Requirement: By the 2014/15 school year,
educators must be matched with at least two
measures, drawing from the following sources:
Statewide growth measures (median SGPs),
must be used where available, and
District-Determined Measures (DDMs)

District Expectations: ESE will compute SGPs
for educators who teach ELA and Math in
grades 4-8

35

Impact of PARCC on Educator
Evaluation
2013-14 PARCC Field Test and 2014/15 MCAS
or PARCC Option Year:
 Issue: Educators whose students field test the
PARCC performance based assessment in 2013/14
may be exempted from MCAS; these students will
not have SGPs in 2013/14 or 2014-15
 Issue: The Department will need to provide growth
scores for students whose new assessment score is36
based upon PARCC after one or more prior years
of scores based upon MCAS

Impact on Ed Eval (continued)
Why this Matters:
2013/14: some districts intend to begin impact
ratings this SY and may not have MCAS SGPs
available for some classes of students
2014-15 is Year 1 of Student Impact Rating data
collection.
Districts may have to identify an additional DDM
for these educators, BUT will be required to use
SGPs in future years.


37

Impact on Ed Eval (continued)
Potential Solutions:
 Districts may consider dispersing students who
participate in the 2013/14 PARCC field test as
they assign students to classes in 2014/15 to
ensure there are enough students with SGPs in
each class to support computing a median SGP
 The Department is working with national experts
who are confident that we can provide a reliable
growth score when students switch from MCAS to
PARCC.

38

We need your feedback
on these Educator
Evaluation options
39

Communications
Parent Letter: The Department will provide a

sample letter for parents regarding non-participation in
MCAS (and therefore no scores in a subject.)

Working with MASC: The Department is

working with MASC to provide resources for use with
school committee members.

Regional Presentations: The Department is
scheduling meetings with all associations and will
make multiple targeted and open regional
presentations over the coming months.

Technology Questions
1. Will districts be able to access the test across
multiple technology platforms?
•

PARCC has adopted minimum requirements that are close to
being “device agnostic”

2. How long will there be a paper/pencil option?
•

At least through 2015-2016 and possibly beyond

3. What if we don’t have the technology or
bandwidth?
a) FCC is committed to expanded eRate options and funding
b) The Department is working with the Administration and the
Treasurer’s Office to help districts meet the matching
requirement

SPED Accommodations
What are the universal accommodations
embedded in PARCC?
1. Massachusetts’ portfolio of accommodations has
largely been adopted by PARCC
2. APIP (a new way of attaching the accommodation
directly to each item)
3. Accommodations automatically activate as
appropriate depending on the student’s disability
and instructional/testing requirements
42


Quick Reminders
Level 4 Schools may choose to opt out of
PARCC Field Test:
1. No justification required.
2. May exercise MCAS opt out; many
implications (+/-) to consider.

Grade 10 Students through the Class of
2018 will do MCAS (for competency
determination.)
MCAS Science testing continues (including
for the Science competency determination.)

43

PARCC Timeline in MA
SYs 2011-12, 2012-13

SY 2012-13

SY 2013-14

Phase I Design &
Development
 Content

Phase II
Development
• State-led item

BESE Votes on
Transition Plan

frameworks & test
specifications

reviews
• Item tryouts and
analysis

Field Testing
 Spring
Administration

SY 2014-15

MCAS + Initial
administration
of PARCC
assessments

2015

Summer: Set 5
achievement
& CCR
performance
levels
Fall: BESE Vote
on adoption

SY 2015-16

PARCC
[except
grade 10]

44


For More Information
For more information regarding PARCC and the
2014 Field Test, please visit the PARCC website
at http://www.parcconline.org/field-test.
If you have questions regarding the PARCC
Field Test, please contact Pearson’s PARCC
Support Center: 1-888-493-9888 (open
Monday through Friday, 6:00am to 8:00pm
CST) or PARCC@support.pearson.com.
If you have questions regarding state policies,
45
Additional guidance is available at www.parcconline.org/field-test

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