massachusetts reading first

1. Leadership Meeting April 26, 2007 Worcester Hotel & Conference Center

2. Objectives To continue the conversation about MCAS that we began at the last Leadership Meeting To focus on the content of the assessment including test development To outline our plan for providing professional development on open-response questions beginning this summer

3. Objectives To share ideas with colleagues about improving student achievement To present The Massachusetts PreK � 12 Literacy Plan: Report and Recommendations of the Literacy Task Force To discuss what went well this year, and what you�d like the Office of Reading to consider for next year

4. Overview of MCAS Content NOT Statistics At the last meeting Bob Lee, Lead statistician from the Office of Student Assessment at the Department, talked to you about the statistics behind the assessment. He talked about equating, and how the test is constructed to ensure that the standard remains the same over time. Questions came up at the last series of meetings about the content of the test, and how it is constructed. Specifically, about readabilities, etc. So we�ve decided to continue the conversation today, focusing on content not statistics. Additionally, today will offer a preview of our plans in the Office of Reading to provide professional development on written response to text. We�ll begin this summer, August 1 and 2, with a two day institute on close reading of selected texts, and writing questions that measure our ELA standards. We�ll also look at the questions in your core programs and review them carefully. The point is not to ask ALL the questions, rather to students to answer questions that are well constructed, and allow teachers to measure where their students are in terms of meeting proficiency. At the last meeting Bob Lee, Lead statistician from the Office of Student Assessment at the Department, talked to you about the statistics behind the assessment. He talked about equating, and how the test is constructed to ensure that the standard remains the same over time. Questions came up at the last series of meetings about the content of the test, and how it is constructed. Specifically, about readabilities, etc. So we�ve decided to continue the conversation today, focusing on content not statistics. Additionally, today will offer a preview of our plans in the Office of Reading to provide professional development on written response to text. We�ll begin this summer, August 1 and 2, with a two day institute on close reading of selected texts, and writing questions that measure our ELA standards. We�ll also look at the questions in your core programs and review them carefully. The point is not to ask ALL the questions, rather to students to answer questions that are well constructed, and allow teachers to measure where their students are in terms of meeting proficiency.

5. MCAS Overview Question types and points: Grade 3 is a little different from the grades 4-8 and 10 test Grade 3 test: 7 passages (3-4 of each long and short) 40 multiple choice items (1 point each) 2 open-response items (4 points each) We�ll begin by looking at the entire assessment. The items, passages, and how the test is constructed. You have a handout called Massachusetts Department of Education ELA test blueprint We�ll begin by looking at the entire assessment. The items, passages, and how the test is constructed. You have a handout called Massachusetts Department of Education ELA test blueprint

6. MCAS Overview Grades 4-8 and 10 6 passages (3 long and 3 short) 36 multiple choice items (1 point each) 4 open-response items � 4 points each Grades 4, 7 and 10 also include a writing component- the long composition

7. For example: 2006 grade 3 test Okay, so let�s talk a little bit about what we mean by Literary and Non-literary text Moving forward, we�re going to use the definitions found in the 2009 NAEP framework. They classify text into two broad categories:Literary And Informational So, looking at the 2006 grade 3 test there were 7 passages: 4 were literary 2 were informational 1 was literary non-fiction Okay, so let�s talk a little bit about what we mean by Literary and Non-literary text Moving forward, we�re going to use the definitions found in the 2009 NAEP framework. They classify text into two broad categories:Literary And Informational So, looking at the 2006 grade 3 test there were 7 passages: 4 were literary 2 were informational 1 was literary non-fiction

8. For example: 2006 grade 3 test

9. Authors 50% must come from Appendices A and B Appendix A: Suggested Authors, Illustrators, and Works Reflecting Our Common Literary and Cultural Heritage Some examples: George Selden Thompson -Ellen (2005, grade 3) Robert Louis Stevenson- My Shadow (2005, grade 4) A.A. Milne - Waiting at the Window (2006, grade 3) Rachel Field- Some People (grade 4, 2004) Ian Fleming � Chitty Chitty Bang Bang (grade 4, 2003) Lewis Carroll � Alice in Wonderland (grade 4, 2002) 50% of the test AT ALL GRADE LEVELS Comes from Appendix A and Appendix B in the Massachusetts ELA framework50% of the test AT ALL GRADE LEVELS Comes from Appendix A and Appendix B in the Massachusetts ELA framework

10. Authors 50% must come from Appendices A and B Appendix B: Suggested Authors and Illustrators of Contemporary American Literature and World Literature Some examples: Johanna Hurwitz - The Recital (2006, grade 3) Patricia McKissak � Now That I Have A Green Thumb (2004, grade 3) Paul Fleischman � Gonzalo (2004, grade 4) Jane Yolen- Homework (2003, grade 4) Jack Prelutsky � The Snail (2004, grade 3) and The Pack Rat (2003, grade 3) Looking at Nell Duke�s book: Page 147 20 Authors of Informational text worth studying: Several were also found in Appendix B Joanna Cole Gail Gibbons Milton Meltzer Seymour SimonLooking at Nell Duke�s book: Page 147 20 Authors of Informational text worth studying: Several were also found in Appendix B Joanna Cole Gail Gibbons Milton Meltzer Seymour Simon

11. Authors 50% must come from Appendices A and B Appendix B:also includes books from the following award lists:The Newbery Medal The Caldecott Medal ALA Notable Books The Boston Globe-Horn Book Awards Examples: Kate DiCamillo � Because of Winn Dixie (2006, grade 4) 2001 Newbery Honor book Robert O�Brien � Mrs. Frisby and The Rats of NIMH (2005, grade 4) 1972 Newbery Award

12. Blueprint Approximately 6-7 language questions per test: Standard 4: Vocabulary A word from the passage and students must identify the meaning from the context of the sentence. The word is usually 1-2 grade levels above tested grade A word with multiple meanings taken from the passage and students have to identify the appropriate meaning of the word Okay, besides reading passages and answering questions, what else is on the test�. Okay, besides reading passages and answering questions, what else is on the test�.

13. Blueprint Approximately 6-7 language questions per test: Standard 5: structure and origins of modern English Parts of speech (nouns, verbs, adjectives at grade 3) Mechanics (apostrophes, commas, question marks, complete sentences, capitalization)

14. Questions about the content of the test

15. Test Development Assessment Development Committee - about 12 members on each committee: Members' Responsibilities: Assist the DOE in reviewing: MCAS reading passages (ELA and Reading only) test items and scoring rubrics So, as far as passage selection is concerned, please look at your handout titled, Lifecycle of an Item Massachusetts has a contract to create MCAS with Measured Progress of Dover, New Hampshire. Each grade has a developer. I worked with the grade 3 developer and she had a PhD in Reading and 25 years as a Massachusetts teacher and reading specialist. So, once passages are submitted they are reviewed by a committee, called ADC� Assessment Development Committee Let me talk a little bit about this group.So, as far as passage selection is concerned, please look at your handout titled, Lifecycle of an Item Massachusetts has a contract to create MCAS with Measured Progress of Dover, New Hampshire. Each grade has a developer. I worked with the grade 3 developer and she had a PhD in Reading and 25 years as a Massachusetts teacher and reading specialist. So, once passages are submitted they are reviewed by a committee, called ADC� Assessment Development Committee Let me talk a little bit about this group.

16. Test Development MCAS items are reviewed for: alignment with the Massachusetts Curriculum Frameworks and MCAS performance standards clarity and precision of language content accuracy developmental appropriateness instructional worthiness

17. Test Development Committee members are charged with reviewing all questions prior to field-testing and making suggestions for refinements. After items have been field-tested, committee members review the items again along with item performance data. ELA committee members also review writing prompts and make recommendations regarding their selection for use on MCAS tests.

18. Test Development Meetings: 8 to10 full days of meetings throughout the year, including summer meetings Districts are reimbursed up to $100 per day for substitute expenditures If the meeting is more than 70 miles from members home lodging is provided

19. Test Development Application Procedure Commissioner�s Update in September announces recruitment for committees Application must be completed and signed by the Superintendent Current r�sum� Statement of interest (1-2 pages) Notified in November, begin with winter meetings

20. Test Development Lifecycle of an Item Steps involved in the development of MCAS items So, once this group reviews and accepts the passages�So, once this group reviews and accepts the passages�

21. Long Composition vs. Open-response Long Composition assesses writing� a starting point to initiate student�s own thoughts � no �correct� answer � supported by student�s own experience or ideas � style and organization are important to the score � conventions are scored scored in 2 domains: Topic Development and Conventions worth a total of 20 points � worth 20 total points � � � Open-response assesses reading comprehension � student must answer the question � answers found in reading passage supported with details from the text the explanation and support from the text matter much more than style and organization � conventions are NOT scored scored in one domain worth 16 total points (4 ORs, each worth 4 pts at grade 3, 2 Ors worth 8 total points) � Now let�s talk about open-response items in particular and how they differ from the long composition. The long composition is only at grade 4, 7, and 10. This is the part of the test that measures writing. Grade 4 is a narrative prompt: write a story about your best friend, or write a story about your favorite thing to do, or the infamous, what did you do on your last snow day. Grade 7 is an expository prompt: your school is looking for advice on adding more after school activities, what would you recommend? What do you think would be a good mascot for your school, etc. Grade 10 is a literary prompt: write about a character who inspired others and explain why the character�s ability to lead was important to the piece of literature. Or, write about a character who questions the values of the society in which he or she lives, in a well developed composition, discuss why the character�s questioning is important to the piece of literature.Now let�s talk about open-response items in particular and how they differ from the long composition.

22. Turn and Talk

23. Written response to text Our summer professional development plans: Selecting text that is appropriate for an extended written response Understanding text structures and features and aligning them to the ELA standards Creating items that measure a clear learning target (standard) Develop scoring guidelines

24. Written response to text Next year : Review student work samples Compare your scores to those of your colleagues Rewrite items Plan focused lessons

25. Considerations for Selecting Material Literary text: (fiction, literary non-fiction and poetry) Essential Characteristics Ability to engage readers Well-written rich text Recognized literary merit Theme/topic appropriateness by grade level Adapted from NAEP 2009 Reading Framework (pre-publication draft)

26. Considerations for Selecting Material Literary text: (fiction, literary non-fiction and poetry) Grade Appropriateness Complexity of characters Vocabulary Sophistication in use of literary devices Complexity of dialogue Point of view Complexity of theme Use of time (flashbacks, progressive/digressive) Adapted from NAEP 2009 Reading Framework (pre-publication draft)

27. Considerations for Selecting Material Literary text: Balance Reflective of our literary heritage Style Variety of sentence and vocabulary complexity Classical and contemporary Representative of varied historical periods, cultures, socio-economic backgrounds, etc Genre Adapted from NAEP 2009 Reading Framework (pre-publication draft) Adapted from NAEP 2009 Reading Framework (pre-publication draft)

28. Considerations for Selecting Material Informational Text Exposition, argumentation and persuasive text, and procedural texts Essential Characteristics Ability to engage readers Well written, considerate text Coherence Theme/topic appropriateness by grade level Adapted from NAEP 2009 Reading Framework (pre-publication draft) Adapted from NAEP 2009 Reading Framework (pre-publication draft)

29. Considerations for Selecting Material Informational Text Exposition, argumentation and persuasive text, and procedural texts Grade Appropriateness Topic Vocabulary Concepts (number, familiarity, abstractness) Curricular appropriateness at grade level Integrity of structure Explicitness of perspective Style Adapted from NAEP 2009 Reading Framework (pre-publication draft) Adapted from NAEP 2009 Reading Framework (pre-publication draft) Adapted from NAEP 2009 Reading Framework (pre-publication draft)

30. Considerations for Selecting Material Balance Varied content areas Style Genre Variety of sentence and vocabulary complexity Appropriateness of mode Adapted from NAEP 2009 Reading Framework (pre-publication draft) Adapted from NAEP 2009 Reading Framework (pre-publication draft)

31. Munchkin Genre/Type of Text Realistic Fiction Text Features Characterization Standard 12:Standard 12: Fiction Students will identify, analyze, and apply knowledge of the structure and elements of fiction and provide evidence from the text to support their understanding. �� �������Identify personality traits of characters and the thoughts, words, and actions that reveal their personalities. �

32. Literary Text Example Munchkin Grade 3, 2006 Type of text Describe how the gardener's feelings toward Munchkin change from the beginning to the end of the story. Use important information from the story in your answer. What element of the text is being analyzed

33. Literary Text Example Munchkin Grade 3, 2006 Statewide: 2.19 Blank/0 � 6 1 � 19 2- 36 3- 29 4 -11

34. Informational Text Example Bone Grade 3, 2003 Identify genre/type of text Identify element of the text to be analyzed Written response to text Bone Encyclopedia entry Organized by descriptions Has diagrams, illustrations, and captions Standard 13:Bone Encyclopedia entry Organized by descriptions Has diagrams, illustrations, and captions Standard 13:

35. Break Bone Encyclopedia entry Organized by descriptions Has diagrams, illustrations, and captions Standard 13:Bone Encyclopedia entry Organized by descriptions Has diagrams, illustrations, and captions Standard 13:

36. Lessons from Reading First Schools Southeast, Central Salvatore Cammarata, Garfield School Revere Colonial West Holly Hatch East Somerville Community School, Somerville Cotillion Northeast, Greater Boston Steven Mammone, Fall Brook School, Leominster Stay here Bone Encyclopedia entry Organized by descriptions Has diagrams, illustrations, and captions Standard 13:Bone Encyclopedia entry Organized by descriptions Has diagrams, illustrations, and captions Standard 13:

37. Looking Forward to Next Year At your tables�. 3, 2, 1 Activity Bone Encyclopedia entry Organized by descriptions Has diagrams, illustrations, and captions Standard 13:Bone Encyclopedia entry Organized by descriptions Has diagrams, illustrations, and captions Standard 13: