on the road to the next generation assessments ela catherine schulte clermont county esc ohio...
TRANSCRIPT
On the Road to the
Next Generation AssessmentsELA
Catherine SchulteClermont County ESC
Ohio Educator Leader [email protected]
Breaking News!
1 Mathematics units must include one unit of algebra II or the equivalent of algebra II. Students on a Student Success Plan may be exempted from taking algebra II.2 School districts may adopt a policy that would exempt students who participate in interscholastic athletics, band or cheerleading for two full seasons from the physical education requirement. Students must take another course of at least 60 contact hours in its place.3 Science units must include one unit of physical sciences, one unit of life sciences and one unit advanced study in one or more of the following sciences: chemistry, physics or other physical science; advanced biology or other life science; astronomy, physical geology or other earth or space science. Students on a Student Success Plan may be exempted from advanced study in science.4 Social studies units must include ½ unit of American history and ½ unit of American government.5 Electives units must include one or any combination of foreign language, fine arts, business, career-technical education, family and consumer sciences, technology, agricultural education or English language arts, mathematics, science or social studies courses not otherwise required.6 All students must receive instruction in economics and financial literacy during Grades 9-12 and must complete at least two semesters of fine arts taken any time in Grades 7-12. Students following a career-technical pathway are exempted from the fine arts requirement.7 The State Board of Education may decide to include an algebra II end-of-course examination in place of algebra beginning for students entering ninth grade on or after July 1, 2016.
Graduation RequirementsNew Decisions – Sept 19, 2014
Graduation Points
As one of the three pathways to a diploma, students can accumulate their scores from end-of-course exams. The higher a student scores on any end-of-course exam, the more graduation points he or she earns:
§ Advanced Level = 5 points
§ Accelerated Level = 4 points
§ Proficient Level = 3 points
§ Basic Level = 2 points
§ Limited Level = 1 pointDiploma eligibility – 18 points!A student must earn at least four points between the math exams, four points between the English exams and six points between the science and social studies exams.
2014-15 High Stakes TestingThird Grade Reading Guarantee – Dually Aligned
3rd Grade Reading OAA – Fall, SpringFall – October 6-10, 2014Spring – April 20 – May 1
OGT- CHANGE FROM JUNE!!!Class of 2016 -Dually Aligned
Fall (Oct 27 – Nov 9)Spring (March 16 – March 29)Summer (optional, June 15 – June 28
Class of 2017 –Will Remain Dually Aligned!
Spring (March 16 – March 29)Summer (optional, June 15 – June 28
Remaining OGT administrations will be dually aligned!!!
Score 394
Design of the Assessment System
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Assessment DesignEnglish Language Arts/Literacy and Mathematics, Grades 3-11
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End-of-Year Assessment
• Innovative, computer-based items
• Required
Performance-BasedAssessment (PBA)• Extended tasks• Applications of
concepts and skills• Required
Diagnostic Assessment• Early indicator of
student knowledge and skills to inform instruction, supports, and PD
• Non-summative
2 Optional Assessments/ Flexible Administration
Mid-Year Assessment• Performance-based• Emphasis on hard-
to-measure standards
• Potentially summative
Speaking And Listening Assessment• Locally scored• Non-summative, required
Summative Assessment Components
Performance Based Assessment
ELAWrite effectively when analyzing text
MathMulti-step problems requiring abstract reasoning, precision, perseverance, and strategic use of tools
End of Year Assessment
ELAReading comprehension
Math– Innovative, machine-scorable items
Science and Social Studies PBA and EOY
PARCC Assessments
Schools must schedule an extra 30 minutes for:
Districts/schools should schedule accordingly with NO breaks (except spring breaks for one week) or professional days scheduled within the 20-day or 10-day window. For example, a district/school may schedule 3 five-day weeks, skip a week for spring break and schedule the last five-day week of the window for a total of 20 days.
Performance Based
February 16 – March 2020 day window
Includes make ups
English Language Arts & MathematicsGrades 3-8, and High SchoolComputer
February 16 – March 615 day window
includes make ups
English Language Arts & MathematicsGrades 3-8, and High SchoolPaper/pencil
March 2 – March 1310 day window
Includes make ups
Social Studies – Grades 4, 6 and HSScience – Grades 5, 8 and HSComputer or paper/pencil (district choice)
End of Course
April 13 – May 1520 day window
Includes make ups
English Language Arts & MathematicsGrades 3-8, and High SchoolComputer
April 13 – May 115 day window
includes make ups
English Language Arts & MathematicsGrades 3-8, and High SchoolPaper/pencil
May 4 – May 1510 day window
Includes make ups
Social Studies – Grades 4, 6 and HSScience – Grades 5, 8 and HSComputer or paper/pencil (district choice)
Spring 2015 Test Schedule
PARCC Testing Times ELA (minutes)
2014-2015 Tests PBA Unit 1
PBA Unit 2
PBAUnit 3
EOY Unit 1
EOY Unit 2
Grade 3 ELA Unit Time 75 75 60 75 -
Est. Time on Task
50 50 40 50 -
Grade 4 - 5 ELA Unit Time 75 90 60 75 -
Est. Time on Task
50 60 40 50 -
Grade 6 - 8 ELA Unit Time 75 90 60 60 60
Est. Time on Task
60 60 40 40 40
ELA I, ELA II Unit Time 75 90 60 60 60
Est. Time on Task
50 60 40 40 40
PARCC Testing Times Math (minutes)2014-2015 Tests
PBA Unit 1
PBA Unit 2
EOY Unit 1 EOY Unit 2
Grade 3 Math
Unit Time 75 75 75 75
Est. Time on Task 50 50 50 50
Grade 4 - 5 Math
Unit Time 80 70 75 75
Est. Time on Task 55 50 50 50
Grade 6 - 8 Math
Unit Time 80 70 80 75
Est. Time on Task 55 50 60 50
Alg. 1, Geo, Int. Math I, Int. Math II
Unit Time 90 75 80 75
Est. Time on Task 60 50 60 50
Implementing Standards
Technological Readiness and Integration
Communication and Outreach
What should we being doing?
PARCC Assessment Development and Design
Tools & Resources• Standards• Model Content Frameworks• Evidence Tables• Performance Level Descriptors
Implementing the Standards
Implement the StandardsShifts in the Common Core
ELA/Literacy
Balancing Informational & Literary Text
Knowledge in the Disciplines
Staircase of Complexity
Text Based Answers
Writing from Sources
Academic Vocabulary
Mathematics
Focus
Coherence
Fluency
Deep Understanding
Application
Dual Intensity
http://www.corestandards.org/
Model Content Frameworks
developed by PARCC to …
Inform development of item specifications and blueprints for the PARCC assessments, and
Support implementation of the Common Core State Standards.
http://www.parcconline.org/parcc-model-content-frameworks
Section 1. Narrative Summary of the ELA Standards
Section 2. The Model Content Framework Chart
Section 3. Key Terms and Concepts for the Model Content Framework Chart
Section 4. Writing and Speaking and Listening Standards Progression Charts
Key Elements of the ELAModel Content Frameworks
Note...the newest version of the Framework is interactive - and searchable.
Sample Model Content Framework Chart ELA
Model Content Framework Grade 5
Writing Standards Progression from Grade 4 to Grade 5
Structure of the Model Content Frameworks for Mathematics
• Examples of key advances from the previous grade
• Fluency expectations or examples of culminating standards
• Examples of major within-grade dependencies
• Examples of opportunities for connections among standards, clusters or domains
• Examples of opportunities for in-depth focus
• Examples of opportunities for connecting mathematical content and mathematical practices
• Content emphases by cluster
4th Grade Model Content
Frameworks
Required Fluencies in K-6
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Grade Standard Required FluencyK K.OA.5 Add/subtract within 5
1 1.OA.6 Add/subtract within 10
2 2.OA.22.NBT.5
Add/subtract within 20 (know single-digit sums from memory)Add/subtract within 100
3 3.OA.73.NBT.2
Multiply/divide within 100 (know single-digit products from memory)Add/subtract within 1000
4 4.NBT.4 Add/subtract within 1,000,000
5 5.NBT.5 Multi-digit multiplication
6 6.NS.2,3 Multi-digit divisionMulti-digit decimal operations
http://www.parcconline.org/parcc-model-content-frameworks
http://www.parcconline.org/assessment-blueprints-test-specs
PARCC Test Specifications
Blue PrintsEvidence Tables
Assessment Blueprints vs Evidence Statements
Assessment Blueprints/
Test Specifications
Evidence Statements /
TablesDescribe the content and structure of an assessment.
Define…• The total number of tasks
and/or items for any given assessment component
• The standards measured• The item types• The point values for each item
Describe the knowledge and skills that an assessment item or a task elicits from students.
• Are aligned directly to the Common Core State Standards
• Highlight the advances around and the coherent nature of the standards
• Indicate calculator availability for each item (Mathematics 6-HS)
PARCC ELA/Literacy Assessments
Performance Based Assessment
• Research Simulation• Literary Analysis• Narrative Task
Read text (one or more)Comprehension Questions & Vocabulary QuestionsWrite an essay with evidence from text
End of Year Assessment
Read texts (4-5)– literary and informationalComprehension Questions & Vocabulary Questions
Performance Based Assessment Form Specifications for Grades 3
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End of Year Form Specifications for Grades 3
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Integral pieces to the ELA assessments….What you need to know
The ELA assessments are rooted in text Additional specifications are necessaryClear guidelines on selection of passages/texts
Relationship of reading to writingHow to assemble passages/texts with questions together to form cogent performance-based tasks
Overview of PARCC Mathematics Task TypesType 1Concepts, Skills, Procedures
Type 2Mathematical ReasoningMP.3, MP.6
Type 3Modeling/ ApplicationsMP.4
• PBA and EOY• Any or all Math
Practices• Machine Scorable• Sub-claims A, B, E
• PBA• Written
Argument, Justifications
• Machine AND Hand scored
• Sub-Claim C
• PBA• Machine AND
Hand scored• Sub-Claim D
Math item counts per form
Evidence Centered Design Evidence ELA
What are ELA Evidence tables?
The tables contain the Reading, Writing and Vocabulary Major claims and the evidences to be measured on the Next Generation Assessments.
Evidences are attached to the Reading, Writing and Vocabulary claims.
Evidences describe what students might say or do to demonstrate mastery of the standards.
An item on the assessment may measure multiple standards and multiple evidences.
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Reading an Evidence Table
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ClaimGrade
Standards:RL –Reading LiteraryRI – Reading Information
Evidences
Reading an Evidence Table for Grades 6 -11
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Standards: In Grades 6 – 11 Literacy Standards for Reading History/Social Studies and for Reading Science/Technicalare added
RH – Reading History/Social StudiesRST – Reading Science/Technical
Reading a Vocabulary Evidence Table
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Standards: L – Language
Reading the Writing Evidence Tables
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GradeClaim
Evidences
Standards:W - Writing
Instructional uses of the evidence statements/tables for teachers
To see ways to combine standards naturally when designing instructional tasks
To help determine alignment of a complex text with standards for instructional passage selection
To develop the stem for questions/tasks for instruction aligned with the standards
To determine and create instructional scaffolding (to think through which individual, simpler skills can be taught first to build to more complex skills)
To develop rubrics and scoring tools for classroom use
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Standard 1 on the Evidence Tables
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Standard 1
All items measuring this claim require students to read a text prior to responding to the items (i.e. the item is text dependent)
This standard is always combined with other standards.All questions are text dependent.
Reading: Anchor Standard 1Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Using the Evidence Table: Part 1
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• To begin planning, one would need to first determine which of the evidences he/she would want students to be able to demonstrate. It is important to keep in mind that more than one evidence may be chosen.
• Next, when planning lessons it would be beneficial to determine the complex informational text(s) that the students will use as a basis for determining the main idea and/or recounting the key details and/or providing an explanation of how the key details support the main idea.
3rd Grade Evidence Table for Reading Information Standard 2
Rl 2:Determine the main idea of a text; recount the key details and explain how they support the main idea.
• Provides a statement of the main idea of a text (1)
• Provides a recounting of key details in a text. (2)
• Provides an explanation of how key details in a text support the main idea (3)
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Informational Complexity Analysis Worksheet
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Literary Complexity Analysis Worksheet
Alignment of a complex text with standards for instructional passage selection
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It is important when selecting texts that:• Texts stem from across the disciplines (e.g. ELA, history, science and technical
subjects), are written by authors with diverse backgrounds, reflect the CCSS prescribed balances of literature and informational text, and appeal to a wide range of student audiences.
• Texts are authentic works of exceptional craft and/or rich repositories of ideas and information
• Text pairings, where required by the CCSS, have meaningful and significant points of comparison that invite questions beyond superficial observations
• Texts appeal to student interest and appeal to a wide audience• Texts avoid highly controversial topics that may be troublesome to students
Refer to Passage Selection Guidelines for Assessing CCSS and the Bias and Sensitivity Guidelines for more detailed information about the selecting of passages for students.
Using the Evidence Table: Part 2
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• Once text (s) have been selected it is important to consider what question(s) will be posed to the students that will be supportive of the evidences they will be asked to demonstrate.
• When considering the development of such questions it is important that the text dependent questions delve systematically into a text(s) to guide students in extracting the key meanings or ideas found there.
3rd Grade Evidence Table for Reading Information Standard 2
Rl 2:Determine the main idea of a text; recount the key details and explain how they support the main idea.
• Provides a statement of the main idea of a text (1)
• Provides a recounting of key details in a text. (2)
• Provides an explanation of how key details in a text support the main idea (3)
Key Points to Remember
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• In all Evidence Tables for Grades 3 – 11 Standard 1 is always combined with the teaching of any of the other standards.
• More than one evidence may be combined with Standard 1.
• Texts need to be complex literary or informational text (s)that students will use as a basis for their answers.
• Effective text dependent questions require students to draw evidence from a text to support their answers.
• Careful and close reading is required in order to determine meaning and answer questions.
• Written tasks should require writing to sources rather than to a de-contextualized or generalized prompt and should require students to apply the knowledge of language and conventions.
Evidence Centered Design Evidence Math
Evidence TablesEvidence Tables and Evidence Statements…
Describe the knowledge and skills that an assessment item or task elicits from the student.
Are aligned directly to the Common Core State Standards
Highlight the advances around and the coherent nature of the standards
Indicate calculator availability for each item (Mathematics 6-HS)
Master Claim: On-Track for college and career readiness. The degree to which a student is college and career ready (or “on-track” to being ready) in mathematics. The student solves grade-level /course-level problems in mathematics as set forth in
the Standards for Mathematical Content with connections to the Standards for Mathematical Practice.
Sub-Claim A: Major Content1 with Connections to Practices
The student solves problems involving the Major Content1 for her
grade/course with connections to the Standards for Mathematical
Practice.
Sub-Claim B: Additional & Supporting Content2 with Connections to
PracticesThe student solves problems involving
the Additional and Supporting Content2 for her grade/course with connections to the Standards for
Mathematical Practice.
Sub-Claim E: Fluency in applicable grades (3-6)
The student demonstrates fluency as set forth in the Standards for Mathematical
Content in her grade.
Claims Structure: Mathematics
Sub-Claim C: Highlighted Practices MP.3,6 with Connections to Content3
(expressing mathematical reasoning)The student expresses grade/course-
level appropriate mathematical reasoning by constructing viable
arguments, critiquing the reasoning of others, and/or attending to precision
when making mathematical statements.
Sub-Claim D: Highlighted Practice MP.4 with Connections to Content (modeling/application)
The student solves real-world problems with a degree of difficulty appropriate to the grade/course by applying knowledge and skills articulated in the standards for the
current grade/course (or for more complex problems, knowledge and skills articulated in the standards for previous grades/courses), engaging particularly in the Modeling practice, and where helpful making sense of problems and persevering to solve them (MP. 1),reasoning abstractly and quantitatively (MP. 2), using appropriate
tools strategically (MP.5), looking for and making use of structure (MP.7), and/or looking for and expressing regularity in repeated reasoning (MP.8).
Total Exam Score Points: 82 (Grades 3-8), 97 or 107(HS)
12 pts (3-8),18 pts (HS)
6 pts (Alg II/Math 3 CCR)
~37 pts (3-8),~42 pts (HS) ~14 pts (3-8),
~23 pts (HS)
14 pts (3-8),14 pts (HS)
4 pts (Alg II/Math 3 CCR)
7-9 pts (3-6)
1 For the purposes of the PARCC Mathematics assessments, the Major Content in a grade/course is determined by that grade level’s Major Clusters as identified in the PARCC Model Content Frameworks v.3.0 for Mathematics. Note that tasks on PARCC assessments providing evidence for this claim will sometimes require the student to apply the knowledge, skills, and understandings from across several Major Clusters.2 The Additional and Supporting Content in a grade/course is determined by that grade level’s Additional and Supporting Clusters as identified in the PARCC Model Content Frameworks v.3.0 for Mathematics. 3 For 3 – 8, Sub-Claim C includes only Major Content. For High School, Sub-Claim C includes Major, Additional and Supporting Content.
4th Grade Model Content
Frameworks
Standards for Mathematical Practice
Make sense of problems and persevere in solving them
Reason abstractly and quantitatively
Construct viable arguments and critique the reasoning of others
Model with mathematics
Use appropriate tools strategically
Attend to precision
Look for and make use of structure
Look for and express regularity in repeated reasoning
1. Those using exact standards language
Evidence Statements using Exact Standards Language
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Grade 8 - PBA
Key Evidence Statement Text Clarifications MP
8.EE.1 Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 3-5 = 1/33 = 1/27.
i) Tasks do not have a context.
ii) Tasks center on the properties and equivalence, not on simplification. For example, a task might ask a student to classify expressions according to whether or not they are equivalent to a given expression.
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2. Those transparently derived from exact standards language, e.g., by splitting a content standard. Here 8.F.5 is split into 8.F.5-1 and 8.F.5-2.
Evidence Statements Derived from Exact Standards
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Key Evidence Statement Text Clarifications, limits, emphases, and other information intended to ensure
appropriate variety in tasksRelationship
to MP8.F.5-1 Describe qualitatively the functional
relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear).
i) Pool should contain tasks with and without contexts.
MP.2, MP.5
8.F.5-2 Sketch a graph that exhibits the qualitative features of a function that has been described verbally.
i) Pool should contain tasks with and without contexts.
MP.2, MP.5, MP.7
Evidence Statements Derived from Exact Standards
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For the PBA, tasks will assess 3.OA.3. This CCSS has been split into 4 Evidence Statements 3.OA.3-1, 3.OA.3-2, 3.OA.3-3 and 3.OA.3-4. The full text of 3.OA.3 is listed in the CCSS.
For Type 1 tasks, “Evidence Statement Text” may represent all or part of CCSS.
“Clarifications” provide item developers with
guidance on the depth and breadth of the tasks.
“MP” - Mathematical Practices provide guidance on how content should be
connected to practices.
Integrative Evidence Statements
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3. Integrative evidence statements that express plausible direct implications of the standards without going beyond the standards to create new requirements
An Evidence Statement could be integrated across• Grade/Course – Ex. 4.Int.2 (Integrated across Grade 4)• Domain – F.Int.1 (Integrated across the Functions Domain)• Cluster - S-ID.Int.1 (Integrated across S-ID Interpreting
Categorical & Quantitative Data )
The extension numbers “.1, .2, 3-3” on all “Int” Evidence Statements are used for numbering/ordering purposes for item developers.
Integrative Evidence Statements
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Key Evidence Statement Text Clarifications, limits, emphases, and other information intended to ensure appropriate variety in tasks
Relationship to MP
4.Int.1 Solve one-step word problems involving adding or subtracting two four-digit numbers.
The given numbers are such as to require an efficient/standard algorithm (e.g., 7263 + 4875, 7263 – 4875, 7406 – 4637). The given numbers do not suggest any obvious ad hoc or mental strategy (as would be present for example in a case such as16,999 + 3,501 or 7300 – 6301, for example).
i) Grade 4 expectations in CCSSM are limited to whole numbers less than or equal to 1,000,000; for purposes of assessment, both of the given numbers should be limited to 4 digits.
MP.1
Draws on content from ALL of grade 4
Grade/Course – Ex. 4.Int.1 (Integrated across Grade 4)
Sub-claim C and Sub-claim D Evidence Statements
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Within these Subclaim C (Reasoning) and Subclaim D (Modeling) Evidence Statements, the Content
Scope lists the CCSS that will be assessed
Within “Evidence Statement Key”, these Evidence Statements will address Subclaim
C (Reasoning) and Subclaim D (Modeling) .
Please note within 3.C.7 and 3.D.2, the Evidence Statements will address on grade level Reasoning (3.C.7) and Modeling (3.D.2) but will utilize “securely held (grade 2) content”.
Fluency Evidence Statement – Gr 3Evidence Statement
Key Evidence Statement Text Clarifications
3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that , one knows ) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
i) Tasks do not have a context.ii) Only the answer is required (strategies, representations, etc., are not assessed here).iii) Tasks require fluent (fast and accurate) finding of products and related quotients. For example, each one-point task might require four or more computations, two or more multiplication and two or more division.iv) 75% of tasks are from the harder three quadrants of the times table ( a b × where a > 5 and/or b > 5 ).
3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction
i) Tasks have no context.
Fluency Evidence Statement – Gr 4Evidence Statement
Key Evidence Statement
Text Clarifications
4.NBT.4-1 Fluently add multi-digit whole numbers using the standard algorithm.
The given addends are such as to require an efficient/standard algorithm (e.g., 7263 + 4875). Addends in the task do not suggest any obvious ad hoc or mental strategy (as would be present for example in a case such as 16,999 + 3,501). i) Tasks do not have a context. ii) Grade 4 expectations in CCSS are limited to whole numbers less than or equal to 1,000,000; for purposes of assessment, both of the given numbers should have 4 digits.
4.NBT.4-2 Fluently subtract multi-digit whole numbers using the standard algorithm.
The given subtrahend and minuend are such as to require an efficient/standard algorithm (e.g. 7263 -4875 or 7406 - 4637). The subtrahend and minuend do not suggest any obvious ad hoc or mental strategy (as would be present for example in a case such as 7300 - 6301. ). i) Tasks do not have a context. ii) Grade 4 expectations in CCSS are limited to whole numbers less than or equal to 1,000,000; for purposes of assessment, both of the given numbers should have 4 digits.
Integral pieces to the Math assessments….What you need to know
For mathematics, knowing which evidence statements are eligible for the performance-based assessment (PBA) and the end-of-year assessment (EOY) with accompanying content clarifications and limits is essential.
Also essential in mathematics is to demonstrate the coherent nature of the standards. As such, some evidence statements include more than one standard.
http://www.parcconline.org/assessment-blueprints-test-specs
PARCC PLDs◦ Capture how ALL students perform◦ Show understandings and skill
development across the spectrum of standards and complexity levels assessed
Capturing What Students Can Do
Performance Level Descriptors
PARCC will report students achievement using PLDs and scaled scores
• Level 5: Students performing at this level demonstrate a distinguished command of the knowledge, skills, and practices embodied by the Common Core State Standards assessed at their grade level.
• Level 4: Solid command…• Level 3: Moderate command…• Level 2: Partial command…• Level 1: Minimal command…
NOTE – Level 4 is considered to be “remediation free”
Performance Level Descriptor Grade 3 Reading
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Looking at the PLDs
Gives the Conceptual
Concept the PLD is based on
Gives the Sub-Claim that the PLD is written for (A-Major Content)
Gives the PLD by performance level ranging from 2-5. Level 1 indicates a range from no
work shown to Minimal command
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Where We Started, Where We Are and Next Steps
SEPTEMBERStates launch
PARCC
SUMMERModel Content
Frameworks Released
AUGUST Item
Prototypes Released
APRIL Test
Blueprints released
We are here!
2010 2011
2012 2013
2014 2015
FALLUse of Cut
Scores for IHE Placement
2016 Next year
APRIL PARCC
Becomes Independent Non-Profit
WINTER/SPRING
Field Test/Practice Test Online
SPRINGFirst
Administration of New Tests
SUMMER
Establishment of Cut Scores
FALLRelease of
Diagnostic and Formative
Assessments
SUMMERPARCC
Reports Research
From Field Test Results
Schedule a Lessons Learned session with schools in your district, either in-person or virtual
Know the administration manual!!
Integrate tech skills into classroom lessons
Use PARCC resources
Technology Readiness & Integration
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School Technology Readiness and Implementation
Technical Infrastructure Learning Infrastructure
• Devices and Networks• Bandwidth• Accessibility• Security• Interoperability• Data Analytics and
Reporting• Tech Support• User Training
• Standards• Curriculum• Pedagogy• Instructional Materials• Opportunity to Learn• Professional Development• Formative and Summative
Assessment
http://parcconline.org/sites/parcc/files/Technology-Guidelines-for-PARCC-Assessments-v4-February-2014.pdf
• Keyboarding
• Cutting and Pasting
• Highlighting
• Using on-screen calculator
• Dragging and Dropping items
• Manipulating a graph
• Running a simulation to generate data
• Changing font size and background color
• Clicking on multiple correct answers
• Utilizing spreadsheets, documents
Student Technology Skills - For the PARCC Assessments
Additional Tech Skills – Tutorial
All Students
• Logging in with a username and password
Students Identified Ahead of Time
• Using a line reader tool
• Using a masking tool
• Text to speech - highlights words as it is reading
*NOTE - these tools are available for all students to try in the tutorial, but will only be available for pre-designated students for testing
Math Students
• Equation Editoro Using math symbol keys for
fractions, mixed numbers, greater than, less than, parenthesis
o Using keys for not equal, brackets, exponent
o Using keys for clear, undo, redo, backspace
o Using left, right, up, down keyboard arrows to navigate through a problem
o Using combination math/text typing boxes and only math typing boxes.
Online Samples & Tutorial
TestNav Toolbar Navigation
• Blue arrow advances to next item.
• Review button allows you to go back IN THE SAME SECTION of the test to look at marked items
• Flag button marks the items student wants to return to later
• Tools - o Pointero Ruler - to ¼” or ⅛”o Protractoro Calculator - type will vary by gradeo Answer Eliminator
*available on all tests
Guest Icon - Drop Down Menu
• Change background/foreground color
• Open text magnifier tool
• Show/Hide line reader tool
• Logout
Comments from the panel: “It went smoothly because we prepared over the top”
“Staff owned it and were determined to make it work”
“Students showed reluctance to write things down on paper before putting numbers in the computer”
“Collaboration and communication…no one can do this alone!”
“Students felt it was harder than the state test but felt the change in rigor in the classroom was reflected on the test”
“Students were not selecting multiple correct answers for the select all of the following”
Practice Tests
AVAILABLE NOW
ELA – Full length PBA
Math – Full length EOY
One test per grade level or course
COMING IN FALL 2014
Full length EOY for ELA
Full length PBA for Math
One test per grade level or course
http://practice.parcc.testnav.com/#
Scroll, keyboarding skills
Video, multiple choice
drag and drop
Equation builder
Practice with Technology Assessments - The Next Generation
nextgen.apps.sparcc.org
http://practice.parcc.testnav.com/#
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Readiness, “Has Only Just Begun” with the Technical
Specifications Counting devices and checking bandwidth is the tip of the iceberg….◦ Can schools actually deliver the tests?◦ Are test administrators ready for the logistics?◦ Can you provide the data to take advantage of the new
opportunities?◦ Do teachers, students, and support staff know what is
expected of them and are they prepared?◦ Are parents and key publics aware of the tests and the
possible results?◦ Have you addressed Opportunity to Learn?
PARCC Comprehensive Accessibility Policies
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* Available to all participating students**For students with disabilities, English learners, and English learners with disabilitieshttp://parcconline.org/parcc-accessibility-features-an
d-accommodations-manual
Grades 3 – 5 will not allow for calculator usage.
Grades 6-7 will allow for an online four function calculator with square root.
Grade 8 will allow for an online scientific calculator.
High School will allow for an online calculator with functionalities similar to that of a TI-84 graphing calculator.
Provide calculator accommodations on the non-calculator test sessions of the mathematics summative assessments for SWD who meet the eligibility criteria
SuggestedCalculator/
Non CalculatorSessions
Student Test Supports – (Math)Calculators and Reference Sheets
Reference Sheets for
grades 5 – 8 and HS
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Accessibility Features for All StudentsAudio Amplification
Blank Paper (provided by test administrator)
Eliminate Answer ChoicesFlag Items for Review
General Administration Directions Clarified (by test administrator)
General Administration Directions Read Aloud and Repeated (by test administrator)
Highlight ToolHeadphones
Magnification/Enlargement DeviceNotePad
Pop-Up GlossaryRedirect Student to Test (by test administrator)
Spell CheckerWriting Tools
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Accessibility Features Identified in Advance
Answer Masking
Background/Font Color (Color Contrast)
General Masking
Text-to-Speech for the Mathematics Assessments
Accessibility Features Identified in Advance
Personal Needs Profile (PNP) will be coming late fall (November?)
It will be a simple form, but state policy may dictate what needs to be completed for accommodations.
Communicate with Shareholders
Who Decides?
PARCC States/Districts
Who Decides?
PARCC States/Districts
Who Decides?
PARCC States/Districts
Implementing Standards
Technological Readiness and Integration
Communication and Outreach
What should we being doing?
The assessment is based on the CCSS; therefore it is imperative that students have access to the standards during instruction
Start using multiple answer questions in classroom assessments
Use your state as well as PARCC’s standards supporting materials
Students should see assessment questions that match the rigor of the PARCC assessments
#1: Use the Standards in Teaching
What questions do we ask?
In the classroom
Is there a focus on a particular content?
What kind of activities should I be doing in the classroom so that students are prepared for this?
How does this look in my classroom?
Integration of standards (there are skills that are being built from other levels)
In the school building
How can I promote the use of the tools across the curriculum?
How can I facilitate the language skills (word processing)?
What other “test-taking” skills do students need to practice before the test?
What professional development do teachers need?
Connections
Questions?Catherine Schulte
Math/School Improvement Supervisor
Ohio Educator Leader Cadre
Clermont County ESC
Coming Soon!Speaking and
Listening
http://www.parcconline.org/mcf/english-language-artsliteracy/structure-model-content-frameworks-elaliteracy
Speaking and Listening Assessment Overview
Discussion Rubrics Listening Logs Performance Tasks
• Assess how well students speak and listen during classroom instruction across content
• Current development for K, 1, 2, 3, 4-5, 6-8, 9-12
• Guidelines/video samples
• Assess student active listening skills in response to oral and video presentations
• Rubrics to score listening logs
• Samples
• Measure Speaking and Listening Skills
• Sample student responses
• Scoring guides
• Tools are being developed for 2015-16, NOT all for ELA classrooms• Required but NOT part of summative score• What does it look like/sound like in grades/disciplines
Speaking and Listening Assessment Overview
Mode 1 • Real Time Engagement• Grades 3, 5, 7, 9, 11• Example: watch video, play, newscast• Describe event, Listen, Take Notes
Mode 2 • Advanced Preparation• Grades 4, 6,8, 10, 12• Broad topics, connect to research• Pick topic, gather information• Read, observe, write, synthesize• Present to others
K-2 • Describe (Grades K and 1)• Tell or Recount (Grade 2)
Implementing Standards
Technological Readiness and Integration
Communication and Outreach
What should we being doing?
Non-Summative Assessments
Design of the Assessment System
Non-Summative Suite
Assessment PD Modules
Formative Tools For use during the school year
• Grades 2-8• Reading, Writing, Math• Computer adaptive• Designed to pinpoint students’
learning needs
Diagnostic Assessments Mid-Year/Interim Assessments• Grades 3-11• ELA/Literacy and Math• Computer- and paper-based• Built from released PBA tasks• Can be used for assessment at
individual, classroom, school levels
K-1 Tasks• Grades K-1• Reading and math• Checklists, running records,
performance tasks
Speaking & Listening Tools• Grades 3-12 • Performance-based activities• Spontaneous oral response to oral
prompt; share findings of research in an oral presentation
Diagnostic Assessments (optional)
Purpose is to inform instruction, NOT for accountability purposes
Optional, but goal is that they will be widely used
Cost estimates coming in July 2014
Computer adaptive and fixed form, depending on the test
Up to four unique administrations
Diagnostic Design
ELA/Literacy
Reading Comprehension, including student’s independent reading level
Decoding
Fluency
Vocabulary
Using and analyzing sources in writing
Machine scorable items, except for writing
Mathematics
Overall mathematics comprehension
Subtests by content progression, and mathematical fluency
Machine scorable items
Design - MathMathematics Comprehension
Mathematics Fluency (option)
Progression A:NBT
Progression B:OA
Progression C:NF
Progression..6 more
9 Subtests
Overall score, Plus cluster level scores
Assessment PD Modules – developed by EPIC Learning
5 Modules being developed
PARCC Common Assessments Overview (release in June 2014)
Introduction to the PARCC Mid-Year Diagnostic (release in September 2014)
Introduction to the PARCC Diagnostic Assessment (release in September 2014)
Introduction to the PARCC Speaking and Listening Assessment (release in September 2014)
PARCC Accessibility System (release in July 2014)