ELA Instruction & Assessment Ross-Pike ESD 2014-15

PARCC ASSESSMENTS

ELA Instruction & Assessment Ross-Pike ESD2014-15Preparing for PARCCMake informed curricular decisionsPlan instruction and assessments strategically for student success on Next Generation AssessmentsDiscover resources that will support instructional designParticipants will

HIGH SCHOOL ASSESSMENTSMath Algebra I, Geometry English English 1, English 2 Science Physical Science Social Studies American History, American GovernmentSpring 15Performance Based Assessments + End Of Year Performance Level Descriptor (points)ONGA DetailsComponents: Diagnostics, Mid-year, PBA, EOY, Speaking/Listening

Pearson & ETS

Turn-around Time

Hybrid ScoringEqual Weighting

ELA Results: a) Read/Comprehend Complex Text, b)Write Effectively & c) Research/Synthesize Ideas

WHOM DOES IT AFFECT?End of Course (EOC) / End of Year (EOY) exams go into effect with this years freshmen class (class of 2018).However. ANY student taking American History and/or American Government this year is required to take those examsTime Expectations for PARCCPBA - EOYGrades 9-10 ELA -Unit Time 75 90 60 - 60 60 Est. Time on Task 50 60 40 - 40 40 Algebra I Geometry Integrated Math I, II Unit Time 90 75 - 80 75 Est. Time on Task 60 50 - 60 50

6Time Expectations for AIRAmerican Government Unit Time 90 90 Est. Time on Task 60 60 American History Unit Time 90 90 Est. Time on Task 60 60 Physical Science Unit Time 90 90 Est. Time on Task 60 60

WHAT IF WE ARE ON A BLOCK SCHEDULE?PARCC will have ELA and Math tests available for PBA and EOC for first block. They will be paper/pencil only.

Window for testing:Nothing available for Science or Social Studies for first blockODEs suggestion is to give interim end of course exam from last year in Am. History/GovernmentBLOCK SCHEDULE CONSIDERATIONSHigh School onlyPaper/Pencil is only optionELA/Math will be only subjects available

Performance-Based sectionDec. 1 through Dec. 12End of Course sectionDec. 15 through Jan. 19December 14Please note the fall block schedule for the end-of-course tests is a longer window due to the holidays. Districts are allowed only a 10 consecutive school day test window. For example, a district/school may schedule the first five-day week, skip the next two weeks for holiday vacation and schedule the last five-day week of the window.9WHAT ABOUT OGT?OGT will continue to be in effect for this years sophomores, juniors, & seniors.(Double testing for some of these students)What about freshmores or academic red-shirt freshmen?They fall under sophomore classificationOGT will continue to be given to those that dont reach the minimum score (until 9/1/22).GRADUATION POINTSAs one of the three pathways to a diploma, students can accumulate their scores from end-of-year/course exams. The higher a students score on any end-of-year exam, the more graduation points (s)he earns: Advanced Level = 5 points Accelerated Level = 4 points Proficient Level = 3 points Basic Level = 2 points Limited Level = 1 point

If a student reaches 18 graduation points overall, he or she becomes eligible for a diploma (also need credits + options). Of these overall 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.PLDsHmm?4+4+6=14 ?SUBSTITUTE EXAMSStudents in certain courses can take a substitute exam, such as an Advanced Placement (AP) exam, instead of the states end-of-course exam. The State Board-approved AP exams may be substitute tests for the following courses:

Physical Science: AP Physics 1: Algebra-Based AP Physics 2: Algebra-Based

American History: AP United States History

American Government: AP United States Government and Policy

EOC

RETAKING EXAMSA student who scores below Proficient on any end-of-course exam may retake the exam after receiving extra help from the school. A student scoring Proficient or higher can retake an exam only if he or she has taken all seven end-of-course exams and still is below the minimum point requirements. Any student who automatically earned three graduation points from a course can retake the exam for a higher score.

Highest score countsFor example, if a student retakes an end-of-course exam, or if he or she takes the college admissions test before or after it is offered by the state, the students highest recorded score will count.

Transfer studentsDistricts will scale down the graduation points requirements for students who arrive at a school with credit for some, but not all, tested courses. However, these students still must earn at least five points between the English II and either the Geometry or Integrated Math II exams. Students who transfer having taken all of the tested courses will take only the college admissions test. If the student does not reach the score needed for graduation, the student must take the English II and Integrated Math II exams and earn five points between them.

MAJOR STEPS FORWARDPhase-in exemption and automatic points If a student earned high school credit for a tested course before July 1, 2014, the student automatically earns three graduation points. Students who earn credit for a first semester block course in American History, American Government or Physical Science before January 31, 2015, will also automatically earn three graduation points. If a student receives automatic points, he or she does not have to take the exam, unless that student chooses to take it. The exemption for block schedule students is part of a rule that will be finalized in December 2014.

Industry credentials The State Board approved the criteria for the industry credentials a student may use to help qualify for a diploma:

All credentials must be tied to jobs that are in-demand, either statewide or locally. A student can use any credential for graduation that appears on the list during the students junior year, even if that credential comes off the list during the senior year. A student may always use new credentials added to the list after his or her junior year. The department will release the first approved credentials list in December 2014.

FUTURE WORKCollege admissions test

Job skills test

Substitute exams

College admission test - Reaching a remediation-free score on the approved college admissions test (like the SAT or ACT) is one of the pathways to a diploma. The State Board will select a college admissions test in the spring of 2015 to be given to the class of 2018 in the fall of their junior year (2016). Job skills test - Earning an approved industry credential and achieving a workforce readiness score on a corresponding job skills test, such as the WorkKeys assessment, is one of the pathways to a diploma. The State Board will approve a job skills test in December 2014.Substitute exams- The State Board will consider more AP exams, International Baccalaureate exams and dual enrollment course exams in the coming months. The department will release the score crosswalk for assigning graduation points for these exams early spring 2016, when all the state and substitute assessment results from 2014-2015 are reported and compared. 16Fall 14: All 3rd Grade Students take OAA (October 6-10, 2014)

Cut Score for TGRG (14-15) = 394

If score 394 or above take PARCC Spring 15

If score BELOW 394 take OAA Spring 15

Alternative Assessment Score ?

Reading Improvement Plans

K-3 Literacy Grade

Implications Implications ImplicationsAIR ASSESSMENTSSocial Studies (4th and 6th) Science (5th and 8th)

Performance-based sectionComputer or Paper/Pencil (Mar. 2 13)End of year sectionComputer or Paper/Pencil (May 4 -15)

Teacher-Level Value-Added Report:Aggregate Level ReportingAggregate-level effectiveness of this teacher over time The table displays how that teacher performed compared to the states 3-year average and the districts 3-year average in that same grade level and subject area (most recent year first).

In 2011, you will only see one year of data.

Value Added LinkageSpring 1519YearThe year associated with the reporting.

EstimateAn estimate of your effectiveness in terms of NCEs over the last three years. Included with your estimate is a three year average. In 2011 this teacher produced an aggregate gain of 3.1 NCEs above expected results. The average gain for this teacher over the last years is 1.2 NCEs above expected results.

Standard ErrorStandard Error is a calculation of the uncertainty associated with a teachers value-added estimate. An estimate with a relatively small standard error is more precise than an estimate with a larger standard error. In 2011 the standard error associated with this teachers estimate is 2.0 and the standard error associated with the three-year average is 1.1

IndexTo create of basis of comparison between teachers their gain estimates must be standardized. Dividing a teachers estimated gain by her associated standard error produces the index score. In 2011 this teacher had an index of 3.1/2.0 or 1.52. The index for this teachers three-year average is 1.2/1.1 or 1.12.

LevelBased on the index score, each teacher is assigned to a particular performance level: Most Effective, Above Average, Average, Approaching Average, Least Effective. Think of Most Effective and Least Effective as 2 standard errors above, and 2 standard errors below. Good slide to reinforce not to jump to conclusions with 1 year of results.

Reminder to look at trends over time and multiple measures. 19District Teacher Effectiveness Listing

sample20The administrator can also view this report by subject, by grade, by test, by school. Can drill down to see each teachers individual results (teacher names are hyperlinks). Can sort by any column header (they are all hyperlinks).

20Where Are We?Sharing ResourcesWhat do we have?What is/are our greatest need(s)?Where Do We Need To Be?

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DOK LevelsThe DOK level is not related to the difficulty or point value of an item. Verbs alone do not determine the cognitive complexity of assessment tasks. The DOK level is assigned based on the intent of an item. Many questions seem higher-order when in fact the question was discussed in detail in class (thus, making it a Level 1 question). If an item falls between two DOK levels, select the higher of the two levels.

Source: Corey Palermo: Measurement IncorporatedREMEMBERLA Example (grade 10)Which word would be the best substitution for the word infallible in the first paragraph? A. disloyal B. hardy C. reliable D. uncertain

LEVEL 2 SKILLS/CONCEPTS The reader must use context clues to determine the intended meaning of a word. DOK Level?An effective text dependent question delves into a text to guide students in extracting the key meanings or ideas and events found there. To achieve this end, text dependent questions begin by exploring specific words, details, explanations and arguments. They then investigate the text through utilizing the Anchor and/or Grade-level Reading Standards to generate the question. Creating Text-Dependent Questions29

Effective text-dependent questions ask students to extract evidence from the text to make inferences and draw conclusions based on what the text says explicitly or inferentially.

DOK + Question ConstructionAssessment Literacy

Where Do We Need To Be ? contBegin with the end in mindPacing ImplicationsEvidence TablesTest SpecsText Complexity

EBSR PCR - TECRWHATWHENHOWPARCC ASSESSMENTSMath / ELA in 3rd, 4th, 5th, 6th, 7th, 8th & HS Performance-based sectionOn computer (Feb. 16 Mar. 20)Paper/Pencil (Feb. 16 Mar. 6) End of Year sectionOn computer (April 13 May 15)Paper/Pencil (April 13 May 1)Strategic Pacing

Districts/schools should schedule accordingly with no breaks (one-week spring break is allowed)or professional days scheduled within the 20-day or 10-day test 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.33Combine standards naturally when designing instructional tasks Align complexity levels of text with standards for instructional passage selectionDevelop stems for questions/tasks for instruction aligned with the standardsDetermine and create instructional scaffolding (to think through which individual, simpler skills can be taught first to build to more complex skills)Develop rubrics and scoring tools for classroom use

Evidence Statements/Tables & Task Models34What/Why34

Evidence Table SamplePBATask Generation Model Grades 3 11

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This is a screen shot of a grade 11 Literary Task Model for the Performance Based Assessment. Readers will note that the only difference between the task generation models for the Mid Year Assessment and for the Performance Based Assessment occur in the task models for Research Simulation Tasks, where there is one additional prose constructed response in each Mid Year Research Simulation Task.36Performance Level Descriptors (PLDs)PARCC will report students achievement using PLDs and scaled scores.In October 2012 PARCC established 5 performance levels

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: Strong commandLevel 3: Moderate commandLevel 2: Partial commandLevel 1: Minimal commandCut Scores will be determined in the Summer of 2015 using multiple stakeholders in the decision making process.PLDs can be found under PARCC Assessment PoliciesPARCC Governing Board and Advisory Committee on College Readiness vote in October 2012 established 5 performance levelsLevel 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 commandLevel 3: Moderate commandLevel 2: Partial commandLevel 1: Minimal command

Policy-level PLDs serve as a foundation for grade- and subject-specific performance level descriptorsWHAT STUDENTS AT EACH PERFORMANCE LEVEL KNOW AND CAN DO RELATIVE TO GRADE-LEVEL OR COURSE CONTENT STANDARDS

Looking at the PLDs: Written Expression

This row provides information about the patterns displayed by students in writing at this levelThis row provides the level being describedThis row provides the sub-claim being viewed

38This slide shows the Written Expression grade specific PLDS.

The first row provides information about the sub-claim being viewed.

The fourth row provides high-level descriptions of each level.

The last row gives information about the patterns displayed by students in written expression at each level.

This row states what students are expected to demonstrate at each level. Please view the evidence statements linked to the CCSS for each grade level as well.

Next we will review the PLDs for the writing sub-claim for knowledge of language and conventions.

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PLDsGrades 3-8

Grades 9-11

Implications for InstructionDOKQuestion ConstructionPacing Scoring Design WeightingPBA vs. EOC/EOY

How do we get there?Sample Test ItemsInstructionAssessmentOne moreDistricts/schools should schedule accordingly with no breaks (one-week spring break is allowed)or professional days scheduled within the 20-day or 10-day test 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.41Analyzing SamplesCognitive Demand?Content?Test Specs (ECD) ? Blueprints?Associated Skills?Keyboarding StaminaProblem Solving TechnologyAccessibility Features

EBSR

TECR

PCRJH Example

JH Example

EBSRJH Example, cont.

Tech IssuesAccess: Software, HardwareTimeResourcesKeyboarding Skills

Cumulative Expectation Begins with Kindergarten

Aligned Expectations

PARCC Scoring Tools

Accessibilities - Accommodations

Important Implications for InstructionAs You Plan

http://nextgen.apps.sparcc.org/la/9-12

PARCC ELA - OhioPARCC Sample ItemsPARCC Test Specs/BlueprintsPARCC Practice Test, Tutorials

Read Write ThinkTeaching ChannelHumanities & ELA

More ResourcesPractice Tests VirginiaSmarter BalanceGeorgiaWashingtonInternet4ClassroomsSample Performance Tasks & Exemplar TextsOhio Resource CenterPBS DigitalThinkfinityGoogle BooksReading RocketsChars Blogspot

Tech LinksRevisit Learning TargetsCan you.Make informed curricular decisions?Plan instruction and assessments strategically for student success on Next Generation Assessments?Discover resources that will support instructional design?

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Thank you!

Heidi GraySpecial Ed Supervisor/Curriculum [email protected] Phone: (704) 702-3120 x. 64309

Lisa CaytonConsultant & SPDG Lead SST Regions 14 & [email protected]: 740-289-4171 X. 64223Cell: 740-935-1383