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2015-2016 2012-13 2013-14 2014-15
SBA Transition to PARCC Timeline for New Mexico
•SBA for grades 4-8, 10 & 11
•SBA “Bridge Assessment” for
grade 3 •NMAPA
•Paper & Pencil (PBT)
•PARCC 3-HS
•NMAPA
•PARCC (CBT)
•NMAPA (web-based)
•SBA “Bridge Assessment” for
grades 3-8, 10/H2 & 11/H3 •NMAPA
•SBA (CBT & PBT) •NMAPA-Paper
CCSS Implementation
K-3
CCSS Implementation
K-12 CCSS K-12
•PARCC 3-HS
•NCSC (New Alternate
Assessment)
•PARCC (CBT)
•NCSC (web-based)
PARCC Consortium
2014-15 PARCC will replace SBA •Math •Reading •Writing
National Center and State Collaborative (NCSC)
2015-2016 NCSC Consortium Assessments will replace NMAPA
PARCC’s Theory of Action
PARCC’s Fundamental Goal
States in the Partnership are committed to building their collective capacity to increase the rates at which students graduate from high school prepared for success in college
and the workplace
– Meaningful Standards: Common Core State Standards which are consistent across states & clear to the public.
– Higher Quality and Meaningful Tests: Assessment items and tasks that measure critical thinking, strategic problem solving, research and writing.
– Maximize Technology: Computer based assessments.
– Cross-State Comparability: Common assessments and common performance standards.
Theory of Action: Assessment System Design
6
The PARCC Assessment Design
“Teaching to the Test” vs. “A Test Worth Teaching To”
Understanding by Design (UBD)
What Enduring Understanding?
What is Acceptable Evidence?
Which Learning Experiences & What
Instruction?
PARCC’s Evidence Centered-Design (ECD)
What Claims?
What Evidence Supports the claim?
Which Tasks points to the Evidence?
PARCC Assessment Focus
The PARCC Assessment System will assess:
• Writing
• Reading
• Mathematics
Item & Task Prototypes: www.parcconline.org
The PARCC Assessment Design English Language Arts/Literacy and Mathematics, Grades 3-11
End-of-Year Assessment •Innovative, computer-based items •Required
Performance-Based Assessment (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
Speaking And Listening Assessment
•Locally scored •Non-summative, required
2 Optional Assessments/Flexible Administration
Mid-Year Assessment •Performance-based •Emphasis on hard-to-measure standards
11
75%SY 90%SY
Available in 2015-16
50%SY
Grade 3 PARCC Summative Example:
75% SY Monday Tuesday Wednesday Thursday Friday
PARCC PBA
Session 1 ELA Narrative
Session 2 ELA Literary
Session 3 ELA Research
Session 1 Math
Session 2 Math
90% SY Monday Tuesday Wednesday Thursday
PARCC EOY
Session 1 ELA
Session 2 ELA
Session 1 Math
Session 2 Math
PARCC Student Reporting
&
College –and Career-Ready Determination (CCRD)
Claims Driving Design: ELA/Literacy
Students are on-track or ready for college and careers
Students read and comprehend a range of sufficiently complex texts
independently
Reading Literature
RL.X.1-10
Reading Informational
Text
RI.X.1-10 and Reading Literacy
Standards
Vocabulary Interpretation
and Use
RL/RI.X.4 and L.X. 4-6
Students write effectively when using
and/or analyzing sources.
Written Expression
W.X.1-10 and Disciplinary
Writing Standards
Conventions and
Knowledge of Language
L.X.1.-3
Students build and present
knowledge through
research and the
integration, comparison,
and synthesis of ideas.
Students solve problems involving the major
content for their grade level with connections to
practices
Students solve problems involving the additional and supporting content for their grade level with connections to practices
Students express mathematical reasoning
by constructing mathematical arguments
and critiques
Students solve real world problems
engaging particularly in the modeling practice
Student demonstrate fluency in areas set forth
in the Standards for Content in grades 3-6
Claims Driving Design: Mathematics
Students are on-track or ready for college and careers
College-and Career-Ready Determination Policy
PARCC will have 5 achievement levels or Performance Level Descriptors (PLDs). In order to earn and maintain a College- and Career-Ready Determination in mathematics and ELA/Literacy, a student will need to achieve at least the threshold score for Level 4.
PARCC Policy Level PLDs Current SBA PLDs
• Level 5 “Distinguished Command” Advanced
• Level 4 “Strong Command” Proficient
• Level 3 “Moderate Command” Nearing Proficiency
• Level 2 “Partial Command” Beginning Step
• Level 1 “Minimal Command”
PARCC Accommodations Policies
PARCC Accommodations
• PARCC will allow for reading access accommodations for a small number of students who have a disability that prevents them from being able to decode text and/or who are blind or visually impaired and unable to read Braille.
• PARCC will allow for a calculator accommodation (calculators, arithmetic tables, and various manipulatives) for eligible students with disabilities on mathematics test sessions in all grades where calculators are not allowed.
PARCC Comprehensive Accessibility Policies
20
*Available to all participating students **For students with disabilities, English learners, and English learners with disabilities
Accessibility Features for ALL Students
21
Accessibility Features for All Students
• Tool, support, scaffold, or preference that is built into the assessment system that can be activated by any student, at his or her own discretion.
• Universal Design features expected to benefit a diverse array of students and are available to all students.
• Provided onscreen, stored in a toolbar, or are accessible through a menu or control panel, as needed.
• During the assessment, students can choose which accessibility features they need for specific items. Examples include: audio amplification, highlighting, pop-up glossary, etc.
22
Accessibility Features for All Students
23
Accessibility Features for All Students Audio Amplification
Blank Paper (provided by test administrator)
Eliminate Answer Choices
Flag Items for Review
General Administration Directions Clarified (by test administrator)
General Administration Directions Read Aloud and Repeated (by test administrator)
Highlight Tool
Headphones
Magnification/Enlargement Device
NotePad
Pop-Up Glossary
Redirect Student to Test (by test administrator)
Spell Checker
Writing Tools
Additional Accessibility Features
24
*Available to all participating students; even WITHOUT an IEP or 504 Plan; ELL plan
Accessibility Features Identified in Advance
• Available to all students (i.e., not limited to students with IEPs, 504 plans, or English learners), but will be selected and “turned on” by school-based educators prior to the assessment, based on each student’s Personal Needs Profile (PNP).
• Based on each student’s individual needs, a PNP is created for the student to ensure that he or she receives appropriate access without the distraction of other tools and features that are not required by the student.
• Although school-based educators will enable specific accessibility features for students, the student will decide whether or not to use the feature. These accessibility features will be readily available on the computer-delivered testing platform.
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Accessibility Features Identified in Advance
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Accessibility Features Identified in Advance
Answer Masking
Background/Font Color (Color Contrast)
General Masking
Line Reader Tool
Text-to-Speech for the Mathematics Assessments
Administrative Considerations for All Students
• Detailed guidelines on the administration of the PARCC assessments will be included in the PARCC Test Administration Manual.
• Principals may determine that any student may require one or more of the following test administration considerations, regardless of the student’s status as a student with a disability or who is an English learner: – Small group testing
– Frequent breaks
– Time of day
– Separate or alternate location
– Specified area or seating
– Adaptive and specialized equipment or furniture
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PARCC Accommodations for Students on IEPs/504 Plan/Emergency Accommodations
PARCC Comprehensive Accessibility Policies
29
**For students with disabilities, English learners, and English learners with disabilities
Presentation Accommodations
30
Content Area Presentation Accommodations
ELA/Literacy Text-to-Speech or Video of a Human Interpreter for the ELA/Literacy
Assessments, including items, response options, and passages*
Braille Edition of ELA/Literacy Assessments (Hard-copy braille tests and refreshable braille displays for ELA/Literacy)
Closed-Captioning of Multimedia Passages on the ELA/Literacy
Assessments
Descriptive Video
Mathematics Video of a Human Interpreter for the Mathematics Assessments for a Student Who is Deaf or Hard of Hearing Braille Edition of Mathematics Assessments (Hard-copy braille tests for Mathematics)
Both Content
Areas
Additional Assistive Technology (Guidelines available fall 2013)
Tactile Graphics
Video of a Human Interpreter for Test Directions for a Student Who is
Deaf or Hard of Hearing
Paper-and-Pencil Edition
Response Accommodations
31
Content Area Response Accommodations
ELA/Literacy Scribing or Speech-to-Text (i.e., Dictation/Transcription or Signing) for constructed responses on the English Language Arts/Literacy Assessments* Word prediction on the ELA/Literacy Performance-Based Assessment*
Mathematics Calculation Device and Mathematics Tools* (on Non-calculator Sessions of Mathematics Assessments)
Both Content Areas
Additional Assistive Technology (Guidelines available fall 2013)
Braille note-taker Scribing or Speech-to-Text (i.e., Dictation/Transcription or Signing) for the Mathematics assessments, and for selected response items on the English Language Arts/Literacy assessments
* See notes below
Other Proposed Accommodations for Students with Disabilities
32
Category Accommodation
Timing & Scheduling Extended Time
Setting
Many settings that were once considered accommodations
are now consider accessibility features for all students and
will be included in the test administrator manual. These
include – separate location, small group testing, specified
area or seating, time of day, and frequent breaks.
Unique/Emergency Accommodations
• A small number of students may require additional accommodations either because they are not listed in the PARCC manual, or they do not have an IEP or 504 plan but require an accommodation as a result of a recently-occurring accident or illness.
• PARCC states will review requests for unique accommodations in their respective states on an individual basis and will provide approval after determining whether the accommodation would result in a valid score for the student, using guidelines comparable across PARCC states.
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NMPED Technology Framework
•PED will provide Technology Guidelines for schools/districts •Districts will be able to assess their device gaps
Development of NMPED’s Computer Literacy Skills and Computer-Based Testing Modules
K-2 Shells Time: 20-25 minutes
Audience: Teachers
August 2013
3 minutes
Introduction/Rationale by K-2 Teachers
15 minutes
Identified skiills modeled by K-2 students
5 minutes
List of On-line, open source lessons, practice sites, &
resources available for teachers to use with students
Grade 3-5 Shells Time: 25-30 minutes
Audience: Teachers
August 2013
4 minutes
Introduction/Rationale by Grade 3-5 Teachers
25 minutes
PART A: Essential Keyboard skills appropriate for grade
level
PART B: Information Literacy
10 minutes
CBA/PARCC functionality of items
Grade 6-High School Shells
Time: 30 minutes
Audience: Students
January 2014
Since students at high school do not need a keyboarding
module, these modules could take a different approach and
be targeted to students as the primary audience.
The module would help students identify the types of analysis and resources they would use in writing at the level of demand refelcted in CCSS & PARCC Assessments
The New Mexico Educator Leader Cadre: A team of K-16 educators becoming experts in CCSS & PARCC
PED PARCC Interactive Timeline
Questions
Lynn Vásquez
PARCC Program Manager
Assessment & Evaluation
