Powerpoint File - Wayne Local Schools

Report
OTES - eTPES
June 5th - 2014
House Bill 362 passed the Ohio legislature yesterday, bringing changes to the Ohio Teacher Evaluation System.
These changes allow teachers, schools and districts increased flexibility as they work through the evaluation
process. This legislation will be effective for the 2014-2015 school year, so your district can choose to take
advantage of these changes as early as this August.
The first change to the teacher evaluation system allows for less frequent evaluation of our highest achieving
teachers, while still providing them with feedback on their work. The second change will allow new flexibility to
consider an additional measure to student growth and observation in a teacher’s evaluation as 15 percent of the
evaluation. Districts will have the choice between the current or new alternative teacher evaluation structures. The
increased flexibility will allow districts to customize their evaluation timeline and system to better reflect their
school, district or community values.
This summary of changes will provide you with more details on the revisions to the Ohio Teacher Evaluation
System. I realize that you are going to have a lot of questions about these changes. We are working to provide you
more detailed guidance on House Bill 362 as soon as possible.
Graduation Requirements
Changes requirements for a high school diploma beginning with Class of 2018. Makes no changes in course
requirements but specifies three paths to a diploma:
Seven end-of-course exams with a cumulative passing score (to be determined by the State Board of
Education): Algebra (or integrated math 1); Geometry (or integrated math 11); English I; English II;
American History; Government; Physical Science
State Board of Education can substitute Algebra II for Algebra I beginning with Class of 2020
AP, IB, and dual enrollment students may take assessments aligned to those courses in lieu of
end-of-course exams
“Remediation free” score on nationally recognized college admission exam in 11th grade (with the state to
reimburse districts for cost)
Industry recognized credential or a state license for practice in a vocation and a score demonstrating
workforce readiness and employability on a job skills assessment
Requires students opting out of Ohio’s course requirements over the next two years must take a math
assessment to be determined by the ODE
Retains requirement that school districts adopt a resolution describing how the district or school will address
"college and career readiness and financial literacy" in its curriculum for seventh and eighth grade and for
other grades as determined necessary
Education organizations support new graduation requirements
June 4, 2014
Four major statewide education management organizations today expressed support for the change in graduation requirements contained in new state legislation
approved by a committee of Ohio House and Senate members Tuesday.
The changes would affect students graduating in the class of 2018 and would include not only course requirements, but also end-of-course examinations (rather
than the current Ohio Graduation Tests).
“We have been involved with the discussion of the graduation requirements since last summer when the State Board of Education invited stakeholders to its
committee considering these changes,” said Thomas Ash, director of governmental relations for the Buckeye Association of School Administrators. “These
changes reflect several of the concepts that we suggested and the State Board accepted.”
Among those are alternative paths to a diploma other than through the planned end-of-course examinations. Ohio Association of Secondary School
Administrators Executive Director Ken Baker noted that students also could earn a diploma through course completions and a sufficiently high score on a
nationally recognized college admission examination or an industry-recognized job credential.
“A high school diploma should also recognize outstanding performance on other measures of achievement,” Baker said.
All high school juniors would be required to take the nationally recognized college exam, which is thought to be the ACT exam, since it is the one most used for
entrance purposes by state colleges and universities. Barbara Shaner, Ohio Association of School Business Officials associate executive director, said that the
cost of the testing would be borne by the state under this proposal.
“While other elements of this legislation may move expenditures a little higher, this particular effort in testing to measure readiness for higher education will be
the responsibility of the state, and not local boards of education,” she said.
Ohio School Boards Association Director of Legislative Services Damon Asbury said that the legislation does not change the current credit completion
requirements. However, it does provide some alternative pathways to a high school diploma.
“The State Board considered alternate routes to a diploma, especially for students on a path to a successful career with appropriate training in one of Ohio’s
career-technical programs,” Asbury said. “This legislative proposal includes this approach, and these students should be rewarded for their efforts.”
For more information, contact: Damon Asbury, OSBA, (614) 540-4000; Thomas Ash, BASA, (614) 846-4080; Barbara Shaner, OASBO, (614) 325-9562; or
Ken Baker, OASSA, (614) 430-8311.
College Credit Plus (CCP) Provisions
Through the biennial budget bill, HB 59, the Chancellor of the Ohio Board of Regents was charged with conducting a study and making recommendations for
a new College Credit Plus (CCP) program to replace the current post secondary course options for high school students.
Those recommendations, released the end of December 2013, were introduced into HB 487, the education MBR bill. While some changes were made to the
original proposal, the recommendations were largely left intact. The following is a list of CCP provisions:
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All public districts & IHEs must participate in CCP
CCP replaces the current Post Secondary Enrollment Options and Dual Enrollment programs
CCP does not apply to elective college courses students may choose to take while in high school
CCP requirements and provisions do not apply to AP and IB courses
Costs for students to participate in post secondary courses through CCP are based on per-pupil basic aid
Funding is based on the per-pupil basic aid amount, prorated according to credits earned (maximum of 30 credits)
HB 487 retains districts’ ability to negotiate local agreements with IHEs for the delivery of dual enrollment courses
The funding structure within local agreements can be negotiated within a range between a funding “floor” and a funding “ceiling”, based on the state
per-pupil basic aid amount
The funding “floor” in FY 2015 amounts to $40 per credit hour
The Chancellor has the authority to waive the funding “floor”
For students choosing on their own to participate in post secondary options, or when school districts and IHEs enter into agreements for dual enrollment
courses, the school districts will maintain 17% of the basic aid amount (also pro-rated). The retained 17% was factored into the “floor” and “ceiling”
determinations
Students cannot be charged for tuition, regardless of family income
CCP courses must be equivalent to college courses offered to traditional students
CCP courses must be treated the same for purposes of class ranking and grade point averages as other advanced standing (i.e., Advanced Placement (AP)
and International Baccalaureate (IB)) courses
High school teachers who teach a dual enrollment course must be approved by the IHE, including one training day prior to the school year and one
observation
SLO’s
Accomplished
Skilled
Developing Ineffective
2013/14 Goals and Measures
Superintendent’s
BOE Goals
Developed through RttT and Ohio’s New Accountability System
OTES/eTPES
#1 – Instruction Focused on
Teacher Performance (50%)
#2 – Student Learning
Objectives
Growth (50%)
#3- ACT/OGT/OAA /Parcc
#4- Intervention
Professional
Growth
Plan
Principal’s
Goal
Improvement
Plan
A. Value
Added
Formal
Observation
Walkthroughs
Informal
Observations
Pre-Conference
Teacher
Goals
Observation by
1/15/14
2/10-4/1
Post Conference
By
1/25
4/10
Complete
Performance
Rubric
Student
Goals
OAA – 108
Advanced
OGT – 111
Move
The
Middle
ACT -24
C. LEA
Measures
2 Slo’s
50% Rule
*Thinkgate
AP
3 and above
At-Risk
Sub Groups
Grade/Course Specific
#5- Spartan Pride
3rd Grade
Guarantee
November
2013
New Math
Curriculum
Renewal!
EOC/EOY
2013/14 Goals and Measures
Superintendent’s
BOE Goals
Developed through RttT and Ohio’s New Accountability System
OTES/eTPES
#1 – Instruction Focused on
Teacher Performance (50%)
Professional
Growth
Plan
Principal’s
Goal
Improvement
Plan
Formal
Observation
Complete
Performance
Rubric
Pre-Conference
Teacher
Goals
Observation by
9/1/13-1/15/14
2/10-4/1
Post Conference
By
1/25
4/10
Walkthroughs
Student
Goals
Informal
Observations
#2 – Student Learning
Objectives
Growth (50%)
#3- ACT/OGT/OAA /Parcc
#4- Intervention
Grade/Course Specific
#5- Spartan Pride
Ohio eTPES Login Page
Professional Growth Plan
http://education.ohio.gov/Topics/
Teaching/Educator-EvaluationSystem/Ohio-s-TeacherEvaluation-System/TeacherPerformance-Ratings
2013-14\Professional Growth Plan.doc
Professional Growth Plan
Professional Growth Plans help teachers focus on areas of professional development that will enable them to improve their practice. Teachers are
accountable for the implementation and completion of the plan and may use the plan as a starting point for the school year. (The Professional Growth Plan is
intended to be one academic year in duration and may support the goals of the Individual Professional Development Plan- IPDP. The Professional Growth
Plan is not intended to replace the IPDP.) The professional growth plan and process includes feedback from the evaluator as well as the teacher’s selfassessment, and the support needed to further the teacher’s continuous growth and development. Professional development should be individualized to the
needs of the teacher and students (based on available data), and specifically relate to the teacher’s areas for growth as identified in the teacher’s evaluation.
The evaluator should recommend professional development opportunities, and support the teacher by providing resources (e.g., time, financial). The growth
plan should be reflective of the data available and include:
Identification of area(s) for future professional growth;
Specific resources and opportunities to assist the teacher in enhancing skills, knowledge and practice;
Outcomes that will enable the teacher to increase student learning and achievement.
Ohio eTPES Login Page
Formal Observation
Pre Conference Questions.docx
Pre-Conference
Observation by
9/1/13-1/15/14 (#1)
2/10-4/1 (#2)
Post Conference
By
1/25 (#1)
4/10 (#2)
Written Report
By
5/10/14
http://education.ohio.gov/Topics/Teaching/
Educator-Evaluation-System/Ohio-sTeacher-Evaluation-System/TeacherPerformance-Ratings
2013/14 Goals and Measures
Ohio eTPES Login Page
Superintendent’s
BOE Goals
Developed through RttT and Ohio’s New Accountability System
OTES/eTPES
#1 – Instruction Focused on
Teacher Performance (50%)
#2 – Student Learning
Objectives
Growth (50%)
#3- ACT/OGT/OAA /Parcc
#4- Intervention
Grade/Course Specific
#5- Spartan Pride
The Link Roster Verification process is an important component for EVAAS Teacher-Level
Value-Added reports. Active participation of teachers is essential.
Link (also known as Roster Verification) is a key component for teacher Value-Added.
Principal’s
Goal
A. Value
Added
Teacher
Goals
Student
Goals
C. LEA
Measures
2 Slo’s
50% Rule
Each teacher will write 2 SLO’s targeted for a student of population of at
least 50%
S.M.A.R.T. Goals
Specific
Measurable
Achievable
Realistic
Timely
SLOs – Student Learning Objectives
A Student Learning Objective (SLO) is a
measurable, long-term academic growth target that a
teacher sets at the beginning of the year for all
students or for subgroups of students. SLOs
demonstrate a teacher’s impact on student learning
within a given interval of instruction based upon
baseline data gathered at the beginning of the
course. Each SLO includes:
Specific –Who Where When Which
Why
Measurable - measuring progress
toward the attainment of each goal
you set.
How much? How many? How will I
know when it is accomplished?
Achievable - You can attain most any
goal you set when you plan your steps
wisely and establish a time frame that
allows you to carry out those
steps.
Realistic - To be realistic, a goal must
represent an objective toward which
you are both willing and able to
work.
Timely - A goal should be grounded
within a time frame. With no time
frame tied to it there's no sense of
urgency.
Baseline and trend data
Student Population
Period of Time covered by the SLO
Standards the SLO addresses
The Assessment(s) used
The expected Growth within that period
The Rationale for the expected growth
Ohio eTPES Login Page
Sample Student Learning Objectives
http://education.ohio.gov/Topics/Teaching/Educator-Evaluation-System/Ohio-s-TeacherEvaluation-System/Student-Growth-Measures/Student-Learning-Objective-Examples/SampleStudent-Learning-Objectives
What will the SLO process look like?
LEAs have some flexibility to shape the
process to fit local contexts, but ODE
recommends the following steps:
STEP 1: Gather and review available data
STEP 2: Determine the interval of instruction
and identify content
STEP 3: Choose assessments and set the
growth target(s)
STEP 4: Submit your SLO and prepare for
review and approval
STEP 5: Final scoring of the SLO
Categories Based on SGM
Type of Student Growth Measure
Available
Category of Educator
Value- Added
(Reading and/or Math)
A1, A2
Local Measures Only
C
14
Decisions for SGM Session
Percentages for Teachers in Category
• A1- Value Added Only
• A2– Value Added + SLO
• C – SLO’s Only
15
A: Teacher-level Value-Added
Data Available
A1. Teacher Instructs Value-Added
Subjects Exclusively
2014-15
Teacher Value Added
50%
A2. Teacher Instructs Value-Added
Subjects, but Not Exclusively
Teacher-Level
Value Added
Proportional to teaching
schedule
10-50%
0-40%
LEA Measures
Proportional to
teaching schedule
16
C: No Teacher-Level
Value-Added
or
Approved
Vendor
C: No Teacher-level Value-Added or Approved Vendor Assessment data av
Assessment Data Available
LEA Measures
50%
17
SGM Default Percentages
Determined
Step 1: Enter Default Percentages
18
Mr. Reeves
Value-Added
MRM Composite
Rating
Vendor Assessment
Rating
SLO/Other
Rating
LEA Measure
Shared Attribution
Rating
Shared Attribution
3
Vendor 1
5
SLO 1
5
Vendor 2
4
SLO 2
4
Vendor 3
5
SLO 3
_______
Vendor 4
_______
SLO 4
_______
Vendor 5
_______
Other
_______
Value-Added
Rating
Vendor Assessment
Rating
SLO/Other
Rating
Shared Attribution
Rating
Value-Added
Percentage
Vendor Assessment
Percentage
SLO/Other
Percentage
Shared Attribution
Percentage
30%
10%
10%
STUDENT GROWTH MEASURES =
19
Connecting the Dots for SLOs at WLS
WMS SLO Guidelines 2013-14.docx
WLS SLO Template.doc
SLO SCORING TEMPLATE EDITABLE Bricker Example.doc
Pre Conference Questions.docx
Ms. Davidson
Value-Added
MRM Composite
Rating
3
Vendor Assessment
Vendor 1
Rating
1
SLO/Other
SLO 1
Vendor 2
SLO 2
Vendor 3
SLO 3
LEA Measure
Rating
Shared Attribution
5
Shared Attribution
Vendor 4
_______
SLO 4
_______
Vendor 5
_______
Other
_______
Value-Added
Rating
Vendor Assessment
Rating
Value-Added
Percentage
Vendor Assessment
20% Percentage
STUDENT GROWTH MEASURES =
SLO/Other
Rating
1.5 (expected)
3
Shared Attribution
Rating
Shared Attribution
10% Percentage
10%
Rating
10%
CLICK HERE TO VIEW
CALCULATION
21
Calculation
Step 4: Convert 5 to 3 within the
category
22
Calculation
Step 4: Series Table
23
Final Summative Rating
24
Final Summative Rating
4
3
2
1
Above
Accomplished
Accomplished
Skilled
Developing
Expected
Skilled
Skilled
Developing
Developing
Below
Student Growth Measures
Performance on the Standards
Developing
Developing
Ineffective
Ineffective
25
eTPES Implementation
Timeline
• By May 1 – Principals complete the evaluation for each
teacher and complete entering all local measures related to
SGM’s.
• By May 10 – Principals provide each teacher with a written
report of the results of the teacher’s evaluation.
Areas of Refinement.docx
• Prior to June 1 – Notification of renewal or nonrenewal of
contracts for administrators.
• June 15 – eTPES closes for the 2013-2014 school year. Any
copies needed from evaluations, reports, etc. must be made
prior to June 15.
26
Ohio eTPES Login Page
ELECTRONIC TEACHER
EVALUATION SYSTEM
eTPES
SGM Session: Student Growth
Measures and Final Reports
Evaluation =
Accomplished
Skilled
Developing
Ineffective
Performance on the Standards
50%
Student Growth Measures
50%
Continuous Improvement
Instruction
School Operations, Resources and Learning Environment
Collaboration
Parent and Community Engagement
OPES
OPES
OPES Standard Element: Focusing Questions
Standard 1: Principals/Coordinators help create a shared vision and clear
goals for their schools and ensure continuous progress toward achieving the
goals.
O.P.1.1: Principals/Coordinators facilitate the articulation and realization of a
shared vision of continuous school improvement.
Shared vision: Who has been involved in this process? What evidence
O.P.1.2: Principals/Coordinators lead the process of setting, monitoring and
achieving specific and challenging goals that reflect high expectations for all
students and staff.
Does every teacher you are responsible for know and understand the
vision/goals?
O.P.1.3: Principals/Coordinators lead the change process for continuous
improvement
Who have you included in developing the building/department goals
(shared vision)?
O.P.1.4: Principals/Coordinators anticipate, monitor and respond to
educational developments that affect school issues and environment.
Are your personal goals aligned to building goals and district goals?
(Refer to Eight Pillars of Excellence for our districtwide mission, vision and
standards of excellence)
O.P.1.2: Principals/Coordinators lead the process of setting, monitoring and
achieving specific and challenging goals that reflect high expectations for all
students and staff.
Does every teacher you are responsible for know and understand the
vision/goals?
O.P.1.3: Principals/Coordinators lead the change process for continuous
improvement
Who have you included in developing the building/department goals
(shared vision)?
O.P.1.4: Principals/Coordinators anticipate, monitor and respond to educational
developments that affect school issues and environment.
Are your personal goals aligned to building goals and district goals? (Refer
to Eight Pillars of Excellence for our districtwide mission, vision and standards of
excellence)
O.P.2.1: Principals/Coordinators ensure that the instructional content that
is taught is aligned with the Ohio academic content standards and
curriculum priorities in the school and district.
How have you helped teachers know, understand, and use data to
inform their teaching?
O.P.2.2: Principals/Coordinators ensure instructional practices are
effective and meet the needs of all students
How do you know what is occurring in classrooms? Walk-thrus?
Visits? Observations?
O.P.2.3: Principals/Coordinators advocate for high levels of learning for
all students, including students identified as gifted, students with
disabilities and at-risk students.
Have I utilized OTES with teachers? What do they know about
OTES? Are you using teachers with good student achievement
scores to help those with lesser scores? (Are the teachers set up in
teams to improve achievement scores together?) Are people in the
right seat on the bus?
O.P.2.4: Principals/Coordinators know, understand and share relevant
research.
How have you engaged students in identifying and discussing
research and theory that support the academic needs of students?
O.P.2.5: Principals/Coordinators understand, encourage and facilitate
the effective use of data by staff.
How have you assisted teachers’ use of assessment data to
continually design and adapt instruction based on student needs?
O.P.2.6: Principals/Coordinators support staff in planning and
implementing research-based professional development.
"Principal uses staff input and student data to identify professional
development needs in order to set short- and long-term goals and
takes action to meet those goals." Evidence
O.P.3.1: Principals/Coordinators establish and maintain a safe school
environment.
"Principal/Coordinator promotes and implements a schoolwide/department wide system for behavioral support and
intervention." – How have you accomplished this?
O.P.3.2: Principals/Coordinators create a nurturing learning environment
that addresses the physical and mental health needs of all.
Have you attended to the needs of our special needs students?
Intervention and IEP teams?
O.P.3.3: Principals/Coordinators allocate resources, including technology, to
support student and staff learning.
What kind of input do you gather or allow when approving or
recommending expenditures for your building/program? Who is
involved?
O.P.3.4: Principals/Coordinators institute procedures and practices to support
staff and students and establish an environment that is conducive to learning
"Principal/Coordinator establishes and reinforces rules, guidelines and
operational procedures that enable staff to focus on teaching and
learning." How have you accomplished this?
O.P.3.5: Principals/Coordinators understand, uphold and model professional
ethics, policies, and legal codes of professional conduct.
How have you analyzed and revised procedures to comply with local,
state, and federal mandates and then communicate those mandates to
district and community?
O.P.4.1: Principals/Coordinators promote a collaborative learning culture.
Are building/teacher teams used in many aspects of leading the
building/department? What teams are in place presently?
O.P.4.2: Principals/Coordinators share leadership with staff, students, parents
and community members.
How do you know you really share leadership within these teams, and not
just bringing them together to "tell" them what to do?
O.P.4.3: Principals/Coordinators develop and sustain leadership.
How have you helped the teacher-based teams to insure they are working
together and are productive? What support have you given those teacher
leaders facilitating their teams?
O.P.5.1: Principals/Coordinators use community resources to improve
student learning.
Do you have a parent advisory or council, are they a part of some
building advisory? (For example PTO)
O.P.5.2: Principals/Coordinators involve parents and community members in
improving student learning.
What system of events and teams do you have in place to promote
community engagement? How are the parents/businesses/community
agencies involved in the learning process---connect it back to student
learning? (Evidence?)
O.P.5.3: Principals/Coordinators connect the school with the community.
How do I involve the business/community partners in my
building/department? Is this a two-way process? Good for both? Giving
in both directions?
O.P.5.4: Principals/Coordinators establish expectations for the use of
culturally-responsive practices that acknowledge and value diversity.
How have you used proactive strategies to promote tolerance to create
an environment that supports high achievement levels for all students?
O.P.4.1: Principals/Coordinators promote a collaborative learning culture.
Are building/teacher teams used in many aspects of leading the
building/department? What teams are in place presently? The Intervention
Specialists function as a team in each building. They work
collaboratively with general education teachers, school psychologists
and related service personnel to meet the needs of each student. I meet
with the building level teams regularly, the elementary meets weekly and
middle and high meets monthly. The constant collaboration results in an
increase in awareness of student on IEP’s and how to best address their
individualized needs.
O.P. 3.2
I model effective and respectful communication with students,
parents, and community members for the staff of the middle school.
Many of them come to me when trying to construct a difficult email
response. I always encourage them to contact parents early and to
remember the importance of working with all parents in order to be
productive with students. The middle school has a multi handicapped
unit and as the principal, I promote the use of resources and strategies
to address the needs of those students and the staff that work with
those students. I work with the guidance counselor and school based
therapist to meet the needs of students who may be struggling with
mental health issues. I also make use of our resource coordinator and
community organizations such as Coordinated Care.
Everything you wanted to know about Next
Generation Assessments but were afraid to
ask….
Wayne Local Schools
2014-Practice Tests
PARCC-ELA Grades 4 and 5 (PBA only)
ELA Grades 8,9, and 10 (PBA and EOY)
Social Studies Online- Grade 6
Grade 12 Government
Science Online- Physical Science
Biology
What do you need to do to get ready?
Implement Standards
 Visit website and look at sample questions
 Familiarize students with online testing(what it looks
like/tools)
 Setting up testing calendar/reserving computers
 Training teachers/proctors-Trouble shooting
 Ensure technology is ready
 DTC set up sessions/class lists/accommodations

2014-2015 Testing Dates





Next Generation Assessments
Math and English language arts for Grades 3-8 and High School
Performance–Based Assessment: Feb. 16 through March 20, 2015
End of Course Exam: April 13 through May 15, 2015
*Districts will only have 20 consecutive school days for testing within the five-week
testing period provided. Districts can decide when, during their 20 consecutive school
day window, testing will take place.
Science (Grades 5, 8 and High School), Social Studies (Grades 4, 6 and High
School)
 Performance–Based Assessment: March 2 through March 13, 2015
 End of Course Exam: May 4 through May 15, 2015



Ohio Graduation Tests (OGT)
Fall Administration: Monday, Oct. 27 through Sunday, Nov. 9, 2014

Spring Administration: Monday, March 16 through Sunday, March 29, 2015

Summer Administration (Optional): Monday, June 15 through Sunday, June 28, 2015


Ohio Achievement Assessments (OAA)
Fall Administration: Grade 3 Reading – Monday, Oct. 6 through Friday, Oct. 10, 2014

Spring Administration: Grade 3 Reading – Monday, April 20 through Friday, May 1,
2015
Next Generation Assessments
2014-15
PARCC
Developed
Assessments
State
Developed
Assessments
 English Language Arts  Science
• Grades 3 – 8
• Grades 5 & 8
• English 9, 10, 11
• Physical Science &
Biology
 Mathematics
 Social Studies
• Grades 3 – 8
• Grades 4 & 6
• Alg I, Geo, Alg II
• American History &
OR
American
Math 1, 2, 3
Government
How do Teachers prepare?

The Spring, 2014, OAA and OGT will include only items
aligned to Ohio’s New Learning Standards (CCSSM)

If content formerly included in a grade level has
moved up in grade, it will no longer be included.

If content formerly included in a grade level has
moved down in grade, it will be included.
PBA verses EOY
Summative Assessment Components:
◦ Performance-Based Assessment (PBA)
 The ELA/literacy PBA will focus on writing effectively when
analyzing text.
 The mathematics PBA will focus on applying skills, concepts, and
understandings to solve multi-step problems requiring abstract
reasoning, precision, perseverance, and strategic use of tools
◦ End-of-Year Assessment (EOY)
 The ELA/literacy EOY will focus on reading comprehension. The
math EOY will be comprised of innovative, machine-scorable items
Shifts 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
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
•
o
o
o
o
o
•
•
•
Tools Pointer
Ruler - to ¼” or ⅛”
Protractor
Calculator - type will vary by grade
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
Student Technology Skills - For the PARCC Assessments
• Keyboarding
• Cutting and Pasting
• Highlighting
• Using on-screen calculator (grades 6-11 only)
• 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
Scroll, keyboarding skills
Scroll, drag and drop
drag and drop
Video, multiple choice
How do District Test Coordinators prepare?
Train Teachers
“Order” Materials-Headphones
Download Student Files
Work with Technology Department
Prepare Testing Site-Cubicals?
Set up Test Sessions/Special Accommodations
Schedule Testing
Online testing-Student Files
PARCC Comprehensive Accessibility Policies
Features
for All
Students
Accessibility
Features*
Identified in
advance
Accommodations
**
http://parcconline.org/parcc-accessibilityfeatures-and-accommodations-manual
* Available to all participating students
**For students with disabilities, English learners, and
English learners with disabilities
56
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
test administrator)
Highlight Tool
Headphones
Magnification/Enlargement Device
NotePad
Pop-Up Glossary
Redirect Student to Test
57
(by test administrator)
Spell Checker
(by
Accessibility Features
Identified in Advance
Answer Masking
Background/Font Color (Color Contrast)
General Masking
Line Reader Tool
Text-to-Speech for the Mathematics Assessments
58
Administrative Considerations for
All Students

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
59
Time Considerations
PARCC Administration Guidance
Appendix A
Note: estimated time on task refers to an estimate of the amount of time the
typical student will need to complete each session. While it is anticipated that most
students will complete the test sessions within these estimated times, all
participating students will have a set amount of additional time for each session to
provide them with ample time to demonstrate their knowledge.
PBA
3 sessions ELA/Literacy
2 sessions Math
EOY
2 sessions ELA/Literacy
2 sessions Math
Assessment Administration
Capacity Planning Tool
The number of devices a school needs for assessment is largely
dependent on:
1) Number of students enrolled at each tested grade level;
2) Number of students that can be tested simultaneously given the
way in which available devices are deployed (e.g., in labs, in
classroom, on carts, etc.)
3) Available bandwidth capacity.
To Proctor Cache or not to Proctor
Cache?
-A Computer on site with Proctor Caching Software
-Configure test to point to your proctor caching
computer in the test administration Portal
-Download each test session to Proctor caching
computer before test
Your Site
THINGS LEARNED
-Preparation and Network testing is mandatory
-If PARCC used their own browser similar to AIR
it would work better than current system
-Problems with students not being able to log on
-Trouble with students being kicked off the test

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