HS ELA Power Point - Ross-Pike Educational Service District

Report
ELA Instruction & Assessment
Ross-Pike ESD
2014-15
• Make informed curricular decisions
• Plan instruction and assessments strategically
for student success on Next Generation
Assessments
• Discover resources that will support
instructional design
HIGH SCHOOL ASSESSMENTS
Math – Algebra I, Geometry
English – English 1, English 2
Science – Physical Science
Social Studies – American History, American
Government
Performance Based Assessments
+ End Of Year
Performance Level Descriptor (points)
ONGA Details
Components: Diagnostics,
Mid-year, PBA, EOY,
Speaking/Listening
Equal Weighting
ELA Results:
Pearson & ETS
Turn-around Time
Hybrid Scoring
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 year’s freshmen class
(class of 2018).
However…. ANY student taking American
History and/or American Government this
year is required to take those exams
Time Expectations for PARCC
PBA - EOY
• Grades 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
Time Expectations for AIR
• American Government Unit Time
90
90
• Est. Time on Task
60
60
90
90
• Est. Time on Task
60
60
• Physical Science Unit Time
90
90
• Est. Time on Task
60
60
• American History
Unit Time
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 block
– ODE’s suggestion is to give interim end of course
exam from last year in Am. History/Government
BLOCK SCHEDULE CONSIDERATIONS
• High School only
• Paper/Pencil is only option
• ELA/Math will be only subjects available
• Performance-Based section
– Dec. 1 through Dec. 12
• End of Course section
– Dec. 15 through Jan. 19
WHAT ABOUT OGT?
OGT will continue to be in effect for this year’s
sophomores, juniors, & seniors.
(Double testing for some of these students)
What about “freshmores” or “academic redshirt freshmen”?
They fall under sophomore classification
OGT will continue to be given to those that
don’t reach the minimum score (until 9/1/22).
GRADUATION POINTS
• As one of the three pathways to a diploma, students can
accumulate their scores from end-of-year/course exams. The higher
a student’s 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.
4+4+6=14 ?
SUBSTITUTE EXAMS
Students in certain courses can take a substitute exam, such as an
Advanced Placement (AP) exam, instead of the state’s 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
RETAKING EXAMS
A 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 counts
For 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
student’s highest recorded score will count.
Transfer students
•
•
Districts 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 FORWARD
Phase-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 student’s 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 WORK
• College admissions test
• Job skills test
• Substitute exams
Fall ’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… Implications
AIR ASSESSMENTS
• Social Studies (4th and 6th)
• Science (5th and 8th)
Performance-based section
• Computer or Paper/Pencil (Mar. 2 – 13)
End of year section
• Computer or Paper/Pencil (May 4 -15)
Teacher-Level Value-Added Report:
Aggregate Level Reporting
Aggregate-level effectiveness of this teacher over time
The table displays how
that teacher performed
compared to the state’s
3-year average and the
district’s 3-year average
in that same grade level
and subject area (most
recent year first).
In 2011, you will only
Value Added Linkage
see one year of data.
Spring ‘15
District Teacher Effectiveness
Listing
Where Are We?
Sharing Resources
• What do we have?
• What is/are our greatest need(s)?
Where Do We Need To Be?
Criteria
Focus
Content Alignment
Are the expectations consistent for
both curriculum and assessments?
Depth-of Knowledge
Consistency
Are the cognitive demands of
curricular aims and assessments the
same?
Range of Knowledge
Is the span of knowledge reflected in
curriculum and assessment the
same?
Balance of Representation
Does assessment reflect the
priorities of the curriculum and the
instruction?
Popham, W.J. (2012)
System for Educators (2nd ed). Boston: Pearson.
©2013. Battelle for Kids. All Rights Reserved.
Mastering Assessment: A Self-Service
©2013. Battelle for Kids. All Rights Reserved.
Level I and Level II Usually one right answer
Level III More than one correct answer or
approach is possible
Level IV Real-world applications in new
situations
©2013. Battelle for Kids. All Rights Reserved.
DOK Levels
•The 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 Incorporated
LA Example (grade 10)
Which word would be the best substitution for
the word “infallible” in the first paragraph?
• A. disloyal
• B. hardy
DOK Level?
• C. reliable
• D. uncertain
LEVEL 2 – SKILLS/CONCEPTS
The reader must use context clues to determine the intended
meaning of a word.
Creating Text-Dependent Questions
1. An effective text dependent question delves
into a text to guide students in extracting the
key meanings or ideas and events found
there.
2. To achieve this end, text dependent
questions begin by exploring specific words,
details, explanations and arguments.
3. They then investigate the text through
utilizing the Anchor and/or Grade-level
Reading Standards to generate the question.
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.
Assessment
Literacy
Where Do We Need To Be ? cont…
Begin with the end in mind…
Pacing Implications
Evidence Tables
Test Specs
Text Complexity
EBSR – PCR - TECR
PARCC ASSESSMENTS
Math / ELA in 3rd, 4th, 5th, 6th, 7th, 8th & HS
 Performance-based section
On computer (Feb. 16 – Mar. 20)
Paper/Pencil (Feb. 16 – Mar. 6)
 End of Year section
On computer (April 13 – May 15)
Paper/Pencil (April 13 – May 1)
Evidence Statements/Tables & Task Models
1. Combine standards naturally when designing
instructional tasks
2. Align complexity levels of text with standards for
instructional passage selection
3. Develop stems for questions/tasks for instruction aligned
with the standards
4. Determine and create instructional scaffolding (to think
through which individual, simpler skills can be taught first
to build to more complex skills)
5. Develop rubrics and scoring tools for classroom use
34
PBA
Task Generation
Model
Grades 3 – 11
36
Performance Level Descriptors (PLDs)
PARCC will report students achievement using PLDs and scaled scores.
In October 2012 PARCC established 5 performance levels
o 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.
o Level 4: Strong command…
o Level 3: Moderate command…
o Level 2: Partial command…
o Level 1: Minimal command…
Cut Scores will be determined in the Summer of 2015 using
multiple stakeholders in the decision making process.
Looking at the PLDs:
Written Expression
This row provides the
sub-claim being
viewed
This row provides the
level being described
This row provides information about the
patterns displayed by students in writing at
this level
38
PLD’s
• Grades 3-8
• Grades 9-11
Implications for Instruction
DOK
Question Construction
Pacing
Scoring Design
Weighting
PBA vs. EOC/EOY
How do we get there?
Sample Test Items
Analyzing Samples
•
•
•
•
Cognitive Demand?
Content?
Test Specs (ECD) ? Blueprints?
Associated Skills?
Keyboarding
Stamina
Problem Solving – Technology
Accessibility Features
JH Example
JH Example
JH Example, cont.
Tech Issues
•
•
•
•
Access: Software, Hardware
Time
Resources
Keyboarding Skills
Cumulative Expectation
Begins with Kindergarten
Aligned Expectations
PARCC Scoring
Tools
Accessibilities - Accommodations
Important Implications for Instruction
As You Plan…
http://nextgen.apps.sparcc.org/la/9-12
PARCC ELA - Ohio
PARCC Sample Items
PARCC Test Specs/Blueprints
PARCC Practice Test, Tutorials…
Read Write Think
Teaching Channel
Humanities & ELA
More Resources
Practice Tests
Virginia
Smarter Balance
Georgia
Washington
Internet4Classrooms
Sample Performance Tasks
& Exemplar Texts
Ohio Resource Center
PBS Digital
Thinkfinity
Google Books
Reading Rockets
Char’s Blogspot
Revisit Learning Targets…
Can you….
• Make informed curricular decisions?
• Plan instruction and assessments strategically
for student success on Next Generation
Assessments?
• Discover resources that will support
instructional design?
Thank you!
Heidi Gray
Special Ed Supervisor/Curriculum Consultant
[email protected]
Office Phone: (704) 702-3120 x. 64309
Lisa Cayton
Consultant & SPDG Lead
SST Regions 14 & 15
[email protected]
Office: 740-289-4171 X. 64223
Cell: 740-935-1383

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