Elementary PARCC Practice Tests Instructional Implications Dr. Lowery’s Message MSDE Credit • 1 Credit for attending 7 sessions over 2 days. • Teachers need to get their card “stamped” at the end each session. • After 7 stamps ask that presenter for the CPD form in exchange for the card (or the Command Center). • A second CPD credit can be earned for presenting at your home school – see blackboard for the information later. Session Materials msde.blackboard.com Click Maryland Professional Learning Resources Session Materials Click Here Session Materials Click Session Information For this session select A103 Session Focus Explore PARCC sample assessments and collaborate to determine instructional implications Questions • If you have questions any time during the session, feel free to ask. • If we are unsure we will put the question in the PARKING LOT and consult a MSDE representative for an answer. Norms • Listen and Participate • Limit Sidebar Conversations • Be Open to New Ideas • Use Technology Responsibly Who are we? • Shana Sterkin – Prince Georges County Public Schools – Shana.sterkin@pg cps.org • Coliena Ayele – Montgomery County Public Schools – Middle School Teacher – Coliena_B_Ayele@ mcpsmd.org • Dr. Nicole Gavin – Baltimore City Schools – Lead teacher/ staff developer – email@example.com Who are we? PK-2 Teacher 3-5 Teacher Support teacher Administrator Central Office Other… Keep in Mind… We are in transition to PARCC, we don’t have all of the answers, but we have resources to support all stakeholders as we make this transition. Purpose of the Practice Tests • • • • Format Types of Assessment Items Professional Learning Familiarizing stakeholders with the PARCC assessment. http://practice.parcc.testnav.com/# PARCC Tutorial At your own pace, go through the PARCC tutorial to familiarize yourself with the available tools. http://practice.parcc.testnav.com Click on TUTORIAL PARCC COMPREHENSIVE ACCESSIBILITY POLICIES 17 Accessibility Features • Available to all students (i.e., not limited to students with IEPs, 504 plans, or ELs), but will be selected and “turned on” by a school-based educator 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 a school-based educator will enable specific accessibility features for students, the student will decide whether or not to use the feature. Accessibility features will be readily available on the computer-delivered testing platform. Expanding Access: A Teacher’s Guide http://ca539dfd55636c55e922fd4c048d1c793e15a27f954b34a49d25.r49.cf1.rackcdn.com/PARCCTeacherG 18 uideBrochure(Final%20Web).pdf Accessibility Features for All Students on the Computer-Based Test Mode Accessibility Features for All Students Assigned the Computer-Based Test Mode Audio Amplification Blank/Scratch 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) Text Highlighter Tool Headphones or Noise Buffers Line Reader Magnification/Enlargement Device Pop-Up Glossary Redirect Student to Test (by test administrator) 19 Writing Tools MATHEMATICS Thinking About Math As we explore the content of the math items, think about… • Which mathematical practices would students apply to each test item to reach proficiency? • What are the implications for instruction? • What kinds of instructional activities should be implemented in the classroom before students take the PARCC assessment? What is available from PARCC for Math? Sample Items – These are grade banded (3-5) with some performance based tasks for math. Practice Test – Grade leveled, End of the year only practice assessment (task type 1 – machine scoreable). SAMPLE ITEMS • Take a look at the 6 sample items for 3-5 math. • Which questions are performance based questions? Note: Performance Based Tasks for math will be released this fall. http://practice.parcc.testnav.com Click on SAMPLE ITEMS #3 Grade 3 (3.NBT.2, 3.OA.4, 3.MD.7B) #5 Grade 4 (4.OA.1,2,3) PRACTICE TEST • Practice tests are end-ofyear (EOY). • Let’s take a look at some examples from the practice test for grade 4. – The examples represent some of the focus clusters http://practice.parcc.testnav.com Click on PRACTICE TEST Thinking About Math As we explore the content of the math items, think about… • Which mathematical practice would students apply to each test item to reach proficiency? • What are the implications for instruction? • What kinds of instructional activities should be implemented in the classroom before students take the PARCC assessment? Standards for Mathematical Practices ENGLISH LANGUAGE ARTS/LITERACY PARCC Assessment Design English Language Arts/Literacy and Mathematics, Grades 3-11 Optional/Flexible Assessments Diagnostic Assessment • Early indicator of student knowledge and skills to inform instruction, supports, and PD Summative, Required assessment Mid-Year Assessment • Performance-based • Emphasis on hard-tomeasure standards • Potentially summative Performance-Based Assessment (PBA) • Extended tasks • Applications of concepts and skills Interim, optional assessment Speaking And Listening Assessment • Locally scored • Non-summative, required End-of-Year Assessment •Innovative, computer-based items PARCC Terms PARCC Terms What type of question? What type of question? RL.9-10.2(1) RL.9-10.1(2) What type of question? Designing the ELA/Literacy PBAs • Three Types of Tasks • Narrative Writing • Literary Analysis • Research Simulation • PARCC assessment designers created Task Generation Models (TGM) for each type of task above to guide and focus test development Approx. Min./Max. Passage Length • Grades 3 – 5 - 200 – 800 words Extended = Upper End • Grades 6 – 8 - 400 – 1,000 words • Grades 9 – 11 - 500 – 1,500 words Grade 4 Literary Analysis Tasks • Task Generation Models – Analysis of structural elements – Central Idea/Lesson of literature – Character(s), setting(s) or event (s) – Authors’ study – Connecting a text and a companion visual or oral presentation of that text Grade 4 Research Simulation Tasks • Task Generation Models – Analyzing the relationship between a series of concepts – Analyzing the role of illustrations Thinking About ELA As we explore the content of the ELA items, think about.. • Which ELA strands/standards would students apply to each test item to reach proficiency? • What are the implications for instruction? Research Simulation – Gr. 4 The example we will look at is from fourth grade. It is a research simulation that reflects the literacy standards for science and technical subjects. There are three texts for students. The Texts • “The Wild Horses of Assateague Island” • Video • “Wild Ponies of Chincoteague” Read/view the texts, and answer the questions. Discuss the skills and knowledge required by students to respond to the questions and essay Thinking About ELA As we explore the content of the ELA items, think about.. • Which ELA strands/standards would students apply to each test item to reach proficiency? • What are the implications for instruction? Putting it all Together… Think About… Now that we have explored the PARCC website and talked about implications for instruction, how do you see this resource being used with ALL Stakeholders? Other Resources PARCC Prototypes http://www.parcco nline.org/samples/ item-taskprototypes Mathematics ELA/Literacy PARCC Update Alerts http://www.p arcconline.or g/PARCCUpdatesNewsletter Thank you! Questions?