What*s New with PARCC for ELA?

Report
What’s New with
PARCC for ELA?
January 30, 2014
Vincent Segalini
Narrative Task on the PBA
• At this time, narrative tasks will only focus on
narrative story.
• One narrative text will be included in this task.
• The task is not required to include a
vocabulary question.
2
Literary Analysis Task on the PBA
• Students will read two texts.
• Both texts are literature.
• Questions will be written to each passage, but
some questions will be about both texts.
3
Research Simulation Task on the PBA
• Students will read one extended text.
– Students will answer 3 EBSR/TECR items, one of which
is a vocabulary item.
• Students will then read two additional texts, one
of which may be multimedia.
– Students will answer 6 more EBSR/TECR items, two of
which will be vocabulary items, one for each passage.
– EBSR/TECR items may be about each text or a
combination of texts.
• Students will write a PCR.
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New Task Models
• TGM 7A.6 PBA
– Task Focus: Contribution of one section to theme,
setting, or plot
– Reading Standards for the PCR: RL 1 and RL 5
– Reading Standards for EBSR/TECR items: RL 2, 3, 5
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TGM 7A.6 PBA
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New Task Models
• TGM 7A.7 PBA
– Task Focus: Interaction of story elements
– Reading Standards for the PCR: RL 1 and RL 3
– Reading Standards for EBSR/TECR items: RL 2, 3, 6
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TGM 7A.7 PBA
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Key Point # 1
Students will not be provided a
transcript of video and audio texts.
There are accommodations for hearing
impaired students that will allow for
transcripts.
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Key Point # 2
All writing (PCRs) will be
human scored.
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Key Point # 3
Students in grade three will write their
PCR responses. Grades 4-11 will type
their PCR responses.
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Is the PARCC Assessment timed?
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Is the PARCC Assessment timed?
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Is the PARCC Assessment timed?
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Is there a read-aloud accommodation?
•
In making decisions whether to provide the student with this
accommodation, IEP and 504 teams are instructed to consider
whether the student has:
• Blindness or a visual impairment and has not learned (or is
unable to use) braille;
OR
• A disability that severely limits or prevents him/her from
accessing printed text, even after varied and repeated
attempts to teach the student to do so (e.g., student is unable
to decode printed text or read fluently);
OR
• Deafness or a hearing impairment and is severely limited or
prevented from decoding text due to a documented history of
early and prolonged language deprivation.
Taken from http://www.parcconline.org/parccaccessibility-features-and-accommodations-manual
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Read-Aloud Accommodations
• Before listing the accommodation in the student’s IEP
or 504 plan, teams should also consider whether:
– The student has access to printed text during routine
instruction through a reader or other spoken-text audio
format, or interpreter;
– The student’s inability to decode printed text or read
braille is documented in evaluation summaries from
locally-administered diagnostic assessments;
– The student should receive ongoing, intensive instruction
and/or interventions to remediate his or her foundational
reading skills in order to continue to attain the important
college- and career-ready skill of independent reading.
Taken from http://www.parcconline.org/parccaccessibility-features-and-accommodations-manual
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Read-Aloud Accommodations
• The IEP or 504 Team must determine whether the student
has a disability that severely limits or prevents him or her
from decoding text and/or reading fluently.
• This accommodation is not intended for a student reading
somewhat (i.e., moderately) below grade level.
• The IEP must document objective evidence from a variety
of sources (including state assessments, district
assessments, AND one or more locally-administered
diagnostic assessments or other evaluation) that indicate
that the student’s ability to decode text or braille is
severely limited or prevented.
Taken from http://www.parcconline.org/parccaccessibility-features-and-accommodations-manual
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The PARCC Assessment for
ELA in High School
• The PARCC Assessment for English II will be the
graduation requirement for high school.
• The PARCC Assessment for English I is optional
and will not count towards school accountability.
– Districts may choose to give the PARCC Assessment for
English I.
– This can be used for formative assessment purposes.
– Students will not be required to take the PARCC
Assessment for English III.
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Reminder
All PARCC Item prototypes are now
available in the test platform that will
be utilized for the PARCC assessment.
http://www.parcconline.org/computer
-based-samples
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Resources
Common Core Website
www.corestandards.org
MDE Curriculum Website
www.mde.k12.ms.us/ci
MDE Common Core Website
www.mde.k12.ms.us/ccss
MDE Assessment Website
www.mde.k12.ms.us/osa
MDE SharePoint Website
https://districtaccess.mde.k12.ms.us
PARCC Website
www.parcconline.org
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Contact Information
Office of Curriculum and Instruction
601.359.2586
[email protected]
Nathan Oakley - Director of Curriculum
[email protected]
Marla Davis - Mathematics
[email protected]
Vincent Segalini - English/Language Arts
[email protected]
Chauncey Spears - AP/Gifted/Social Studies
[email protected]
Robin Lemonis - Early Childhood Literacy/Dyslexia/RtI
[email protected]
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