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

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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

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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

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*Available to all participating students **For students with disabilities, English learners, and English learners with disabilities

Accessibility Features for ALL Students

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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.

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Accessibility Features for All Students

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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

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*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

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**For students with disabilities, English learners, and English learners with disabilities

Presentation Accommodations

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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

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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

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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

lynn.vasquez@state.nm.us

PARCC Program Manager

Assessment & Evaluation