2016 Grade 3 Reading Student Portfolio

1. 2016 Grade 3 Reading Student Portfolio Screencast Training on How to Administer the Portfolio Assessment January 2016 http://oada.dadeschools.net/TestChairInfo/InfoForTestChair.asp

2. Purpose/Focus of Session • Administration of the portfolio • Submitting recommendations for promotion based on portfolio performance Student Assessment and Educational Testing

3. A Portfolio As an Assessment Tool • Data collected over multiple points during a period of time • Systematic and organized collection of “evidence” that is analyzed and evaluated based on a set of pre-determined standards Student Assessment and Educational Testing Program Guide pg. 1

4. Florida Statute 1008.25Public School Student Progression • Provides for no social promotion • Students must score at a Level 2 or higher on the Grade 3 English language arts Florida Standards Assessment (FSA) • Grade 3 students who score at Level 1 may be exempt for “good cause” • A student may demonstrate reading skills equal to or above a level 2 performance through the Grade 3 Reading Student Portfolio Student Assessment and Educational Testing Program Guide pg. 1

5. Schedule of Activities Student Assessment and Educational Testing Program Guide pg. 3

6. Participation in Portfolio • All grade 3 students must complete a portfolio • Accommodations may be provided for students with disabilities, Section 504 students, and English language learners. • Only students who may be exempted are students with disabilities whose IEPs indicates they are not participating in the FCAT and are taking an alternative assessment Student Assessment and Educational Testing Program Guide pgs. 4 - 6

7. Remember: Reading passages cannot be read to any students as an accommodation! Student Assessment and Educational Testing Program Guide pg. 6

8. Materials • Program Guide, including examples of forms • May be downloaded at http://oada.dadeschools.net/TestChairInfo/InfoForTestChair.asp • One copy should be made available for every grade 3 teacher • 2016 Portfolio: Reading passages and questions • One stapled set will be provided for every grade 3 student Student Assessment and Educational Testing Program Guide pg. 7

9. Materials (Cont.) • Answer Keys • One copy should be made for every grade 3 teacher. • Must be distributed during the school administration training session • Ensure that answer keys remain secure. Student Assessment and Educational Testing Program Guide pg. 9

10. Maintaining Test Security • Personnel involved with any aspect of the Grade 3 Portfolio must sign the Grade 3 Reading Portfolio Security Form • Appendix G of the program guide. Student Assessment and Educational Testing

11. 2016 Portfolio • Sixteen passages & questions • No additional passages provided • Meets criteria established in the FLDOE • English Language Arts Grade 3 Florida Standards • Item format: multiple choice Student Assessment and Educational Testing Student Assessment and Educational Testing Program Guide pgs. 2, 15-16

12. Administration of the 2016 Portfolio Assessment • Administer during the second semester as required by the Florida Department of Education • Recommend one to two passage with corresponding questions be administered each week • Administer during Language Arts block Student Assessment and Educational Testing Program Guide pgs. 3, 6-7

13. Administration of 2016 Portfolio Assessment (Cont.) • Passages and questions must be “cold reads” • MUST be administered as a classroom assessment activity, not as homework • Begin to administer portfolio as soon as order of passages has been determined • Debriefing of each passage and accompanying questions may take place only AFTER a passage is administered Student Assessment and Educational Testing Program Guide pgs. 6-7

14. Ways Students Can Respond to Questions • Teacher should decide how a student should respond: in writing or verbally • Responding verbally is an accommodation available to ANY student, although most respond in writing • All responses must be INDEPENDENT, regardless of the method of response • If a verbal response is given, the teacher must transcribe the student’s response, and initial next to each transcribed response Student Assessment and Educational Testing Program Guide pg. 8

15. Scoring the Portfolio Multiple-choice questions • Scored by the teacher using the answer keys provided • Each correct response represents one demonstration of mastery for the applicable standard. • A second reader must independently read and score the portfolios of any student recommended for promotion. Student Assessment and Educational Testing Program Guide pgs. 9 – 10, Appendix G

16. Recording Evidence ofStudent Mastery • Keep track of standards mastered • Refer to Score Summary Sheet for items measuring each standard • Mark student answer sheets with the number of demonstrations of mastery for each standard • Use Score Summary Sheet or similar chart to track standards mastered for all students • Students must demonstrate mastery of 3 items or more for each of the standards listed in order to be considered for promotion. • Score Summary Sheet • Must be completed for all students recommended for promotion Student Assessment and Educational Testing Program Guide pg. 9, Appendix D

17. Score Summary Sheet Appendix D Student Assessment and Educational Testing

18. Score Summary Sheet Cont… Student Assessment and Educational Testing

19. Use of Portfolio Materials • Use ONLY with grade 3 students. • Use as an assessment tool to guide student instruction. • Because this is a secure assessment, portfolio passages and questions CANNOT be sent home. • If requested, parents may be provided a verbal or written form of communication on the portfolio progress. Student Assessment and Educational Testing Program Guide pg. 12

20. Documentation ofRecommendation for Promotion Student Assessment and Educational Testing Program Guide pg. 11, Appendix E & F

21. Maintenance of Portfolio Materials Store student portfolio as follows: Promoted via Portfolio: 3 years Retained Students: 1 year All Other Students: 90 days Student Assessment and Educational Testing Program Guide pg. 12

22. Informing Parents and Teachers of Final Decision • Principals should inform parents/guardians after the decision by Regional Center • Method of informing parents is at the discretion of the principal Student Assessment and Educational Testing Program Guide pg. 12

23. Special Considerations • Students who were absent on the day a passage was administered • Students who enter M-DCPS after administration begins • Students who transfer schools within MDCPS Student Assessment and Educational Testing Program Guide pgs. 12 - 13

24. Who To Contact Student Assessment and Educational Testing Appendix H