PULASKI COUNTY SPECIAL SCHOOL DISTRICT

1. PULASKI COUNTY SPECIAL SCHOOL DISTRICT LEARNING SERVICES MEETING October 11, 2013

2. GOALS • To identify the schools that will participate in the 2014 PARCC Field Test • Review the PARCC Test Administration Dates and Time on Task • Review Accessibility and Accommodations for PARCC Assessment • Familiarize participants with the construct of test items

3. 2014 PARCC FIELD TEST • Field Test • To evaluate the quality of items and tasks developed this past year • Methods of administrations • Online • Paper and pencil • Areas • English Language Arts/Literacy • Mathematics

4. 2014 PARCC FIELD TEST • Components • Performance Based Assessment (PBA) – administered after 75% of the school year completed • End-of-Year (EOY) – administered after 90% of the school year completed

5. 2014 PARCC FIELD TEST

6. WHO WILL TEST Classrooms will be randomly selected according to PARCC guidelines.

7. STUDENT PARTICIPATION • Two ways to participate • Take both the PBA and EOY in one content area • Take either the PBA or the EOY in one content area • No student will participate in the entire PARCC Field Test

8. PCSSD PARTICIPATION • Eighteen schools will participate in the online test • Seven schools will utilize the paper-pencil test • Three schools will take both the PBA & EOY

9. CONTENT AREAS • English/Language Arts • Mathematics • Algebra I • Geometry • Algebra II

10. TECHNOLOGY – FIELD TEST • Technology requirements for the field test will be much less than will be needed for the first operational year assessment. • Small number of students testing • Schools have been surveyed to determine technology needs (repair/update, # of computers) • MIS will begin to assess technology needs.

11. TEST ADMINISTRATION • Practice Test available in spring 2014 • Will include technology-enhanced items • Delivered using the same technology platform for field testing • PARCC Task Prototypes and Sample Items • Newly released • www.parcconline.org/samples/item-task-prototypes

12. TEST ADMINISTRATION • Computer based • Flexible scheduling • Maximum 20 days to administer • Individual student participation – 5 to 9 days • Paper and Pencil based

13. TEST ADMINISTRATION • Two Planning Models • Device Capacity Model – shows the number of administration days based upon the school’s current student to device ratio. • Assessment Administration Model – shows the number of devices and bandwidth a school would need to administer the assessments in 5, 10, 15, or 20 administration days.

14. TIME ON TASK- FIELD TEST • Estimated Times – the time the typical student will take to complete the test component plus a set amount of additional time for students who need it to complete the session. • PARCC recommendation • Schedule 2 hour blocks for each session of the Field Test • Schedule 2 ½ hour blocks for the literature analysis and research simulation task for ELA PBA grades 4 - 11

15. TIME ON TASK - ELA Headphones required for ELA testing sessions only.

16. TIME ON TASK - ELA

17. TIME ON TASK - MATHEMATICS

18. TEST SESSIONS

19. TEST SESSIONS • Schools may schedule multiple sessions in one day • Must schedule Total Administration Time • Different grades levels can test on the same day, but not in the same room. • Schools will have make-up sessions as needed.

20. ACCESSIBILITY AND ACCOMMODATIONS

21. PARCC ACCESSIBILITY SYSTEM

22. ACCESSIBILITY • During the PARCC field test, some accessibility features and accommodations will not be available. • Accessibility features are tools or preferences that are either built into the assessment system or provided by test administrators. • Can be used by any student (students with or without disabilities, gifted, English learners and English learners with disabilities)

23. ACCESSIBILITY FEATURES • Intended for all students • Not classified as accommodations • Exposed to students prior to testing • Available to the student at his/her discretion • Practice tests with features will be made available.

24. ACCESSIBILITY FEATURES IDENTIFIED IN ADVANCE • Some additional features required by a few students • Must be turned on by test administrator • Identified by either students, teachers, and/or parents • Student decides whether or not to use the support • Must practice using them

25. PERSONAL NEEDS PROFILE (PNP) • Identifies each student’s individual testing needs • Embedded within the technology platform before the assessments are administered • Collection of student information, including student demographic information, the computer-based accessibility features that are needed by each student and accommodations if needed • Developed by appropriate team

26. PERSONAL NEEDS PROFILE (PNP) • Who creates it? • IEP OR 504 team – Students with disabilities • LPAC team – English Learner • Informal team – Students without disabilities or ELL • Student if appropriate • Parent/guardian • Teacher in subject of the assessment

27. ACCESSIBILITY FEATURES

28. ACCOMMODATIONS • Must be documented in an approved IEP or 504 plan prior to the date of test administration; and • Must be used routinely during classroom instruction and locally-administered assessments, both before and after the test is administered.

29. ACCOMMODATIONS • Types of accommodations: • Presentation – alters the method or format used to administer the assessment • Disabilities that affect reading standard print • Response – uses an alternative method to provide responses to test items • Students who have physical, sensory, or learning disabilities

30. ACCOMMODATIONS • Timing and Scheduling - changes the allowable length of time for a student to complete the test • May change thee way in which the time is organized (frequent breaks) • Setting • Unique accommodations • Emergency accommodations

31. ACCOMMODATIONS - ELL • Available to ELL students with or without disabilities • Developed by a group familiar with student

32. ACCOMMODATIONS - ELL

33. SAMPLE ITEMS • New sample items were released in August 2013. • A complementary set of paper-based items will be released in October. • All sample items will be re-released on the technology platform in November.

34. Grade 6, Item #5—Part B(Prototype revised to create sample item) Drag and drop two details from the passage that support your response to Part A into the box labeled “Supporting Details.”

35. Grade 5, Item # 2 Choose the two correct main ideas and drag them into the empty box labeled “Main Ideas.” Then choose one detail that best supports each main idea. Drag each detail into the empty box labeled “Supporting Details.” Main Ideas Supporting Details

36. Grade 3 Technology-Enhanced Constructed-Response Item Drag the words from the word box into the correct locations on the graphic to show the life cycle of a butterfly as described in “How Animals Live.” Words:

37. HOW DO WE BEGIN TO PREPARE? • Technology assessment • Informing Learning Services about the coordination of the assessment • Planning the logistics for providing accommodations for PARCC • Establish guidelines for developing informal committees

38. HOW DO WE BEGIN TO PREPARE? • Plan time for students to participate in practice test items – paper and computer based. • Provide teachers with sample items so that assessment terminology becomes familiar to students. • Implement the use of the sample items as they are released.

39. WHERE DO WE GO FROM HERE • Discuss where we are and what are the next steps? • For additional information on the Field Test visit • www.parcconline.org • Select Field Test