CalTPA Coordinators' Conference - April 11, 2011

1. CalTPA Coordinators’ Conference April 11, 20119:00 a.m. — 3:00 p.m.California Baptist University

2. Agenda

3. CalTPA Steering Committee

4. CalTPA Coordinator Contact Info • Please check the laptop computer on the sign in table and update your program’s CalTPA Coordinator Contact information

5. CalTPA Coordinators’ Conference Feedback Forms During the conference, use the conference feedback forms to give us constructive feedback on each of the sessions. Your comments will be instrumental in fine tuning current policy and determining future topics of discussion and direction for the CalTPA Please hand in at the end of the day

6. Since July 2008 we have… • Built out the SSP task from 5 to 20 different content areas. • Developed the online CalTPA Coordinators’ resource site that includes assessor training and recalibration resources. (Sparrow) • Posted a TPA / CalTPA section on the CTC website • Rewritten the CalTPA Teacher Candidate Handbook • Developed the CalTPA Implementation Manual

7. Since July 2008 Continued… • Initiated the TPA Users Advisory Council and the CalTPA Steering Committee • Developed the annual TPA data collection process • Contracted with ETS to provide ongoing psychometric support • Continued to provide Assessor and Lead Assessor Training • Held a yearly CalTPA Coordinators’ Conference • Established TPA and CalTPA Listservs • Provided ongoing program support

8. CalTPA Online Resources • CalTPA section of the CTC website • Candidate Handbook • Implementation Manual • Tasks and Rubrics • State Sponsored Assessor Training Calendar • CalPTA Listserv Registration • CalTPA Coordinators’ Website (Sparrow) • Assessor Training Materials • State Sponsored Recalibration Tasks, ROEs and Scores

9. New CalTPA BM and ISC Tasks

10. New CalTPA BM and ISC Tasks Cont... • New DI and AL Tasks • Validated by the Commission and ETS in October 2010 • Completed and recently field tested at a State Sponsored Training • New SSP and CTE Tasks • Validated by the Commission and ETS in March 2011 • Are still in the final selection and editing process

11. New CalTPA BM and ISC Tasks Cont... • DI Score Validation Concerns • He fits the requirement of being an English learner in a class where there are very few students who do. • All of the student permission forms along with student and parent names were included in the response. • Included a class picture. • I like this student personally and I am trying to use all my resources to help this students succeed. He is smart, but struggles in school due to his language barrier.

12. New CalTPA BM and ISC Tasks Cont... • AL Score Validation Concerns • Student work was not submitted • I selected Mario because he struggles academically this year. He also seems to have a speech problem. • The student is a very likeable student with an excellent sense of humor. She has diabetes and misses a great deal of school. • I selected this student because he has special needs in the classroom. Although he has not yet been tested for any learning disabilities or emotional disorders, he is unable to perform in the classroom without constant adaptations.

13. New CalTPA BM and ISC Tasks Cont... • CTE Score Validation Concerns • Video was not submitted or would not play • Student work was not submitted

14. New CalTPA BM and ISC Tasks Cont… • New CTE videos will be posted on Sparrow where they can viewed either online or downloaded as MP4 files • All new initial calibration case should be posted on Sparrow by July 1st, 2011

15. TPA and Accreditation Terry Janicki, Administrator tjanicki@ctc.ca.gov Mike Taylor, Consultant mtaylor@ctc.ca.gov Commission on Teacher Credentialing

16. TPA and Accreditation • Biennial Reports: Assessor data will be submitted • Program Assessment: Review process for Standards 17-19 • Site Visits: Resources are being developed for use at the site visit

17. Biennial Report Changes to the Biennial Report reports due in Fall 2011 from Past Reports • The specific information needed is outlined in PSA 10-17 and is related to the assessors used in the implementation of the TPA. • PSA10-17 http://www.ctc.ca.gov/educator-prep/PS-alerts/2010/PSA-10-17.pdf.

18. Changes to Biennial Report • Number of Assessors • Assessor Initial Training and Recalibration • Data on Reliability Related to Double Scoring • Modifications made to assessor selection, training, recalibration.

19. Changes in the Program Assessment Review of Standards 17-19 • A subset of BIR reviewers with particular expertise in the TPA will review the responses to Standards 17-19 • Ensure a fair and rigorous process for the review of Standards 17-19 regardless of TPA model • Preliminary Findings of Program Assessment reviewers will still be confirmed through interviews and the review of other evidence by BIR members at the site visit

20. Guiding Questions in the Program Assessment Review of Standards 17-19 • Questions are not intended to replace the TPA related standards, but rather to guide Program Assessment readers to ask critical, but uniform questions of each program’s response • Institutions preparing responses may also find these questions helpful as they prepare program assessment documents

21. Guiding Questions in the Site Review of Standards 17-19 • In PSA10-17 Appendix A are a listing of Considerations for Site Visit for Standards 17-19 • Site visit team must interview the individual(s) responsible for the implementation of the TPA. Possible/Likely interview subjects for each component of the standards are indicated in Appendix A

22. Short Break

23. Calibration & Recalibration Katie Pedley Educational Testing Service Ilene Foster Claremont Graduate University Mick Verdi CSU San Bernardino

24. Calibration • CCSSO & Association of Test Publishers “Operational Best Practices for Statewide Large-Scale Assessment Programs” (2010): • “Processes should be established to ensure consistent scoring results of open-ended responses….” (14.2) • “Individual and group rater performance should be measured and analyzed regularly” (14.2.2) • Calibration is a check that assessors are “on track” prior to scoring

25. Why calibrate? • Established link between calibration and scoring accuracy (Ricker-Pedley, 2010) • Opportunity to train or refresh on scoring rubric • A way to help control rater leniency and severity (Congdon & McQueen, 2000; Lumley & McNamara, 1995). • Creating documentation that assessors met performance standard prior to scoring • In case of legal challenge of scoring process

26. Other Programs • Praxis, GRE, TOEFL, TOEIC • Initial certification (longer set of cases to score) • Subsequent calibration prior to EACH time assessors score—assessors who do not meet a scoring standard are dismissed for the day. • Significant evidence from these programs that even good, accurate raters can have “off” days.

27. Recalibration GENERAL IDEAS • Use Multiple Methods for Recalibration • Be Flexible • Document How and When Recalibration Occurs 4. Check ROEs for details

28. Recalibration at CSUSB • 1. Calibration Every Quarter • Randomly select a percentage of each assessors and double score • Must have at least 80% agreement and greater than 50% on point 2. Indicator of Validation 3. Calibration Meeting 4. On line recalibration or retesting 5. Retraining and retesting

29. Recalibration at CGU • On-line calibration • Mix previously double scored cases in the mix of new assessments. Look for consistency of scoring as well as accuracy filling out ROE with specificity. • The ROE is so important for remediation. • CGU only assesses a specific Cal TPA once a year (except for resubmissions) and therefore recalibration is needed for everyone at each scoring session.

30. Recalibration Table Talk • Discuss different ways each is recalibrating at their site. • How are you keeping track of recalibration? • What type of documentation do you keep? • What issues or concerns are arising due to recalibration?

31. No - host Lunch in the Cafeteria

32. Feedback: Informing Successful TPA CandidatesMichael Cosenza & Nedra Crow

33. Purposes • Provide examples of candidate feedback forms. • Answer questions. • Discuss participants’ forms.

34. CTC & Candidate Feedback Required: • Overall holistic score. Suggested: • Rubric that accompanies the score. Not permitted: • Giving the candidate the ROE. • Even though the ROE may not be shared with the candidates, additional feedback may be provided.

35. Candidate Feedback: Specifics National: • Provides feedback (passing & non-passing) using: • TPA’s rubric language. • Specific Task’s sections. • Feedback transmitted through TaskStream. Cal Lutheran: • Provides detailed feedback for remediation but not for those who pass. • Just beginning to provide comments via a local rubric in TaskStream.

36. National University Task-Performance Assessment Diagnostic TPAD Go!

37. California Lutheran University • Local Rubric

38. Discussion • Is your program providing candidate feedback in addition to their score? • If yes, how does your program provide this feedback? • Are you using some type of local rubric?

39. Remediation Keith Walters Cal Baptist University Sara Cloutier Consultant Stacy Schmidt CSU Bakersfield

40. Remediation through Independent Study • Candidates register for a 1 unit TPA class for SSP, DI, and AL task • Candidates register for a 2 unit TPA class for the CTE task • Task is due the 7th week of the quarter • Score of 1 or 2 is not passing and requires remediation

41. Remediation through Independent Study • TPA coordinator is available for all candidates • Reviews areas of weaknesses with candidates in a one-on-one setting • Required to revise and resubmit in 10 days • Score of 1 or 2 is not passing • Candidates are not allowed to progress in program • Candidates sent for remediation

42. Remediation through Independent Study • Extended University Course • 1-2-3 unit courses • Less expensive • One-on-one remediation • Two more opportunities to pass

43. Remediationthrough Independent Study • Candidates make schedule with TPA coordinator • 10 hours of one-on-one help available per unit • Candidate initiates meetings

44. Teach to the test NOT to the score

45. Foundational Abilities – PPT Presentations • Using Content Specific Pedagogy • TPE #1, and #9 • Learn About Students • TPE #3, #6, #7, and #8 • Creating a Positive Classroom Environment • TPE #2, #5, #10, and #11 • Establishing Learning Goals • TPE #1 and #8 • Plan Instruction and Assessments • TPE #3, #4, #6, #8, and #9 • Make Adaptations • TPE #5, #6, #7 and #8 • Analyzing Student Learning and Lesson Effectiveness • TPE #2, #3, and #5 • Professional Development and Reflection • TPE #13

46. Analyzing • Learn About Students (#2) • Making Adaptations (#6) • Planning Instruction (#5) • Content Specific Pedagogy (#1) • Analyzing Student Learning (#7)

47. Break Down Connection to prior information Type of question Specific TPE focus – go to PPT for help Positive Environment (#3) Analyzing Learning (#7)

48. Confirm Address all portions of prompt Concept embedded in prompt Connected clearly and consistently

49. TPA Data Collection Mike Taylor CTC Consultant

50. TPA Data Collection • 2011 data collection will be for the 09-10 academic year • Similar process to last year • Excel templates via email • A few changes • No SSNs • No encrypted email • Templates pre-populated with candidate names • No candidate scores, only pass/fail information • Templates distributed at the beginning of May, due back to CTC end of July