Elementary PARCC Practice Tests Instructional Implications

Elementary PARCC Practice TestsInstructional ImplicationsPARCC has posted practice test for both English Language Arts and Mathematics for every grade level/course in high school mathematicsIn English Language Arts they items are Performance-based Assessments; in mathematics, the items are end-of-year.They are on the PARCC website1Dr. Lowerys Message

2MSDE Credit 1 Credit for attending 7 sessions over 2 days.Teachers need to get their card stamped at the end each session.After 7 stamps ask that presenter for the CPD form in exchange for the card (or the Command Center).A second CPD credit can be earned for presenting at your home school see blackboard for the information later.3Session Materialsmsde.blackboard.com

Click Maryland Professional Learning Resources4

Click HereSession Materials5

Click Session InformationSession Materials6For this session select A103

7

Session FocusExplore PARCC sample assessments and collaborate to determine instructional implications

9QuestionsIf you have questions any time during the session, feel free to ask. If we are unsure we will put the question in the PARKING LOT and consult a MSDE representative for an answer.

10NormsListen and Participate

Limit Sidebar Conversations

Be Open to New Ideas

Use Technology Responsibly

Who are we?Shana SterkinPrince Georges County Public Schools

Shana.sterkin@pgcps.org

Coliena AyeleMontgomery County Public SchoolsMiddle School TeacherColiena_B_Ayele@mcpsmd.org

Dr. Nicole GavinBaltimore City Schools

Lead teacher/ staff developer

explr1@yahoo.com Who are we?PK-2 Teacher3-5 TeacherSupport teacherAdministratorCentral OfficeOther

13Keep in MindWe are in transition to PARCC, we dont have all of the answers, but we have resources to support all stakeholders as we make this transition.

14Purpose of the Practice TestsFormatTypes of Assessment ItemsProfessional LearningFamiliarizing stakeholders with the PARCC assessment.

http://practice.parcc.testnav.com/#

It is important that the practice tests not be seen as teaching to the test. In fact, by providing practice tests, teacher should be looking at them through the lens of instructional implications.Here is the link to the practice tests for those that have laptops and tablets. In terms of format: reading text on line, information presented in multiple media, Part A and B questions Have participants discuss what other format issues might require instructional changesDeveloping assessment items, (like the assessment items on PARCC,) that require students to apply their content knowledge, think critically, and explain their thinking. Have participants discuss how their assignments, questions, and activities may need to changeMessaging for students that they must read text carefully, closely, and more than once. Messaging for students that they must know math content and be able to apply it in authentic situations, and what fluency in mathematics means.Professional Learning: Providing teachers the opportunity to analyze assessment items: What knowledge and skills students must master What type of instruction is required for students to master the skills and knowledge The importance of time for insuring students can develop conceptual understanding The need for all teachers to see what is being asked of students

15PARCC TutorialAt your own pace, go through the PARCC tutorial to familiarize yourself with the available tools.

http://practice.parcc.testnav.comClick on TUTORIAL16PARCC COMPREHENSIVE ACCESSIBILITY POLICIES17

The draft Manual details a three-tiered process to providing access to the assessments for all students:Embedded Supports: Tools embedded in the computer-delivered system available to all students to use (e.g. font magnification, highlighting tool, bolding, underlining)

Accessibility Features: Tools embedded in the computer-delivered system open to all students to use, but must be made available at the discretion of school-based educators (e.g. background/font color, answer masking)

Accommodations: Supports for SWD and ELs that increase access while maintaining a valid and reliable score (e.g. braille form, extended time, small group testing, word-to-word native language dictionary)

17Accessibility FeaturesAvailable to all students (i.e., not limited to students with IEPs, 504 plans, or ELs), but will be selected and turned on by a school-based educator prior to the assessment, based on each students Personal Needs Profile (PNP).

Based on each students 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 a school-based educator will enable specific accessibility features for students, the student will decide whether or not to use the feature. Accessibility features will be readily available on the computer-delivered testing platform.

18Expanding Access: A Teachers Guidehttp://ca539dfd55636c55e922-fd4c048d1c793e15a27f954b34a49d25.r49.cf1.rackcdn.com/PARCCTeacherGuideBrochure(Final%20Web).pdfIndividualizing access needs for the assessment provides increased opportunities for each student to accurately demonstrate knowledge and skills, and will reduce the chances of giving students incorrect accommodations or supports on the day of the test. Examples of accessibility features include: answer masking, background/font color, line reader, etc.

18Accessibility Features for All Students on the Computer-Based Test Mode19Accessibility Features for All Students Assigned the Computer-Based Test ModeAudio AmplificationBlank/Scratch Paper (provided by test administrator)Eliminate Answer ChoicesFlag Items for ReviewGeneral Administration Directions Clarified (by test administrator)General Administration Directions Read Aloud and Repeated (by test administrator)Text Highlighter ToolHeadphones or Noise BuffersLine ReaderMagnification/Enlargement DevicePop-Up GlossaryRedirect Student to Test (by test administrator)Writing ToolsDuring the PARCC field test administration, some accessibility features and accommodations will not be available due to ongoing development and research that is required to ensure that all accessibility features and accommodations provide a valid reflection of what students know and can do. In addition, some specific accessibility features and accommodations may not be available on specific devices such as Chromebooks.

The following slides will summarize which accessibility features and computer-based accommodations will beAvailable for the PARCC Field Test.

The following list includes accessibility features available for all students assigned for the computer-based test mode.19MATHEMATICS20Thinking About MathAs we explore the content of the math items, think aboutWhich mathematical practices would students apply to each test item to reach proficiency?What are the implications for instruction?What kinds of instructional activities should be implemented in the classroom before students take the PARCC assessment?

21What is available from PARCC for Math?Sample Items These are grade banded (3-5) with some performance based tasks for math.

Practice Test Grade leveled, End of the year only practice assessment (task type 1 machine scoreable).

22SAMPLE ITEMSTake a look at the 6 sample items for 3-5 math. Which questions are performance based questions?

Note: Performance Based Tasks for math will be released this fall.

http://practice.parcc.testnav.comClick on SAMPLE ITEMS23

#3 Grade 3 (3.NBT.2, 3.OA.4, 3.MD.7B)24

#5 Grade 4 (4.OA.1,2,3) 25PRACTICE TESTPractice tests are end-of-year (EOY).Lets take a look at some examples from the practice test for grade 4.The examples represent some of the focus clusters

http://practice.parcc.testnav.comClick on PRACTICE TEST

If participants have tablets or laptops they can actually look at all of the items online. Hard copy examples are provided for discussion purposes or for those who do not have access to a tablet or laptop. The items selected reflect two of the focus domains/clusters: Ratio and proportional reasoning and expressions and equations.26

Thinking About MathAs we explore the content of the math items, think aboutWhich mathematical practice would students apply to each test item to reach proficiency?What are the implications for instruction?What kinds of instructional activities should be implemented in the classroom before students take the PARCC assessment?

30Standards for Mathematical Practices

31ENGLISH LANGUAGE ARTS/LITERACY32

PARCC Assessment DesignEnglish Language Arts/Literacy and Mathematics, Grades 3-11

End-of-Year AssessmentInnovative, computer-based items

Performance-BasedAssessment (PBA)Extended tasksApplications of concepts and skills

Summative,Required assessmentInterim, optional assessment

Diagnostic Assessment Early indicator of student knowledge and skills to inform instruction, supports, and PDSpeaking And ListeningAssessmentLocally scoredNon-summative, requiredOptional/Flexible Assessments

Mid-Year AssessmentPerformance-basedEmphasis on hard-to-measure standardsPotentially summativeDirect participants to locate ELA Session 10 Handout #2.This graphic represents the PARCC gr. 3-11 assessment design. The PARCC design calls for 4 assessments throughout the school year plus a speaking and listening assessment in ELA. Several states felt like 4 assessments would be too costly and time consuming so the model was rewritten to allow some flexibility. Now there are required components and optional components.Point to the area circles in red. This indicates the Two summative, required assessment components designed to: Make college- and career-readiness and on-track determinations,Measure the full range of standards and full performance continuum, andProvide data for accountability uses, including measures of growth.The first two non-summative, optional assessment components designed to: Generate timely information for informing instruction, interventions, and professional development during the school year.An additional third non-summative component will assess students speaking and listening skills

This graphic is printed on the participant handout. 33Confidential - Not for DistributionPARCC Terms

Have teams share answers or use this slide to self-check.34PARCC Terms

Use this slide to self check. Encourage participants to use this resource sheet when meeting with their school team tomorrow. Let them know that their principal will also have a copy but the principal did not receive the indepth discussion on PARCC that the ELA representative received.35What type of question?

Question type:Ask: Is this an example of a TECR, an EBSR or a PCR? Answer: EBSRAsk: What does EBSR stand for? Answer: Evidence based selected response itemEBSRs will appear on both the PBA and EOY assessments.Alignment: Items can be aligned to more than one standard. A single EBSR may be aligned to 2 or more evidence statements.This item measures two standards:Standard RL.10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meaning; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how it sets a formal or informal tone). Standard RL.10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Scoring: State that sometimes EBSRs can be scored for partial credit and sometimes they are scored for full or no credit only. In this particular case this question is not scored for partial credit so it is either all correct or partially correct.36What type of question?

Question type:Ask: Is this an example of a TECR, an EBSR or a PCR? Answer: TECRAsk: What does TECR stand for? Answer: Technology Enhanced Constructed ResponseThese questions can take many different forms. Drag and drops, highlights, graphic organizers, etc. are just a few types. TECRs will appear on both the PBA and EOY assessments.Alignment: Items can be aligned to more than one standard. A single TECR may be aligned to 2 or more evidence statements.This item measures two standards:Standard RL.6.3: Describe how a particular storys or dramas plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward resolution.Standard RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Scoring: State that sometimes TECRs can be scored for partial credit and sometimes they are scored for full or no credit only. In this particular case this question is scored for partial credit. 2 points are awarded if the 2 sentences provide evidence for an adjective that correctly describes the character. 1 point is awarded if only 1 sentence provides evidence for an adjective that correctly describes the character.37

RL.9-10.2(1)RL.9-10.1(2)Master Teacher: (This slide is for high school only!) Lets look at an example of the kind of text dependent questions that will be a part of the summative assessment. This is a sample from the Grade 10 Prototypes released by PARCC to assist schools and districts.Look at part A. What standard and evidence statement is covered in this question? (Pause to see if participants can look on their evidence table to find correct answer. Click to reveal the correct answer.) Notice that for standard 2 there are three evidence statements, and this particular question utilizes evidence statement (1 in parenthesis). That means that for standard 2 there are three ways in which a student can demonstrate mastery.Now look at part B. Weve said before that standard 1 is always combined with the assessment of other standards. Here you can see that the student is always asked to provide evidence. (Click to reveal arrow) This question addressed standard 1 evidence statement 2 (in parenthesis) So this item covers more than one standard. Regardless of which standard 2 through 9 the question refers to, evidence is always required, so standard 1 is always in play.Lets practice using the evidence tables and the standards to develop text-dependent questions for a piece of text. (Click to next slide)

38What type of question?

Question type:Ask: Is this an example of a TECR, an EBSR or a PCR? Answer: PCRAsk: What does PCR stand for? Answer: Prose Constructed ResponseAlignment: Items will be aligned to both reading and writing standards. A single PCR may be aligned to 2 or more evidence statements. Consult Task Generation Models to see how the reading standards can be used in combination for the creation of PCRs. Remember that PCRs also measure writing and language standards.This item measures: 5 writing standards: W.7.2, W.7.4, W.7.7, W.7.8, W.7.93 language standards: L.7.1, L.7.2, L.7.32 reading standards: RI.7.1 & RI.7.8Scoring: PCRs will be scored for both reading and writing. See the rubric for details.39Designing the ELA/Literacy PBAsThree Types of TasksNarrative WritingLiterary AnalysisResearch Simulation

PARCC assessment designers created Task Generation Models (TGM) for each type of task above to guide and focus test developmentIn this slide we call out the 3 types of tasks that each student in grades 3-11 will complete during the PBAs. These were also on slide 6.

Click: We introduce the term Task Generation Models on this slide. These TGMs are like recipes and can help us see how we can integrate the standards to create meaningful experiences for students.40

Now lets look at the Task Generation Model for Narrative writing. In this case, there is only one Task Generation Model for all grades 3-11. To orient ourselves to the organization of a TGM well move from top to bottom of this example. This is Handout #3 for this session. The top of the TGM always has the type and specific coding for the task. Under this blue heading is the overall focus of the task. Who can tell me the focus for this task? Task type reiterates which of the 3 types of task this matches. The next row identifies the grade level. In this case it is used in all grades. The next row identifies the number and type of texts that will be read or viewed in this task model. Here we see that the students will read one short text. The next rows tell us how many PCRs will be written and what standards they will measure. Text complexity is determined and entered in the next row. Texts selected for these tasks may meet one of the three text complexity levels described earlier. Next we see the total number of EBSR and TECR items that will be used to measure comprehension of the text. The last row, is the recipe. It takes the ingredients from the earlier rows and tells you how to put them together. Call on an individual to read the narrative task recipe.41Approx. Min./Max. Passage LengthGrades 3 5 - 200 800 words Grades 6 8 - 400 1,000 words Grades 9 11 - 500 1,500 words

Extended =Upper EndThe assessment designers are using the following guidelines for passage length when selecting text for the assessments. The reading selections that approach or exceed the upper end of the range are considered extended selections.

In addition, passage reviewers are rating the texts to assure that the selections a student meets during assessment meets the criteria for a range of text complexity within a grade band. When selecting texts they rate each piece as readily accessible, moderately complex or very complex.

42Grade 4 Literary Analysis TasksTask Generation Models Analysis of structural elementsCentral Idea/Lesson of literatureCharacter(s), setting(s) or event (s)Authors studyConnecting a text and a companion visual or oral presentation of that textELEMENTARY ONLY SLIDEIn narrative writing, we only had one focus. The students will always be writing a narrative that is stimulated by the short reading that proceeds it.In literary analysis, the task can be focused in a number of ways. The grade level standards determine that focus. We will look at this through the lens of one grade in our grade band. Look at the different ways that the Task Generation Models can focus the task. Each student will be doing only one of these tasks but in the variety of test forms, your students as a whole body will be experiencing tasks from all of these models.43

Elementary Slide OnlyDirect students to Handout #4 for this session. Go through this task using the top down method introduced in the narrative TGM. Draw attention to the targeted standards in both the PCR and in the EBSR/TECRs. We didnt see this in the narrative task. The ingredients are much more specific. Ask how these make sense and work together. Engage participants by having them recount the recipe in the bottom row.

Emphasize that we are viewing only 1 example of the literary analysis tasks. They can view the TGM for each focus by accessing the full document on the PARCC website.

44Grade 4 Research Simulation TasksTask Generation Models Analyzing the relationship between a series of conceptsAnalyzing the role of illustrations

Elementary Slide OnlyThe research simulation tasks will be focused around the emphasis of the standards for the grade that they are being designed to assess. Look at the areas of focus for this grade. 45

Elementary Slide OnlyTake a close look at Handout #5 for this session. How many readings would this task be based on? Note that the extended reading would be based on the upper end of the guidelines for text selection. Also note that one of the readings could be multi-media. What are the standards that must be covered in the PCR? What are the standards that must be covered in the EBSR and TECRs? Read the recipe for construction of the task.46Thinking About ELAWhich ELA strands/standards would students apply to each test item to reach proficiency?What are the implications for instruction?

As we explore the content of the ELA items, think about..

47Research Simulation Gr. 4The example we will look at is from fourth grade. It is a research simulation that reflects the literacy standards for science and technical subjects. There are three texts for students.

48The TextsThe Wild Horses of Assateague IslandVideoWild Ponies of Chincoteague

Read/view the texts, and answer the questions.Discuss the skills and knowledge required by students to respond to the questions and essay49Thinking About ELAWhich ELA strands/standards would students apply to each test item to reach proficiency?What are the implications for instruction?

As we explore the content of the ELA items, think about..

50Putting it all Together51Think AboutNow that we have explored the PARCC website and talked about implications for instruction, how do you see this resource being used with ALL Stakeholders?52Other ResourcesPARCC Prototypes http://www.parcconline.org/samples/item-task-prototypes

MathematicsELA/Literacy53PARCC Update Alertshttp://www.parcconline.org/PARCC-Updates-Newsletter

Click Sign Up54Thank you! Questions?55