PARCC OVERVIEW FOR DISTRICTS

PARCC OVERVIEW FOR DISTRICTS
Updated January 27, 2015

PARCC - What’s in a Name? Partnership For Assessment Of Readiness
For College and Careers Nancy

Acronyms You Need To Know
PBA – Performance-Based Assessment EOY – End-of-Year Assessment PLD - Performance Level Descriptors PNP – Personal Needs Profile CBT – Computer-Based Assessment PBT – Paper-Based Assessments

Acronyms You Need To Know
EBSR – Evidence-Based Selected Response TECR – Technology-Enhanced Constructed Response PCR – Prose Constructed Response ECD – Evidence-Centered Design LAT - Literacy Analysis Task RST - Research Simulation Task NT - Narrative Task

LOGISTICS

NOTICE: Email from: Chris Koch State Superintendent - December 1, 2014
“As we work together to implement our new assessment system, we have heard from a number of high school educators with concerns regarding PARCC implementation this spring. In response to these concerns, we have worked with our vendor and are able to offer a one-time opportunity to allow districts their choice of the sets for the high school PARCC assessments during the administration.”

Student Information System (SIS)
ISBE SIS Power Point Presentation - December 2014 PARCC Pre-ID File Students in grades 3-8 will be captured according to their grade level at time of enrollment. Students in high school will be captured according to their spring course assignment. Home school districts are responsible for entering Pre-ID information including PNP/Accommodations for each student. Files due in SIS no later than noon on the following dates: PBA: December 8, 2014 (extension) EOY: January 23, 2015 Student counts for both paper-based and computer-based testing will be generated according to these files. Any changes to the files after these dates may require you to place an additional materials order.

Test Administration Windows
Test Administration Dates

PBA and EOY What is the difference in each of these tests?
Performance-Based Assessment (PBA) - after 75% of instructional time End-of-Year Assessment (EOY) - after 90% of instructional time

“Sessions” and “Units”
A session includes all of the units for a content area and may be scheduled across one or more days. Sessions refer to the groups of tested students that are scheduled together (as set up in PearsonAccess Next for computer-based testing). Each content area (or session) of the PARCC assessments is comprised of units.

Administration Components

ELA and Math EOY – all multiple choice
Test Design ELA PBA Math PBA Literary Analysis – 2 passages, one correct answer and more than one correct answer questions, written response Unit 1 – one correct and more than one correct answer questions, show and explain work* Research Simulation - (3rd grade, 2 passages) 3 passages, one correct answer and more than one correct answer questions, written response Unit 2 – one correct and more than one correct answer questions, show and explain work* Narrative Writing – 1 passage, one correct answer and more than one correct answer questions, write a story *label each part of your work if a question has multiple parts and clearly identify your answer for each part One answer More than one answer ELA and Math EOY – all multiple choice

FAQs about Scheduling Q: How long will the testing window be at my school? A: CBT = 20 consecutive school days and PBT = 10 consecutive school days Q: What happens if my school has a break in the middle of our assigned testing window? A: Breaks (e.g. spring break) may fall into the middle of a window and will not count against the 20 days (CBT) or 10 days (PBT) as long as testing days remain within the overall administration window and fall on consecutive days.

FAQs about Scheduling Q: Is there a particular time during the testing window in which our school must schedule test units (e.g., Literary Analysis on Monday, Research Simulation on Tuesday)? A: No. Schools may test any time during the testing window during regular school hours. Make-up sessions must be scheduled within the 20/10 consecutive school days allowed for testing. Q: Do the units (e.g., Literary Analysis Unit, Math Unit 1) need to be administered in order? A: Yes. All units within a content area must be scheduled and administered in sequential order for an assigned group of students. Absent students = resume testing and missed unit(s) will need to be rescheduled during make-up testing

FAQs about Scheduling Q: Do students in the same grade/course need to take the same unit at the same time? A: CBT – scheduled as close together as available devices will allow; PBT – each unit must be completed by all students within a grade/course on same school day Q: Is it required that content areas (i.e., ELA and Math) be administered in a particular order? A: No. Schools may use their discretion in scheduling which content areas are scheduled on what days, so long as units within each content area are administered in sequential order.

FAQs about Scheduling

FAQs about Scheduling Q: Can schools schedule content areas on separate weeks? A: Yes. Schools may use their discretion when scheduling units. Q: Are schools required to begin testing on Monday? A: No. Schools may use their discretion when scheduling units. Q: Can my school administer more than one unit per day? A: Yes, as long as the unit is completed in one day. Highly recommended – no more than two units per day for any given student

FAQs about Scheduling

PARCC Unit Times PARCC Unit Times
This hyperlink shows the time schedules for PARCC that have been adjusted.

PARCC Unit Times Q: If all students in a unit finish early, can the testing group move on to the next unit? A: Yes. If all students in a testing group have finished a unit, the testing group may move on to the next unit if the schedule allows. (Must give students a break) Q: If one student in a testing group finishes early, may he or she move onto the next unit? A: No. A new unit cannot be started until all students in the testing group are finished (with the exception of absent students). This hyperlink shows the time schedules for PARCC that have been adjusted.

Sample Elementary Schedule

Sample Middle School Schedule

Sample High School Schedule

PARCC 2015 Spring Manuals Appendix A – Glossary
NEW Appendix A – Glossary Appendix B – Security Agreement Appendix C – State Policy Addendum (Illinois) Appendix D – Signs Appendix E – Accommodation Forms Appendix F – Estimated Time on Task

Who May Administer PARCC?
Educators employed by the district who hold a Professional Educator License Administrators Paraprofessionals who hold an Educator License with Stipulations endorsed as a paraprofessional and are under the constant-line-of-sight supervision of a licensed educator Substitute teachers who hold a Substitute Teaching License hired by the district to substitute teach in place of a teacher School psychologists, school social workers, school counselors, and speech language pathologists who hold a PEL endorsed in a School Support Personnel field School librarians who hold a PEL

Who May Not Administer PARCC?
Technology staff (without an Educator License) may not serve as Test Administrators. They may serve as proctors who assist the Test Administrators. Student teachers may not serve as test administrators. They may serve as proctors who assist the Test Administrators. Parents are not allowed to be present in the classroom with their children during testing. There are two exceptions: 1. The parent’s presence is required as part of the student’s IEP or 504. 2. The parent is employed by the district and his or her duties require him or her to be present in the child’s classroom.

Prohibited Classroom Resources
Posters, maps, charts, and displays that define, explain, or illustrate terms or concepts (in content tested) Math formulas/theorems Graphic organizers Multiplication tables* 100 charts* Definitions Writing formulas Any manipulative not approved through unique accommodation prior to testing* *May be allowable if listed in the student’s IEP or 504 plan It is not necessary to cover or remove calendars, posters displaying the alphabet or consonant blends, or posters displaying the Pledge of Allegiance.

Prohibited Materials All cell phones (Exception: Test Administrators)
Personal electronic equipment Instructional aids related to the content being assessed Reference books Any resource (e.g., books, posters, models, displays, teaching aids) that defines, explains, or illustrates terminology or concepts Mathematical formulas or conversion tables other than the grade-specific, PARCC approved Math Reference Sheets

Allowable AFTER Testing
Specific to Illinois After a student’s test has been submitted and all secure materials have been collected… (local decision) Student must sit quietly Test Administrator dismisses the student Student may sit quietly and use allowable materials Allowable materials… (local decision) Recreational books (must be unrelated to PARCC content) Textbooks for subjects other than the one being tested Pamphlets, magazines, or periodicals (subject matter unrelated) Notebooks or paper of any kind (subject matter unrelated) Pens or colored pencils NOTE: Electronic readers are NOT allowed

Online Tools ELA Math Answer eliminator Flag item for review
Text highlighter Line reader Magnifier Underlined words in text - hover over for pop-up glossary Math Reference Sheet Ruler Protractor Calculator (available only on calculator allowable sections) Allowable, but not provided, tools for Grade 8, Geometry, Integrated Math I, II, and III… tracing paper, reflection tools, straight edge, compass

Headphones Headphones are needed for ELA/Literacy PBA units.
(Not needed for Grade 8 Spring 2015) Volume controls appear before the start of each unit. Therefore, the volume can only be adjusted prior to beginning the test—any attempt to adjust the volume later may cause TestNav to close. There are different forms of the test. Within a unit, students may or may not experience items connected to multimedia text. Therefore, headphones need to be provided for each PBA unit. Stand-alone headphones (i.e., headphones not connected to a device) are also an accessibility feature; therefore, some students may use headphones as noise buffers to minimize distractions or external noise during testing. Schools have several options for ensuring they have a sufficient number of headphones. First, schools can instruct students to bring their own headphones. Second, if schools have a smaller number of headphones, schools can break up classes into a smaller number of students for administration. Third, schools can purchase additional device-compatible headphones.

Updated Calculator Policy

Scratch Paper Blank scratch paper (graph, lined or un-lined paper)
given to students before testing students must write their names at the top returned to testing coordinator

Test Security NO CELL PHONES – Except for emergency use (i.e. sick student, tech help) by test administrator Test Administrators NOT allowed to grade papers, read a book or newspaper during testing – must be actively monitoring at all times May remind students to stay on task May NOT individually remind or encourage students to answer all questions NOT allowed to provide help with questions or assist with online tools May NOT take pictures of computer screens or write down or discuss any test content with peers, social media, etc…

Test Security Suggested use of folders to create privacy screens on computers. Only students can view test items (except for certain accommodations) Visitors (parents, board members, reporters, non-testing students, school staff not authorized to serve as Test Administrators or Proctors) are NOT allowed in the testing environment Use script provided, which includes a section reminding students to check their work and answer all questions. Do NOT encourage individual students to review answers.

What are… …Testing Tickets?
Student Testing Tickets – usernames and passwords for students to access their PARCC tests Students have one ticket per test session per content area Test Coordinator may print as soon as test session in PearsonAccessnext is created Cannot print multiple testing tickets per page …Seal Codes? Numerical codes that Test Administrators provide to students to unlock units during administration One Seal Code per testing unit for a testing group Test Administrators will print one copy and write the Seal Code number on the board when prompted to do so in the script Can print multiple Seal Codes on one page

Student Testing Ticket

What if… …the power or Internet go out during the test?
Note time of disruption Follow troubleshooting procedures Allow student(s) to resume testing once issue solved Adjust testing time as needed based on the time of the disruption Document event in writing …a new student shows up to test? Test Coordinator should add student manually into PearsonAccessnext

Student Statuses in PearsonAccessNext

The big PARCC picture HOW THE PARCC ASSESSMENT ENGINE WORKS
Taken from PARCC updates The Cognitive Complexity Framework guides item development and recognizes that text complexity and item/task complexity interact to determine the overall complexity of a task.

CLAIMS

Claims for ELA Performance Level Descriptors for ELA
Following slides adapted from PARCC Go to hyperlink to show where they can find more in-depth information about claims and evidence. There are three types of claims in the PARCC assessment. The Master Claim students must demonstrate that they are ready for college and career. Performance levels will show if students are or are not ready. Major Claims. Students will receive one overall ELA/literacy scores, and scale scores for each of the two major claims. Sub Claims are additional data in support of the Major Claims that provide educators a focus for instruction and key priorities throughout the year. Reading complex text includes claims on using context to determine the meaning of words, drawing evidence from grade level readings of complex literary text and informational text. The writing claim includes expression of their thoughts using the conventions of English and their knowledge of the English language and grammar. The MASTER CLAIM is always that students are ready for college or career ready. The MAJOR CLAIMS are the expectations taken from the standards. Students will be able to read complex text and write about what they read. The SUBCLAIMS are the standards that will help them be able to read complex text and write about it. The sub-claim on research pulls all the standards together and students will have to show they comprehended the reading and can write analytically about it.

Claims for Mathematics Performance Level Descriptors for Math
Master Claim: Students are on-track or ready for college and careers Sub-claim A: Students solve problems involving the major content for their grade level with connections to practices Sub-Claim B: Students solve problems involving the additional and supporting content for their grade level with connections to practices Sub-claim C: Students express mathematical reasoning by constructing mathematical arguments and critiques Sub-Claim D: Students solve real world problems engaging particularly in the modeling practice Sub-Claim E: Student demonstrate fluency in areas set forth in the Standards for Content in grades 3-6 Claims for Math has the same Master Claim. All students ready for college or career track. Sub Claims are What students will be able to do. PLD is Performance Level Descriptors is hyperlinked for all grade levels.

Model Content Frameworks ELA Model Content Frameworks
The Model Content Framework for ELA for each grade level (grades 3–11) is divided into four sections: Narrative Summary of the ELA Standards The Model Content Framework Chart Key Terms and Concepts for the Model Content Framework Chart Writing and Speaking and Listening Standards Progressions Charts Clicking on this hyperlink will take you to overview of the Model Content Area. I thought that participants could actually click on an area they are interested in and we could take some time to look through these.

3rd Grade Framework Sample

10th Grade Framework Sample
Kane & Lake County ROE Collaboration

Model Content Frameworks Math Model Content Frameworks
The Model Content Framework for Math is divided into seven sections: Examples of Key Advances from the Previous Grade Fluency Expectations or Examples of Culminating Standards Examples of Major Within-Grade Dependencies Examples of Opportunities for Connections among Standards, Clusters, or Domains Examples of Opportunities for In-Depth Focus Examples of Opportunities for Connecting Mathematical Content and Mathematical Practices Content Emphasis by Cluster These are the math practices hyperlink and a lot more for schools to use.

ISBE Model Math Curriculum
Check out this website! ISBE Model Math Curriculum in Livebinders High School Math Standards with PARCC Emphasis Coding

EVIDENCE

Overview of ELA Evidence Statements
The tables contain the Reading, Writing and Vocabulary Major claims and the evidences to be measured on the PARCC Summative Assessment. Evidences describe what students might say or do to demonstrate mastery of the standards. An item on the PARCC assessment may measure multiple standards and multiple evidences. Evidence Tables shows teachers what evidence students will have to show when a standard is assessed. Valuable Information to use in your classroom this year.

Reading ELA/Literacy Evidence Tables

Grade 6 ELA Evidence Table
Evidence Tables in ELA Grade 6 ELA Evidence Table You can use any grade level. I just chose this one to look through it.

Overview of Math Evidence Statements
Evidence statement key Evidence statement text Clarifications Math practice alignment Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Evidence Tables shows teachers what evidence students will have to show when a standard is assessed. Valuable Information to use in your classroom this year.

Evidence Tables in Math
Grade 5 Math Evidence Table Nancy will explain

PARCC Blueprints PARCC Blueprints

ELA Item Guideline Link
Item Guideline for ELA/Literacy PARCC Summative Assessment This site will give you a booklet that is in depth about how the questions will be written for PARCC Item Guidelines for PARCC summative assessment Look at pg. 33 specifically at Narrative Writing This is the hyperlink that teachers can go to and really get all the information that questions will be made from.

Illinois Writing Matters
Narrative Writing Check out this website! Illinois Writing Matters Considerations for Narrative Story and Narrative Description PCRs: Consider info in fact box and info from informational text and produce a narrative description Not fanciful ideas but developed ideas based on facts/reasonable judgments Narrative prompts should tell students (to): The form, audience, topic, and purpose Support answer with specific info/details from text Use precise words and phrases, descriptive details, sensory language The details may be explicit or inferred from the text Develop the topic (facts, extended definitions, quotations, examples) Organize the narrative (task focus from task model) Use appropriate narrative techniques to ensure readers understand How the writing will be scored and provide access to rubric

Overview of PARCC ELA/Literacy Task Types
Two standards are always in play—whether they be reading or writing items, selected-response or constructed-response items on any one of the four components of PARCC. Reading Standard One (Use of Evidence) Reading Standard Ten (Complex Texts) Two standards are always working in the questions asked on PARCC. Reading Standard 1 and 10 For more information see PARCC Task Development ITN Appendix D.

Task Types: ELA Performance-Based Assessment
LAT-Literary Analysis Task Read text closely asking students to consider literature worthy of close study and compose an analytic essay This separates college-ready and non-college-ready readers RST-Research Simulation Task Skills of observation, deduction, proper use of evaluation of evidence across different types of text Students look at several types of articles and multimedia-1st article is an anchor test to introduce the topic Students answer a series of questions Students then write two analytic essays NT-Narrative Task Describe experiences, events, real or imaginary Write a story, detail a scientific process, write a historical account, describe an account of events, scenes, or objects These abbreviations are used in the PARCC site. These are the types of tasks that students will perform on PBA assessments. These are the types of lessons that students should be performing and practicing inside their classrooms.

Task Types: MATH Performance-Based Assessment
Description of Task Type I. Tasks assessing concepts, skills and procedures Balance of conceptual understanding, fluency, and application Can involve any or all mathematical practice standards Machine scored including innovative, computer-based formats Will appear on the End-of-Year and Performance-Based Assessment components Sub-claims A, B and E II. Tasks assessing expressing mathematical reasoning Each task calls for written arguments / justifications, critique of reasoning, or precision in mathematical statements (MP.3, 6). Can involve other mathematical practice standards May include a mix of machine scored and hand scored responses Included on the Performance-Based Assessment component Sub-claim C III. Tasks assessing modeling / applications Each task calls for modeling/application in a real-world context or scenario (MP.4) Sub-claim D This is the breakdown on the types of tasks will be on the assessment. Sub claims are going deeper into the standard that is being tested.

Design of PARCC Math Summative Assessment
Performance-Based Assessment (PBA) Type I items (Machine-scored) Type II items - Mathematical Reasoning (Hand-scored – Scoring rubrics are drafted but PLD development will inform final rubrics) Type III items - Mathematical Modeling (Hand-scored and/or Machine-scored - Scoring rubrics are drafted but PLD development will inform final rubrics) End-of-Year Assessment (EOY) Type I items only (All Machine-scored) PLD is Performance Level Descriptors The hyperlink tells what PLD’s will be used for in PARCC

SAMPLE QUESTIONS Sample Items Practice Tests Tutorials

Grade 3 Evidence-Based Selected-Response Item
Part B Which sentence from the article best supports the answer to Part A? “Animals get oxygen from air or water.” "Animals can be grouped by their traits.”* "Worms are invertebrates.” "All animals grow and change over time.” "Almost all animals need water, food, oxygen, and shelter to live." Part A What is one main idea of “How Animals Live?” There are many types of animals on the planet. Animals need water to live. There are many ways to sort different animals.* Animals begin their life cycles in different forms.

Grade 6 EBSR Item Part A Based on the passage from Julie of the Wolves, how does Miyax feel about her father? She is angry that he left her alone. She blames him for her difficult childhood. She appreciates him for his knowledge of nature.* She is grateful that he planned out her future. Part B Which sentence from the passage best shows Miyax’s feelings for her father? “She had been lost without food for many sleeps on the North Slope of Alaska.” “This could be done she knew, for her father, an Eskimo hunter, had done so.”* “Unfortunately, Miyax’s father never explained to her how he had told the wolf of his needs.” “And not long afterward he paddled his kayak into the Bering Sea to hunt for seal, and he never returned.”

Grade 10 EBSR Item Part A What does the word vanity mean in these lines from the text Daedalus and Icarus? “Proud of his success, the foolish Icarus forsook his guide, and, bold in vanity, began to soar” ( ). a. arrogance* b. fear c. heroism d. Enthusiasm Part B Which word from the lines in the text in Part A best helps the reader understand the meaning of vanity? a. proud* b. success c. foolish d. soar

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: Pupa Adult Egg Larva

Grade 4 TECR Item Drag and drop three details from the story that help create the setting of this story. “Cougar is the mightiest of the animals in the forest.”* “The next day, when the sun was high, Cougar came back along the same trail.”* “The mosquito began to bite the soft inner ear of the cougar, and drank from his blood.” “The mosquito bit him again and again.” “The cougar pawed at his ear, and ran around in a circle shaking his head.” “Cricket, come out! Let me meet your mighty cousin!” “Cougar ran off down the trail, and never went that way again.”*

Grade 6 TECR Item Part A Choose one word that describes Miyax based on evidence from the text. There is more than one correct choice listed below. reckless lively imaginative* observant* impatient confident Part B Find a sentence in the passage with details that support your response to Part A. Click on that sentence and drag and drop it into the box below. Part C Find a second sentence in the passage with details that support your response to Part A. Click on that sentence and drag and drop it into the box below.

Grade 9 TECR Item Create a summary of the excerpt from Brian’s Winter by dragging four statements from the list and dropping them in chronological order into the table titled “Summary.” Note that not all statements will be used. 1 Brian is sore as he gets into his bag that night. 2 Brian attempts to scare away the bear that wakes him up.* 3 The bear is more powerful than Brian thinks. 4 Brian believes that he has learned to co-exist with the bears.* 5 Brian takes a serious risk. 6 Brian thinks about solutions to his major problem.* 7 The bear tosses Brian and eats the scraps of Brian’s meal.* 8 The bear looks at Brian and walks away. 9 The bear sits back and sniffs the air. Summary 1 2 3 4 Correct Response: 4, 2, 7, 6

Understanding the Prose Constructed Response Summative Assessment
Two literary passages PCR Item and Reading Comprehension Questions Focus on analysis Literary Analysis Task Two types: narrative story or narrative description One literary or informational passage Focus on elements of narrative Narrative Task One extended text and two shorter texts Informational text Often includes multi-media or audio stimulus Research Simulation Task Talking Points: The Literary Analysis Task plays an important role in honing students’ ability to read complex text closely, a skill that research reveals as the most significant factor differentiating college-ready from non-college-ready readers. This task will ask students to carefully consider literature worthy of close study and compose an analytic essay. The Literary Analysis task requires students to read two literary passages that are tied together in some way. For example, both passages could focus on the relationship of complex characters. Students will answer questions for each passage and for the passages as a pair. They will also write a prose constructed response, which could take several different forms. The Narrative Task broadens the way in which students may use this type of writing. Narrative writing can be used to convey experiences or events, real or imaginary. In this task, students may be asked to write a story, detail a scientific process, write a historical account of important figures, or to describe an account of events, scenes, or objects, for example. The narrative task focuses on only one text. Students will answer reading comprehension questions and write a narrative that is tied to and draws on that text. (give example from Dr. Jekyll and Mr. Hyde). The Research Simulation Task is an assessment component worthy of student preparation because it asks students to exercise the career- and college- readiness skills of observation, deduction, and proper use and evaluation of evidence across text types. In this task, students will analyze an informational topic presented through several articles or multimedia stimuli, the first text being an anchor text that introduces the topic. Students will engage with the texts by answering a series of questions and synthesizing information from multiple sources in order to write two analytic essays.

Grade 8 PCR: Literary Analysis Task
You have read excerpts from two novels focused on survival in the wilderness. These excerpts are from: Brian’s Winter by Gary Paulsen Call of the Wild by Jack London Consider how the main character in each excerpt reacts to the incidences that occur, and write an essay in which you analyze how each character’s thoughts and actions reveal aspects of his personality. You do not need to compare and contrast the characters from the two texts. You may consider each one separately. Be sure to include evidence from each excerpt to support your analysis and understanding.

Grade 3 PCR: Research Simulation Task
You have read two texts about famous people in American history who solved a problem by working to make a change. Write an article for your school newspaper describing how Eliza and Carver faced challenges to change something in America. In your article, be sure to describe in detail why some solutions they tried worked and others did not work. Tell how the challenges each one faced were the same and how they were different.

Grade 6 PCR: Narrative Task
After reading 1-3 texts, students write either a narrative story or a narrative description (e.g., writing a historical account of important figures; detailing a scientific process; describing an account of events, scenes, or objects). Narrative MUST travel through time…. Task: In the passage, the author developed a strong character named Miyax. Think about Miyax and the details the author used to create that character. The passage ends with Miyax waiting for the black wolf to look at her. Write an original story to continue where the passage ended. In your story, be sure to use what you have learned about the character Miyax as you tell what happens to her next. Story must match the character and events in the original text.

Grade 7 PCR: Research Simulation Task
You have read two texts and watched a video describing Amelia Earhart. All three include information that supports the claim that Earhart was a daring, courageous person. The three texts are: “The Biography of Amelia Earhart” “Earhart’s Final Resting Place Believed Found” “Amelia Earhart’s Life and Disappearance” (video) Consider the argument each author uses to demonstrate Earhart’s bravery. Write an essay that analyzes the strength of the arguments related to Earhart’s bravery in at least two of the texts. Remember to use textual evidence to support your ideas. Slide from PARCC Sample Questions Have the participants look at standards to see how many this test question is assessing.

What standards were assessed in the previous question?
Slide from PARCC Sample Questions Have the participants look at standards to see how many this test question is assessing.

Standards Assessed Standards Assessed
PARCC Claim: Students write effectively when using and/or analyzing sources. PARCC Subclaim: Students build and present knowledge through research and the integration, comparison, and synthesis of ideas. Standards Assessed Standard W.7.2 (Informative) Standard L.7.1 (Conventions – grammar) Standard W.7.4 (Produce writing) Standard L.7.2 (Conventions – cap, punct) Standard W.7.7 (Conduct short research) Standard L.7.3 (Knowledge of lang) Standard W.7.8 (Gather relevant info) Standard RL.7.1 (Cite several pieces) Standard W.7.9 (Draw evidence from texts Standard RL.7.8 (Trace & evaluate claims) Standard RL.7.9 (Analyze 2 or more authors writing) Several standards have been addressed in that task. Looking at this can help schools clarify The New Illinois Standards associated with each task. This is the piece of transparency that PARCC is trying to prove. Professional development can be implemented from looking at sample questions and figuring out what standards are being assessed. After looking at these, finding out is this question at that grade level being taught, practiced, and mastered at that grade level in your school. If not, then some vertical alignment of standards needs to happen so when PARCC is given, students are ready for grade level reading and writing.

ACADEMIC VOCABULARY

Words from the Grade 4 ELA Test
Express Speaker Faces Task Essay Theme Detail Phrases Setting Column Evidence Titles Best Demonstrate Summarizes Speaker thoughts Communicate Different structures Matching Structural elements Rhyme Rhythm Dialogue Description Author Mainly organize Uniquely Outcome Phrase Statement Roles Slack tide What were your words? How do we make sure that these are being taught and mastered? Are we using these words when we ask questions in our classrooms?

What academic vocabulary would students need to know in order to complete the following question?
As they read this question aloud, they are to note any academic vocabulary they notice. Talk about when do students master these words. When are they introduced and practiced? Let them talk to a person near them and discuss what they should be doing in academic vocabulary in their school?

Grade 10 Example From PARCC ELA
Use what you have learned from reading “Daedalus and Icarus” by Ovid and “To a Friend Whose Work Has Come to Triumph” by Anne Sexton to write an essay that provides an analysis of how Sexton transforms Daedalus and Icarus. As a starting point, you may want to consider what is emphasized, absent, or different in the two texts, but feel free to develop your own focus for analysis. Develop your essay by providing textual evidence from both texts. Be sure to follow the conventions of standard English.

Academic Vocabulary What words do we teach?
What grade level needs to introduce the words, practice the words, master the words, and review the words? RESOURCES: Marzano’s Academic Vocabulary

ACCESSIBLITY and ACCOMMODATIONS

PARCC Accessibility System
Accessibility Features and Accommodations Overview ISBE Computer and Paper-Based Accessibility Features/Accommodations Forms Accessibility Training Module This graphic is in the accommodations manual for PARCC and Foundational Services for the State of Illinois. This shows the Universal Design. The same way we accommodate people with disabilities on a sidewalk with curbs so they can have access to all buildings and streets, PARCC wants all students to be able to take the PARCC assessment. The outer layer is for all students to have access to a tool bar that will help them effectively take the test. The middle circle is features that are set up in advance for students with IEP and 504 plans. The last circle is for students with accommodations being made for them inside the classroom on a daily basis and a tool bar will be set for them on the test. Of course, this should follow what has been used for them the entire year. If they have a colored overlay, then they should have that color overlay on the test readings. Etc., * For students with disabilities, English learners, and English learners with disabilities

The PARCC ACCESSIBILITY AND ACCOMMODATIONS MANUAL
PARCC’S GOALS for promoting student access Universal design during every stage of the development of the assessment Minimize/eliminate irrelevant features in the assessment Measure the full range of complexity of the standards Using technology for accessibility Building accessibility without sacrificing validity Using item review, bias and sensitivity review, policy development and review, and research Complete Manual: Accessibility Features and Accommodations Manual, 3rd Edition Any accommodations used must be ones that the students have used all year long on testing.

Presentation Accommodations
Alter the method or format of the test administration Response Accommodations Allow use of alternative methods to provide answers to test items Timing/Scheduling Accommodations Presentation accommodations change the manner in which the test is presented to the student. The methods of varying the presentation can by auditory, tactile, visual, or a combination of these methods. Examples of presentation accommodations include: assistive technology, descriptive video for students with visual disabilities, etc. Response accommodations provide the opportunity for students to demonstrate their knowledge and skills in a different manner. Examples of response accommodations include: assistive technology or speech to text. The last category, timing/scheduling accommodations include extended time and other changes in test administration. Taken from the Foundational Training in Illinois and PARCC website Extended time Changes in test administration IEP ELL

Personal Needs Profile (PNP)
Needed for accessibility features that have to be “turned on” in advance Catalogs each student’s testing needs and demographic information Available for students with disabilities, English learners, English learners with a disability, students with 504 plans, and students receiving interventions through RTI and other tiered support systems PNPs for students with disabilities will be determined by the IEP team and should be listed on the IEP PNPs for students other than those with disabilities will be drawn up by educators with possible input from parents Special or Unique cases will be decided at the State Board Level Over accommodating is a HINDRANCE. Hyperlink is for participants to use. They can download the manual for their district. The PNP has to be carefully done by the manual.

Resources Model Content Frameworks
Test Specifications and Blueprints Sample items and tutorials for every tested subject and grade Educator Leaders Cadres Public ELC portal for educator resources! Test Administration Training Modules PowerPoint and voice recorded guidance to guide test administration parcc.pearson.com/tms Practice Test

PARCC OVERVIEW FOR DISTRICTS

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PARCC OVERVIEW FOR DISTRICTS

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