What’s New with PARCC for ELA? January 30, 2014 Vincent Segalini

Narrative Task on the PBA At this time, narrative tasks will only focus on narrative story. One narrative text will be included in this task. The task is not required to include a vocabulary question. 2

Literary Analysis Task on the PBA Students will read two texts. Both texts are literature. Questions will be written to each passage, but some questions will be about both texts. 3

Research Simulation Task on the PBA Students will read one extended text. – Students will answer 3 EBSR/TECR items, one of which is a vocabulary item. Students will then read two additional texts, one of which may be multimedia. – Students will answer 6 more EBSR/TECR items, two of which will be vocabulary items, one for each passage. – EBSR/TECR items may be about each text or a combination of texts. Students will write a PCR. 4

New Task Models TGM 7A.6 PBA – Task Focus: Contribution of one section to theme, setting, or plot – Reading Standards for the PCR: RL 1 and RL 5 – Reading Standards for EBSR/TECR items: RL 2, 3, 5 5

TGM 7A.6 PBA 6

New Task Models TGM 7A.7 PBA – Task Focus: Interaction of story elements – Reading Standards for the PCR: RL 1 and RL 3 – Reading Standards for EBSR/TECR items: RL 2, 3, 6 7

TGM 7A.7 PBA 8

Key Point # 1 Students will not be provided a transcript of video and audio texts. There are accommodations for hearing impaired students that will allow for transcripts. 9

Key Point # 2 All writing (PCRs) will be human scored. 10

Key Point # 3 Students in grade three will write their PCR responses. Grades 4-11 will type their PCR responses. 11

Is the PARCC Assessment timed? 12

Is the PARCC Assessment timed? 13

Is the PARCC Assessment timed? 14

Is there a read-aloud accommodation? In making decisions whether to provide the student with this accommodation, IEP and 504 teams are instructed to consider whether the student has: Blindness or a visual impairment and has not learned (or is unable to use) braille; OR A disability that severely limits or prevents him/her from accessing printed text, even after varied and repeated attempts to teach the student to do so (e.g., student is unable to decode printed text or read fluently); OR Deafness or a hearing impairment and is severely limited or prevented from decoding text due to a documented history of early and prolonged language deprivation. Taken from accessibility-features-and-accommodations-manualhttp:// accessibility-features-and-accommodations-manual 15

Read-Aloud Accommodations Before listing the accommodation in the student’s IEP or 504 plan, teams should also consider whether: – The student has access to printed text during routine instruction through a reader or other spoken-text audio format, or interpreter; – The student’s inability to decode printed text or read braille is documented in evaluation summaries from locally-administered diagnostic assessments; – The student should receive ongoing, intensive instruction and/or interventions to remediate his or her foundational reading skills in order to continue to attain the important college- and career-ready skill of independent reading. Taken from accessibility-features-and-accommodations-manualhttp:// accessibility-features-and-accommodations-manual 16

Read-Aloud Accommodations The IEP or 504 Team must determine whether the student has a disability that severely limits or prevents him or her from decoding text and/or reading fluently. This accommodation is not intended for a student reading somewhat (i.e., moderately) below grade level. The IEP must document objective evidence from a variety of sources (including state assessments, district assessments, AND one or more locally-administered diagnostic assessments or other evaluation) that indicate that the student’s ability to decode text or braille is severely limited or prevented. Taken from accessibility-features-and-accommodations-manualhttp:// accessibility-features-and-accommodations-manual 17

The PARCC Assessment for ELA in High School The PARCC Assessment for English II will be the graduation requirement for high school. The PARCC Assessment for English I is optional and will not count towards school accountability. – Districts may choose to give the PARCC Assessment for English I. – This can be used for formative assessment purposes. – Students will not be required to take the PARCC Assessment for English III. 18

Reminder All PARCC Item prototypes are now available in the test platform that will be utilized for the PARCC assessment. -based-samples 19

Resources Common Core Website MDE Curriculum Website MDE Common Core Website MDE Assessment Website MDE SharePoint Website PARCC Website 20

Contact Information Office of Curriculum and Instruction Nathan Oakley - Director of Curriculum Marla Davis - Mathematics Vincent Segalini - English/Language Arts Chauncey Spears - AP/Gifted/Social Studies Robin Lemonis - Early Childhood Literacy/Dyslexia/RtI 21