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Purpose and Follow-up You will not leave today with a test administrator training to share with your district. Follow - up support planned December - Technology training for DTC and District Tech Coordinators at Coops January or February - Webinar over Test Administration Training PPT to train Test Administrators will be provided February/March - Q&A webinars

PARCC Training November 2015

Overview Overview of Required Assessments and Who Takes PARCC
Overview of PARCC Scheduling and Administration Requirements Scheduling of Computer Based Assessment Independent Work Time Accommodations and Accessibility Features Test Administration Pearson Access Next Monitoring

Required Assessments PARCC NCSC All Students Grades 3-11
Majority of Students ELA/Literacy and Mathematics NCSC Significantly Cognitively Disabled

Required Assessments Iowa Assessments No Alternate Form Grades 1 and 2
Vocabulary Reading Language Mathematics No Alternate Form Team Decision

Required Assessments PARCC Assessments NCSC Alternate Grades 3 & 4
ELA/Literacy Mathematics NCSC Alternate Literacy Mathematics

Required Assessments Grade 5 PARCC Assessments Augmented Benchmark
ELA/Literacy Mathematics Augmented Benchmark Science NCSC Alternate Literacy Mathematics Alternate Portfolio Science

Required Assessments Grade 6 PARCC Assessments NCSC Alternate
ELA/Literacy Mathematics NCSC Alternate Literacy Mathematics

Required Assessments PARCC Assessments Augmented Benchmark
Grade 7 PARCC Assessments ELA/Literacy Mathematics Augmented Benchmark Science NCSC Alternate Literacy Mathematics Alternate Portfolio Science

Required Assessments Grade 8 PARCC Assessments NCSC Alternate
ELA/Literacy Mathematics Grade 8 OR Algebra I NCSC Alternate Literacy Mathematics

course in which enrolled
Required Assessments Grade 9 PARCC Assessments ELA/Literacy Mathematics course in which enrolled No Alternate at grade 9

Required Assessments PARCC Assessments End-of-Course Biology
Grade 10 PARCC Assessments ELA/Literacy Mathematics course in which enrolled End-of-Course Biology when enrolled Alternate Portfolio Science

Algebra I/Geometry if enrolled
Required Assessments Grade 11 PARCC Assessments ELA/Literacy (optional) Mathematics Algebra I/Geometry if enrolled Algebra II NCSC Alternate Literacy Mathematics

Keep These in Mind When Scheduling
Required Assessments “New” Groups for PARCC Keep These in Mind When Scheduling ALL students in grades 9 and 10 must take ELA/Literacy Special education students who do not qualify for the alternate NCSC assessments Will take the ELA/Literacy Assessments at 9 and 10 Will take at a minimum one PARCC math EOC

Policy Updates PARCC Grade 11 ELA/Literacy & Algebra II are optional
May be administered to a portion of eligible students May be used to meet the College and Career Ready (CCR) requirement School districts must have a plan to administer a CCR assessment to all students

CCR Guidelines All High School Students must have a CCR assessment before entering their Senior year Commissioner's Memo LS Math Ready and Literacy Ready must be available to students in These courses are rigorous and NOT intended as a remediation course but rather a transition to college course.

Policy Updates Students in grades 7 or 8 taking an EOC exam do NOT have to take their grade-level math assessment Students re-enrolled in a course with an EOC exam will take the exam EVEN IF they have already tested Students repeating a grade will take the assessment at the grade in which they are enrolled

Partnership for Assessment of Readiness for College and Careers
Scheduling Partnership for Assessment of Readiness for College and Careers

PARCC Administration Components
Administration: Performance-Based Assessment, End-of-Year Session: Grouping of students, composed of units Unit: Literary Analysis Unit, Research Simulation Unit, etc. Section: Calculator or non-calculator sections of Math units For ELA you might see PBA Units 1,2 & 3 instead of LA, RS, and NW

Grades 6-High School: 9 units total
Number of Test Units Grades 3-5: 8 units total ELA/L Mathematics PBA 3 units 2 units EOY 1 unit Total 4 units Grades 6-High School: 9 units total ELA/L Mathematics PBA 3 units 2 units EOY Total 5 units 4 units

Time Needed to Get Ready to Test
Task Approximate Time 1. Complete preliminary test preparation after students arrive (includes reading instructions to students and answering questions). 10 minutes 2. Distribute test materials to students/help students log-in. 5 minutes 3. Administer unit (times vary by unit). 60-90 minutes 4. Complete end-of-unit activities, including closing units and collecting test materials. 5-10 minutes Total minutes

PARCC Testing Times

Final PBA Schedule Times
When planning your schedule, include the time needed to get ready. Grade/Test Unit Name Time Preparation Time Total Time to Schedule Grade 3 PBA ELA Unit 1 75 20 95 minutes ELA Unit 2 ELA Unit 3 60 80 minutes Math Unit 1 Math Unit 2 If two units are scheduled to be administered together, the preparation time may decrease but a break must be included. One test per day for 5 days or Lit/Math 2 days + 1 day Lit = 3 days

Grade/Test Unit Name Time Preparation Time Total Time to Schedule grade 4 - 8 ELA Unit 1 75 20 95 minutes ELA Unit 2 90 110 minutes ELA Unit 3 60 80 minutes Math Unit 1 80 100 minutes Math Unit 2 70 90 minutes

Grade/Test Unit Name Time Preparation Time Total Time to Schedule Grade PBA ELA Unit 1 75 20 95 minutes ELA Unit 2 90 110 minutes ELA Unit 3 60 80 minutes Grade/Test Unit Name Time Preparation Time Total Time to Schedule Algebra I Geometry PBA Unit 1 90 20 110 minutes Unit 2 75 95 minutes

Final EOY Schedule Times
Grade/Test Unit Name Time Preparation Time Total Time to Schedule Grades EOY ELA Unit 1 75 20 95 minutes Math Unit 1 Math Unit 2 Grades EOY 60 80 minutes ELA Unit 2 80 100 minutes Grades EOY Algebra I Geometry EOY Unit 1 Unit 2

PARCC Administration in Arkansas
SPRING PARCC ADMINISTRATION WINDOWS Monday Tuesday Wednesday Thursday Friday 2 3 4 5 6 9 10 11 12 13 PBA March 2015 16 17 18 19 20 23 24 25 26 27 Spring Break 30 31 1 7 8 April 2015 14 15 21 22 28 29 EOY May 2015 PBA: Performance Based Assessment EOY: End-of-Year Assessment

PARCC PBT Schedule Schools with the waiver to administer paper-based tests in the spring will administer each unit as prescribed by the state (next slide) All students in a grade/course throughout the school must test at the same time No exceptions to the PBT testing schedule

PARCC SCHEDULING Schools must schedule make-up testing within their testing window Schools may combine students for content areas if the unit testing times and administration scripts are the same For example: Grade 4 ELA/L PBA and Grade 5 ELA/L PBA) If students miss a unit, they may skip the unit to continue testing with their testing group and make up the unit at another time

Scheduling PARCC Computer-Based Testing (CBT)
May schedule a grade cohort anywhere within the window Grade cohort (or course) must test same unit/session as close together as possible At the same time Back-to-back Morning and afternoon Make up testing must be completed within the window

PARCC SCHEDULING Computer-Based Testing (CBT)
It is highly recommended that schools schedule no more than two units per day for any given student However, a school may schedule as many units a day as needed for multiple groups of students Schools may schedule 2 units back-to-back for students, but must give students a short break in-between units

PARCC SCHEDULING Computer-Based Testing (CBT)
Within content areas, units must be administered in sequential order (except for make-up testing) For example: Unit 1 -> Unit 2, Literary Analysis -> Research Simulation -> Narrative Writing There is no specific order for content area Schools can administer ELA/L or Mathematics first Schools may alternate between content areas For example: Unit 1 ELA/L EOY -> Unit 1 Mathematics EOY -> Unit 2 ELA/L EOY -> Unit 2 Mathematics EOY

PARCC SCHEDULING •Must administer units in order by content area

Literary Analysis (LA) Research Simulation (RS)
Scheduling PARCC PBA example at grade 3: Grade 3 PBA Time Literary Analysis (LA) 95 Research Simulation (RS) Narrative Writing (N) 80 Math Unit 1 (M1) Math Unit 2 (M2) PBA MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY WEEK 1 AM 3 LA 3 RS 3 N 3 M1 3 M2 March PM make-up gr 3

Scheduling PARCC PBA examples at grade 3 PBA MONDAY TUESDAY WEDNESDAY
THURSDAY FRIDAY WEEK 1 AM 3 LA 3 RS 3 N 3 M2 make up 3 M1 March PM make-up gr 3

PARCC SCHEDULING Before drafting schedule consider:
Number of PARCC-ready student devices Desktops Laptops Tablets (with keyboards) Netbooks Number of possible simultaneous test locations (based on physical location and internet accessibility [wireless/wired]) For ELA PBA units, number of headphones available Math Text-to-Speech, number of headphones available Different grade levels may test in the same rooms if they have the same testing times

PARCC SCHEDULING PARCC SCHEDULING
Grades/courses to be tested in the school Number of students per grade/course Number of units total to be administered Number of minutes to be scheduled per unit Number of desired units per day per school (e.g., 2 units administered per day) Number of desired testing days Test morning only or morning and afternoon sessions Number of Test Administrators needed/available Number of Proctors (i.e., Test Assistants)

PARCC SCHEDULING Before drafting schedule consider:
Number of students requiring accommodations or accommodated test forms (e.g., extended time, small group accommodations, such as PBT read- aloud) Headphones for accessibility features/accommodations (PBA and EOY, ELA, Math)

you may end a unit if all students are clearly finished.
students who are finished may read a book extended time students are to be put in a different group so they can continue testing once the time up

Collaboration - Things to Consider
Discuss district/school testing schedule. Create/revise/update school testing schedule. Review forms at test.pearson.com/

Collaboration Debrief
What major issues do you foresee in setting a schedule? Who can help you within your building with scheduling? Do any schools have unique plans for scheduling?

PARCC ACCESSIBILITY FEATURES AND ACCOMMODATIONS
Partnership for Assessment of Readiness for College and Careers

PARCC Accessibility Features and Accommodations Manual-3RD edition
Comprehensive policy document Support local educators in: selection administration evaluation of accommodations The manual provides educators with information on the accommodations used on the PARCC End-of-Year, Performance-Based-Assessment, and Mid- Year assessment

Considerations for Students Taking PARCC
Administrative Considerations for all Accessibility Features for all (always available) Accessibility Features for all (turned on in advance) Accommodations

Administrative Considerations for All Students
Principals, STCs or the IEP, 504 or EL team may determine that any student may require one or more of the following test administration considerations, regardless of the student’s status as a student with a disability or an English learner. These must be documented prior to testing: Small group testing Frequent breaks Time of day Separate or alternate location Specified area or seating Adaptive and specialized equipment or furniture Please note: IEP, 504 and EL teams may still document these needs in a student’s IEP, 504 or EL plan based on the individual needs of students. Principals may not override a team decision. NOT in PNP

PARCC ACCESSIBILITY POLICIES
Built into the test Available to All Students Features for All Students Accessibility Features Identified in advance Accommodations Example: magnification, highlighting, eliminate answer choices, line reader Available to All Students Must be turned on in Advance Example: answer masking, text-to-speech for mathematics, background/font color Available through LPAC/IEP/504 Must be identified in Advance Example: Word to word dictionary, small group testing, extended time

Where can I practice the AAF features with my students?

This is in the Google folder.

Accessibility Features and Accommodations
Accessibility Features for All Students Accessibility Features Identified in Advance Accommodations for Students with Disabilities (SWD) Accommodations for English Learners (EL) Script:

Features for All NOT in PNP Are operational for all students during Computer Based Testing Students should determine whether they wish to use the feature on an item- by-item basis During the assessment, students can choose which accessibility features they need for specific items Cannot be turned off Provided onscreen, stored in a toolbar, or are accessible through a menu or control panel, as needed. Do not require IEP/504/LPAC

Accessibility Features for All Students
Computer-Based Testing Audio Amplification, Headphones, Noise Buffers Blank Paper Eliminate Answer Choices Flag Items for Review General Administration Directions Read Aloud and Repeated as Needed (by test administrator) General Administration Directions Clarified (by test administrator) Highlight Tool Line Reader Tool Magnification/Enlargement Device NotePad Pop-up Glossary Redirect Student to the Test (by test administrator) Writing Tools

Accessibility Features for All Students
Paper-Based Testing Computer-Based Testing Auditory Aids, noise buffers, white noise (school/student) Audio Amplification, Headphones, Noise Buffers Blank Paper Visual Aids/Organizers (masking device) Eliminate Answer Choices Visual Aids/Organizers (place marker) Flag Items for Review General Administration Directions Read Aloud and Repeated as Needed (by test administrator) General Administration Directions Clarified (by test administrator) Visual Aids/Organizers (highlighter) Highlight Tool Visual Aids/Organizers Line Reader Tool Magnification/Enlargement Device NotePad Footnote glossary Pop-up Glossary Redirect Student to the Test (by test administrator) * Writing Tools

Accessibility Features for All Students (Identified in Advance)
Accessibility Features Identified in Advance Accommodations for Students with Disabilities (SWD) Accommodations for English Learners (EL) Script:

Accessibility Features Identified in Advance on a PNP
Available to all students (e.g., not limited to students with IEPs, 504 plans, or English learners), but must be selected and turned on by school-based educators prior to the assessment, based on each student’s Personal Needs Profile (PNP). Based on each student’s 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 school-based educators will enable specific accessibility features for students, the student will decide whether or not to use the feature. These accessibility features will be readily available on the computer-delivered testing platform.

Accessibility Features for All Students - Identified in Advance
Administration Instructions Answer Masking Test Administrator can provide students with answer masking cards (e.g. blank paper, straight edge) to temporarily cover answers in their test booklet. Color Contrast Colored overlays may be used by the student as needed. Paper and font color cannot be changed. Read Aloud for Mathematics Assessments* Test Administrator will receive two test booklets (one for TA & one for student). Test Administrator will read aloud (or sign) the assessment to pre-selected students according to the Protocol and Math Audio Guidelines on Students in each grade/content area who need a human reader will take the same test so small group administration can occur.

Personal Needs Profile (PNP)
Next Steps: Allow students to access and use the accessibility features now School personnel should begin identifying and documenting the students and which accessibility features (if any) they need

Personal Needs Profile (PNP)
Any paper-based accessibility feature or accommodation which requires materials to be shipped will need to be requested in PearsonAccessnext . (e.g., large print, Braille, paper-based test accommodation for online schools) must be added to the PNP by December 12 for automatic shipment All other information in the student’s PNP will be submitted via the PNP File Layout in PearsonAccessnext For guidance on how to upload student information in the PNP File Layout, refer to pages 4-12 of the Personal Needs Profile Field Definitions Version 1.0 document posted on Administrators with the appropriate access will also be able to manually enter PNP data via the User Interface in PearsonAccessnext once a student’s test registration is completed.

Guidelines for CBT Text-to-Speech/Read Aloud for Mathematics
Text is read aloud to the student using embedded text-to-speech software. Students must wear headphones. Student must be tested in a separate setting if unable to wear headphones. Human Reader for CBT Must be identified in PNP. “Proctor Authorization Ticket” will be printed day of testing to allow proctor copy of the form that can be accessed via a computer/tablet so the TA can read aloud the test to more than one student at the same time, without doing an “over the shoulder” reading. No more than five (5) per group.

Guidelines for PBT Read Aloud for Mathematics
Text is read aloud to the student by a human reader. (See Test Administration Protocol for the Read-Aloud [Appendix B] and the PARCC Audio Guidelines [Appendix J] for administration guidelines.) Readers must be trained locally for each assessment, as indicated in the PARCC Test Administration Manual (TAM). Readers must sign a Test Administration and Certification of Training Form and a Non-Disclosure Agreement. Each student must have this feature documented in a PNP Students grouped together must be taking the same test form, since test questions will differ on each form of the test. There can be no more than 5 (five) students in a read-aloud group. Students not receiving the read-aloud may not be tested in the same location as students who are receiving the read-aloud.

Accommodations for Students of the PARCC PBT
Accessibility Features for All Students Accessibility Features Identified in Advance Accommodations for Students with Disabilities (SWD) Accommodations for English Learners (EL) Script:

Accommodations Are available for identified students during Computer and Paper Based Testing Do require IEP/504/LPAC It is advised to update all IEP/504/LPAC plans to reflect the PARCC wording of accommodations Must be documented prior to testing

Presentation Accommodations for Students with Disabilities
Computer-Based Testing Assistive Technology Screen Reader Version for ELA/Literacy and Mathematics (with and without Refreshable Braille Displays for ELA/Literacy only) Tactile Graphics Large Print PBT or magnified CBT (whichever suits the student’s needs) Embedded ASL Video of a human interpreter for the Mathematics Assessments for a Student Who is Deaf or Hard of Hearing Embedded Text-to-Speech or Embedded ASL Video of a human interpreter for the ELA/Literacy Assessments, including items, response options, and passages Captioning of Multimedia on the ELA/Literacy Assessments Descriptive Video

Accommodation Administration Assistive Technology Students may bring their own assistive technology devices that they use during daily instruction to respond to test items. as long as it meet PARCC’s Assistive Technology Guidelines. All grammar checking, internet access, and stored file functionalities must be disabled. All responses generated on a stand-alone assistive technology device must be transcribed to the student’s computer-based test or to the paper-based test book/answer document. For information on how to test assistive technology devices and software for compatibility with the TestNav 8 platform via an “Infrastructure Trial,” refer to the PARCC Assistive Technology Guidelines available at Hard Copy Braille Edition A student who is blind or has visual impairments and is unable to take the computer-based test may take the ELA/Literacy and Mathematics assessments using a hard copy contracted braille form.

Accommodation Administration Tactile Graphics A student who is blind or visually impaired who uses a screen reader or refreshable braille will also need a tactile graphics booklet, consisting only of the graphics portion of test questions. Tactile graphics will also be embedded in the hard copy braille edition assessments. Large Print Edition A large print paper-and-pencil form of each assessment is available for a student with a visual impairment who is unable to take a computer-delivered assessment due to his or her disability. Paper-and-Pencil Edition A paper-and-pencil form of each assessment is available for students who are unable to take a computer-delivered assessment due to a disability. Captioning of Multimedia on the ELA/Literacy Assessments A student who is deaf or hearing impaired views captioned text on multimedia (i.e., video) segments of the ELA/Literacy Performance-Based Assessments.

Accommodation Administration ASL Video for the Mathematics Assessments The student views an embedded video of a human interpreter for the mathematics assessments. If a student does not use ASL, a human signer and separate test setting will be required. Student Reads Assessment Aloud to Himself/Herself The student reads the assessment aloud to themselves. Students may use an external device such as a whisper phone. The student must be tested in a separate setting. Read Aloud/Text-to-Speech for the ELA/Literacy Assessments, including items, response options, and passages The student listens to the ELA/Literacy assessment via text-to-speech or an embedded ASL video. In special cases where a test administrator reads aloud to a student due to a disability (human reader or human signer for a student who does not sign ASL), the student must be tested in a separate setting. (*Reporting Notation to schools and parents)

Presentation Accommodations for Students with Disabilities
Paper-Based Testing Computer-Based Testing Assistive Technology Braille Edition of ELA/Literacy and Mathematics Assessment Screen Reader Version for ELA/Literacy and Mathematics (with and without Refreshable Braille Displays for ELA/Literacy only) Tactile Graphics Large Print Edition Test Large Print PBT or magnified CBT (whichever suits the student’s needs) Human Interpreter for the Mathematics Assessments for a Student Who is Deaf or Hard of Hearing Embedded ASL Video of a human interpreter for the Mathematics Assessments for a Student Who is Deaf or Hard of Hearing Human Read Aloud or Human Interpreter (ASL) for the ELA/Literacy Assessments, including items, response options, and passages Embedded Text-to-Speech or Embedded ASL Video of a human interpreter for the ELA/Literacy Assessments, including items, response options, and passages Paper-and-Pencil Edition -- Captioning of Multimedia on the ELA/Literacy Assessments Descriptive Video

ELA Read Aloud or Text-to-Speech Accommodation
The accommodation is intended to provide access to printed or written texts in the PARCC ELA/Literacy assessments to a very small number of students with disabilities who would otherwise be unable to participate in the assessment because their disability severely limits or prevents them from decoding printed text. Decisions about who receives this accommodation will be made by the IEP teams and 504 plan coordinators. However, PARCC and the Arkansas Department of Education will collect data on the frequency of its use for the purpose of carefully monitoring and determining appropriate decision-making. A notation will be provided on all confidential score reports to the school and parent stating that the student was given a reading access accommodation on the PARCC ELA/Literacy assessment and therefore, no claims should be inferred regarding the student’s ability to demonstrate foundational reading skills (i.e., decoding and fluency). See the accommodations manual and appendix D for more details.

Response Accommodations for Students with Disabilities
Computer-Based Testing Assistive Technology Braille Note-Taker Braille Writer Calculation Device and Mathematics Tools (on Non-calculator Sessions of Mathematics Assessments) *see PARCC Calculator Policy Speech-to-Text or Scribe for the Mathematics assessments and selected response items only on the ELA/Literacy assessments Speech-to-Text or Scribe for constructed responses on the ELA/Literacy Assessments Word Prediction External Device Monitor Test Response Extended Time

Administration Assistive Technology Students may bring their own assistive technology devices that they use during daily instruction to respond to test items. as long as it meet PARCC’s Assistive Technology Guidelines. All grammar checking, internet access, and stored file functionalities must be disabled. All responses generated on a stand-alone assistive technology device must be transcribed to the student’s computer-based test or to the paper-based test book/answer document. For information on how to test assistive technology devices and software for compatibility with the TestNav 8 platform via an “Infrastructure Trial,” refer to the PARCC Assistive Technology Guidelines available at Braille Note-Taker A student who is blind or has visual impairments may use an electronic braille note-taker. For PARCC assessments, grammar checker, Internet, and stored file functionalities must be turned off. The responses of a student who uses an electronic braille note-taker during PARCC assessments must be transcribed exactly as entered in the electronic braille note-taker. Only transcribed responses will be scored. Transcription guidelines are available in Appendix C: Protocol for the Use of the Scribe Accommodation.

Administration Braille Writer A student who is blind or has visual impairments may use an electronic braille writer. The responses of a student who uses an electronic braille writer during PARCC assessments must be transcribed exactly as entered in the electronic braille writer. Only transcribed responses will be scored. Transcription guidelines are available in Appendix C: Protocol for the Use of the Scribe Accommodation. Calculation Device and Mathematics Tools Students may bring external calculation devices (e.g., abacus, talking calculator, large button calculator). Students may also use an arithmetic table (including addition/ subtraction and/or multiplication/division charts), and/or manipulatives (IEP or 504 plan must specify which device or manipulative) . Please refer to the PARCC Calculator Policy and the PARCC Accessibility Features and Accommodations Manual for guidelines. (*Reporting Notation to schools and parents)

Administration Speech-to-Text or Scribe for the Mathematics assessments and selected response items only on the ELA/Literacy assessments A student dictates responses either verbally, using an external speech-to-text device, an augmentative/assistive communication device, or by dictating, signing, gesturing, pointing, or eye-gazing. Students must be tested individually. Students may also sign responses to an interpreter. Human scribes/interpreters will scribe student responses according to the protocols in Appendix C. Speech-to-Text or Scribe for constructed responses on the ELA/Literacy Assessments (*Reporting Notation to schools and parents)

Administration Monitor Test Response The test administrator or assigned accommodator monitors proper placement of student responses on a test book/answer sheet. The test examiner or assigned accommodator cannot assist the student with changing a response to the correct answer. This accommodation is to ensure that the student is marking the answer for the problem the student intends to answer. For example, a student may accidentally put two answers for one problem on the same line or accidentally skip a question. Students who are able to use bubbled answer sheets may benefit from having an adult simply monitor the placement of their responses to ensure that they are actually responding to the intended question. Word Prediction External Device Students may bring external word prediction devices for the ELA/Literacy Performance-Based Assessments. Devices cannot include grammar check, connect to the internet, or save information. Script: [extension of previous slide]

Administration Extended Time A student who has the extended time accommodation may have until the end of the school day to complete a test session. It is recommended to test students with extended time accommodations in a separate setting to minimize distractions for all students, and to schedule these students for testing in the morning so their testing time can be extended until the end of the school day, if needed. Please refer to the Test Administration Manual for additional information regarding test units and timing. Please refer to Appendix E for guidelines on administering the PARCC assessments with the extended time accommodation. Script: [extension of previous slide]

Paper-Based Testing Computer-Based Testing Assistive Technology Braille Note-Taker Braille Writer Calculation Device and Mathematics Tools (on Non-calculator Sessions of Mathematics Assessments) *see PARCC Calculator Policy Calculation Device and Mathematics Tools (on Non-calculator Sessions of Mathematics Assessments) *see PARCC Calculator Policy Speech-to-Text or Scribe for the Mathematics assessments and selected response items only on the ELA/Literacy assessments Speech-to-Text or Scribe for constructed responses on the ELA/Literacy Assessments Word Prediction External Device Monitor Test Response Extended Time

* Identified in Advance via an IEP, 504 Plan, or EL Plan
Accommodations for English Learners Accessibility Features for All Students Accessibility Features Identified in Advance Accommodations for Students with Disabilities (SWD) Accommodations for English Learners (EL) * Identified in Advance via an IEP, 504 Plan, or EL Plan

Accommodations for English Learners
Administration Extended Time Students who receive an extended time accommodation may have until the end of the school day to complete a test session. It is recommended to test students with extended time accommodations in a separate setting to minimize distractions for all students, and to schedule these students for testing in the morning so their testing time can be extended until the end of the school day, if needed. Speech-to-Text for the Mathematics Assessments in English: External Device Human Scribe The student dictates responses verbally, using an external speech-to-text device or to a human scribe. The student must be tested individually. Human scribe scribes student responses according to the Scribe Guidelines found in the Accessibility Features and Accommodation Manual. Word-to-Word Dictionary (English/native language) Students may use an external published word-to-word English/native language dictionary. The dictionary may not include definitions or pictures. If there is no published word-to-word dictionary available, a unique request for an electronic word-to-word dictionary can be made. Script:

Accommodations for English Learners
Administration General Administration Directions Read Aloud and Repeated as Needed in Student’s Native Language (by test administrator)* The test administrator reads aloud, and repeats as needed, test directions in students’ native language. Test administrators providing this accommodation should be literate and fluent in English, as well as the student’s native language. General Administration Directions Clarified in Student’s Native Language (by test administrator)* The test administrator clarifies general administration instructions only. No part of the test may be clarified or translated. Test administrators providing this accommodation should be literate and fluent in English, as well as the student’s native language. **General Administrative Directions Read by Student in Native Language (PDF) The student reads the general administrative directions on a hard copy printout in their native language. Hard copy directions will be translated into the highest-incidence languages across PARCC states: 1)Spanish, 2) Arabic, 3) Navajo, 4) Chinese Mandarin, 5) Vietnamese, 6) Portuguese, 7) Haitian Creole, 8) Polish, 9) Somali, and 10) Marshallese. Script:

Accessibility Features and Accommodations Appendices
Appendix A: Appendix B: Appendix C: Appendix D: Appendix E: Appendix F: Appendix G: Appendix H: Appendix I: Appendix J: Appendix K:

Appendix A: Accessibility Features and Accommodations for Students Taking the Paper-and-Pencil PARCC Assessments Appendix B: Appendix C: Appendix D: Appendix E: Appendix F: Appendix G: Appendix H: Appendix I: Appendix J: Appendix K:

Appendix A: Appendix B: Test Administration Protocol for the Read-Aloud Accommodation for English Language Arts/Literacy Assessments and Accessibility Feature for Mathematics Assessments Appendix C: Appendix D: Appendix E: Appendix F: Appendix G: Appendix H: Appendix I: Appendix J: Appendix K:

Appendix A: Appendix B: Appendix C: Protocol for the Use of the Scribe Accommodation Appendix D: Appendix E: Appendix F: Appendix G: Appendix H: Appendix I: Appendix J: Appendix K:

Appendix A: Appendix B: Appendix C: Appendix D: Text-to-Speech, Human Reader, or Interpreter Accommodation Guidance for English Language Arts/Literacy Assessments Appendix E: Appendix F: Appendix G: Appendix H: Appendix I: Appendix J: Appendix K: * ADE does not require use of this form, but it might prove beneficial to your district.

Appendix A: Appendix B: Appendix C: Appendix D: Appendix E: Guidance for Selecting and Administering the Extended Time Accommodation Appendix F: Appendix G: Appendix H: Appendix I: Appendix J: Appendix K:

Appendix A: Appendix B: Appendix C: Appendix D: Appendix E: Appendix F: Unique Accommodation Request Form Appendix G: Appendix H: Appendix I: Appendix J: Appendix K:

Appendix A: Appendix B: Appendix C: Appendix D: Appendix E: Appendix F: Appendix G: Use of an Emergency Accommodation on a PARCC Assessment Appendix H: Appendix I: Appendix J: Appendix K:

Appendix A: Appendix B: Appendix C: Appendix D: Appendix E: Appendix F: Appendix G: Appendix H: Student Accommodation Refusal Form Appendix I: Appendix J: Appendix K: * ADE does not require use of this form, but it might prove beneficial to your district.

Appendix A: Appendix B: Appendix C: Appendix D: Appendix E: Appendix F: Appendix G: Appendix H: Appendix I: Audio and Human Reader Guidelines for the ELA/Literacy Assessments Appendix J: Appendix K:

Appendix A: Appendix B: Appendix C: Appendix D: Appendix E: Appendix F: Appendix G: Appendix H: Appendix I: Appendix J: Audio and Human Reader Guidelines for the Mathematics Assessments Appendix K:

Appendix A: Appendix B: Appendix C: Appendix D: Appendix E: Appendix F: Appendix G: Appendix H: Appendix I: Appendix J: Appendix K: Legal Background

Before, During, and After
PARCC ADMINISTRATION Before, During, and After

PearsonAccessnext http://pearsonaccessnext.com
We will now review the PearsonAccessnext website. This will be an introduction to the website functionality. ADE will be conducting further trainings on PearsonAccessnext following this presentation. PearsonAccessnext is a management system. Access is based on your user account role type, meaning you will only see the data and perform only those tasks for which you have been authorized. Based on your role and add-on role in the system, you may do one or more of the following: Create and manage organizations, participation, and staff accounts Manage student registration for testing Order additional materials Track test material shipments to and from Pearson The PARCC PearsonAccessnext website is located at Initial state user accounts will be set up by Pearson based on information provided by each PARCC state. All other accounts are created by state, district, or school staff; please note school staff accounts cannot create accounts for district staff and district staff cannot set up accounts for state staff. Each new user will receive an notification when his or her user account is created. To ensure users receive s, have your IT department to your system’s whitelist. NOTE: The link in your initial user account setup can only be used once. Therefore if you forget your password, you will need to request it again through the Forgot Password feature. Once in the PearsonAccessnext website, from the “Select Your Program” dropdown menu select Arkansas.

User Accounts - Base Roles
Base Roles have been created with abilities that generally align to the organization level and title of the user. A user account needs at least one base role to be functional. Base Roles: State Role – Assigned to state-level user accounts. District Test Coordinator Role – Assigned to District Test Coordinator user accounts. School Institution Test Coordinator Role – Assigned to School Test Coordinator user accounts. Test Administrator Role – Assigned to users who will administer computer-based tests. Technology Coordinator Role – Assigned to users who will support technology for computer- based tests. Base Roles have been created with abilities that generally align to the organization level and title of the user (LEA/DTC, School Test Coordinator, etc.). A user account needs at least one base role to be functional. A user account generally only needs one base role but can be assigned multiple base roles if needed. (For example: a school may have a user who is the School Test Coordinator and Technology Coordinator. This user’s account would be assigned both the School Institution Test Coordinator Base Role and the Technology Coordinator Base Role.) List of Base Roles State Role – Assigned to state-level user accounts. LEA/District Test Coordinator Role – Assigned to LEA/District Test Coordinator user accounts. Non-School Institution Test Coordinator Role – Assigned to Non-School Institution Test Coordinator user accounts (same abilities as LEA/District Test Coordinator). School Institution Test Coordinator Role – Assigned to School Test Coordinator user accounts. Test Administrator Role – Assigned to users who will administer computer-based tests. Technology Coordinator Role – Assigned to users who will support technology for computer-based tests.

User Accounts – Add-on Roles
Add-on Roles have been created to enable states to continue with their current policies. Each state has the option to create user accounts with Add-on Role assignments. Add-on Roles Organization Role –Assigned to users who will create and modify organizations within PearsonAccessnext. Enrollment Role – Assigned to users who will set an organization as participating in a test administration and enter enrollment counts. Request Additional Order Role – Assigned to users who will place an additional order. Approve Additional Order Role – Assigned to users who will approve an additional order. Delete Student Role – Assigned to users who will be able to delete students from PearsonAccessnext. Sensitive Data Role – Assigned to users who will be able to view and edit Student Sensitive Data. Add-on Roles have been created to enable states to continue with their current policies and abide by state-specific laws. Each state has the option to create user accounts with Add-on Role assignments. For example, State A may allow districts to approve additional orders. To implement this, State A will create LEA/DTC user accounts with both the LEA/District Test Coordinator Base Role and Approve Additional Order Add-on Role. State B may have a different policy where only state- level users may approve additional orders. This state will not set up LEA user accounts with the Approve Additional Order Add-on Role. A user account must be assigned specific Base Roles in addition to Add-on Roles in order to perform the Add-on Role ability. View the User Role Matrix document for additional information. List of Add-on Roles Organization Role –Assigned to users who will create and modify organizations within PearsonAccess. Enrollment Role – Assigned to users who will set an organization as participating in a test administration and enter enrollment counts. Request Additional Order Role – Assigned to users who will place an additional order. Approve Additional Order Role – Assigned to users who will approve an additional order. Delete Student Role – Assigned to users who will be able to delete students from PearsonAccessnext. Sensitive Data Role – Assigned to users who will be able to view and edit Student Sensitive Data.

Conferrability in PearsonAccessnext
Conferrability in PearsonAccessnext allows the State User to create District and School Level accounts and to confer on them specific Add-on Roles based on their State policies.

User Role Matrix User’s role will determine the functionality the user can access. User Role Matrix can be found on the Support page of PearsonAccessnext. The next step is to create accounts in the PearsonAccessnext system. This can be performed by any users who have the authorization to do so. The User Role Matrix document will assist you in determining which role, or roles, your staff need to be assigned to complete the necessary tasks. The User Role Matrix document can be found by going to Support > Templates of the PearsonAccessnext website. Note that this document may be updated as new features are added to PearsonAccessnext, so it is important to check periodically Support page of PearsonAccessnext for the most up-to-date document. At the top of this document, you will find different role types: Base Roles and Add-on Roles. Base Roles contain core abilities for each user type. User accounts must be set up with at least one base role in order to properly function. Add-on Roles are used for specific tasks or actions and must be assigned in addition to the user’s Base Role to function. For example, to import/export a data file, a user account must be assigned the Organization Add-on Role in addition to either the State role, LEA/District Test Coordinator role, Non-School/Institution Test Coordinator role, or School/Institution Test Coordinator role. On the left of this document, you will find the different functions that may be associated with certain roles. The Notes on the right provide additional guidance on how to set up a Base Role with an Add-on Role.

Pearson Access Next (PAN)
What user roles will you assign? Who is going to be responsible for checking Student Registration Data? Who is going to be responsible in your school for the PNP? Teacher/IEP Team/BTC/DTC How will you identify students needing PNP consideration? What timeline do you want to set for this information to be entered? Who will communicate with ESchool contact person?

Before Testing CBT PBT Set testing Schedule and Sessions
Enter into PAN Identify PNP needs Enter/upload into PAN Train all Test Administrators and Proctors Plan for Rolling Log-on Setting up Technology Proctor Caching Infrastructure Trial(s) Calculator Policy Math tools Print Seal Codes and Student Authorization Tickets Follow ADE set schedule Identify PNP needs Enter into PAN Train all Test Administrators Plan for Math tools Sorting and distributing materials Receive Secure materials Develop a Security Plan

Train Test Administrators
Computer Based Timing of tests Computer/tablet used during testing limited to monitoring of students only Plan for restarting tests if needed Seal codes List only one on the board at a time Keep secure Erase after testing Student Authorization Tickets Keep Secure Collect after testing Reading materials allowed once complete

Before Testing Accommodation and Accessibility Features decisions for PARCC should be determined as soon as possible Plan for entering PNP Accommodations requiring special forms must be entered into PearsonAccessNEXT (PAN) by December 12, 2014, for spring testing Braille Large-Print Paper-Based Test Paper-Based test with human reader

Training for all Test Administrators
PARCC test security protocols (included in manual). Security Agreement (Appendix B). Chain-of-custody documentation plan, including inventorying, distributing, collecting, and storing secure test materials using the Chain-of-Custody Form or other form. Training module for paper-based testing (available online). Training on active proctoring while students are testing, including making sure students are in the correct unit.

You need a Plan Rolling Log-on Setting up Technology Proctor Caching
Infrastructure Trial(s) Calculator Policy Online or Personal Math tools Straight Edge, Tracing Paper

PARCC Calculator Policy
Allowable Calculators Grades 3-5: No calculators allowed, except for students with an approved calculator accommodation Grades 6-7: Four-function with square root and percentage functions Grade 8: Scientific calculators High school: Graphing calculators (with functionalities consistent with TI - 84 or similar models)

PARCC Math Tools Policy
Required Protractor and Ruler Embedded for CBT Provided for PBT Reference Sheet Embedded or Printed by TC for CBT Allowable Gridded Paper Tracing paper, reflection tools, straight edge and compass for grade 8 and Geometry ONLY Provided or bring your own

Before Testing - Materials
CBT Seal Codes Printed before testing Must be kept secure Only have one code displayed to class at a time Student Authorization Tickets Kept Secure Collected after Testing Test Administration Manuals Scratch/Gridded Paper Math Tools (Optional) Accommodation and Accessibility Tools Calculators (Optional) Timing device such as a clock or watch, to keep track of time during testing ”Testing - Do Not Disturb” signs to post on the doors of the testing rooms (a copy of this sign is available in Appendix I).

Before Testing - Materials
PBT PARCC-supplied material Consumable testing booklets Mathematics Reference Sheets School-supplied material Blank Scratch Paper graph or blank paper Calculators Mathematics Tools Materials necessary for the administration of accommodations or accessibility features. Timing device such as a clock or watch, to keep track of time during testing ”Testing - Do Not Disturb” signs to post on the doors of the testing rooms (a copy of this sign is available in Appendix I).

Materials Who can handle materials?
Secure - ADE Licensed Educators only All test booklets, seal codes, answer documents, used scratch paper, non-cleared calculators, etc Non-Secure - Proctors Kleenex, Pencils, Scratch Paper prior to testing, Calculators, etc.

Before Testing Required Plans http://parcc-test.pearson.com/ Security
Chain of Custody Procedures for Weather/Safety Training Logistics

During Testing - Duties
CBT PBT Technology Support Central location or by room Add/Remove Students from sessions Have students disconnect from Wifi Make-Up Sessions Maintain accurate records of sessions missed Be prepared for Monitoring Check in and out Secure Materials Report Irregularities/Damaged Materials Be prepared for Monitoring

PARCC Test Administration
Provide all students with the entire amount of Unit Time Once the Unit Testing Time has elapsed, the unit must end. Computer does not time students - Test Admin is responsible A student may be allowed extended time only if listed in his or her IEP, 504 Plan, or LPAC.

If a student finishes testing before the unit time ends and has checked his/her work, the test administrator may submit the test/collect materials and allow the student to sit quietly and/or access: Recreational books (subject matter unrelated to content being assessed) Textbooks for subjects other than the one being tested Pamphlets, magazines, or periodicals (subject matter unrelated to content being assessed)

If ALL students have completed testing and checked their answers before the unit time ends the test administrator may end the unit. School testing plan should include directions for test administrators with respect to groups that finish early

After Testing CBT Destroy seal codes used scratch paper
student authorization tickets Report Any Breaches Close Test Sessions Purge cached content (Tech Coordinator)

After Testing PBT Destroy used scratch paper/math reference sheets
Recycle unused scratch paper/reference sheets Verify calculators are cleared Count and Verify Materials Complete Chain of Custody Form Damaged/Contaminated Materials Form School Headers Post Test Certification Form Ship materials

Collaboration Time When are you going to train teachers?
What material will you use to train teachers? Plan for identifying PNP needs of students. Will you be scheduling a rolling logon? Do you have the following plans: Security Chain of Custody (Paper Materials Only) Procedures for Weather/Safety Training Logistics

PARCC Test Monitoring Two way communication

Monitoring/Observations
The ADE will send monitors to observe testing procedures in schools Monitors will observe testing units (sessions) and security procedures Monitors will observe the administration of accommodations Monitors will complete a Monitor Checklist for each visit The ADE will monitor schools to ensure the security, validity, and the standardization of the test administration state wide. All monitors are trained. They will be in the rooms but will be as unobtrusive as possible. They are observers of the testing process. They should not insert themselves into the test environment or be disruptive. An updated Monitor Checklist will be sent out soon so you will have it before testing begins. The fall Monitor Checklist will look very similar to the one used in previous years since the PARCC Fall Block is all paper/pencil. I anticipate the Spring online Checklist will have more changes, but once again we will send it out in advance and can talk about it in more detail on one our future test training webinars.

Monitoring Who is monitored? Districts from all regions of the state
Districts who have not been monitored recently Districts who have had testing improprieties All assessment administrations (Both PBA and EOY for PARCC) Districts administering PARCC Fall Block are required to submit their administration schedule by November 21 (Commissioner’s Memo LS ). Click on the link under the Fall Block heading on the Memo. Spring Schedules will be monitored based on sessions designated in PearsonAccessNEXT PBA sessions should be entered in PAN by February 6th EOY sessions should be entered in PAN by April 10th Our federal approval requires the ADE to monitor 30% of the school districts each year including charter schools. Districts are selected because them might not have been monitored in a while, they are in close proximity to another district being monitored (to allow more efficient use of travel and staff resources), and because districts have had testing irregularities in the past. Some districts may be monitored more frequently simply because on select assessments such as PARCC Fall Block, there may not be many schools in the state administering that particular assessment. This is not as much of an issue during the spring. A Commissioner’s Memo (LS ) was posted on October 29, 2014, requesting districts submit their Fall Block schedule using a Google link. Please do this if you haven’t yet had the opportunity to do so. This applies to any school who plans to administer the ELA/Literacy 9-11, Algebra I, Geometry, or Algebra II PARCC assessments this fall.

Monitoring Documentation
Monitors will require Access to testing rooms The School Test Coordinator should keep copies of the following for potential monitors: Schedule (including classroom and testing assignments) Training dates Sign-in sheets Copy of training presentation and copy of any special training provided (i.e., accommodations) PARCC Security Agreement PARCC School Chain-of-Custody Form Cell phone policy Monitors will need access to testing rooms. If your school district has a policy about classroom doors being locked at all times, please make sure someone is available to assist with access to testing rooms. When monitors arrive on your campus, they will be requesting a test schedule (specific to your school/district) with start and end times as well as break times. They will also ask for room assignments including locations of accommodated sessions. While not required, if you have a large campus you may want to consider having a school map readily available. Monitors will ask for documentation of training, schedules, etc. as part of the interview process of the school test coordinator. There are also several new PARCC forms you will need to have available for monitors. We will look at each one in more detail over the next few slides. A note about the cell phone policy. The monitors are specifically asking for training in regards to the cell phone policy during testing. We realize your district policy during the school year may differ. For PARCC testing, test administrators may have limited access to their cell phones in case of a technology emergency In case you are monitored, you may even want to have a “potential monitor” folder ready that includes copies of some of these materials (not the IEP documentation), although it is not necessary.

PARCC School Chain-of-Custody Form
Fall Block and Paper Based ONLY This is the daily check in and out materials form similar to ones we’ve used in the past from Questar. Monitors will observe the check in and/or check out procedure of secure materials and will be observing this process.

Monitoring for Accommodations
The School Test Coordinator should keep copies of the following accommodation documentation for potential monitors: Accommodations documentation (IEP, 504, LPAC) Consideration of Special Factors page from IEP Emergency Accommodation Request Form (if applicable) PARCC Unique accommodation documentation (if applicable) Monitors will be observing the number of students receiving Text-to-Speech and/or human reader for the ELA/Literacy exams.

IEP Consideration of Special Factors
Of particular importance is question # 8. Verify that the student is receiving the proper accommodation during testing. The monitors will be looking for the Consideration of Special Factors page from the IEP. Question 8 asks if the child can participate in standard administration of statewide and district-wide required assessments? This question also includes the allowable accommodations for the child in regards to state testing. The monitors do not want the entire IEP folder. The monitoring process will be smoother if copies of this page are on site, even if the entire records are kept off site or locked in the special education room. Monitors should only be checking these forms to ensure children are receiving appropriate accommodations. They should not be given copies to take back to the office. Many of the DTCs create Excel spreadsheets to organize your small groups and students with accommodations. This is perfectly fine for organization purposes, but will not substitute for the official documentation.

PARCC Security Agreement
Equivalent to Affidavit 3 Every District/school test coordinator, technology coordinator, test administrator, and proctor must sign a security agreement prior to testing. You must keep these on file for your records. Monitors will be checking to see that these have been signed by those involved with PARCC testing.

PARCC Emergency Accommodation Request Form
Use of an Emergency Accommodation on a PARCC Assessment: Directions: This form is appropriate in cases where a student needs a new accommodation immediately prior to the assessment due to unforeseen circumstances. Cases could include students who have a recently fractured limb (e.g., arm, wrist, or shoulder); whose only pair of eyeglasses has broken; or a student returning from a serious or prolonged illness or injury. If the principal (or designee) determines that a student requires an emergency accommodation on the day of the PARCC test, this form must be completed and maintained in the student’s assessment file. No state approval is required for emergency accommodations. If required by your PARCC member state, Please consult with the district office for approval. The parent must be notified that an emergency accommodation was provided. If appropriate, this form may also be submitted to the district assessment coordinator to be retained in the student’s central office file.

PARCC Unique Accommodation Request Form
Use of a Unique Accommodation Request Form on a PARCC Assessment to Jared Houge Signed off by Hope Allen Returned to district Directions: If a student with a disability or an English learner requires an accommodation (i.e., a “unique accommodation”) that is not listed in the PARCC Accessibility Features and Accommodations Manual, and does not change the construct being measured by the test, the school may request approval for use of the accommodation using this request form. If approved, the accommodation must be listed in the Individualized Education Program (IEP) or 504 Plan for a student with a disability; and if required by the PARCC member state, an English Learner (EL) Plan, for an English learner. To use a unique accommodation for a student, state approval is required. Refer to Appendix C for additional information for your specific state. To request approval for a unique accommodation, this form must be completed and submitted to the PARCC member state by the principal or designee or District Assessment Coordinator, as required by the PARCC member state, at least six weeks prior to testing to ensure a timely state response is received. A copy of this form must be kept in the student’s file and, if appropriate, retained at the district office.

Additional Monitoring Considerations
Monitors will conduct an interview with the DTC/STC which will include questions concerning: Test Security Plan Logistics Plan Training Plan Chain of Custody Plan Severe Weather and Safety Plans Cell phone policy Calculator policy

Monitoring Issues Security Breaches and/or Testing Irregularities
Grouping accommodated sessions inappropriately Cueing/Coaching Test administration setting Missing documentation Electronic devices (test administrators can have limited access to cell phones pg. 10) Lax monitoring by test administrator Training: Provide all students with the entire amount of Unit Time Test administrators will need a computer or tablet to monitor the room testing. Need a plan for safety threats and severe weather

PARCC Form to Report a Testing Irregularity or Security Breach

Follow up Webinars & Trainings
Contacts ADE will hold webinars for training of test administrators and other testing support during January and February. Jimmy Blevins (501)

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