1. A Well-Rounded Educational for a Flat World, 2009
MoPTA
July 11, 2016
Richard H. Hersh
A Well-Rounded Educational for a Flat World, 2009
“It’s not a question of content versus skills – it’s about creating challenging, profoundly engaging, and authentic education experiences…”
Copying or using any examples from this Powerpoint is considered plagiarism. Students would be in violations of MoPTA Guidelines if he/she uses information from examples provided.
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Lisa Jacques, 2016

2. Table of Contents Deadline Dates 14 Scoring of Tasks 16
ITEM
Slide #
Deadline Dates 14
Scoring of Tasks 16
How to Register for MoPTA
3-13
Overview of ALL Tasks 1 thru 4
18-25
Permission Slip Uploading Instructions
49-50
Task 1 Requirements-Examples
31-47
Contact Information & Tech Support Information 48

3. Creating an Account and Registering for MoPTA
Table of Contents
Click on the link
If the link doesn’t open up, cut & paste the link into your web-browser
You have to register and PAY ($275) before you can access any of the tasks
Register for the NON-VIDEO version of MoPTA
Once your are on the right webpage, click on “create an account” (if you are a New User)
Fill in the info and select next to proceed (don’t forget to write down your User Name and Password)
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4. Home Screen after Account has been created!
Once you have created your account, your home screen (as seen in Figure below) serves as your access point to registration, profile information, resources, scores, and the assessment.
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5. Registering for NON-Video MoPTA
1. Under “My Tests”, select the Register for a Test to register for your assessment and submit payment.
2. You will be taken to a screen that shows the testing policies and terms and conditions. Read this information and then check the box indicating that you understand and agree to the terms (see Figure below). After you check the box, select Next.
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6. Registering for NON-Video MoPTA
3. You are now ready to register. The personal information from your Missouri Performance Assessment Account will appear. Check the info and if correct select Next.
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7. Registering for NON-Video MoPTA
4. Important note for MO Student Teachers there are two versions of the assessments to choose from. You need to select the NON-Video Version. Also, select SPRING 2016 assessment submission window, then select Next.
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8. Registering for NON-Video MoPTA
5. Using the drop down menu, select the state (Missouri) and the EPP (University of Central Missouri-UCM). UCM will automatically receive your scores for MoPTA. Scores are automatically sent to the Missouri Department of Elementary and Secondary Education (DESE). You may also select up to 4-additional score recipients as part of your test fee. You may add score recipients up until 10:00 p.m. the night before your submission deadline date. Enter any additional score recipients and select Next.
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9. Registering for NON-Video MoPTA
6. During registration, you are presented with background information questions. Responses to these questions will not affect your scores. Some responses will be included on score reports sent to your EPP, DESE, and the other score recipients you select. After you are finished with the background questions, select Next to review your shopping cart.
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10. Registering for NON-Video MoPTA
7. Confirm your information including the assessment, submission window, EPP, and additional score recipients, if any. Select Proceed to Checkout to move on and submit your payment.
8. Select Pay Now to move on to payment
Missouri Pre-Service Teacher Assessment Non-Video Spring 2016
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11. Registering for NON-Video MoPTA
9. Enter your payment information and select Continue.
Missouri Pre-Service Teacher Assessment Non-Video
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12. Registering for NON-Video MoPTA
10. Once your order has been successfully processed, you will see a thank you screen with confirmation information. You will also receive an Order Confirmation to the address you entered when creating your account. You can access the assessment from the Thank You Screen by selecting Go to Assessment. You can also go back to your Home page by selecting Go To My Home Page.
Missouri Pre-Service Teacher Assessment Non-Video
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13. After registering for NON-Video MoPTA
After your registration is complete, ouble check to make sure Missouri Pre-Service Teacher Assessment Non-Video appears under “My Tests” on the “My MoPA Home”.
You can now select the Go To Assessment link to access the assessment and submit responses to the tasks. Note that if you selected a submission window that begins in the future, you will not be able to work on the tasks in the system until the submission window begins.
Missouri Pre-Service Teacher Assessment Non-Video
Spring 2016
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14. FALL 2016 Deadlines for MoPTA Tasks
Date
Registration Opens
July 25, 2016
Registration Closes
September 8, 2016
Reschedule Deadline
Cancellation Deadline
TASK SUBMISSION
Task Submission Opens
August 11, 2016
Task 1 Deadline
September 9, 2016
Task 2 Deadline
October 19, 2016
Task 3 Deadline
Task 4 Deadline
November 22, 2016
TASK RESUBMISSION Window
Resubmission Registration Opens
December 21, 2016
Resubmission Registration Closes
January 10, 2017
Task Resubmission Deadline
January 11, 2017
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15. MoPTA –What Great Teachers Do Everyday!
Always create your prompt responses in WORD FIRST, then cut and paste into the corresponding text box on the testing website.
Create folders for each Task & label your Artifacts
There is a WORD document of each Task located in folders on the UCM Blackboard site for MoPTA. This will allow you to type in your responses for each task prompt, before you cut & paste into the actual testing website.
Begin to design your ARTIFFACTS for each task – NOW!
Get Permission Forms completed now for the ONE classroom of students you will be using for Tasks 2, 3, & 4.
HOW-TO Information for PERMISSIONS FORMS
Copying or using any examples from this Powerpoint is considered plagiarism. Students would be in violation of MoPTA Guidelines if he/she uses information from examples provided.
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16. MoPTA Overview July Meetings
Table of Contents
Task
Steps
Total Points
Score Needed
1 - Knowledge
1-Students
2-Resources & Procedures o
2 - Assessment/Data
1-Planning Assessment
2-Administering Assessment & Analyzing Data
3-Reflecting 4 1
3 – Design Instruction
1-Planning Lesson
2-Focus Students
3-Analyzing the Lesson
4-Reflecting
4 – Implement &
Analyze Instruction
1-Planning
2-Implementing the Plan
3-Student Work
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17. REFLECT…REFLECT…REFLECT ANALYTICAL Writing
What went well during the lesson? CITE evidence to support!
How do I know students were learning? DATA -- What percent of students demonstrated proficiency? What percent did not?
What would I change about lesson?
Instructional strategy?
Activity? Assessment?
Groupings?
Interventions used? Will use?
Table of Contents
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18. Task 1 Info & Requirements Online Task Requirements Document (PDF)
Task 1 is designed to help you ‘get to know’ your students and their learning needs
21,000 characters & 13 prompts & 4 artifacts
It IS NOT scored by the MoPTA Testing Cite or part of your certification score, BUT you have to complete Task 1 prompts and submit the artifacts before you can access Task 2.
Remember to ALWAYS answer EVERY prompt for each Task. This is how you receive credit and/or points!
Table of Contents
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19. MoPTA Task 1 Artifacts Contextual Factor Chart
Copying or using any examples from this Powerpoint is considered plagiarism. Students would be in violation of MoPTA Guidelines if he/she uses information from examples provided.
ARTIFACT
Maximum # of Pages
Textbox Location
Contextual Factor Chart
(1-2 key data points refer to
Notes section of this slide) 2
1.1.1
Instructional & Support Resource Chart
(1-2 key data points)
1.2.1
“1” Completed Student Interest Inventory
1.2.2
A Form of Introduction Letter 1
1.2.3
Only need ONE to TWO data points for each section on Contextual Factor Chart. Make sure the data points/information you list is important for you as a new teacher to know about your students AND it could affect student learning. Typically this information about the students/school/community etc. would be important for a teacher to know, so he/she could design lessons and/or activities that would enhance the learning of students or address their special needs (example: majority of students are reading below grade level as reported on MAP or other assessment data, high percentage of students and families living at or below poverty level).
The same applies to the Resource Chart – list special programs or resources the district has or does not have (example: special reading or math programs used, limited technology access for students/community/school).
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20. Task 2: Assessment & Data Collection to Measure & Inform Student Learning ELEMENTARY – READING for TASK 2
Steps: Plan Assessment – Administer/Analyze – Reflect
22,500 CHARACTERS/22 prompts = 1022 per prompt
Assessments (Formative & Summative)
Have balance of DOK levels in your assessment(s)
Address common misconceptions – content or common mistakes students would make in assessment(s)
Have strong distractors – for multiple choice questions and/or have students justify T/F
Use rubrics/scoring guides - THIS IS A REQUIREMENT of MOPTA
categories (researched based)
strong descriptors that DESCRIBED QUALITY of work,
not checklists
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21. MoPTA Task 2 Artifacts
Table of Contents
ARTIFACT
Maximum # of Pages
Textbox Location
Representative pages of a baseline data document 2
2.1.1
Representative pages of the selected assessment
Representative page of rubric/scoring guide 1
Representative pages of a graphic representation (e.g., spreadsheet, pie chart, table of collected data)
2.2.1
Student Work Sample from Focus Student 1
2.2.3
Student Work Sample from Focus Student 2
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22. Task 3 Suggestions Regarding Designing Instruction for Student Learning ELEMENTARY – Math for Task 3
Steps for Task 3
Plan Lesson
Focus Students – select 3 (1 with no ‘challenges’ & 2 with challenges)
Analyze Lesson
Reflect on Lesson
25,500 characters / 31 prompts = average of 822 characters per prompt
3.1.1 Prompt (a) Learning Theory/Method
3 lessons from UNIT – see pages of “How to Develop a Standards Based Unit of Study” (link on Blackboard)
Lesson Plan Template (link on Blackboard)
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23. MoPTA Task 3 Artifacts 2 1 Designing Instruction for Student Learning
Table of Contents
ARTIFACT
Maximum # of Pages
Textbox Location
Representative pages of your lesson plan
(template on Blackkboard) 2
3.1.1
Representative pages of differentiated lesson plan for Focus Student 1
(see Blackboard for ideas for differentiation) 1
3.2.2
Representative pages of differentiated lesson plan for Focus Student 2
Representative page of a teacher instructional artifact
3.3.1
Work sample from a student other than two Focus Students
Work Sample from Focus Student 1
3.3.2
Work Sample from Focus Student 2
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24. Task 4 Suggestions Regarding Designing Instruction for Student Learning
42,000 characters / 56 prompts = average of 750 characters per prompt
Steps: Planning – Implement Plan – Student Work – Reflection
LOOK AT PROMPTS to determine what to include in REPRESENTATIVE PAGES
Academic Content language – vocabulary strategies
Critical thinking – strategies for critical thinking
Questioning skills
(Gibbs, 2001) Questions invite more than one answer
Follow up – What can you add? What is your opinion?
How and why questions?
Request summary – Who can make the point in different words?
Reflective questions – Why do you think that? What is your answer/knowledge based upon?
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25. MoPTA Task 4 Artifacts Next Slide Table of Contents Maximum # Pages
Textbox Location
Representative pages of standards-based unit plan (see Blackboard) 4
4.1.1
Representative pages of baseline data for whole class 2
For the First Assessment or Assignment:
Representative pages of the assessment or assignment
4.2.1
Representative pages of the rubric or scoring guide
Representative pages of the completed student work (with feedback) for Focus Student 1
Representative pages of the completed student work (with feedback) for Focus Student 2
For the Second Assessment or Assignment
4.2.2
For the Third Assessment or Assignment
4.2.3
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26. READ Prompts
LOOK AT PROMPTS to determine what to include in REPRESENTATIVE PAGES
Link Artifacts in FIRST sentence of PROMPT where you use EVIDENCE to support what you are saying!
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27. Uploading Artifacts
FIRST - upload artifacts that are part of task response & then the artifact MUST be linked to text in your task response. Click UPLOAD ARTIFACT button
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28. Uploading Artifacts
Table of Contents
Select UPLOAD DOCUMENT or FILE button & find the file/artifact you need to upload. File name will be in green once uploaded.
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29. LINKING Artifacts
Table of Contents
ARTIFACTS must be linked to written responses in order to be SCORED! Highlight text want to link to, select LINK MY Artifact in blue & find artifact you want to link.
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30. Task 1 Info & Requirements Online Task Requirements Document (PDF)
Table of Contents
Task 1 is designed to help you ‘get to know’ your students and their learning needs
21,000 characters & 13 prompts & 4 artifacts
It IS NOT scored by the MoPTA Testing Cite or part of your certification score, BUT you have to complete Task 1 prompts and submit the artifacts before you can access Task 2.
Remember to ALWAYS answer EVERY prompt for each Task. This is how you receive credit and/or points!
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31. MoPTA Task 1 Artifacts Contextual Factor Chart
Table of Contents
ARTIFACT
Maximum # of Pages
Textbox Location
Contextual Factor Chart
(1-2 key data points refer to
Notes section of this slide) 2
1.1.1
Instructional & Support Resource Chart
(1-2 key data points)
1.2.1
“1” Completed Student Interest Inventory
1.2.2
A Form of Introduction Letter 1
1.2.3
Only need ONE to TWO data points for each section on Contextual Factor Chart. Make sure the data points/information you list is important for you as a new teacher to know about your students AND it could affect student learning. Typically this information about the students/school/community etc. would be important for a teacher to know, so he/she could design lessons and/or activities that would enhance the learning of students or address their special needs (example: majority of students are reading below grade level as reported on MAP or other assessment data, high percentage of students and families living at or below poverty level).
The same applies to the Resource Chart – list special programs or resources the district has or does not have (example: special reading or math programs used, limited technology access for students/community/school).
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32. Step 1: Knowledge of Students (Prompts)
What is prompt asking?
1.1.1
a. Based on your chosen community factor, identify and describe one possible instructional strategy and one learning activity that you could use in your classroom to further student learning. Provide a rationale for choosing that strategy and activity and explain why it appropriately connects to your chosen factor.
Examples could be used for any of the factors; school or community or district). Also, the examples provided are well above what is actually required for a response. You would not need this much detail for a response.
b. Based on your chosen district factor, identify and describe one possible instructional strategy and one learning activity that you could use in your classroom to further student learning. Provide a rationale for choosing that strategy and activity and explain why it appropriately connects to your chosen factor.
Example #1
c. Based on your chosen school factor, identify and describe one possible instructional strategy and one learning activity that you could use in your classroom to further student learning. Provide a rationale for choosing that strategy and activity and explain why it appropriately connects to your chosen factor.
Required artifact is the Contextual Factors Chart (maximum of two pages)
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33. Classroom Demographics & Knowledge of Students (Prompts)
What is prompt asking?
1.1.2
a. Based on your chosen classroom demographics factor, identify and describe one possible instructional strategy and one learning activity that you could use in your classroom to further student learning. Provide a rationale for choosing that strategy and activity and explain why it appropriately connects to your chosen factor.
Example #2
b. Based on your chosen knowledge of students factor, identify and describe one possible instructional strategy and one learning activity that you could use in your classroom to further student learning. Provide a rationale for choosing that strategy and activity and explain why it appropriately connects to your chosen factor.
No required artifact for this
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34. Step 2: Resources & Procedures (Prompts)
What is prompt asking?
1.2.1
a. Select two resources. Describe how you would use each of these in your classroom to support your students’ learning.
Example #3
b. Now select any one resource. Also, from your Contextual Factors Chart, select a particular characteristic that you listed under Knowledge of Students. Describe how this resource could help support the chosen characteristic to enhance your students’ learning.
Required artifact for this is the Instructional & Support Resources Chart (maximum of two pages)
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35. Student Interest Inventory (Prompts)
What is prompt asking?
1.2.2
a. Based on the compilation of information from the whole-class inventory, provide one example of how the information would influence an instructional decision you make in your classroom.
Website for examples is
b. Select one completed student interest inventory from this class. Analyze how one item from this inventory can be used to promote his or her engagement and learning.
Required artifact for this is a completed student interest inventory (maximum of two pages)
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36. Communicating with Students and Families (Prompts)
What is prompt asking?
1.2.3
a. Describe how your introductory communication addresses your awareness of the demographic differences in the classroom.
b. How does this form of communication foster interactive communication among you, your students, and their families?
Required artifact for this is your introductory communication letter (maximum of one page)
Website for examples is
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37. Rules and Procedures (Prompts)
What is prompt asking?
1.2.4
a. Describe one example of a classroom rule or procedure. Analyze the implications of this rule or procedure for facilitating instruction, enhancing student learning, or impacting the learning environment.
b. Describe one example of a technology rule or procedure. Analyze the implications of this rule or procedure for facilitating instruction, enhancing student learning, or impacting the learning environment.
NO required artifact
Website for examples is
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The END & Contacs

38.
ensus/
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39. Missouri School Data Sourcehttp://mcds. dese. mo
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40. Community Resources
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41. Instructional Resource Chart – page 2
Examples of Instructional Uses of Technology

42. Artifact #3 – Student Interest Inventory
3rd-6th Grade Math Example
Student Name: Teacher’s name:
Date:
Please answer each of the questions below, using a pencil or pen to “bubble in” the response box that describes “you” the best. If you have questions, please ask your teacher for help.
Next page
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43. Student Interest Inventory Example - Page 2
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Student Interest Inventory Example - Page 2

44. A Form of Introduction Letter
Task 1 Artifact:
A Form of Introduction Letter
(Prompt )
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45. Website for other examples is
Sample prompt responses (Could use for any of prompts for: a-Community or
b-District or c-School Factors. This example is for Art Class but could be used for any content).
Website for other examples is
(1.1.1 prompts a or b or c) I selected the high % of English Language Learners (ELL) students 26%. Jane D. Hill and Kathleen M. Flynn (2006), state cooperative learning is a powerful tool for ELL and English-dominant students.
(Instructional Strategy Description and Rationale)
I will use Kagan & Kagan’s (2009) cooperative learning structures by having ELL students work in small heterogeneous groups. This is beneficial because: students have more opportunities to speak, speech that is relevant & related to real experiences improves ELL students’ fluency, students are less anxious working in small groups, & it’s easier for the teacher to check student understanding & give feedback. Students will be using a “jigsaw” activity & groups will be assigned one artist to study. Students will be assigned specific topics to find about each artist. Students will have access to books from the media center & laptops to use specific websites to research their assigned artist.
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46. Sample prompt responses (Could use for any of prompts for: 1. 1
Sample prompt responses (Could use for any of prompts for: a-Classroom demographics or b-Knowledge of students. This example is for Math Class but could be used for any content)
Website for other examples is
(1.1.2 prompts a or b) I selected the free & reduced lunch % or % poverty of students. Poverty can have a significant negative impact on a student’s academic achievement (Marzano, 2004). I will use Marzano’s 1st 3 steps of Vocabulary Instruction. The reasons I am using the 1st 3 steps is: students need an accurate explanation of each vocabulary word, it allows students to start developing an initial understanding of the word, I can clarify any misunderstandings or confusion about the words, & students can explain their own meaning for each word so I can identify any student’s misunderstandings or confusion. Students will use a 4-square vocabulary graphic organizer to write the explanation & example of new math vocabulary for the unit, to write their own explanation/example for each vocabulary word, & to create his/her own nonlinguistic descriptions for vocabulary word. This helps students develop a better understanding of vocabulary words by providing a visual representation of the word and its meaning & helps students’ understanding of new concepts by having students make a personal association with each vocabulary word.
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47. Sample prompt responses (Could use for prompts for: 1. 2
Sample prompt responses (Could use for prompts for: a-Two resources or b-One resource & Knowledge of students. This example is for Math Class but could be used for any content)
Website for other examples is
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(1.2.1 prompt a) The two resources I selected are classroom sets of iPads (Instructional Technology Resource) for students and an interactive website for math manipulatives (Curricular Program Resources). I will be teaching about the relationship between fractions, percents and decimals. Students will use iPads to access a website that has "virtual manipulatives”. National Library of Virtual Manipulatives,
Using this site, students can see visual relationships between equivalent fractions, can visualize and practice multiplying fractions using an area representation, & can work with parts & wholes to help them understand about fractions. Technology motivates students to participate, allows students to work individually, & can help meet the needs of visual learners.
(1.2.1 prompt b) I have 5 students who have ADD/ADHD or other behavior issues in this class. The district has a Behavior Specialists who is part of the Support Staff, and can help me develop strategies to keep these students on task and not become frustrated since they are working individually. The Behavior Specialists can also help me differentiate the lesson or incorporate support strategies for students who have behavior challenges, such as off-task, attention deficits, and anxiety issues.

48. UCM Contact Person Lisa Jacques ljacques@ucmo.edu 816-809-3850
Tech Support & Customer Service for MoPTA
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49. Permission Form Information
You are required to obtain & submit permissions forms for artifacts you submit for each Task Responses (e.g., student work samples, photographs of students or adults, and/or observations/letters/other materials supplied by colleagues or other adults.
Submitting Permission Forms
Prior to completing the assessment, you must scan and upload the approved permission forms to ETS via the online submission system. Score reports will be delayed if permission forms have not been uploaded.
Instructions for Uploading Permission Forms
Student Release Form, Student 18+ Release Form and Adult Release Form are located on MoPTA UCM Blackboard Site or at this website:
forms
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50. 1. Select the Upload Permission Forms button from the Overview screen
2. Select the Select files to upload button and locate your files. Follow file requirements for successful upload. After you have selected your files, select Confirm to Upload. Once uploaded, permission forms cannot be removed from the site.
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