PARCC Test Information

4 Louisiana Believes Test Content Louisiana will administer PARCC assessment for English language arts (ELA) and math to students in grades 3 to 8 in spring This will be the same test forms as those taken by students in districts and states across the country and will include the same questions field tested with nearly 50,000 Louisiana students during spring The test details were originally communicated in the assessment guides released last March. Minor improvements were made based on field test feedback. Test Dates Phase 1 (Performance-­‐Based Assessment): March 16 to 20 Phase 2 (End-­‐of-­‐Year Assessment): May 4 to 8 Students will take only one session (called “units”) per day. Updates Paper administration only: PARCC will be given only on paper for 2014-­‐2015. Educators have urged the Department to take a patient approach to technology implementation, allowing dedicated focus on the test’s content for In 2016, Louisiana will implement technology-­‐based tests. One fewer EOY ELA passage with questions: Louisiana and other states have shortened the ELA test by removing one passage per grade level. These changes are included in the updated assessment guides. BasicsofELAandMathAssessments

5 Louisiana Believes Students will take one unit/session per day as defined above Maximum times allowed are included in the schedule Make-­‐up days allowed on March 23 rd and 24 th SchedulingforthePBAAssessment

6 Louisiana Believes Students will take one unit/session per day as defined above Maximum 0mes allowed are included in the schedule Addi0onal make-­‐up days are available on May 11 th and 12 th SchedulingfortheEOYAssessment

iLEAP and LEAP  Grades 3-8  Science and Social Studies  April (make-up April 16-17)

11 Louisiana Believes Accessibility Features Accessibility Features are available to all students and increase access without subverting the purpose of the assessment. Some of these features must be predetermined and documented on IEP, IAP, LEP, or PNP forms. All forms for accommodations and accessibility features should be completed at least 30 days prior to the assessment window. Accessibility Features

12 Louisiana Believes The table below is an excerpt from the Quick Guide to Accessibility and Accommoda0ons available in the Assessment Library. This resource is intended to provide stakeholders with a quick comparison of supports previously available on LEAP/iLEAP to those available on PARCC, but is not intended to replace the PARCC Accessibility and Accommoda0ons Manual. Accessibility Features

13 Louisiana Believes Some accessibility features require decisions and documentation prior to the assessment window for planning and reporting processes. The table below is a complete list of accessibility features on the paper-­‐based tests. *Requires documenta-on on a PNP, IEP, IAP, or LEP form prior to the assessment window Accessibility Features Accessibility Feature Auditory Aids (e.g., noise bu ff er, amplification)* Magnification DeviceSmall Group Testing* General Administrations Direc0ons Clarified Read Aloud for the Math Assessment (Text to Speech or Human Reader)* Specialized Furniture or Equipment* Individual Tes0ng*Redirect Student to the Test Visual Aids* (e.g., line reader, color overlay)

PersonalNeedsProfile(PNP)PersonalNeedsProfile(PNP) The Personal Needs Profile is a record of predetermined accessibility features to be used by a student on an assessment. Because Louisiana will be utilizing paper-­ ‐ based tests only and because IEP, IAP, and LEP forms were updated to include accessibility features, only students without IEP, IAP, or LEP forms require the completion of a PNP. The PNP should be based on instructional observations and supports that have been found to increase access during instruction and assessment. The PNP form will be available in the Assessment Library. School-­ ‐ level teams should use the PARCC Accessibility and Accommodations Manual for guidance in making selections for individual students.

StepsinCompletionStepsinCompletion Step 1: Ensure that the accessibility feature is used in the classroom. Step 2: Gather evidence that the support increases access during instruction and assessments (observation and performance/assessment data). Step 3: Meet as a school level committee (teacher, parent, student, and other relevant stakeholders) to discuss accessibility features and create the PNP using the PARCC Accessibility and Accommoda0ons Manual for guidance. The form is available in the Assessment Library. Step 4: Measure continued effectiveness of the accessibility features through classroom observation and performance data and adjust as needed.

PARCC Resources

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PARCC Preparation

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